AFRICAAM 245:
Understanding Racial and Ethnic Identity Development (CSRE 245, EDUC 245, PSYCH 245A)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 3-5
AFRICAST 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, EDUC 135, EDUC 335, EPI 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 an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
ANTHRO 238:
Medical Ethics in a Global World: Examining Race, Difference and Power in the Research Enterprise (ANTHRO 138, CSRE 138)
This course will explore historical as well as current market transformations of medical ethics in different global contexts. We will examine various aspects of the research enterprise, its knowledge-generating and life-saving goals, as well as the societal, cultural, and political influences that make medical research a site of brokering in need of oversight and emergent ethics.This seminar will provide students with tools to explore and critically assess the various technical, social, and ethical positions of researchers, as well as the role of the state, the media, and certain publics in shaping scientific research agendas. We will also examine how structural violence, poverty, global standing, and issues of citizenship also influence issues of consent and just science and medicine.
Last offered: Spring 2020
| Units: 5
ANTHRO 258:
The Anthropology of Social Class (ANTHRO 158)
Course introduces social theory concepts and paradigms for the understanding of class. It then extends and revises those concepts and paradigms by considering anthropological approaches in different cultural and historical settings that consider the entanglements of class with other social hierarchies, especially race, caste, and ideas of "civilization" and "development".
Last offered: Spring 2020
| Units: 5
ANTHRO 320A:
Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations (CSRE 389A, EDUC 389A, LINGUIST 253, SYMSYS 389A)
Language, as a cultural resource for shaping our identities, is central to the concepts of race and ethnicity. This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. We begin with an examination of the concepts of race and ethnicity and what it means to be "doing race," both as scholarship and as part of our everyday lives. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations (Asian, Black, Latino, Native American, White, etc.) participate in similar, yet different, ways of drawing racial and ethnic distinctions. The seminar will draw heavily on scholarship in (linguistic) anthropology, sociolinguistics and education. We will explore how we talk and don't talk about race, how we both position ourselves and are positioned by others, how the way we talk can have real consequences on the trajectory of our lives, and how, despite this, we all participate in maintaining racial and ethnic hierarchies and inequality more generally, particularly in schools.
Terms: Aut
| Units: 3-5
ANTHRO 365A:
Emancipation: Theories and Experiences
Concepts of emancipation have been treated in a wide variety of historical, political, regional and social perspectives. In the US, emancipation and post emancipation societies are primarily understood around histories of enslavement. In the class, while taking inspiration and also covering work on enslavement and emancipation, we will endeavor to discuss theories, ideas and experiences that have been understood as potentially emancipatory from a globally and historically wide-ranging set of ideas. Issues of race, caste, class and gender are axiomatic themes within the class.Emancipation has frequently been understood as an emancipation from oppression and an impetus towards a form of freedom or new order. While theoretically this is formally understood and discussed, often with historical examples that use experiences to illustrate failures or successes, in this class we will try to understand the texture of practices as the primary means by which ideas about emancipation circulate, imagined, are discussed, are disappointed and so on. We will try and see what an anthropological and historically textured discussion can bring to theoretical discussions of emancipation. We will examine theoretical, historical, sociological and anthropological writings on emancipation, freedom, enslavement and servitude, political mobilization and revolution. Fundamentally this course tries to get students to think globally about multiple and different systems of persisting and enduring oppression and inequality through an emphasis on political thought, political imaginations and concrete political organizations and movements. Prerequisite: consent of instructor
Terms: Aut
| Units: 5
ARTHIST 405A:
Graduate Pedagogy
This course is designed for graduate students in Art History and Film Studies preparing to work as teaching assistants in the Department of Art and Art History. The seminar will focus on a range of theoretical and practical concerns pertaining to the successful conceptualization, organization, and execution of class lectures and discussion sections. Students will be exposed to a variety of perspectives and strategies related to quality teaching at the college level.
Last offered: Autumn 2022
| Units: 2
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.
Last offered: Spring 2022
| Units: 2
| Repeatable
2 times
(up to 4 units total)
BIO 290:
Teaching Practicum in Biology
Open to upper-division undergraduates and graduate students. Practical, supervised teaching experience in a biology lab or lecture course. Training often includes attending lectures, initiating and planning discussion sections, and assisting in the preparation course materials. May be repeated for credit.nPrerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Barton, K. (PI);
Bergmann, D. (PI);
Berry, J. (PI);
Block, B. (PI);
Block, S. (PI);
Boggs, C. (PI);
Chen, X. (PI);
Crowder, L. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Denny, M. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Ehrlich, P. (PI);
Endy, D. (PI);
Feldman, J. (PI);
Feldman, M. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Grossman, A. (PI);
Hadly, E. (PI);
Hanawalt, P. (PI);
Hekmat-Scafe, D. (PI);
Heller, H. (PI);
Heller, R. (PI);
Imam, J. (PI);
Jacobs-Wagner, C. (PI);
Jones, P. (PI);
Khalfan, W. (PI);
Klein, R. (PI);
Knope, M. (PI);
Kopito, R. (PI);
Long, S. (PI);
Lowe, C. (PI);
Luo, L. (PI);
Malladi, S. (PI);
Marxmiller, E. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Miller, J. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
Nelson, W. (PI);
Palumbi, S. (PI);
Petrov, D. (PI);
Red-Horse, K. (PI);
Rosenberg, N. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Schumer, M. (PI);
Seawell, P. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Skotheim, J. (PI);
Somero, G. (PI);
Stearns, T. (PI);
Thompson, S. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
WU, A. (PI);
Walbot, V. (PI);
Wang, Z. (PI);
Watanabe, J. (PI);
Watt, W. (PI);
Turner, K. (GP)
BIO 291:
Development and Teaching of Core Experimental Laboratories
Development and Teaching of Core Experimental LaboratoriesPreparation for teaching the core experimental lab courses (45 and 47). Emphasis is on practicing the lab, speaking, and writing skills. Taken simultaneously while teaching (for BIO 45) or during the previous quarter (for teaching BIO 47). May be repeated for credit. Meeting times TBD.
Terms: Aut, Win
| Units: 1-2
| Repeatable
for credit
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
BIOE 273:
Biodesign for Digital Health (MED 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with an unmet need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of 10weeks, these speakers will join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, healthcare providers, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and other mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students should submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_dnY6nvUXMYeILkO
Terms: Aut
| Units: 3-4
BIOE 374A:
Biodesign Innovation: Needs Finding and Concept Creation (ME 368A, MED 272A)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
BIOE 374B:
Biodesign Innovation: Concept Development and Implementation (ME 368B, MED 272B)
In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
BIOE 376:
Startup Garage: Design (SUSTAIN 376)
Startup Garage is an intensive, hands-on, project-based course where students apply human-centric design, lean startup methodology, and the Business Model Canvas to conceive, design, and field-test new business concepts that address real world needs. Teams get out of the building and interact directly with users, industry participants, and advisors to deeply understand one or more unmet customer needs. They proceed to design, prototype, and test their proposed products or services and a business model. Teams working on impact-focused ventures will apply the same methodology to address the needs of their beneficiaries. Students develop entrepreneurial skills as they learn critical, cutting-edge techniques about launching a venture. The course is offered by the Graduate School of Business. PREREQUISITE: Team application required. See details and apply at http://startupgarage.stanford.edu/details (login required).
Terms: Aut
| Units: 4
Instructors: ;
Glickman, M. (PI);
Lisbonne, B. (PI);
Nakache, P. (PI);
Baker, K. (SI);
Chen, E. (SI);
Deshpande, S. (SI);
Eison, J. (SI);
Galen, D. (SI);
Gur, S. (SI);
Laws, M. (SI);
Perkash, M. (SI);
Prakash, A. (SI);
Scull, J. (SI);
Waldorf, G. (SI);
Wallace, C. (SI);
Alvarez, G. (GP);
Zenios, S. (GP)
BIOE 377:
Startup Garage: Testing and Launch (SUSTAIN 377)
In this intensive, hands-on project based course, teams continue to develop their ventures based on a user need that they validated in preparation for the course. They build out more elaborate versions of their prototypes and Business Model Canvas; test hypotheses about the product/service, business model, value proposition, customer acquisition, revenue generation, and fundraising; and deliver a seed round financing pitch to a panel of investors. Students develop entrepreneurial skills as they 1) Get out of the building and gather insights from users, investors, and advisors, 2) Make decisions about pivoting, 3) Work through their operating plans and unit economics, 4) Test go-to-market strategies, 5) Consider equity splits, 6) Learn term sheet negotiations, and 7) Practice their pitches. PREREQUISITE: SUSTAIN 376 or a team application. See details and apply at http://startupgarage.stanford.edu/details (login required).
Terms: Win
| Units: 4
Instructors: ;
Galen, D. (PI);
Glickman, M. (PI);
Lisbonne, B. (PI);
Chen, E. (SI);
Deshpande, S. (SI);
Eison, J. (SI);
Grais, L. (SI);
Hornik, D. (SI);
Perkash, M. (SI);
Prakash, A. (SI);
Rosenthal, A. (SI);
Scull, J. (SI);
Stern, I. (SI);
Waldorf, G. (SI);
Wallace, C. (SI);
Alvarez, G. (GP);
Zenios, S. (GP)
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
BIOS 200:
Foundations in Experimental Biology
This course is divided into two 3-week cycles. During the first cycle, students will be developing a 2-page original research proposal, which may be used for NSF or other fellowship applications. In the second cycle, students will work in small teams and will be mentored by faculty to develop an original research project for oral presentation. Skills emphasized include: 1) reading for breadth and depth; 2) developing compelling, creative arguments; 3) communicating with the spoken and written word; 4) working in teams. Important features of the course include peer assessment, interactive joint classes, and substantial face-to-face discussion with faculty drawn from across the Biosciences programs. Shortened autumn quarter class; class meets during weeks 1 through 8 of the quarter.
Terms: Aut
| Units: 5
BIOS 225:
Diversity and Inclusion in STEMM
Introduction to the social science literature on factors contributing to gender disparities in the scientific workplace (e.g. implicit bias and stereotype threat). Discussions focus on steps that individuals and institutions can take to promote the advancement of women and other underrepresented groups in science, and thus promote the advancement of science.
Terms: Spr
| Units: 1-2
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 263:
Applied Grant-Writing Skills for Fellowships
Graduate students in the Biosciences PhD Programs develop a fellowship proposal (e.g. NIH F31) focusing on required documents: 1-page specific aims as well as research and career development plans. Students establish a writing practice and learn fundamental grant writing skills through guided exercises, including in-class review and focused faculty feedback.
Terms: Spr
| Units: 2
| Repeatable
10 times
(up to 20 units total)
BIOS 271:
Writing Graduate Research Fellowships
Initial sessions focus on the basics of grantsmanship, review criteria (i.e. intellectual merit and broader impact), and required materials, with particular focus on the National Science Foundation (NSF) Graduate Research Fellowship Program (GRFP). Students draft a 2-page research proposal and 3-page personal, relevant background and future goals statement. During small group peer review sessions, students receive detailed feedback to improve the clarity of their writing.
Last offered: Autumn 2019
| Units: 1
BIOS 279:
Applied Grant-Writing Skills for Science and Engineering Students
Participants develop proposals in the non-medical fields of science and engineering (e.g. for the National Science Foundation) focusing on required documents such as the 1-page Project Summary, Broader Impacts, Intellectual Merit, and Research Plan. Students establish a writing practice and learn fundamental grant writing skills through guided exercises, including in-class review and focused faculty feedback.
Last offered: Spring 2020
| Units: 2
| Repeatable
for credit
BIOS 282:
Clarifying Career Choices: Your Self-Reflective Research Project
Using the ADAPT Integrated Development Model, this course will focus on the areas of Development and Awareness. It is designed for students who aspire to gain clarity and insights about themselves their career choices and options. It is designed to encourage self-knowledge and increased awareness of roles and job opportunities inside and outside of academia, where an in-depth Science background is desired. The course requires students to complete up to 3 assessments, short writing assignments, and participate in small group discussions. All students will have the opportunity to have a 1:1 follow-up session with the Instructor to discuss the insights gained from the course as well as opportunities to network with alumni and future employers from various fields.
Last offered: Winter 2021
| Units: 1
BIOS 289:
Preparation & Practice: Finance of Biotechnology
Tailored lectures and case studies lead to a practical final project. Leaders from local firms and companies will help you gain insight into the biotechnology industry, the skills and experiences necessary to succeed, and the various roles and responsibilities within the industry. Coursework is divided into 4 sections: Introductory Material: The first segment consists of two lectures and introduces the biotechnology company life cycle along with introductory concepts in finance. Venture Capital and Private Equity: The second segment consists of three lectures devoted to venture capital finance and private equity where students will learn the basic mechanics of raising capital. nPublic Finance: The third segment consists of the interpretation of financial statements, construction of company forecasts, and evaluating business value from such projections. Final Project: The final lecture will conclude with student presentations on their final projects.
Terms: Win
| Units: 1
BIOS 290:
Preparation & Practice: Law
Through tailored lecture, case study and a practical final project, Biosciences and interdisciplinary sciences students and trainees will learn how to apply the skills they acquired in their academic training to a career in Patent Prosecution and related fields. Taught by field and faculty experts, this is your opportunity to network with IP law representatives and to gain hands-on experience in a new career of choice option. Topics include: applying for positions, the importance of IP protection, licensing, overview of the patent process, drafting applications and litigation.
Terms: Aut
| Units: 1
BIOS 291:
Preparation & Practice: Management Consulting
This course is designed for students who are interested in learning about consulting including tools and techniques to gain a consulting mindset. The course requires students to complete short assignments, participate in classroom discussions, and a team project. Students will have the opportunity to understand the consulting process right from sourcing and starting engagements to closure and follow up engagements. Further, with the help of some practical execution in the classroom, students will also learn how to manage client needs and situations, articulating client needs in a succinct proposal, planning and executing consulting assignments, managing client interactions and in the process, learn to leverage some common frameworks for consulting.
Last offered: Spring 2023
| Units: 1
BIOS 292:
Preparation & Practice: Science Communication & Media
Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science communications and media industry. This course assists students in developing the communication skills necessary for post-training and internship success in a science communications/media field and it provides an understanding of the scope of career opportunities within the science communications sector, focusing on the development, organization, and management issues specific to it. Through connections with alumni, faculty, and other practitioners from a variety of fields and organizations, as well as hands-on experience with the techniques and methodologies most useful on the job market, students will define their own professional goals, increase their awareness of industry terminology and theories, and hone expertise in the areas of: publishing, editing, workflow, ethics, trends, principles of effective scholarly/news writing, interviewing techniques, and media/website management.
Last offered: Summer 2023
| Units: 1-3
BIOS 293:
Preparation & Practice: Science Policy
Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science policy industry and the skills necessary to succeed within the various positions and levels available within it. This course aims to demystify the U.S. science policy process and teach both how policy affects scientific funding and administration, and how science is used to create and influence the creation of law and policy in the U.S. This course will be taught in two parts. The first part outlines the basic structure of the US government, and fundamental issues in US political system, and refreshes students who haven't encountered basic civics since high school, this introductory material will cover the structure of the US government, the governance of key agencies, broad concepts of federalism and shared federal and power, the political party system, and a brief and general modern history of the role of science in policy making. The second part will review four key concepts: 1) who's who and how they work. 2) The policy making process and the role of science in creating policy. 3) Government funding science. 4) Issues, theories and trends in science and policy. This final section will review a variety of cross-cutting issues in science policy development, including innovation theory, the role of uncertainty, and a discussion of the government's role as a developer and repository of science data, and other current topics in the relationship between science and government.
Last offered: Summer 2022
| Units: 1
BIOS 298:
Cinematic Discoveries: A movie-based exploration of research rigor, communication and diversity
Through movie depictions of the vaccine discoveries leading to the first Nobel prizes in medicine, the infamous Tuskegee Study, the first heart surgery for Tetralogy of Fallot, the encephalitis lethargica pandemic, and modern oncology trials, the course will explore interdisciplinary work in biomedical sciences, research rigor, consent, stigma and discrimination, researchers¿ and health professionals¿ communication skills, and fundamentals of cinematography. The course will include a lecture, a movie projection and discussion each day for 5 days.
Terms: Aut
| Units: 1
BIOS 301:
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
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: 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
CEE 246:
Venture Creation for the Real Economy (MS&E 273)
CEE 246 is a unique course geared toward developing entrepreneurial businesses (both start-ups and internal ventures). This team, project-based class teaches students how to exploit emerging materials science, engineering and IT technologies to radically apply innovation to the real economy e.g., new products and services that produce real economic value for society as well as for the entrepreneurs. Areas of focus include: Sustainable Buildings and Infrastructure, Digital Cities and Communities, Clean Energy, Transportation and Logistics, Advanced Manufacturing, Digital Health Care, Web3.0, and Education. With one-on-one support from seasoned industry mentors and influential guest speakers, the course guides students through the three key elements of new venture creation: identifying opportunities, developing business plans, and determining funding sources. The class culminates with business presentations to industry experts, VCs and other investors. The goal is to equip students with the knowledge and network to create impactful business ideas, many of which have been launched from this class. To apply for this limited enrollment course, students must submit an application. Please visit the course website for additional information: https://cee.stanford.edu/venture-creation
Terms: Win, Spr
| Units: 3-4
CEE 251:
Negotiation (CEE 151)
Students learn to negotiate in a variety of arenas including getting a job, workplace negotiations, transactional transactions, and managing personal relationships. The class is interactive and case based; students will do weekly negotiations out of class. The instructor has worked as a professional negotiator in over 75 countries including work in political and ethnic conflict, land use and construction mediation, corporate mergers and acquisitions, and capital raising in the technology sector. He has taught this popular class at Stanford for over 20 years. An application is required in order to get into the class. Students should enroll on Axess and complete the application on Canvas by April 1st. Application instructions will be available on Axess or through the class website on Canvas. There will be a class fee in order to access the cases and other materials for the course.
Terms: Spr
| Units: 3
CEE 275A:
California Coast: Science, Policy, and Law (CEE 175A)
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 Doerr School of Sustainability. 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) and Law ( LAW 2510). Open to graduate students and to advanced undergraduates with instructor permission. Enrollment limited.
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.
Last offered: Winter 2019
| Units: 2
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.
Last offered: Summer 2019
| Units: 3
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
Instructors: ;
Barton, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Freyberg, D. (PI);
Fruchter, R. (PI);
Jacobson, M. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Luthy, R. (PI);
McCann, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Spormann, A. (PI)
CHEM 296:
Creating and Leading 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: Spr
| 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, Sum
| Units: 1-3
| Repeatable
for credit
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
CHEMENG 296:
Creating and Leading 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: Spr
| Units: 3
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
COMM 177D:
Specialized Writing and Reporting: Narrative Journalism (COMM 277D)
(Graduate students register for COMM 277D. COMM 177D is offered for 5 units, COMM 277D is offered for 4 units.) How to report, write, edit, and read long-form narrative nonfiction, whether for magazines, news sites or online venues. Tools and templates of story telling such as scenes, characters, dialogue, and narrative arc. How the best long-form narrative stories defy or subvert conventional wisdom and bring fresh light to the human experience through reporting, writing, and moral passion. Prerequisite: 104 or consent of instructor.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-CE
COMM 208:
Media Processes and Effects (COMM 108)
(Graduate students register for COMM 208. COMM 108 is offered for 5 units, COMM 208 is offered for 4 units.) The process of communication theory construction including a survey of social science paradigms and major theories of communication. Recommended: COMM 1 or PSYCH 1.
Terms: Win
| Units: 4-5
COMM 220:
The Rise of Digital Culture (AMSTUD 120, COMM 120W)
(Graduate students register for 220. COMM 120W is offered for 5 units, COMM 220 is offered for 4 units.From Snapchat to artificial intelligence, digital systems are reshaping our jobs, our democracies, our love lives, and even what it means to be human. But where did these media come from? And what kind of culture are they creating? To answer these questions, this course explores the entwined development of digital technologies and post-industrial ways of living and working from the Cold War to the present. Topics will include the historical origins of digital media, cultural contexts of their deployment and use, and the influence of digital media on conceptions of self, community, and state. Priority to juniors, seniors, and graduate students.
Terms: Aut
| Units: 4-5
COMM 224:
Truth, Trust, and Tech (COMM 124)
(Graduate students enroll in COMM 224. COMM 124 is offered for 5 units, COMM 224 is offered for 4 units.) NOTE: offered only at Stanford in New York winter quarter 2022-23. Deception is one of the most significant and pervasive social phenomena of our age. Lies range from the trivial to the very serious, including deception between friends and family, in the workplace, and in security and intelligence contexts. At the same time, information and communication technologies have pervaded almost all aspects of human communication, from everyday technologies that support interpersonal interactions to, such as email and instant messaging, to more sophisticated systems that support organization-level interactions. Given the prevalence of both deception and communication technology in our personal and professional lives, an important set of questions have recently emerged about how humans adapt their deceptive practices to new communication and information technologies, including how communication technology affects the practice of lying and the detection of deception, and whether technology can be used to identify deception.
Terms: Spr
| Units: 4-5
COMM 251:
The First Amendment: Freedom of Speech and Press (COMM 151, ETHICSOC 151, POLISCI 125P)
(Graduate students enroll in 251. COMM 151 is offered for 5 units, COMM 251 is offered for 4 units.) The First Amendment: Freedom of Speech and Press (Law 7084): Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. This course is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Law students will be evaluated based on class participation and a final exam. Non-law students will be evaluated on class participation, a midterm and final exam, and nonlaw students will participate in a moot court on a hypothetical case. Non-law students will also have an additional one hour discussion section each week led by a teaching assistant. Cross-listed with Communication (COMM 151, COMM 251) and Political Science (POLISCI 125P).
Last offered: Spring 2022
| Units: 4-5
COMM 253B:
Free Speech, Democracy and the Internet (COMM 153B)
Crosslisted with LAW 7082. This course will cover contemporary issues in regulation of the Internet. Topics will include disinformation, polarization, privacy, competition, transparency, advertising, security, and algorithmic ranking. Guest speakers from academia, NGOs, and industry will present on these topics in each class session, followed by a discussion. Students will be responsible for one-page papers each week on the readings and a research paper to be turned in at the fall paper deadline. This class is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Attendance, Written Assignments, Final Paper.
Last offered: Autumn 2022
| Units: 3
COMM 258:
Censorship and Propaganda (COMM 158)
(Graduate students enroll in COMM 258. COMM 158 is offered for 5 units, COMM 258 is offered for 4 units.) While the internet and other digital technologies have amplified the voice of ordinary citizens, the power of governments and other large organizations to control and to manipulate information is increasingly apparent. In this course, we will examine censorship and propaganda in the age of the internet and social media. What constitutes censorship and propaganda in the digital age? Who conducts censorship and propaganda, and how? What are the consequences and effects of censorship and propaganda in this era of information proliferation? How have censorship and propaganda changed from previous eras? Students will take a hands-on, project-based approach to exploring these questions.
Terms: Aut
| Units: 4-5
COMM 277C:
Environmental Journalism (COMM 177C, EARTHSYS 177C, EARTHSYS 277C)
Practical, collaborative, hands-on exploration of environmental journalism as an agent of change. Students learn how to identify and execute engaging and impactful stories about environmental science, policy, and justice through critique of environmental journalism pieces and extensive workshopping of each other's work. Emphasis on a just transition to climate adaptation and mitigation through elevating marginalized voices by using the tools and practices of journalism to spur positive change. Limited class size, preference to Environmental Communication and Journalism MA students. Prerequisite: EARTHSYS 191/291, COMM 104W, or consent of instructor. Admission by application only (https://forms.gle/C84WQRqbTFtuEfM49). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com. Meets Earth Systems WIM requirement. (Graduate students enroll in EARTHSYS 277C/COMM 277C for 4 units; Undergraduates enroll in 177C for 5 units.)
Terms: Win
| Units: 4-5
COMM 284:
Race and Media (COMM 184)
(Graduate students register for 284. COMM 184 is offered for 5 units, COMM 284 is offered for 4 units.) This course explores the co-construction of media practices and racial identity in the US. We will ask how media have shaped how we think about race. And we will explore the often surprising ways ideas about race have shaped media practices and technologies in turn. The course will draw on contemporary debates as well as historical examples and will cover themes such as representation and visual culture, media industries and audience practices, and racial bias in digital technology.
Terms: Spr
| Units: 4-5
COMM 286:
Media, Technology, and the Body (COMM 186W)
(Graduate and coterm students must register for COMM 286. COMM 186W is only for undergraduates and is offered for 5 units, COMM 286 is offered for 4 units.) This course considers major themes in the cultural analysis of the body in relation to media technologies. How do media and information technologies shape our understanding of the body and concepts of bodily difference such as race, gender, and disability? We will explore both classic theories and recent scholarship to examine how technologies mediate the body and bodily practices in various domains, from entertainment to engineering, politics to product design.
Terms: Win
| Units: 4-5
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. Email instructor for permission to enroll.
Last offered: Autumn 2022
| Units: 1
COMM 318:
Quantitative Social Science Research Methods
An introduction to a broad range of social science research methods that are widely used in PhD work. Prerequisite: consent of instructor.
Terms: Spr
| Units: 1-5
COMM 339:
Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (POLISCI 421K, PSYCH 231, PUBLPOL 339)
The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut
| Units: 4
COMM 361:
Law of Democracy (POLISCI 327C)
Combined with LAW 7036 (formerly Law 577). This course is intended to give students a basic understanding of the themes in the legal regulation of elections and politics. We will cover all the major Supreme Court cases on topics of voting rights, reapportionment/redistricting, ballot access, regulation of political parties, campaign finance, and the 2000 presidential election controversy. The course pays particular attention to competing political philosophies and empirical assumptions that underlie the Court's reasoning while still focusing on the cases as litigation tools used to serve political ends. Elements used in grading: Class participation and one day take home final exam. (POLISCI 327C; LAW 577)
Terms: Win
| Units: 3
CS 298:
Seminar on Teaching Introductory Computer Science (EDUC 298)
Faculty, undergraduates, and graduate students interested in teaching discuss topics raised by teaching computer science at the introductory level. Prerequisite: consent of instructor.
Terms: Aut
| Units: 1
CS 377E:
Designing Solutions to Global Grand Challenges (DESIGN 297)
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). 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. Note: Cardinal Course certified by the Haas Center for Public Service
Last offered: Spring 2023
| Units: 3-4
CS 377T:
Topics in Human-Computer Interaction: Teaching Studio Classes
Studio teaching is a practice that dates back to the apprentice days of art studios. In this course, you will learn to teach project based classes that include critique. We will also cover effective coaching, design of projects and exercises, and curating material in order to maximize the effectiveness of a flipped classroom. Recommended for TAs in HCI.
Last offered: Autumn 2019
| Units: 3
CSRE 1A:
My Journey: Conversations on Race and Ethnicity
This course meets once a week for one hour, over lunch (provided). Students will meet with CSRE faculty who will share their work, their life stories, their reasons for believing that race and ethnicity are of central concern to all members of our society. Diverse fields will be represented: sociology, history, literature, psychology and others.
Last offered: Winter 2021
| Units: 1
CSRE 1V:
A History of Race
This course will survey the idea of race and its history. We will focus our attention on the construction of the idea of race, and we will trace the ways in which this concept has changed over time. The course will start with a panel discussion on definitions of race in history, and as presented in different academic disciplines today. This discussion will be followed by two lectures tracing histories of race from Antiquity until the twentieth century. The last session will be a roundtable on the continuing role of race in the United States today. Covered topics will include explicit and implicit bias, institutionalized racism, race and criminal justice, equal justice initiatives and protests, racial stratification. The roles of politics, economics, science, religion, and nationalism, as well as the relationships between race, gender, and class will also be discussed. Course must be taken for 3 units to count toward WAYS requirement. This course will meet 5 times, starting MONDAY January 14th, and ending the last day of class Monday, February 25th.
Last offered: Spring 2020
| Units: 1-3
| UG Reqs: WAY-EDP
CSRE 217:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, ENGR 117, ENGR 217, FEMGEN 117, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Last offered: Winter 2022
| Units: 3
CSRE 245:
Understanding Racial and Ethnic Identity Development (AFRICAAM 245, EDUC 245, PSYCH 245A)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 3-5
CSRE 291:
Urban Schools, Social Policy, and the Gentrifying City (EDUC 390, URBANST 141A)
This course is designed to help students develop a more sophisticated understanding of educational inequality in the contemporary U.S. city. This course will survey existing literature about the intersection of gentrification and urban schooling, focusing on policies and practices that gave rise to the current urban condition, theory and research about urban redevelopment, collateral consequences for schools and communities, and how these issues relate to the structure and governance of urban schools as well as to the geography of opportunity more broadly.
Last offered: Spring 2021
| Units: 3-4
CSRE 292:
Education for Liberation: A History of African American Education, 1800 to the Present (EDUC 392)
This course examines discourses around education and freedom in African American educational thought from the 19th century to the present, using both primary sources and the works of current historians. The course pays particular attention to how the educational philosophies of different African American thinkers reflected their conceptions of what shape freedom might take in the American context, and the tension between educational outlooks that sought inclusion or integration versus those that prized self-determination. We will also be attentive to the ways in which age, gender, geography, class, and color worked to influence the pursuit and achievement of various African American educational visions. This will be a 3-5 credit course and meet as a seminar open both to graduate students and advanced undergraduates.
Last offered: Winter 2023
| Units: 3-5
CSRE 302:
Decolonizing the Indigenous Classroom (CSRE 116, EDUC 186, EDUC 286, NATIVEAM 116)
Using Indigenous and decolonizing perspectives on education, this interdisciplinary course will examine interaction and language in cross-cultural educational situations, including language, literacy and interethnic communication as they relate to Indigenous American classrooms. Special attention will be paid to implications of social, cultural and linguistic diversity for educational practice, along with various strategies for bridging intercultural differences between schools and Native communities.
Last offered: Winter 2020
| Units: 3-5
CSRE 350G:
Performing Race, Gender, and Sexuality (ARTSINST 150G, CSRE 150G, FEMGEN 150G, LIFE 150G, TAPS 150G)
In this theory and practice-based course, students will examine performances by and scholarly texts about artists who critically and mindfully engage race, gender, and sexuality. Students will cultivate their skills as artist-scholars through written assignments and the creation of performances in response to the assigned material. Attendance and written reflection about a live performance event on campus are required. Students will also learn various meditation practices as tools for making and critiquing performance, in both our seminar discussions and performance workshops. We will approach mindfulness as method and theory in our own practice, as well as in relation to the works studied. We will also consider the ethics and current debates concerning the mindfulness industry. Examples of artists studied include James Luna, Nao Bustamante, Renee Cox, William Pope.L, Cassils, boychild, Curious, Adrian Piper, Xandra Ibarra, Valérie Reding, Guillermo Gomez-Peña, and Ana Mendieta.
Last offered: Autumn 2022
| Units: 4
CSRE 363:
Race in Greco-Roman Antiquity (CLASSICS 363)
This course will investigate representations of black people in ancient Greek and Roman antiquity. In addition to interrogating the conflation of the terms "race" and "blackness" as it applies to this time period, students will learn how to critique the interference of racial ideologies in modern scholarship, and they will cross-examine the role that race and cultural imperialism have played in the formation of the current discipline of Classics. Students will be invited to incorporate materials that they deem crucial into this discussion of skin color in Greco-Roman antiquity. Therefore, this course will benefit greatly from those with a broad spectrum of interests related to this topic.
Terms: Aut
| Units: 3-5
CSRE 364A:
Race and Performance (AFRICAAM 164A, CSRE 164A, TAPS 164)
How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Spr
| Units: 3-5
CSRE 371:
Representation: Race, Law, and Politics (PHIL 371W)
Graduate seminar. In this course, we will work together to develop a detailed and comprehensive understanding of the concept(s) of political representation. We will do so by examining a number of historical and contemporary theories of political representation developed within philosophy and cognate fields. 2 unit option only for Phil PhDs beyond the second year.
Last offered: Winter 2021
| Units: 2-4
CSRE 385:
Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, EDUC 389C, PWR 194AJB)
This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win
| Units: 3-4
CSRE 393:
The Art of Punk: Sound, Aesthetics and Performance (ARTHIST 293B, ARTHIST 493)
This seminar explores the sonic and visual aesthetics of punk rock since the 1970s. While studying music, videos, zines, and album covers, students will examine the convergence of art with politics among artists, such as Lydia Lunch and Vaginal Davis, and bands, including Crass and Los Illegals, as well as punk subgenres, like No Wave, Riot Grrrl, and Queercore. Likewise, students will consider how issues of identity, race, gender and sexuality informed artists and their work.
Last offered: Autumn 2020
| Units: 4-5
CSRE 394:
Complicating Minimal Art: Racializing, Queering, and Politicizing a Canon (ARTHIST 494)
This seminar focuses on the contributions people of color, women, and queer artists have made to Minimalism, a popular and influential style of art defined by sleek geometric forms. Students will critically engage canonical texts, which often privileged the work of white male artists, and consider how race, gender, and sexuality have informed these narratives. Students will also examine the understudied historical events that have influenced artists and their work, such as the Civil Rights Movement, Vietnam War, and AIDS Epidemic.
| Units: 4-5
CSRE 433:
Intersectional Qualitative Approaches (EDUC 433)
This variable unit, graduate course is designed to explore intersectional analysis because intersectionality is a "method and a disposition, a heuristic and an analytic tool" (Carbado, Crenshaw, Mays, & Tomlinson, 2013, p. 11). This course engages the approaches and analyses possible within an intersectional theoretical framing by examining a wide range of interdisciplinary research methodologies and methods. We will study a myriad of innovative ways of doing intersectional scholarship and given the focus on robust methodological moves, this course will highlight questions of axiology of inquiry, analysis, and representation through an intersectional lens. Our class will investigate and create intersectional conceptual framing for designing and interpreting research. We will explore and develop qualitative or mixed¿methods research data collection, analyses, holistic interpretation, and analytic writing from an intersectional perspective.
| Units: 3-5
CTL 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
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.
Last offered: Spring 2019
| Units: 1
| Repeatable
for credit
DLCL 301:
The Learning and Teaching of Second Languages
This course approaches the teaching of second languages from a learning perspective. In other words, it eschews the traditional focus on teaching methods and emphasizes instructional decision-making within the context of learners intellectual and linguistic development. The course is designed to prepare language instructors to teach languages at the beginning and intermediate levels in a variety of university settings to an array of populations.
Terms: Spr
| Units: 3
DLCL 302:
The Learning and Teaching of Second-Language Literatures
This course is a follow-up to The Learning and Teaching of Second Languages (DLCL 301) and is structured to reflect the needs and challenges of students and teachers embarking on courses at the late second-year level and beyond. Participants will focus on a language and literary area within a chosen foreign language. They will interrogate how literature learning assists further language acquisition and how the level of language knowledge facilitates and impedes literary interpretation and reading comprehension. Prerequisite: DLCL 301.
Terms: Aut
| Units: 1-3
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).
Last offered: Summer 2021
| Units: 1-3
DLCL 311:
Professional Workshop
The purpose of this workshop is to introduce first- and second-year graduate students to the profession and to the professional study of literature and culture. What is academia? What skills do you need to succeed in your program and in the profession? How best to set goals and expectations for your education, your career, and yourself in the short and long term? This workshop will address these questions and assist you in developing the necessary understanding and professional competencies to succeed in completing your program and competing on the job market. Key topics include research, publishing, speaking, teaching, the job search, and the crafting of a scholarly identity and related instruments. In this workshop, you will have the opportunity to work on a multiyear success plan, your academic CV, a publishing project, course syllabi, and teaching statements. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.
Terms: Win
| Units: 1-2
| Repeatable
for credit
DLCL 312:
Pitching and Publishing in Popular Media (ENGLISH 318, FEMGEN 312F)
FOR GRADUATE STUDENTS (undergraduates enroll in 119) Most of the time, writing a pitch for a popular outlet just means writing an email. So why be intimidated? This course will outline the procedure for pitching essays and articles to popular media: how to convince an editor, agent, or anyone else that your idea is compelling, relevant, and deliverable. We'll take a holistic approach to self-presentation that includes presenting yourself with confidence, optimizing your social media and web platform, networking effectively, writing excellent queries and pitches, avoiding the slush pile, and perhaps most importantly, persevering through the inevitable self-doubt and rejection.We will focus on distinguishing the language, topics and hooks of popular media writing from those of academic writing, learn how to target and query editors on shortform pieces (personal essays, news stories, etc.), and explore how humanists can effectively self-advocate and get paid for their work.
Terms: Win
| Units: 1
EARTHSYS 177C:
Environmental Journalism (COMM 177C, COMM 277C, EARTHSYS 277C)
Practical, collaborative, hands-on exploration of environmental journalism as an agent of change. Students learn how to identify and execute engaging and impactful stories about environmental science, policy, and justice through critique of environmental journalism pieces and extensive workshopping of each other's work. Emphasis on a just transition to climate adaptation and mitigation through elevating marginalized voices by using the tools and practices of journalism to spur positive change. Limited class size, preference to Environmental Communication and Journalism MA students. Prerequisite: EARTHSYS 191/291, COMM 104W, or consent of instructor. Admission by application only (https://forms.gle/C84WQRqbTFtuEfM49). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com. Meets Earth Systems WIM requirement. (Graduate students enroll in EARTHSYS 277C/COMM 277C for 4 units; Undergraduates enroll in 177C for 5 units.)
Terms: Win
| Units: 4-5
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.
Last offered: Spring 2022
| Units: 2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 277C:
Environmental Journalism (COMM 177C, COMM 277C, EARTHSYS 177C)
Practical, collaborative, hands-on exploration of environmental journalism as an agent of change. Students learn how to identify and execute engaging and impactful stories about environmental science, policy, and justice through critique of environmental journalism pieces and extensive workshopping of each other's work. Emphasis on a just transition to climate adaptation and mitigation through elevating marginalized voices by using the tools and practices of journalism to spur positive change. Limited class size, preference to Environmental Communication and Journalism MA students. Prerequisite: EARTHSYS 191/291, COMM 104W, or consent of instructor. Admission by application only (https://forms.gle/C84WQRqbTFtuEfM49). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com. Meets Earth Systems WIM requirement. (Graduate students enroll in EARTHSYS 277C/COMM 277C for 4 units; Undergraduates enroll in 177C for 5 units.)
Terms: Win
| Units: 4-5
EARTHSYS 291:
Concepts in 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 scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in Earth or environmental science and/or policy studies, or in communication or journalism studies with a specific interest in environmental and science communication. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)
Terms: Aut
| Units: 3
EARTHSYS 292:
Multimedia Environmental Communication
Introductory theory and practice of environmental storytelling through photography, video, and audio production. Interactive seminar to cultivate effective use of photography, audio, and video production technology and software to communicate environmental science, policy, and justice concepts to the public in compelling, accurate, and engaging ways. Emphasis on fundamental storytelling techniques and workflow more than technical specifics of multimedia gear. Includes extensive instructor and peer workshopping/critiquing of work and substantial out-of-class group project work. Limited class size, preference to Environmental Communication MA students. No previous multimedia experience necessary. Admission by application only (https://forms.gle/UU7Va8cYVSW7u1oY6). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com.
Terms: Aut
| Units: 3
EARTHSYS 323:
Stanford at Sea (BIO 182H, BIO 323H, ESS 323, OCEANS 182H, OCEANS 323H)
(Graduate students register for 323H.) Five weeks of marine science including oceanography, marine physiology, policy, maritime studies, conservation, and nautical science at Hopkins Marine Station, followed by five weeks at sea aboard a sailing research vessel in the Pacific Ocean. Shore component comprised of three multidisciplinary courses meeting daily and continuing aboard ship. Students develop an independent research project plan while ashore, and carry out the research at sea. In collaboration with the Sea Education Association of Woods Hole, MA. Only 6 units may count towards the Biology major.
Terms: Spr
| Units: 16
| UG Reqs: GER: DB-NatSci, WAY-SMA
ECON 292:
Quantitative Methods for Empirical Research
This is an advanced course on quantitative methods for empirical research. Students are expected to have taken a course in linear models before. In this course I will discuss modern econometric methods for nonlinear models, including maximum likelihood and generalized method of moments. The emphasis will be on how these methods are used in sophisticated empirical work in social sciences. Special topics include discrete choice models and methods for estimating treatment effects.
Terms: Aut
| Units: 3-5
EDUC 200A:
Introduction to Data Analysis and Interpretation
Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, descriptive statistics, correlation, t-tests, one-way analysis of variance, and simple and multiple regression. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically.
Terms: Aut
| Units: 3-4
EDUC 200B:
Introduction to Qualitative Research Methods
(Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. This is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.
Terms: Aut, Win
| Units: 4
EDUC 201:
History of Education in the United States (AMSTUD 201, HISTORY 258B)
How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching.
Terms: Spr
| Units: 3-5
EDUC 202I:
International Education Policy Workshop (EDUC 102I)
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: Spr
| Units: 2-4
EDUC 203A:
Tutoring: Seeing a Child through Literacy (EDUC 103A)
In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
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
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.
Last offered: Autumn 2019
| Units: 3-4
EDUC 218:
Topics in Cognition and Learning: Technology and Multitasking
In our new media ecology, has affinity for social media and multitasking become addictive? Detrimental to learning and well-being? What can we learn from studies in the developmental cognitive sciences and cognitive neurosciences of reward, attention, memory & learning, motivation, stress, and self-regulation for tackling the behavioral design problems we face in crafting better socio-technical systems? This seminar course is designed to engage students in recent advances in this rapidly growing research area via discussions of both historical and late-breaking findings in the literature. By drawing on a breadth of studies ranging from cognitive development, cognitive neuroscience, and educational/training studies, students will gain an appreciation for specific ways interdisciplinary approaches can add value to specific programs of research.
Last offered: Winter 2023
| Units: 3
| Repeatable
for credit
EDUC 220C:
Education and Society (EDUC 120C, SOC 130, SOC 230)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Win
| Units: 4-5
EDUC 230:
Learning Experience Design
This course explores the design of tools for learning, leveraging scholarship and real-world projects to create prototypes of new digital learning tools. Students will engage in design activities to come up with prototypes of new learning tools for community partners. This year the course will focus on museums. Designing these tools will require project groups to gather and apply knowledge, evaluating options and synthesizing ideas in order to create an effective (and elegant!) solution. A community-based Cardinal Course. This course is designed to complement EDUC 281, Technology for Learners.
Last offered: Autumn 2021
| Units: 3
EDUC 242:
Workshop on Instrument Development for Assessment, Research or Evaluation Purposes I
This course is designed with the belief that collecting information is a routine activity in which most researchers and educators are involved. Developing and improving instruments to gather information for descriptive, assessment, research, or evaluation purposes is a goal that unites all social sciences. Therefore, this course focuses on the technical skills required to develop, judge, and/or select quality instruments in diverse domains. The course will focus on your personal journey to develop or judge an instrument on something that is important for you.
Last offered: Autumn 2017
| Units: 2
| Repeatable
2 times
(up to 6 units total)
EDUC 245:
Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245, PSYCH 245A)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 3-5
EDUC 252:
Introduction to Psychometrics
Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.
Terms: Win
| Units: 3
EDUC 252L:
Introduction to Psychometrics - Lab
This course will cover the material from EDUC 252 in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.
Terms: Spr
| Units: 2
EDUC 255:
Mission and Money in Education
(Same as GSBGEN 373) Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr
| Units: 3
EDUC 260A:
Applications of Causal Inference Methods (EPI 239, STATS 209B)
See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209.
Last offered: Winter 2022
| Units: 2
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
EDUC 266:
Educational Neuroscience
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
Terms: Win
| Units: 3
| Repeatable
3 times
(up to 9 units total)
EDUC 269:
The Ethics in Teaching
Goal is to prepare for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference, indoctrination, and the teaching of values.
Last offered: Winter 2019
| Units: 1
EDUC 278:
Introduction to Program Evaluation
The purpose of Introduction to Program Evaluation (EDUC 278) is to provide an introduction to the field of program evaluation. Students taking this course will learn basic concepts and participate in intellectual debates in the field. This course is intended to examine issues and challenges faced by evaluators of educational and social programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2hrs 50 min. It is critical that you commit to reading all the material before class, so that the discussion is well-focused. During the last weeks of the course, an evaluation proposal of a real-world program will be developed. The proposal will become the final paper.
Terms: Spr
| Units: 2-3
EDUC 280:
Learning & Teaching of Science (CTL 280, ENGR 295, MED 270, 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.
Last offered: Spring 2023
| Units: 3
EDUC 281:
Technology for Learners
How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program.
Terms: Aut
| Units: 3
EDUC 286:
Decolonizing the Indigenous Classroom (CSRE 116, CSRE 302, EDUC 186, NATIVEAM 116)
Using Indigenous and decolonizing perspectives on education, this interdisciplinary course will examine interaction and language in cross-cultural educational situations, including language, literacy and interethnic communication as they relate to Indigenous American classrooms. Special attention will be paid to implications of social, cultural and linguistic diversity for educational practice, along with various strategies for bridging intercultural differences between schools and Native communities.
Last offered: Winter 2021
| Units: 3-5
EDUC 287:
Graduate Research Workshop on Psychological Interventions (PSYCH 274)
Psychological research has the potential to create novel interventions that promote the public good. This workshop will expose students to psychologically 'wise' intervention research and to support their efforts to conduct such interventions, especially in the context of education, broadly conceived, as well as other areas. The first part of the class will address classic interventions and important topics in intervention research, including effective delivery mechanisms, sensitive behavioral outcomes, the role of theory and psychological process, and considerations of the role of time and of mechanisms that can sustain treatment effects over time. In the second part of the class, students will present and receive feedback on their own ongoing and/or future intervention research. Prerequisite: Graduate standing in Psychology or Education, or consent of instructor.
Last offered: Winter 2020
| Units: 3
EDUC 288:
Organizational Analysis
This is an introductory course in organizational behavior intended primarily for master's students. The course is applicable to a wide range of organizational settings, but pays particular attention to studies of schools, universities, nonprofit organizations, and social movements. The course has three goals: to explore a variety of organizational contexts; to investigate different theoretical approaches that elucidate these contexts; and to provide students different ways of "seeing" and managing organizations.
Last offered: Autumn 2022
| Units: 4
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.
Last offered: Spring 2019
| Units: 3-4
EDUC 292:
Academic Writing in Graduate Education
In this workshop style course, you will learn principles for effective writing in graduate education and beyond. Beginning with consideration of the inherited and cultivated traditions informing your writing practices, you will examine the processes that best support your development as a writer; apply key rhetorical principles to your own writing and analyze those principles at work in other people's prose; practice writing about texts for a variety of purposes; and use feedback to revise your writing for both disciplinary-specific and public audiences. Master's students who are drafting a thesis and doctoral students who are working on qualifying papers or dissertations are especially encouraged to enroll.
Last offered: Winter 2020
| Units: 2-4
EDUC 298:
Seminar on Teaching Introductory Computer Science (CS 298)
Faculty, undergraduates, and graduate students interested in teaching discuss topics raised by teaching computer science at the introductory level. Prerequisite: consent of instructor.
Last offered: Spring 2022
| Units: 1
EDUC 306D:
Global Social Change, Sustainable Development, and Education (EDUC 136, SOC 231, SUSTAIN 226)
Focuses on the relations between education and sustainable development from a comparative cross-national perspective. The course covers questions and debates around education for sustainable development and the nature of "the global"; global influences on national institutions of sustainable development; and key themes in the cross-national study of education for sustainable development such as stratification and achievement, gender, human rights, and the global authority of science and experts.
Last offered: Winter 2023
| Units: 4-5
EDUC 312:
Relational Sociology (SOC 224B)
Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students.
Last offered: Winter 2023
| Units: 3-4
EDUC 319:
Research on Teaching
Introduction and historical perspective to theory, methods, and substantive findings of research on teaching.
Last offered: Winter 2019
| Units: 1-4
EDUC 326:
Advanced Regression Analysis (SOC 384)
Social science researchers often deal with complex data and research questions that traditional statistics models like linear regression cannot adequately address. This course offers the opportunity to understand and apply two widely used types of advanced regression analysis that allow the examination of 1) multilevel data structures (multilevel models) and 2) multivariate research questions (structural equation models).
Terms: Spr
| Units: 3-5
EDUC 328:
Topics in Learning and Technology: Core Mechanics for Learning
Contents of the course change each year. The course can be repeated. In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments.
Last offered: Winter 2016
| Units: 3
| Repeatable
for credit
EDUC 333A:
Introduction to Learning Sciences: Understanding Learning and Learning Environments
This course is an introduction to the foundational ideas and origins of the learning sciences as they relate to conceptualizing, analyzing, and improving learning through the complementary work of researching and designing new learning environments, technologies, tools, and experiences. Core perspectives represented include those that are cognitive, situative, sociocultural, developmental, and critical about what, how, and why people learn new ideas and practices in authentic settings. Activities include detailed analysis of readings, learning environments, learning technologies, and emerging field directions.
Terms: Aut
| Units: 3
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.
Last offered: Spring 2023
| Units: 4
EDUC 334B:
Youth and Education Law Project: Clinical Methods
(Same as LAW 660B). 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 of 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.
Last offered: Spring 2023
| Units: 4
EDUC 334C:
Youth and Education Law Project: Clinical Coursework
(Same as LAW 660C). 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.
Last offered: Spring 2023
| Units: 4
EDUC 335:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EPI 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 an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
EDUC 337:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 103B)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
EDUC 339:
Advanced Topics in Quantitative Policy Analysis
For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 340:
Psychology and American Indian/Alaska Native Mental Health (NATIVEAM 240, PSYCH 272)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Last offered: Spring 2023
| Units: 3-5
EDUC 341:
Counterstory in Literature and Education (CSRE 141E, EDUC 141, LIFE 124)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Last offered: Spring 2022
| Units: 3
EDUC 343C:
Preparing for Faculty Careers (MI 343C)
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.
Last offered: Spring 2023
| Units: 2
| Repeatable
for credit
EDUC 347:
The Economics of Higher Education
(Same as GSBGEN 348) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Last offered: Autumn 2022
| Units: 3-4
EDUC 355:
Higher Education and Society
We examine unprecedented scrutiny and critiques of US colleges and universities. How have expectations changed? How have campus leaders and faculty responded? Who is served, what is taught, what research is prioritized, and what public impact is envisioned-contributing to democracy via access, education for citizenship and employment, producing reliable knowledge, serving as a community partner. Sources are readings, group work, and speakers. The seminar is designed for graduate students across the university. Undergraduates and postdocs need the instructor's permission.
Terms: Spr
| Units: 2-3
EDUC 366:
Learning in Formal and Informal Environments
How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.
Terms: Aut
| Units: 3
EDUC 371:
Social Psychology and Social Change (PSYCH 265)
The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest.
Terms: Spr
| Units: 2-3
EDUC 374:
Philanthropy and Civil Society (POLISCI 334, SOC 374, SUSTAIN 324)
Cross-listed with Law (LAW 7071), 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 3 units.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
6 times
(up to 18 units total)
EDUC 376:
Higher Education Leadership Colloquium
This course presents a series of speakers from Stanford and other higher education institutions who work at the middle to higher levels of administration. Speakers and topics are guided by student interest, but include a range from student affairs to finance. Sessions are intended to be interactive.
Last offered: Autumn 2017
| Units: 2-3
EDUC 377B:
Impact: Strategic Leadership of Nonprofit Organizations and Social Ventures
(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.
Last offered: Autumn 2021
| Units: 3
EDUC 377C:
Philanthropy, Inclusivity and Leadership
(Same as GSBGEN 581) A philanthropist is anyone who gives anything-time, expertise, networks, credibility, influence, dollars, experience-in any amount to create a better world. Regardless of one's age, background or profession, everyone has the potential to lead in a way that both tackles the complex social problems our interconnected world faces and creates greater inclusivity, access and impact. This demanding two-week, compressed course will provide passionate students with a brave space to develop and refine a plan for their own social change journey and amplify their potential to give, live and lead in a way that matters more. Using design thinking, students will challenge their preconceptions and wrestle with their social change approach, their privileged position as future Stanford graduates and philanthropy's role in society. Lectures and class discussions will inspire and prepare students to create social value with greater intentionality and humility. For the first class, students will submit a proposed social impact plan for their professional, philanthropic and civic lives. Over the course's six sessions, students will refine their plan, creating a formal theory of change that strategically utilizes their unique leadership platform and asset portfolio to advance opportunity and justice for a target population. Potential guest speakers include Darren Walker, President of the Ford Foundation; Justin Steele, Principal at Google.org; Crystal Hayling, Executive Director of the Libra Foundation; Rob Reich of Stanford PACS and Laura Muñoz Arnold, Co-Chair of the Laura and John Arnold Foundation.
Last offered: Autumn 2020
| Units: 2
EDUC 377F:
Disruptions in Education
(Same as GSBGEN 345). This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for investors, entrepreneurs, and the businesses that serve this huge global market, as well as for faculty, students, and higher education administrators. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the post-secondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; debt and education financing models; investing in the education space; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors and entrepreneurs. Attendance at first class meeting is required.
Terms: Win
| Units: 3
EDUC 377G:
Problem Solving for Social Change
(Also GSBGEN 367). Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson's course, Strategic Philanthropy and Impact Investing (GSBGEN 319), which has a different focus from this one.)
Terms: Aut
| Units: 3
EDUC 377H:
Diverse Leadership as an Imperative for Impact
(Same as GSBGEN 377). Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership. In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Last offered: Spring 2022
| Units: 3
EDUC 381:
Diversity and Equity Issues in Higher Education (CSRE 181, EDUC 181)
American higher education has had to continually struggle with issues of difference, particularly racial and ethnic cultural difference, throughout its history. While the civil rights and student protest era of the 1960s are easily recognized as moments of cultural struggle, they evolve and take new forms, extending and re-framing ideological and material conflict in the academy. These include battles over: the content of the curriculum; access to college and admissions; and the domains of legitimate knowledge. In this course, we will critically examine and discuss the research and discourse concerning issues of diversity and equity in the current era. We will examine the political, cultural, and social contours of these issues and as well as the efficacy of campus responses to them such as race-conscious admissions policies, identity-based offices, ethnic studies programs, and other DEI (diversity, equity, and inclusion) initiatives.
Terms: Spr
| Units: 3
EDUC 386:
Leadership and Administration in Higher Education
This course is provides an introduction to a wide range of contemporary leadership issues that arise in higher education and play out in different types of colleges and universities. We include a range of written and video materials to anchor class discussions. In addition, we have guest speakers who are or were in higher education leadership positions to engage with us and share their perspectives on higher education leadership and administration. Graduate students in every discipline interested in becoming faculty members or administrators at universities or colleges need to understand these issues to learn how best to navigate the complexities. Although higher education is our primary focus, we welcome students whose main interest is in an education-related organization such as a foundation, and we will help those students relate our discussions to their interests.
Terms: Spr
| Units: 2-3
EDUC 389A:
Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations (ANTHRO 320A, CSRE 389A, LINGUIST 253, SYMSYS 389A)
Language, as a cultural resource for shaping our identities, is central to the concepts of race and ethnicity. This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. We begin with an examination of the concepts of race and ethnicity and what it means to be "doing race," both as scholarship and as part of our everyday lives. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations (Asian, Black, Latino, Native American, White, etc.) participate in similar, yet different, ways of drawing racial and ethnic distinctions. The seminar will draw heavily on scholarship in (linguistic) anthropology, sociolinguistics and education. We will explore how we talk and don't talk about race, how we both position ourselves and are positioned by others, how the way we talk can have real consequences on the trajectory of our lives, and how, despite this, we all participate in maintaining racial and ethnic hierarchies and inequality more generally, particularly in schools.
Terms: Aut
| Units: 3-5
EDUC 390:
Urban Schools, Social Policy, and the Gentrifying City (CSRE 291, URBANST 141A)
This course is designed to help students develop a more sophisticated understanding of educational inequality in the contemporary U.S. city. This course will survey existing literature about the intersection of gentrification and urban schooling, focusing on policies and practices that gave rise to the current urban condition, theory and research about urban redevelopment, collateral consequences for schools and communities, and how these issues relate to the structure and governance of urban schools as well as to the geography of opportunity more broadly.
Last offered: Spring 2021
| Units: 3-4
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: Aut
| Units: 3
EDUC 392:
Education for Liberation: A History of African American Education, 1800 to the Present (CSRE 292)
This course examines discourses around education and freedom in African American educational thought from the 19th century to the present, using both primary sources and the works of current historians. The course pays particular attention to how the educational philosophies of different African American thinkers reflected their conceptions of what shape freedom might take in the American context, and the tension between educational outlooks that sought inclusion or integration versus those that prized self-determination. We will also be attentive to the ways in which age, gender, geography, class, and color worked to influence the pursuit and achievement of various African American educational visions. This will be a 3-5 credit course and meet as a seminar open both to graduate students and advanced undergraduates.
Last offered: Winter 2023
| Units: 3-5
EDUC 398:
Core Mechanics for Learning
In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments. The course mixes basic theory, research methods, and application of learning principles.
Terms: Win
| Units: 3
EDUC 399A:
Designing Surveys
This workshop/course is designed for students who are designing a survey to collect quantitative data for a research project. The workshop content draws on relevant cognitive processing theories and research related to development of good survey questions. In addition to some readings and a few mini lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course enrollment is limited to 12 students and may be repeated for credit.
Terms: Win
| Units: 1-3
| Repeatable
20 times
(up to 60 units total)
EDUC 401A:
Mini Courses in Methodology: Statistical Packages for the Social Sciences (SPSS)
Statistical analysis using SPSS, including generating descriptive statistics, drawing graphs, calculating correlation coefficients, conducting t-tests, analysis of variance, and linear regression. Building up datasets, preparing datasets for analysis, conducting statistical analysis, and interpreting results.
Last offered: Autumn 2020
| Units: 1
EDUC 401B:
Mini Courses in Methodology: Stata
The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.
Terms: Aut, Win
| Units: 1-2
EDUC 401D:
Multilevel Modeling Using R (STATS 196A)
See http://rogosateaching.com/stat196/ . Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses.
Last offered: Spring 2022
| Units: 1
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.
Last offered: Winter 2018
| Units: 3
EDUC 417:
Research and Policy on Postsecondary Access (EDUC 117, PUBLPOL 117, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut
| Units: 3
EDUC 421:
Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
This course examines select foundational ideas in the learning sciences and technology design field as situated in the learning and sociocultural practices, music, and history of the blues. Each week we dive into one foundational idea in the learning sciences and examine its manifestations in and illuminations from blues cultural history and music. These ideas collectively provide a network of concepts for conceptualizing cognitive, social and cultural processes of learning, and for designing and studying learning environments.
Terms: Aut
| Units: 3
| Repeatable
6 times
(up to 18 units total)
EDUC 423:
Introduction to Data Science (EDUC 143, SOC 302)
Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.
Last offered: Winter 2020
| Units: 3-5
EDUC 426:
Unleashing Personal Potential: Behavioral Science and Design Thinking Applied to Self (PSYCH 264)
This course facilitates the application of the methods, theories, and findings of behavioral science to students own lives and improvement projects. It does so by combining behavioral science with a design thinking approach. You will learn to identify your potential, navigate to achieve it, and stay resilient during the journey. Students will design their own action plans, define goals and prototype strategies to test them, in an iterative feedback cycle. Our course thus blends two intellectual streams that seldom intersect: behavioral science and design thinking.
Last offered: Spring 2021
| Units: 4
EDUC 429:
Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (HUMBIO 122E, PEDS 229)
Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments. HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229 . Education students must enroll in EDUC 429.
Terms: Win
| Units: 3
EDUC 430C:
Using Data to Describe the World: Descriptive Social Science Research Techniques (SOC 258C)
This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Last offered: Spring 2022
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
EDUC 439:
Critical Race Theory in Education (CSRE 439)
This seminar will examine the foundational tenets of Critical Race Theory (CRT) as an analytic framework to study of inequities in P-20 education. Each week will examine how CRT tenets developed in law and were taken up in education via epistemology, methodology, and axiology. Consequently, the course will move temporally, spatially, and pedagogically across fields and siblings of Critical Race Theory. We will use the course content as a vehicle to understand the theoretical and analytical power and limits of CRT. Finally, we will explore CRT's focus on identifying and disrupting white supremacy, anti-Blackness, and interlocking inequities (re)produced in education.
Last offered: Winter 2022
| Units: 2-5
EDUC 440:
(Re)Meditating Systems Change: Disability, Language & Difference (CSRE 340, PEDS 240)
This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.
Terms: Aut
| Units: 3
| Repeatable
12 times
(up to 36 units total)
EDUC 445:
Transforming Education through Entrepreneurship
(Same as STRAMGT 335) In this course, students will investigate opportunities and challenges of entrepreneurial ventures trying to increase access to educational opportunity, improve the quality of learning experiences for underserved students and disrupt systemic inequities in preK-12 education. Class discussions will explore frameworks for understanding how to maximize educational impact by ensuring efficacy, increasing financial sustainability, and building scale. Cases are focused on organizations in early childhood, primary and secondary education, and feature a variety of ventures (including schools, technology, educator training, and supplemental services) and organizational models (for-profit, not-for-profit, and benefit corporation) in the U.S. and globally. Note: This is not a "how to" class on starting an education venture; it focuses on the strategic challenges of maximizing impact. This course is designed for students who want to be part of creating a more equitable society and improving opportunities for youth, whether by becoming entrepreneurs, leaders, Board members, donors or investors in education organizations. Attendance at the first class meeting is required.
Terms: Aut
| Units: 3
EDUC 450C:
Qualitative Interviewing
Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 489:
RILE Colloquium on Race, Inequality, and Language in Education
This course is a workshop for PhD students focusing on interdisciplinary empirical work related to Race, Inequality, and Language in Education.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
10 times
(up to 20 units total)
EE 292I:
Insanely Great Products: How do they get built?
Great products are crafted by product teams, commonly composed of engineering, product management, and customer support. We start by identifying unmet market needs and then satisfying those needs through an iterative process of building from functional infancy to market leadership. In this class, we seek to demystify this process through direct conversations with guests who've delivered immensely successful products. We aim to introduce how great hardware and software products are crafted -- in both startups and larger companies. Students will learn why pursuing areas of interest and curiosity is critical to building world-class solutions to problems. Previous companies profiled: Apple, HP, Microsoft, VMWare, Genentech, Blue Bottle Coffee, Pixar, and Pivotal Labs -- to name a few. Previous guests include Ted Hoff (Inventor of the microprocessor and employee #12 at Intel), Diane Greene (Co-founder and CEO of VMware, former President of Google Cloud, and former Chair of The MIT Corporation), Rob Mee (Co-Founder of Pivotal Labs and Founder of Mechanical Orchard), Evans Hankey (former VP of Design at Apple), Matt Kraning (EE292i Alumnus, Co-Founder Expanse, acquired by Palo Alto Networks where Matt now serves as CTO Cortex), and Jon Rubinstein (NeXT, Apple, Palm). Pre-requisites: None
Terms: Spr
| Units: 1
EE 402A:
Topics in International Technology Management (EALC 402A, EASTASN 402A)
Autumn 2023 Theme: "The Emerging Digital Economy in Context: US-Asia Cooperation and Competition." This course will examine ways in which new digital technologies, business models, and data governance frameworks are addressing problems and opportunities at the interface between the digital economy and the external world, with special attention to new patterns of competition and cooperation between Asia and the U.S. Individual sessions will focus on topics such as live commerce, new models of AI governance, the role of digital transformation in addressing climate change, cross-border data sharing in an era of heightened concern for privacy and security, digital platforms for supply chain integration, and AI competition. Distinguished speakers and panels from industry and government.
Terms: Aut
| Units: 1
| Repeatable
for credit
EE 402T:
Entrepreneurship in Asian High Tech Industries (EALC 402T, EASTASN 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.
Terms: Spr
| Units: 1
| Repeatable
for credit
EFSLANG 683R:
Workshop in Reading and Vocabulary for International Students
(1-2 units). Provides support in the development of English reading skills for academic purposes, including work on comprehension, speed, and critical interpretation, along with strategies for improving vocabulary. Students taking the course for 2 units will have additional individual assignments and a 50-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.
Last offered: Summer 2019
| Units: 1-2
EFSLANG 683S:
Workshop in Oral Communication for International Students
(1-2 units) Provides support in the development of listening and speaking skills in English, including academic listening, small group discussion, oral presentation, and intercultural communication. Students taking the course for 2 units will have additional individual assignments and a 50-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.
Last offered: Summer 2019
| Units: 1-2
EFSLANG 683W:
Workshop in Written Communication for International Students
Provides support in the development of English writing skills for non-natives. Writing assignments are negotiated with the instructor and may include practice in composition, SAT or TOEFL writing, and writing university application essays and statements of purpose. Students taking the course for 2 units will have additional individual assignments and a 50-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.
Last offered: Summer 2019
| Units: 1-2
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.
Last offered: Summer 2019
| Units: 6
| Repeatable
2 times
(up to 12 units total)
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 Coordinator: EFSLANG 690A, 690B, 691, 693B.
Last offered: Summer 2019
| Units: 3
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 coordinator.
Last offered: Summer 2019
| Units: 3
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. No previous improvisation or theater experience necessary.
Last offered: Summer 2019
| Units: 1
EFSLANG 689L:
Living in the USA
Life and relationships outside the University classroom. Goal is to familiarize international students with the cultural expectations and forms of language use in a variety of situations in the University community and in other social situations.
Last offered: Summer 2017
| Units: 1
EFSLANG 689P:
Pronunciation
The sounds of English, and stress, intonation, and rhythm patterns important to natural-sounding speech.
Last offered: Summer 2019
| Units: 1
| Repeatable
2 times
(up to 4 units total)
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.
Last offered: Summer 2018
| Units: 1
| Repeatable
2 times
(up to 2 units total)
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.
Terms: 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. 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.nhttps://language.stanford.edu/programs/efs/l
Last offered: Spring 2022
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
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. May be repeated once for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 691S:
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 video recording for feedback on language accuracy and usage. Fulfills the requirement for EFSLANG 691.
Terms: Sum
| Units: 2
EFSLANG 692:
Speaking and Teaching in English
This course is an opportunity for international students to develop their oral communication and teaching skills to be a course assistant, teaching assistant, or instructor, especially those planning an academic career in an English-speaking context. It focuses on understanding the culture of the classroom and on developing clarity and communicative effectiveness through periodic micro-teaching presentations and role plays simulating typical teaching situations, including short lectures, problem set and review sessions, office hours, discussion leading, and student project consultations. Extensive feedback is provided on comprehensibility and accuracy along with development of interpersonal and intercultural communication skills. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. May be repeated once for credit.
Terms: Aut, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 693A:
Listening Comprehension
This course focuses on strategies for effective listening to university lectures and other academic content, such as seminars and group discussions. It extends beyond listening for main ideas and details, providing practice in identifying discourse markers common in academic settings and in recognizing and accommodating implied information, hesitations, and reduced forms, such as contractions. It also covers challenging areas such as processing numbers and adapting to unfamiliar vocabulary. Listening practice is complemented by instruction in effective note-taking and study strategies to retain and review comprehended information. Additionally, the course has a significant discussion component, giving students the opportunity to interpret what they hear to develop a deeper and more critical understanding of the content and to link that understanding to their own spoken English production and interaction. Materials include recorded lectures from Stanford faculty and other relevant sources.
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.
Last offered: Winter 2019
| Units: 1-3
EFSLANG 695A:
Pronunciation and Intonation
This course provides training in recognizing and practicing American English sounds, stress, and intonation patterns in connected speech in order to improve comprehension and enhance intelligibility in a variety of settings. After receiving an individualized analysis of speech patterns, students engage in directed practice both with online software and in class, receiving immediate feedback. Through these in-class activities and practice assignments, students will improve their ability to pronounce English clearly and to self-monitor and self-correct. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. Enrollment limited to 12.
Terms: Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 695B:
Advanced Pronunciation and Intonation
Continuation of EFSLANG 695A, focusing on American English sounds, stress, rhythm, and intonation patterns. Emphasis is on self-monitoring, integrated with short presentations. Biweekly tape assignments and tutorials. Enrollment limited to 14. May be repeated for credit three times. Prerequisite: EFSLANG 695A.
Last offered: Winter 2020
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
EFSLANG 695S:
Pronunciation and Intonation
Recognition and practice of American English sounds, stress, and intonation patterns for greater comprehension and intelligibility. Analysis of problem areas. Biweekly tape assignments and tutorials. Fulfills the requirement for EFSLANG 695A.
Last offered: Summer 2018
| Units: 2
EFSLANG 697:
Gateway to Graduate Writing
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
| Repeatable
for credit
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. 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. May be repeated once for credit.
Terms: Win
| 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. Practice adapting written and oral presentational content and style to different audiences. Students present their research and receive instructor and peer feedback, with regular individual tutorials in addition to class work. Enrollment limited to 12. May be repeated twice for credit. Prerequisite: Students required by the EFS Placement Exam to take EFSLANG 691, 697, 698A, or 698B may not enroll in 698C until those requirements have been fulfilled. Others may sign up directly.
Last offered: Winter 2020
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
EFSLANG 698S:
Writing Academic English
Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work and in producing research papers. Fulfills the requirement for EFSLANG 698A.
Terms: Sum
| Units: 2
ENERGY 203:
Stanford Climate Ventures
Solving the global climate challenge will require the creation and successful scale-up of hundreds of new ventures. This project-based course provides a launchpad for the development and creation of transformational climate ventures and innovation models. Interdisciplinary teams will research, analyze, and develop detailed launch plans for high-impact opportunities in the context of the new climate venture development framework offered in this course. Throughout the quarter, teams will complete 70+ interviews with customers, sector experts, and other partners in the emerging climatetech ecosystem, with introductions facilitated by the teaching team's unique networks in this space. Please see the course website scv.stanford.edu for more information and alumni highlights. Project lead applications are due by December 11 through tinyurl.com/scvprojectlead. Students interested in joining a project team, please briefly indicate your interest in the course at tinyurl.com/scvgeneralinterest. Cardinal Course certified by the Haas Center for Public Service.
Terms: Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 18 units total)
ENERGY 359:
Teaching Experience in Energy Science and Engineering
For TAs in Energy Science and Engineering. Course and lecture design and preparation; lecturing practice in small groups. Classroom teaching practice in an Energy Science and 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.
| Units: 1
| Repeatable
for credit
ENGLISH 396L:
Pedagogy Seminar I
Required for first-year Ph.D students in English. Prerequisite for teaching required for 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
ENGR 103:
Public Speaking (ENGR 203)
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
ENGR 202S:
Directed Writing Projects
Effective writing is key to academic and professional progress. 202S provides individualized writing instruction for students working on important writing projects such as dissertations, grant proposals, theses, journal articles, and teaching and research statements. The course consists of once weekly one-on-one conferences with lecturers from the Technical Communication Program. Students receive close attention to and detailed feedback on their writing to help them become more confident writers, hone their writing skills, and tackle any writing issues they may have. The TCP Director assigns each student to an instructor; meetings are scheduled by each instructor. No prerequisite. Grading: Satisfactory/No Credit. This course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ENGR 202W:
Technical Communication
To be effective as an engineer or scientist, you must communicate your cutting-edge research and projects effectively to a broad range of audiences: your professors, your fellow students, your colleagues in the field, and sometimes the public. ENGR. 202W offers a collaborative environment in which you will hone your communication skills by writing and presenting about a project of your choosing and working on your CV/resume. ENGR202W is a practicum (supervised practical application) that helps you build toward a complete skillset for technical communication in the twenty-first century. Through interactive presentations and activities, group workshops, and individual conferences, you will learn best practices for communicating to academic and professional audiences for a range of purposes.
Terms: Aut, Win, Spr
| Units: 3
ENGR 203:
Public Speaking (ENGR 103)
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
ENGR 217:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, CSRE 217, ENGR 117, FEMGEN 117, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Terms: Win
| Units: 3
ENGR 245:
The Lean LaunchPad: Getting Your Lean Startup Off the Ground
Learn how to turn a technical idea from a lab, research, or vision into a successful business using the Lean Launchpad process (business model canvas, customer development, running experiments, and agile engineering.) Hands-on experiential class. 15+ hours per week talking to customers, regulators and partners outside the classroom, plus time building minimal viable products. This class is the basis of the National Science Foundation I-Corps with a focus on understanding all the components to build for deep technology and life science applications. Team applications required in March. Proposals may be software, hardware, or service of any kind. See course website http://leanlaunchpad.stanford.edu/. Prerequisite: interest in and passion for exploring whether your technology idea can become a real company. Limited enrollment.
Terms: Win, Spr
| Units: 4-5
ENGR 248:
Principled Entrepreneurial Decisions (ENGR 148)
Principled Entrepreneurial Decisions examines how leaders tackle significant inflection points that occur in high-growth entrepreneurial companies. Students learn how to develop principles as a powerful tool to face tough situations that they will encounter in their lives and their chosen career. Cases and guest speakers discuss not only the business rationale for the decisions taken but also how their principles affected those decisions. A capstone project provides frameworks for students to develop their own set of principles. The teaching team brings its wealth of experience in both entrepreneurship and VC investing to the class. Limited enrollment. Admission by application: https://forms.gle/VU36jjGwmsK54CsK9
Terms: Aut, Win
| Units: 3
ENGR 295:
Learning & Teaching of Science (CTL 280, EDUC 280, MED 270, 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.
Last offered: Spring 2023
| Units: 3
ENGR 311A:
Women's Perspectives
Graduate seminar featuring non-technical talks by engineers from academia and industry. The theme for 2024 is "Let's Get Real!" Discussion is encouraged as graduate students share experiences and learn with speakers and each other. Possible topics of discussion range from time management and career choices to diversity, health, and family. Several optional informal dinners are hosted after the seminar to continue conversation with the speakers. Speaker list will be posted at: https://stanfordmewomen.weebly.com/seminar.html. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
ENGR 311B:
Designing the Professional
Wondering how to weave together what really fits you, is doable, and will be satisfying and meaningful? Have more questions than answers? Have too many ideas for your career, or not enough? This course applies the mindsets and innovation principles of design thinking to the "wicked problem" of designing your life and vocation. Students gain awareness and empathy, define areas of life and work on which they want to work, ideate about ways to move forward, try small prototypes, and test their assumptions. The course is highly interactive. It will conclude with creation of 3 versions of the next 5 years and prototype ideas to begin making those futures a reality. The course will include brief readings, writing, reflections, and in-class exercises. Expect to practice ideation and prototyping methodologies, decision making practices and to participate in interactive activities in pairs, trios, and small groups. Seminar open to all graduate students and Postdocs in all 7 schools. Additional course information at http://lifedesignlab.stanford.edu/dtp.
Terms: Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 3 units total)
ENGR 311D:
Portfolio to Professional: Supporting the Development of Digital Presence Through ePortfolios
This course guides graduate students in creating a professional ePortfolio and establishing an online presence. The course includes seminar-style presentations and discussions, opportunities for feedback with career mentors, classmates, alumni, employers, and other community members using think-aloud protocols and peer review approaches. Curriculum modules focus on strategies for telling your story in the digital environment, platform considerations, evidence and architecture, visual design and user experience. Open to all graduate students and majors.
Terms: Spr
| Units: 1
ENGR 312:
Science and Engineering Course Design (CTL 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 problem-based learning in STEM courses, particularly focusing on design and evaluation of problem-based learning activities. The course will involve in-class discussions, small group activities, and guest lectures. Throughout the quarter, there will be several opportunities for directly practicing and applying STEM education strategies to specific teaching goals in your field.
Last offered: Spring 2018
| Units: 1-2
| Repeatable
for credit
(up to 99 units total)
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.
Last offered: Winter 2020
| Units: 1-6
ENGR 391:
Engineering Education and Online Learning (EDUC 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: Aut
| Units: 3
ESS 204:
Effective Scientific Presentation and Public Speaking (EPS 306, GEOPHYS 205)
The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight.___The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. Instead, we want to learn something new and important, something that changes our perspective and influences our research. We want to be inspired, shocked, or moved. ___ So, in the opening minutes of a talk, you must plant your flag and make your case. You are forecasting the arc of your story, rather than introducing your topic. If, for example, your very first three words are, "I will argue" you're on a good path. In these crucial opening minutes, you've either hooked them or lost them. ___ The course is taught as a series of stand-and-deliver exercises with feedback from the other students and revision on the fly. You'll do exercises on talk openers and closers, physical demos, conference talks, job interviews, press interviews, and funding pitches. We also tackle scientific graphics, focusing on builder slides and posters. Special guests will enrich the course, including a graphic designer, Adobe Illustrator mavens, headhunters, entrepreneurs, and TV reporters?.This is a 'flipped' class, so there are no lectures. Instead, students receive Class Notes before each week's classes, and a Postscript Letter afterwards. Grades are completely optional: 70% in-class exercises, 30% final presentation, such as your upcoming conference presentation. ___ It's important to take this course when you have research to present. My pledge is that everyone will come away a more skilled and confident speaker than they were before. ___ Anonymous 2022 Course Evaluation Comments: "Truly the best course that I have taken in my life. There is simply an incredible amount of wisdom to be gained from this course. To no exaggeration, your life will be changed, and you will forever see presentations differently after this experience of a lifetime. It's also accessible to undergrads as long as you have a research project." ___ "By far, the best class I've taken at Stanford. Will change your entire perspective on presenting research." ___ "This is by far the best and most helpful course I have taken in all 5 years at Stanford. This course is really a must for anyone and has given me a huge confidence boost for public speaking in all scenarios. Ross is a fantastic instructor and makes the class a welcoming and collaborative environment." ___ "Ross is an engaging teacher with years of experience doing public speaking in academic, government, and business settings. This class is well worth the time that it takes to prepare the short talk exercises. Highly recommend this class for anyone looking to improve their speaking skills."
Terms: Aut
| Units: 2
ETHICSOC 278M:
Introduction to Environmental Ethics (EARTHSYS 178M, ETHICSOC 178M, PHIL 178M, PHIL 278M, POLISCI 134L)
How should human beings interact with the natural world? Do we have moral obligations toward non-human animals and other parts of nature? And what do we owe to other human beings, including future generations, with respect to the environment? In this course, we will tackle ethical questions that confront us in our dealings with the natural world, looking at subjects such as: animal rights; conservation; economic approaches to the environment; access to and control over natural resources; environmental justice and pollution; climate change; technology and the environment; and environmental activism. We will frame our inquiry with leading ethical theories and divide our approach to these topics by ecosystem, dedicating time to each unique environment and its specific nuances: aquatic, desert/tundra, forest/grassland, and the increasingly recognized environment of Space.
Last offered: Winter 2023
| Units: 4-5
FEMGEN 217:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, CSRE 217, ENGR 117, ENGR 217, FEMGEN 117)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Last offered: Winter 2021
| Units: 3
FINANCE 385:
Angel and Venture Capital Financing for Entrepreneurs and Investors
This course covers all the stages of funding for early stage high-growth companies, from seed funding to venture capital rounds to a successful exit. We will concentrate on how entrepreneurs and investors make and should make important decisions. Examples of issues that we will cover are: How can entrepreneurs raise funding successfully? What are typical mistakes entrepreneurs make in raising capital and negotiating with investors? How to choose your investor? How to pitch to an investor? How do angels and VCs generate and process their deal flow and select companies? How are VCs involved in business decisions such as recruiting talent and replacing CEOs? What are the important provisions of financial contracts between VCs and founders? How to value early-stage companies? The course is very applied and mostly case-based. We will discuss a lot of nitty-gritty details that is a must for founders and investors. Case protagonists, founders, angels, and VCs will be among guest speakers. No prior knowledge of the VC industry is needed.
Terms: Aut
| Units: 3
GEOPHYS 205:
Effective Scientific Presentation and Public Speaking (EPS 306, ESS 204)
The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight.___The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. Instead, we want to learn something new and important, something that changes our perspective and influences our research. We want to be inspired, shocked, or moved. ___ So, in the opening minutes of a talk, you must plant your flag and make your case. You are forecasting the arc of your story, rather than introducing your topic. If, for example, your very first three words are, "I will argue" you're on a good path. In these crucial opening minutes, you've either hooked them or lost them. ___ The course is taught as a series of stand-and-deliver exercises with feedback from the other students and revision on the fly. You'll do exercises on talk openers and closers, physical demos, conference talks, job interviews, press interviews, and funding pitches. We also tackle scientific graphics, focusing on builder slides and posters. Special guests will enrich the course, including a graphic designer, Adobe Illustrator mavens, headhunters, entrepreneurs, and TV reporters?.This is a 'flipped' class, so there are no lectures. Instead, students receive Class Notes before each week's classes, and a Postscript Letter afterwards. Grades are completely optional: 70% in-class exercises, 30% final presentation, such as your upcoming conference presentation. ___ It's important to take this course when you have research to present. My pledge is that everyone will come away a more skilled and confident speaker than they were before. ___ Anonymous 2022 Course Evaluation Comments: "Truly the best course that I have taken in my life. There is simply an incredible amount of wisdom to be gained from this course. To no exaggeration, your life will be changed, and you will forever see presentations differently after this experience of a lifetime. It's also accessible to undergrads as long as you have a research project." ___ "By far, the best class I've taken at Stanford. Will change your entire perspective on presenting research." ___ "This is by far the best and most helpful course I have taken in all 5 years at Stanford. This course is really a must for anyone and has given me a huge confidence boost for public speaking in all scenarios. Ross is a fantastic instructor and makes the class a welcoming and collaborative environment." ___ "Ross is an engaging teacher with years of experience doing public speaking in academic, government, and business settings. This class is well worth the time that it takes to prepare the short talk exercises. Highly recommend this class for anyone looking to improve their speaking skills."
Terms: Aut
| Units: 2
GSBGEN 208:
Leading with Values
With leadership comes responsibility. This course explores the numerous ethical issues faced by managers and organizations and provides both analytical frameworks and the latest findings on human behavior to inform ethical decisions and strategies. The readings present challenging and controversial case studies, provide insights from experimental psychology and economics, and discuss relevant philosophical concepts and arguments. Through class exercises, rigorous discussion, and personal reflection, you will clarify your own ethical stance, think through ethical dilemmas, and practice articulating recommendations compellingly. You will also discover the diversity of ethical viewpoints and find out how to avoid the social and cognitive pitfalls that can make ethical leadership challenging.
Terms: Aut
| Units: 2
GSBGEN 310:
Business and AI: Lessons from Entrepreneurs, Executives, and Investors
As AI technology advances at an unprecedented pace, both start-ups and established corporations are racing to harness its potential, aiming to revolutionize every sector with innovative applications. What are these opportunities, and how are these firms creating a sustainable competitive advantage? In this class, the teaching team will guide interactive classroom discussions on adopting AI in business. Guest speakers - CEOs or venture capitalists at the forefront of AI - will tell their stories, offering valuable insights from a myriad of industries and perspectives. The structure for this course will be a combination of: addressing what is different about starting an AI company; asking how AI companies (particularly Generative AI) are being valued and the associated risks; exploring how large companies are rapidly adopting AI; and introducing relevant economic models. Almost all days will have engaging speakers, and 50% of your course grade will be participation, as you interact with them and with your peers. There are two assignments and a group project. The faculty will provide a structured foundation to guide you, and short lectures on a number of topics. Students do not need in-depth technical knowledge of AI; you will be expected to learn the basics along the way, and will be taught about LLM models through examples.
Terms: Spr
| Units: 3
GSBGEN 312:
I'm Just a Bill
This is a course about the American legislative process. You will learn how the United States Congress and President enact a law by role-playing as Members of the U.S. House of Representatives and Senate, or as senior advisors to the President. You will engage in legislative debate, offering amendments, voting, and extensive policy and legislative negotiation, with the goal of enacting new laws. The simulated legislative agenda involves four policy topics: economic growth and income distribution, climate change, regulation of "Big Tech," and an international issue. As a class, you will try to enact a new law in each of these four areas. This class is for beginners. You will: -Learn a bit about four policy issues (likely climate change, economics, regulation of "Big Tech," and an international issue); -Learn both the formal and informal rules of legislating-how a bill really becomes a law; and -Develop and practice your "soft skills," including persuasion, negotiation, leadership, strategy, and organizational analysis.
Terms: Aut
| Units: 4
GSBGEN 315:
Strategic Communication
Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings. This course introduces the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. This practical course helps students develop confidence in their speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and videotaped feedback. An important feature of this course is that there are two faculty members working in concert to ensure that students get rigorous and individualized coaching and feedback. In this course you will learn to: - Create communication strategies at an individual and organizational level - Develop clearly organized and effective presentations and documents - Diagnose and expand your personal writing and oral delivery style - Adapt your delivery style to different material and audiences - Enhance oral delivery through effective visual aids Students at all levels of comfort and expertise with public speaking and business writing will benefit from this course.
Terms: Aut, Win, Spr
| Units: 4
GSBGEN 319:
Strategic Philanthropy and Impact Investing
The course will be structured around the perspective of a foundation or a high net worth individual who has decided to devote substantial resources to philanthropy and wishes to decide which philanthropic goals to pursue and how best to achieve them. Although there are no formal prerequisites for the course, we will assume that students have experience working at a foundation, nonprofit organization, impact investing fund, or similar organization, or have taken an introductory course in strategic philanthropy such as GSBGEN 381. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's course, Problem Solving for Social Change (GSBGEN 367) , which has a different focus from this one.)
Last offered: Spring 2022
| Units: 3
GSBGEN 345:
Disruptions in Education
The COVID-19 pandemic disrupted higher education significantly, surfacing novel needs, while at the same putting decades long trends into sharper focus. This course explores the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for entrepreneurs, investors, and the businesses that serve this huge global market, as well as for faculty, students, and higher education institutions and leaders, both incumbents and alternatives. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the postsecondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; affordability, student debt, and education financing models; investing in the education space; workforce, skills development, and lifelong learning; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors, entrepreneurs, and social entrepreneurs. (Please note, the focus of this course is post-secondary education, skilling/lifelong learning, and learning in the workplace. It does not cover K-12 or early childhood education).
Terms: Win
| Units: 3
GSBGEN 352:
Winning Writing
This once-a-week full-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, cold-call letters, speeches, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.
Terms: Aut, Spr
| Units: 3
GSBGEN 367:
Problem Solving for Social Change
Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems-in areas such as education, health, energy, and domestic and global poverty-that call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles, covering topics such as designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing behavior; and pay-for-success programs. The large majority of the course will be devoted to students' working in teams to apply these concepts and tools to an actual problem, with teams choosing whatever problem interests them.
Terms: Aut
| Units: 3
GSBGEN 368:
Managing Difficult Conversations
This elective 3- unit course is offered with Pass-Fail grading to MBA students who aspire to improve their ability to deal effectively with difficult professional and personal interpersonal situations. Class is held Tuesday, 3:10-6:10 PM. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Management and Senior Partner Emeritus, McKinsey and Company, and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which is case/vignette-based, involves frequent student-to-student and student-to-instructor role-playing in authentic business and medical interactions. GSBGEN 368 is cross-listed with Inde 238, which draws primarily medical students, and part of the learning environment of the course is the mix of perspectives and vignettes we role play and discuss. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance.nClass preparation will include reading of assigned cases/vignettes, analysis of the situations presented and recommendations as to how to confront specific difficult conversations; and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 45 students per the following: (1) a maximum of 30 MBA students and (2) a maximum of 15 medical or other non-GSB graduate students. GSB students enroll under GSBGEN 368. Please email Dr. Prober or Professor Meehan directly if you have any questions.n.
Last offered: Winter 2022
| Units: 3
GSBGEN 370:
Power of You: Women in Leadership
All leaders face a host of challenges, but women leaders encounter an additional set of obstacles and considerations-institutional, economic, cultural-that their men counterparts most likely never will. Women from underrepresented groups experience these challenges even more acutely. GG370 Power of You: Women in Leadership will prepare students to successfully identify and respond to these challenges, and, ideally, transform them into opportunities for growth and advancement. Students will come away from this course with a vast portfolio of strategies, tools and tactics to not only meet these workplace challenges head-on, but also create more inclusive processes, policies and cultures for the future. The course is based on the instructor's `accessible leadership' model that inspires and equips students to access the leader within themselves, empower others to access their own leadership potential, and create greater access through their giving. Through readings and guided, weekly written reflections, students will deeply explore issues including, but not limited to: the likeability paradox; sexism in the workplace; diversity, inclusivity, and belonging; intersectional identities; managing voice, narrative and reputation; negotiation through a gendered lens; leadership styles and adaptivity; mentorship and sponsorship; and creating social value. Students will engage directly with industry leaders such as Sheryl Sandberg (Facebook), Meg Whitman (Quibi), Dr. Priscilla Chan (Chan Zuckerberg Initiative), Mary Barra (General Motors), Judy Smith (Smith & Company) and Indra Nooyi (Pepsi Co.), among others.
Last offered: Spring 2021
| Units: 3
GSBGEN 377:
Diverse Leadership as an Imperative for Impact
Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership.In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Last offered: Spring 2022
| Units: 3
GSBGEN 381:
Individual Philanthropy: Giving Models, Purpose & Practicum
A philanthropist is anyone who gives anything- time, expertise, networks, credibility, dollars, experience- in any amount to create a better world. Philanthropy is resource, background, age, profession, and industry agnostic, and "Individual Philanthropy: Giving Models, Purpose & Practicum" will amplify your ability to make your giving, volunteering, service and leadership matter more. You have extraordinary potential to create social change, and this course will empower you with the perspective, experience and inspiration to actualize that potential both immediately and over your lifetime. You will be exposed to a diverse array of giving models and approaches, and be given structured space to weigh and appraise your individual philanthropic point of view and approach. Through deep introspection, you will define and/or refine your social change purpose and create a theory of change that maps how you will transform your values, beliefs and resources (including intellectual, human, network, experiential and financial capital) into measurable social value. Class activities will include debates and simulations such as discussing the benefits and challenges of diverse giving models, creating personal giving strategies, giving fundraising pitches and assessing actual foundation grant proposals. Each student will select and complete due diligence on a local nonprofit and create a formal grant proposal. Students will peer-review grant proposals, participate in a multi-stage grantmaking process and allocate $20,000 of grants funded by the Learning by Giving Foundation and Andreessen Philanthropies. Students will also have the unique opportunity to directly connect and engage with globally renowned philanthropic leaders, including Darren Walker (Ford Foundation), Laura Muñoz Arnold (Arnold Ventures), Justin Steele (Google.org), Crystal Hayling (Libra Foundation) and Holden Karnofsky (Open Philanthropy Project), among others.
Last offered: Autumn 2019
| Units: 3
GSBGEN 495:
Leadership for Society: Daring Dialogues
The Leadership for Society program at the Stanford Graduate School of Business will continue their speakers series in January 2024 with the theme Tensions: Business, Civic Society and Politics. Maintaining a functioning society is a delicate balance of people, planet, and profit. Balancing short term return on investments with long-term goals of sustainability, equity, and social stability creates both significant opportunities and major challenges around the globe. In winter of 2024, Leadership for Society Conversations will explore this topic further through a series of discussions with leaders from a variety of sectors. Students will then delve further into these topics by engaging in peer dialogues led by the Leadership for Society Scholars.
Terms: Win
| Units: 1
| Repeatable
4 times
(up to 6 units total)
GSBGEN 508:
Strategic Pivoting for your Next Chapter
Many students come to the GSB with the intent to pivot upon leaving the institution. Some students feel they have outgrown their position or business, or they feel drawn to a new area that better suits their values and interests, where they can make a greater contribution. Some students have no idea what they want to do after graduating, they just know they want to make a purposeful change. And finally, some students want to strategically change their direction for reputation reasons. The average U.S. employee tenure is only 4-5 years and job roles often change dramatically within that timeframe. Pivoting is an intentional, methodical process for nimbly navigating career changes. A recent Gallup study revealed that almost 90% of workers are either 'not engaged' or 'actively disengaged; from their jobs. A pivot is a change made of your own volition when you have reached a point in your career when you are ready for increased challenge and impact. Strategic Pivoting is a course specifically developed for any student who already plans to pivot in their career and wants to figure out how to successfully build and create their next chapter. In this course we will discuss four stages for how to best pivot: 1) Planting, how to assess and set a strong foundation of values, strengths and interests. 2) Scanning, researching new and related skills, talking to others, and mapping potential opportunities. 3) Piloting, students conduct small, low-risk experiments to test their new direction, as well as gather real-time data and feedback. And 4) Launching, pulling the trigger, fully committed, to your carefully plotted pivot. The ultimate pay-off to Strategic Pivoting is acknowledging and adapting to a rapidly changing society when it comes to career paths. Because our careers are so fundamentally tied to our livelihood and sense of confidence, purpose and meaning, changes can be traumatic without a road map for traversing them. "Navigating this accelerated pace of change and this transitional career state, and learning to embrace it instead of resisting it, can become an edge and advantage." Alex Rodriguez, Major League Baseball icon, ABC/Fox Sports/ESPN commentator, entrepreneur, and CEO of A-Rod Corp will be a featured Guest Speaker in this course. Alex has also had a history of successfully pivoting his career and defying expectations. He is presently getting ready to host his own ESPN interview show called, "Pivot."
Terms: Win
| Units: 2
GSBGEN 511:
Making Social Ventures Happen by Attracting Financial and Human Capital
Social ventures require leadership, funding, expertise, skills and networks to get off the ground, grow and scale. This course will focus on the key strategies for building and leveraging a network of champions to capitalize a social venture at early-stage, and for sustaining and growing that network as the venture grows. This class is applicable to intrapreneurs, changemakers within major institutions, (private or public), board members, impact investors, those who aspire to be senior leaders within social ventures and social entrepreneurs (founders). Co-led by a practicing venture philanthropist and a social entrepreneur, this interactive, pragmatic course will: - Discuss the critical financial and human capital needs of organizations and companies at different life stages. - Explore the concept of champions and the different types of champions including board chairs, co-founders, mentors, faculty advisors, donors, investors, community evangelists, and fellow entrepreneurs. - Learn about effective networks and how to build them, including the role of communications, relationship-building, and crisis management. - Explore the concept of a powerful vulnerability and the art of "influence without authority" in attracting financial and human capital to the mission and making social ventures happen. Special emphasis will be given to developing co-founders and founding teams, boards and funders/investors as champions. - Develop a roadmap for the ways you will support social ventures throughout your career. - Meet social entrepreneurs and their champions who promote them within various power structures (major corporations, government, the institutional funding community) to learn about the successes and failures of their partnerships. Guest speakers will be posted prior to start of class. - Invite you to join instructors, guest speakers and fellow students for casual dinner on both Wednesdays after class.- Get to know your fellow classmates who share a passion for addressing the world's intractable problems and for creating systemic change.
Last offered: Winter 2020
| Units: 2
GSBGEN 515:
Essentials of Strategic Communication
Successful leaders understand the power of authentic, memorable communication. This course uses the lens of oral communication and presentations, to introduce the essential elements of the strategic communication strategies that make authentic, memorable communication work. Focusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery. Deliverables include written documents, focusing on individual and team presentations, with students receiving continuous feedback to improve their communication effectiveness, and to sharpen their authentic leadership voice. This highly interactive, practical course, is focused on feedback to help students at all levels of communication mastery develop confidence in their speaking and writing. Course includes presentations, assignments, lectures, discussions, simulated activities, in-class feedback, and filmed feedback. In this course you will learn to:-Recognize strategically effective communication-Implement the principles of strategic communication across different platforms-Develop clearly organized and effective presentations and documents-Diagnose and expand, your personal authentic communication style.
Terms: Aut, Win, Spr
| Units: 2
GSBGEN 552:
Winning Writing
This twice-a-week, half-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.
Terms: Win, Spr
| Units: 2
GSBGEN 565:
Political Communication: How Leaders Become Leaders
This year -- 2023 -- will be a fascinating backdrop for national as well as state and local politics. Implications of the recent pandemic, its dramatic economic impacts and an uneven but recovering economy, Inflation fears, a war in Ukraine, and the looming presidential year elections in 2024 in the U.S. will continue to complicate the political landscape Politics, perhaps like no other arena, provides a rich and dramatic laboratory for studying the art and science of influential communication. Whether it is a local school bond election or a Congressional race, a Presidential debate or a State of the Union Address, the demanding communications of politics provide insights into our own strengths and gaps as communicators and leaders. Political campaigns, by their very nature, are highly visible, oriented toward very specific objectives, and increasingly leverage a variety of new media platforms. They are often emotionally charged, and rife with conflict and drama. The principles of political communications transcend politics, and are useful guides for leaders in business, the non-profit community, as well as government. How candidates, elected officials, and leaders in all kinds of organizations communicate vision, values, and experience, as well as how they perform in very fluid environments, not the least of which may be during a crisis, has a great deal to do with their career success. In its 15th year, this highly interactive course allows students to explore both theory and practice behind effective positioning and presentation. Students will analyze and evaluate both successful and unsuccessful communications strategies of political campaigns and candidates. History is a great learning tool, something emphasized throughout the class. As such students will explore historic examples of US Presidential debates, from Nixon/Kennedy to the present, as well other political events from the near and distant past. Popular culture, the effect of social media, disinformation will also be topics of discussion. Students will experience discussion of political events as they happen -- with each class drawing lessons from political developments around the nation and the world. Students will also hone their own strategic communications skills in activities requiring both written and spoken communication. This is not a course in political science, American government, or in public speaking. However, the engaged student will gain insights into those areas as well. The course is taught by David Demarest, former Vice President of Public Affairs for Stanford University. Demarest has broad communications experience across the public and private sector in financial services, education, and government. Typically, Prof. Demarest shares many of his experiences -- some successful, some less so -- through storytelling, and while those stories may be entertaining, they also provide real-life examples of communications challenges and strategies, After serving as Assistant U.S. Trade Representative, and Assistant Secretary of Labor in the Reagan Administration, in 1988 he served as Communications Director for Vice President George H. W. Bush's successful presidential campaign. He then became a member of the White House senior staff as White House Communications Director. After leaving government in 1993, he spent the next decade leading communications for two Fortune 50 companies, before coming to Stanford in 2005 to head the university's public affairs efforts.
Terms: Aut, Win
| Units: 2
GSBGEN 581:
Philanthropy, Inclusivity and Leadership
A philanthropist is anyone who gives anything-time, expertise, networks, credibility, influence, dollars, experience-in any amount to create a better world. Regardless of one's age, background or profession, everyone has the potential to lead in a way that both tackles the complex social problems our interconnected world faces and creates greater inclusivity, access and impact. This demanding two-week, compressed course will provide passionate students with a brave space to develop and refine a plan for their own social change journey and amplify their potential to give, live and lead in a way that matters more. Using design thinking, students will challenge their preconceptions and wrestle with their social change approach, their privileged position as future Stanford graduates and philanthropy's role in society. Lectures and class discussions will inspire and prepare students to create social value with greater intentionality and humility. For the first class, students will submit a proposed social impact plan for their professional, philanthropic and civic lives. Over the course's six sessions, students will refine their plan, creating a formal theory of change that strategically utilizes their unique leadership platform and asset portfolio to advance opportunity and justice for a target population. Potential guest speakers include Darren Walker, President of the Ford Foundation; Justin Steele, Principal at Google.org; Crystal Hayling, Executive Director of the Libra Foundation; Rob Reich of Stanford PACS and Laura Muñoz Arnold, Co-Chair of the Laura and John Arnold Foundation.
Last offered: Autumn 2020
| Units: 2
GSBGEN 593:
Businesses and Governments: Power and Engagement in the 21st Century World
Complex interactions among governments, businesses, and other institutions such as media, non-governmental, and international organizations, shape our world and our lives. In this course we will explore the workings of these interactions and the challenges they present for societies around the globe. As specific examples, we will discuss the 21st century economic and political forces affecting internet governance, global supply chains, and the workings of different legal systems. We will see how the competence and integrity of people and institutions, their respect of human rights, and the structure and effectiveness of governance and accountability mechanisms in the private and the public sectors, are key determinants of the outcomes. At one extreme, people and institutions may be highly effective but lack concern for human rights. At the other extreme, compassionate individuals and institutions might be ineffective or incompetent. It is also a truism that power can corrupt and may be abused. In fact, standard success metrics in business and in government, combined with weak governance mechanisms, may encourage and enable such abuse. The course will challenge you to consider your own roles as business leaders and as citizens, and your opportunities to help create trustworthy institutions and markets.
Last offered: Autumn 2021
| Units: 2
GSBGEN 622:
Presentation and Communication Skills for Academics
Academics must effectively communicate the importance of their research to a wide range of audiences, including colleagues, students, stakeholders, and the general public, as well as in a variety of contexts, from academic conferences and job talks to one-on-one conversations, news interviews, and social media. This highly interactive course is designed to equip PhD students with the skills to confidently present their research and connect with varied audiences. Students will craft an elevator pitch for academic settings, learn how to document and tell the 'story' of their research, develop both stage and screen presence for live and virtual talks, practice responding to Q&A and research critiques, and prepare for media interviews about their research. This class combines best practices from public speaking with elements from related fields, including the art of improv, the science of communication, and narrative journalism.
Terms: Spr
| Units: 2
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: Win
| Units: 1
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.
Last offered: Spring 2022
| Units: 1
HRP 211:
Law and Biosciences: Neuroscience
(Same as LAW 3006) Legal, social, and ethical issues arising from advances in neuroscience, including effects upon law and society through improvements in predicting illnesses and behaviors, reading minds through neuroimaging, understanding responsibility and consciousness, treating criminal behavior, and cognitive enhancement.
Terms: Win
| Units: 3
HRP 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (MED 224, PUBLPOL 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win
| Units: 1-4
| Repeatable
3 times
(up to 15 units total)
HRP 249:
Topics in Health Economics I (ECON 249, MED 249)
Course will cover various topics in health economics, from theoretical and empirical perspectives. Topics will include public financing and public policy in health care and health insurance; demand and supply of health insurance and healthcare; physicians' incentives; patient decision-making; competition policy in healthcare markets, intellectual property in the context of pharmaceutical drugs and medical technology; other aspects of interaction between public and private sectors in healthcare and health insurance markets. Key emphasis on recent work and empirical methods and modelling. Prerequisites: Micro and Econometrics first year sequences (or equivalent). Curricular prerequisites (if applicable): First year graduate Microeconomics and Econometrics sequences (or equivalent)
Terms: Spr
| Units: 3-5
HRP 285:
Global Leaders and Innovators in Human and Planetary Health: Sustainable Societies Lab (MED 285, SUSTAIN 345)
Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health and creating sustainable societies? This 7 session lecture series features a selection of noteworthy leaders, innovators, and experts across diverse sectors/topics in health and the environment such as: health innovation and environmental sustainability, social and environmental justice and equality, social innovation and entrepreneurship ecosystems, foundations and venture capital, tech innovation, media and AI, biotech and ag-tech, pandemics, public health and community wellbeing, food systems and agricultural innovation, hunger and nutrition, clean water and air, nonprofits and community action, public policy innovation and systems change, and the role of academia and you. Co-convened and co-designed by faculty, fellows and students collaborating across several Stanford centers, departments, schools, the course invites the discussion of global problems, interdisciplinary perspectives, and systemic solutions for the climate crisis and human health. The course will address root causes of the climate crisis and urgent challenges of human and planetary health, including sociological constraints, political objectives, economic incentives, technological limitations, and preservation of global stability, and suggest models of leadership, innovation and sustainable social change. We will also delve into efforts to catalyze long-term sustainability across the private, nonprofit, and public sectors. Students from all backgrounds are encouraged to enroll - registration is open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
HRP 391:
Health Law: Finance and Insurance
(SAME AS LAW 3001, MGTECON 331) This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the U.S. We will discuss the Affordable Care Act , health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), the approval process and IP protection for pharmaceuticals, and antitrust policy. We may discuss obesity and wellness, regulation of fraud and abuse, and medical malpractice. The syllabus for this course can be found at https://syllabus.stanford.edu. Elements used in grading: Participation, attendance, class presentation, and final exam.
Terms: Win
| Units: 3
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
INDE 215:
Queer Health & Medicine
Explores specific, pertinent, and timely issues impacting the health of the lesbian, gay, bisexual, and transgender community; examines the role of the primary care physician in addressing the health care needs of this community. Guest lecturers provide a gender-sensitive approach to the medical care of the LGBT patient, breaking down homophobic barriers and reaffirming patient diversity. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 273:
Medical Improvisation
Medicine, like theater, is both a skill set and an art form. The practice of medicine demands exceptional communicative, cognitive, and interpersonal skills in order to respond to unpredictable situations while interacting with a wide variety of individuals. Improvisational theater skills have a surprising and substantial overlap with those required of clinicians. Improv is a genre of performance art grounded in principles of spontaneity, adaptability, collaboration, and skilled listening. In this course, the principles and training techniques of improvisational theater are used to highlight and improve awareness, communication, and teamwork in the field of medicine. Limited enrollment. Class meets on six consecutive Mondays 10/2, 10/9, 10/16, 10/23, 10/30, and 11/6 from 5:30-7:30 pm.
Terms: Aut
| Units: 1
INDE 290A:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
This patient-engaged course for pre-clerkship students places patients, families, and caregivers front and center on the shared journey to explore health from a person-centered perspective and increase understanding of the challenges of managing optimal health in a complex healthcare system. The curriculum is organized around a monthly workshop series. Each month we explore a different health systems science topic through expert lectures incorporating the perspectives of patients and family caregivers, with time to engage in discussion and explore person-centered solutions to real-world problems. Students are paired with a patient partner for 3 quarters and meet 2 to 3 times each quarter outside of class to explore the patient experience, in clinical and non-clinical settings according to shared interests and schedules. This course fulfills the ECE requirement for first-year medical students. Enrollment by instructor approval after completion of a brief interest survey: https://stanfordmedicine.qualtrics.com/jfe/form/SV_cZJQW3tHyX2eIu2. Please complete the survey by September 10th at 11:59 PM. Please email any questions to TA Saachi Datta, sdatta01@stanford.edu
Terms: Aut
| Units: 1
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.
Last offered: Spring 2022
| Units: 2
| Repeatable
2 times
(up to 4 units total)
LAWGEN 112N:
Law and Inequality
Most Americans know that discrimination on the basis of race, sex, and religion is unlawful. Seems simple enough. But advertisements in the back of newspapers still announce: "Single White Female Seeks Single White Male?" Isn't that discrimination on the basis of race and sex? Most businesses don't consider men for women's locker room or bathroom attendant. And why aren't those men and women's bathrooms and locker rooms illegal segregation? After all we know what would happened if some business set up separate bathrooms for blacks and whites. Isn't it discrimination for an employer to insist that men wear a jacket and tie and women wear nylons and a skirt? Why are some forms of discrimination unlawful and others not? Why is discrimination against short people, overweight people, or people with annoying personalities not against the law? We will answer these and many other questions by looking at court cases, legal theory, and philosophy. We may also have conversations with guest lecturers who work in civil rights enforcement, and the seminar may include a field trip to visit the offices of civil rights lawyers (lawyers tend to be busy people so these opportunities will depend on their schedules). Class participation and a short final paper are required, but here are no prerequisites other than an open mind and a willingness to delve into unfamiliar material.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
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 seven decades, 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.
Last offered: Autumn 2018
| Units: 3
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 second year Mathematics graduate students.
Terms: Aut
| Units: 1
ME 206A:
Design for Extreme Affordability
Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu
Terms: Win
| Units: 4
ME 206B:
Design for Extreme Affordability
Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu. Cardinal Course certified by the Haas Center
Terms: Spr
| Units: 4
ME 236:
Tales to Design Cars By
Students learn to tell personal narratives and prototype connections between popular and historic media using the automobile. Explores the meaning and impact of personal and preserved car histories. Storytelling techniques serve to make sense of car experiences through engineering design principles and social learning, Replay memories, examine engagement and understand user interviews, to design for the mobility experience of the future. This course celebrates car fascination, and leads the student through finding and telling a car story through the REVS photographic archives, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and film. Methods draw from socio-cognitive psychology design thinking, and fine art; applied to car storytelling. Course culminates in a final story presentation and showcase. Restricted to co-term and graduate students. Class Size limited to 16.
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ME 243:
Designing Emotion: for Reactive Car Interfaces
Students learn to define emotions as physiology, expression, and private experience using the automobile and shared space. Explores the meaning and impact of personal and user car experience. Reflective, narrative, and socio-cognitive techniques serve to make sense of mobility experiences; replay memories; examine engagement; understand user interviews. This course celebrates car fascination and leads the student through finding and telling the car experience through discussion, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and in car experiences. Methods draw from socio-cognitive psychology, design thinking, and fine art, and are applied to the car or mobility experience. Course culminates in a final individual narrative presentation and group project demonstration. Class size limited to 18.
Terms: Aut
| Units: 1-3
| Repeatable
2 times
(up to 3 units total)
ME 301:
LaunchPad:Design and Launch your Product or Service (DESIGN 399)
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. Refer to this website for up-to-date class and office hours information: https://www.launchpad.stanford.edu/
Terms: Spr
| Units: 4
ME 311:
Leading Design Teams
This class teaches students how to be an effective design team leader using the construct of a multifunction new product development (NPD) team and conceptually places students as the leader of a NPD team - the Product Manager. Topics include leadership self-awareness, a review of various leadership styles and skills in diagnosing team dynamics. The understanding and motivation of non-design engineering members of an NPD team (i.e., Sales, Marketing, Finance, HR) will be explored. Classroom activity will include interactive discussion of case studies, hands-on practice of skills, simulations, outside speakers and team presentations. Homework will include case study and source material reading, weekly reflection journals and outside research. A summary presentation of a leadership exemplar will serve as the final exam.
Last offered: Winter 2021
| Units: 3
ME 315:
The Designer in Society (DESIGN 315)
This class focuses on individuals and their psychological wellbeing. 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 are two self-selected term projects dealing with eliminating a problem from your life and doing something you have never done before. Apply the first day during class. Attendance at the first session is mandatory.
Terms: Win
| Units: 3
ME 368:
Leadership Lab (DESIGN 368, MS&E 489)
The Leadership Lab (previously known as d.Leadership) is a one-of-a-kind hands-on leadership course. This course bridges leadership research and principles with real-world application, offering a unique opportunity to grasp not only the theory but also the practical application of leadership. Real Application: Embrace a dynamic learning environment where theory meets practice. You will apply a wide range of leadership capabilities and skills within real, live teams and environments - all with instruction along the way. Experiment with your Leadership Style: We believe your leadership style is something you must prototype and iterate throughout your life. This course creates a safe environment where you can practice new leadership techniques without worrying about your reputation or next performance review in a real work environment. As you practice new techniques, you will undoubtedly experience highs and lows and most importantly refine your own leadership point of view. Key Topic Areas: Leveraging Failure and Learning to Pivot; Leading with Influence in the Absence of Authority; Framing Projects with Purpose in Order to Drive Momentum; and Subtracting Friction in Organizational Change. By the end of this course, you will have enhanced and transformed your leadership capabilities, found your natural strengths, enhanced them, and explored new horizons. Join us and experience a leadership journey that is both inspiring and hands-on. Preference to graduate students and students who have previously taken MS&E 280 or equivalent (not a prerequisite). Reach out to the teaching team with questions. Admission by Application https://forms.gle/B4sFZxjTaN4fFvRQ9 due 5pm on March 22, 2024.
| Units: 3-4
ME 368B:
Biodesign Innovation: Concept Development and Implementation (BIOE 374B, MED 272B)
In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
ME 377:
Design Thinking Studio
Design Thinking Studio is an immersive introduction to design thinking. You will engage in the real world with your heart, hands and mind to learn and apply the tools and attitudes of design. The class is project-based and emphasizes adopting new behaviors of work. Fieldwork and collaboration with teammates are required and are a critical component of the class. Application required, see dschool.stanford.edu/classes for more information.
Last offered: Winter 2021
| Units: 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, from engineering design; socio cognitive psychology; and art that are formed and reformed by collaborative development within the class. Stories attached to an idea, a discovery or starting up something new, are considered through iterative narrative work, storytelling as rapid prototyping and small group challenges. 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. Graduate and Co-Term students from all programs welcome. Class size limited to 21.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
ME 492:
Mechanical Engineering Teaching Assistance Training
In this interactive seminar course, students will learn active learning and inclusive teaching strategies as well as receive support for serving as a CA/TA in an engineering context. Intended for current and future CAs/TAs in Mechanical Engineering or related departments, the course will also feature a workshop on collecting feedback, a panel with former TAs, and teaching techniques tailored to different class environments.Mechanical Engineering Teaching Assistance Training
Terms: Win
| Units: 1
MED 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 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 an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
MED 270:
Learning & Teaching of Science (CTL 280, EDUC 280, ENGR 295, 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.
Last offered: Spring 2023
| Units: 3
MED 272A:
Biodesign Innovation: Needs Finding and Concept Creation (BIOE 374A, ME 368A)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
MED 272B:
Biodesign Innovation: Concept Development and Implementation (BIOE 374B, ME 368B)
In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
MGTECON 383:
Measuring Impact in Business and Social Enterprise
Businesses are increasingly expected to have a positive social impact, as evidenced by the rapid growth of impact investing. Yet, even as the impact investing market has taken off, impact measurement has lagged, undermining the credibility of the sector. Impact measurement is also critical to individual firms, not-for-profits and governments, as they face increased pressure to generate quantifiable results. How can we measure impact? What are some of the most effective frameworks, tools and approaches for impact measurement? How does one choose the most appropriate measurement tool based on factors such as the size, maturity and sector of an organization? Can impact be distilled down to a single monetary measure, such as a dollar? These and other questions will be explored in considerable depth, through analysis and discussion of case studies as well as hand-on use of impact measurement tools. This course is a good match for students interested in impact measurement, impact investing, profit-with-purpose businesses or the role of business in society. The course will be co-taught by Matt Bannick, who led the impact investing firm, Omidyar Network, and served as the President of PayPal and of eBay International, and Neil Malhotra, Director of the Center for Social Innovation and an expert in the statistical measurement of impact.
Terms: Win
| Units: 3
MKTG 574:
Rethinking Purpose
We assume happiness is stable, an endpoint to achieve our goal to chase. It's not. Recent behavioral research suggests that the meaning of happiness changes every 5-10 years, raising the question: how might we build organizations and lives that cultivate happiness? Research suggests it is better to aim for meaning. In Rethinking Purpose, we explore how to rethink purpose in work and life. Students will hear from guests and take a field trip to see how Google has reconsidered purpose. Building on the principles for Solve for X (www.solveforx.com), a platform encouraging moonshot thinking to solve huge problems in the world, we'll harness design thinking principles to create personal moonshots and a path to continue to find those moonshots over the life course. Lastly, we'll map out how to use time in ways that would help build innovative teams, products, and ultimately lives that have positive, meaningful, lasting impact in the world.
Last offered: Winter 2020
| Units: 2
MS&E 254:
The Ethical Analyst
We raise awareness of ethically sensitive situations and provide principles and tools for forming coherent ethical judgments regarding individual, government, or organizational actions. Students learn ethical theories and tools from which they create their own personal ethical codes and test them against established ethical principles, class discussion, homework, class presentations, and situations from work and life. The course addresses personal life, human action and relations in society, technology, medicine, coercion, harming, stealing, imposition of risk, deception, and other ethical issues.
Terms: Spr, Sum
| Units: 3
MS&E 271:
Global Entrepreneurial Marketing
Introduces core marketing concepts to bring a new product or service to market and build for its success. Geared to both entrepreneurs and intrapreneurs alike who have a passion for innovation. Course themes include: Identifying markets and opportunities, defining the offering and customer experience, creating demand, generating revenue, and measuring success. The team-based final focuses on developing a go-to-market strategy based on concepts from the course. Learn about managing self, building culture and teams, strategically think about your contribution as entrepreneur or intrapreuneur to an organization, community or society at large. Highly experiential and project based. Limited enrollment.
Terms: Aut
| Units: 3-4
MS&E 274:
Dynamic Entrepreneurial Strategy
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: Spr
| Units: 3
MS&E 275:
Secret Foundations of Scalable Startups
Explore the foundational, strategic, and experiential knowledge that entrepreneurs wish they had before building their company. Topics can be broken down into two core themes - how to build a scalable startup and how to be the founder of such a company. In discussion with venture capitalists, students learn how to build a company's foundation to position it for large scale growth. Then, in meeting and talking with expert founders, students understand the human impact of leading fast-paced, high-growth organizations. Primarily for graduate students. Limited enrollment.
Terms: Win
| Units: 3
MS&E 276:
Entrepreneurial Management and Finance
For graduate students only. Emphasis on managing high-growth, early-stage ventures, especially those with technology-intensive products and services. Students work in teams to develop skills and approaches necessary to becoming effective entrepreneurial leaders and managers. Key topics involve ethical decision-making when assessing risks, understanding business models, analyzing key operational metrics, modeling cash flow and capital requirements, evaluating sources of financing, structuring and negotiating investments, managing organizational culture and incentives, navigating the trade-offs between control versus growth objectives, and handling adversity and failure. Limited enrollment with admission by an application for all matriculated students (full-time, part-time, and remote) due March 15th: https://forms.gle/Yfq1qbDpAUHC77Nu8. Admission results will be provided prior to start of quarter. Pre-requisite or Co-requisite: a college-level financial accounting course (e.g. MS&E 240) or equivalent.
Terms: Spr
| Units: 3
MS&E 284:
Managing Data Science Organizations for Innovation and Impact
Most organizations are drawn to data science by the tantalizing prospects of competitive advantage and disruptive capabilities. Yet many organizations are finding that their data science teams are not providing the expected business impact, and some are beginning to question the ROI of these teams altogether. This course works to bridge the gap between the technical training that data scientists spend years mastering and the role they must play in their companies to successfully drive business impact. Drawing on inside accounts, case studies, and academic research, this course identifies the key capabilities that data science teams and their business partners must develop to successfully drive business impact. We explore how impactful data science teams have made a fundamental shift toward business understanding and impact accountability, even while ensuring that their statistics are pristine. This course lays out a practical "how to" guide for designing and enabling impact-driven data science teams, including templates and exercises for applying these practical insights in any organizations. Limited enrollment.
Terms: Win
| Units: 3
MS&E 297:
"Hacking for Defense": Solving National Security issues with the Lean Launchpad
In a crisis, national security initiatives move at the speed of a startup yet in peacetime they default to decades-long acquisition and procurement cycles. Startups operate with continual speed and urgency 24/7. Over the last few years they've learned how to be not only fast, but extremely efficient with resources and time using lean startup methodologies. In this class student teams will take actual national security problems and learn how to apply lean startup principles, ("business model canvas," "customer development," and "agile engineering) to discover and validate customer needs and to continually build iterative prototypes to test whether they understood the problem and solution. Teams take a hands-on approach requiring close engagement with actual military, Department of Defense and other government agency end-users. Team applications required in February, see hacking4defense.stanford.edu. Limited enrollment.
Terms: Spr
| Units: 3-5
MS&E 472:
Entrepreneurial Thought Leaders' Seminar
Learn about entrepreneurship, innovation, culture, startups and strategy from a diverse lineup of accomplished leaders and entrepreneurs in venture capital, technology, education, philanthropy and more. Open to all Stanford students. Required weekly assignment. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MS&E 489:
Leadership Lab (DESIGN 368, ME 368)
The Leadership Lab (previously known as d.Leadership) is a one-of-a-kind hands-on leadership course. This course bridges leadership research and principles with real-world application, offering a unique opportunity to grasp not only the theory but also the practical application of leadership. Real Application: Embrace a dynamic learning environment where theory meets practice. You will apply a wide range of leadership capabilities and skills within real, live teams and environments - all with instruction along the way. Experiment with your Leadership Style: We believe your leadership style is something you must prototype and iterate throughout your life. This course creates a safe environment where you can practice new leadership techniques without worrying about your reputation or next performance review in a real work environment. As you practice new techniques, you will undoubtedly experience highs and lows and most importantly refine your own leadership point of view. Key Topic Areas: Leveraging Failure and Learning to Pivot; Leading with Influence in the Absence of Authority; Framing Projects with Purpose in Order to Drive Momentum; and Subtracting Friction in Organizational Change. By the end of this course, you will have enhanced and transformed your leadership capabilities, found your natural strengths, enhanced them, and explored new horizons. Join us and experience a leadership journey that is both inspiring and hands-on. Preference to graduate students and students who have previously taken MS&E 280 or equivalent (not a prerequisite). Reach out to the teaching team with questions. Admission by Application https://forms.gle/B4sFZxjTaN4fFvRQ9 due 5pm on March 22, 2024.
Terms: Spr
| Units: 3-4
MUSIC 6G:
Entrepreneurial Development for Classical Musicians (ARTSINST 6G)
Open to majors and non-majors. This course is designed for students who are interested in professional opportunities in classical music, whether conservatory bound or just exploring possible careers in classical music performance or related interests. Students will examine a wide range of entrepreneurial tools to help develop their personal and artistic identities. The class discussion covers a broad scope of conservatory topics, a survey of professions in classical music, and entrepreneurial skills. Guest speakers are invited to provide real world insight on topics related to professional advancement.
Terms: Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
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
NBIO 227:
Understanding Techniques in Neuroscience
Students will learn to select and evaluate multidisciplinary techniques for approaching modern neuroscience questions. A combination of lectures and small group paper discussions will introduce techniques from molecular, genetic, behavioral, electrophysiological, imaging, and computational neuroscience. Students will be expected to complete homework assignments analyzing primary literature and attend optional laboratory demonstrations. Intended for graduate students, postdocs, and staff from any discipline; and for advanced undergraduates in the biosciences, engineering, or medicine.
Terms: Aut
| Units: 2
OB 381:
Conflict Management and Negotiation
Conflict is unavoidable in every organization. The key question is how it will be handled: will it escalate to dysfunctional levels or will it be effectively managed? Hence, a first aim of the course is to develop your ability to analyze conflicts, to look beneath the surface rhetoric of a conflict, to isolate the important underlying interests, and to determine what sort of agreement (if any) is feasible. We'll analyze which negotiation strategies are effective in different conflicts. We'll also examine psychological and structural factors that create conflict and often pose a barrier to its resolution. But understanding how to analyze a conflict is not enough. To manage conflict effectively, you need a broad repertoire of behavioral skills. Developing these is the second aim of the course. To achieve this, negotiation exercises are used in every session. When playing a role in a simulated conflict, you will be free to try out tactics that might feel uncomfortable in a real one. You will get feedback from your classmates about how you come across. In sum, you can use this course to expand your repertoire of skills, to hone your skills, and to become more adept in choosing when to apply each skill.
Last offered: Spring 2022
| Units: 3
OB 512:
Creating, Building, and Sustaining Breakthrough Ventures
Thinking about starting a company that might change the world? In this compressed course, we go beyond the standard texts of how to build a startup. We provide budding entrepreneurs the opportunity to learn from the real-world experiences of a remarkable collection of experienced entrepreneurs and venture capitalists. They have each succeeded in funding or launching businesses that have had a positive impact on millions of people. This is a chance for you to bring your own venture ideas to class and learn how to develop them.
Last offered: Summer 2021
| Units: 2
OB 513:
Beyond Disruption: Entrepreneurial Leadership Within Existing Organizations
Why do large, successful companies often have such difficulty in disrupting themselves (e.g., Kodak, Blockbuster, Borders)? How do you maintain an entrepreneurial edge within an existing enterprise? How do you sustain core businesses while simultaneously adapting to disruptive threats? In this course, students will build the skills to spot threats and opportunities earlier and capture them faster. The course will take a look at some of the most successful "creators within corporations" and discern why some strategies succeed when others do not. We will explore the framework that some companies have developed to simultaneously compete in their core business while exploring new ones. To do this we will interact with guests from firms like Walmart, Amazon, General Motors, Flex and IBM as well as venture capitalists and entrepreneurs. Our objective is to help students understand in some detail what it takes to help organizations stay ahead of disruptive threats and to avoid problems that often lead companies into decline.
Last offered: Autumn 2020
| Units: 2
OB 518:
Leading Through Culture
This course examines organization culture, how and why managers can use culture to maximize results within an organization, and how culture can undermine results. The course begins by situating cultural leadership and management within a culture-shaping framework and the opportunities, obligations and methods for leaders to impact culture. It also focuses on what is different in cultural management and why so many contemporary firms attempt to use it. We analyze the relationship between culture and strategy, seeking alignment between the two. The course also explores different kinds of cultures seen in high performing and low performing organizations, and seeks to understand how cultural content affects behavior and business results. Students will be asked to describe and define the culture of an organization needed for a given business and strategy, and to define the role of executives in shaping culture. The class identifies and analyzes the tools or levers that leaders can use to build an effective culture. We will spend a session on each of the following: culture and strategy alignment, architecture for shaping culture, selecting people for cultural alignment, aligning organizational practices, culture and society, cultural inflection points from start-up to scale, cultural aspects of high performance and cultural diagnostics. The course will end with a session on culture issues in merger and acquisition.
Terms: Win
| Units: 2
OB 533:
Acting with Power
This course combines insights from psychological research and theater practice to explore how power and status play a role in most social and professional interactions. Exercises drawn from actor training will illustrate how power is decoded and performed, while lectures from organizational behavior highlight the most relevant conceptual frameworks and empirical findings. Then, coached by theater professionals, students will prepare and present scenes from actual plays, as well as roleplay situations they have found especially challenging to experiment with new ways of showing up. In the process, this course will allow students to explore their comfort with playing high vs. low power, to consider the associations they have with power, and to question the potential tension between behaving authentically and acting in ways that best serve their group and values.
Terms: Aut
| Units: 2
OB 612:
Careers and Organizations
The careers of individuals are shaped by their movement within and between organizations, whether those be established employers or entrepreneurial ventures. Conversely, organizations of all sizes are shaped by the flows of individuals through them as individuals construct careers by pursuing different opportunities. This course will examine sociological and economic theory and research on this mutually constitutive relationship. Possible topics include inequality and attainment processes, internal labor markets, mobility dynamics, individual and organizational learning, ecological influences, gender and racial segregation, discrimination, and entrepreneurship as a career process.
Last offered: Autumn 2019
| Units: 3
OB 670:
Designing Social Research
This is a course in the design of social research, with a particular emphasis on research field (i.e., non-laboratory) settings. As such, the course is a forum for discussing and developing an understanding of the different strategies social theorists employ to explain social processes, develop theories, and make these theories as believable as possible. In general, these issues will be discussed in the context of sociological research on organizations, but this will not be the exclusive focus of the course. A range of topics will be covered, for example: formulating and motivating research questions; varieties of explanation; experimental and quasi-experimental methods, including natural experiments; counterfactual models; conceptualization and measurement; sampling and case selection; qualitative and quantitative approaches. This course is particularly oriented toward developing an appreciation of the tradeoffs of different approaches. It is well suited to Ph.D. students working on qualifying papers and dissertation proposals.
Terms: Aut
| Units: 3
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
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: Win
| Units: 3
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.
Last offered: Summer 2023
| Units: 1-2
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
PHIL 275A:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
PHYSICS 294:
Teaching of Physics Seminar
Weekly seminar/discussions on interactive techniques for teaching physics. Practicum which includes class observations, grading, and student teaching in current courses. Required of all Teaching Assistants prior to the first teaching assignment. Mandatory attendance at weekly in-class sessions during the first 5 weeks of the quarter; mandatory successful completion of all practicum activities. Students who do not hold a US Passport must complete the International Teaching/Course Assistant Screening Exam and be cleared to TA before taking the class. Details: https://language.stanford.edu/programs/efs/languages/english-foreign-students/international-teachingcourse-assistant-screening. Enrollment in PHYSICS 294 is by permission. To get a permission number please complete the form: https://forms.gle/AQarpxz5XVJzVE8i7. If you have not heard from us by the beginning of class, please come to the first class session.
Terms: Aut, Win
| Units: 1
PHYSICS 295:
Learning & Teaching of Science (CTL 280, EDUC 280, ENGR 295, MED 270)
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.
Last offered: Spring 2023
| Units: 3
POLECON 342:
Finding Religious and Spiritual Meaning at Work: Business Exemplars
This course explores the experience of respected business leaders who have been able to integrate their spiritual and business lives successfully. It also provides an explicit opportunity for students to discuss their own intentions to find deep meaning in and through their business careers. Difficulties, struggles and barriers will be examined as well. Readings will include both biographies of specific business people and background materials on the major religious and philosophical traditions represented. A number of the exemplars whose biographical information will be examined, like Jeff Weiner of LinkedIn, will be invited to class -- initially to listen to the class discussion, and then to provide feedback to students, expand on their own biographies and the background resources read in preparation for each class, and respond to questions and answers. This course will help students elucidate how their business careers fit into what ultimately matters most to them and how to build moral courage and long-term commitment to their ideals.
Terms: Aut
| Units: 3
POLECON 349:
The Business World: Moral and Spiritual Inquiry through Literature
This course uses novels and plays as a basis for examining the moral and spiritual aspects of business leadership and of the environment in which business is done. On the one hand literature is used as the basis for examining the character of business people, while on the other hand literature provides illumination of the cultural contexts of values and beliefs within which commercial activities take place in a global economy. The course is organized around the interplay of religious traditions and national identities. Classes are taught in a Socratic, discussion-based style, creating as much of a seminar atmosphere as possible. A two-text method is used, encouraging students to examine their own personal stories with as much care as the stories presented in the literature. This course will be graded on the basis of class participation, weekly reflection papers (1 page), and a final paper. There will be no exam.
Last offered: Spring 2021
| Units: 3
POLISCI 421K:
Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (COMM 339, PSYCH 231, PUBLPOL 339)
The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut
| Units: 4
PSYCH 231:
Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (COMM 339, POLISCI 421K, PUBLPOL 339)
The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut
| Units: 4
PSYCH 252:
Statistical Methods for Behavioral and Social Sciences
This course offers an introduction to advanced topics in statistics with the focus of understanding data in the behavioral and social sciences. It is a practical course in which learning statistical concepts and building models in R go hand in hand. The course is organized into three parts: In the first part, we will learn how to visualize, wrangle, and simulate data in R. In the second part, we will cover topics in frequentist statistics (such as multiple regression, logistic regression, and mixed effects models) using the general linear model as an organizing framework. We will learn how to compare models using simulation methods such as bootstrapping and cross-validation. In the third part, we will focus on Bayesian data analysis as an alternative framework for answering statistical questions. Please view course website: https://psych252.github.io/. Open to graduate students only. Requirement: Psych 10/Stats 60 or equivalent
Terms: Win
| Units: 5
PSYCH 264:
Unleashing Personal Potential: Behavioral Science and Design Thinking Applied to Self (EDUC 426)
This course facilitates the application of the methods, theories, and findings of behavioral science to students own lives and improvement projects. It does so by combining behavioral science with a design thinking approach. You will learn to identify your potential, navigate to achieve it, and stay resilient during the journey. Students will design their own action plans, define goals and prototype strategies to test them, in an iterative feedback cycle. Our course thus blends two intellectual streams that seldom intersect: behavioral science and design thinking.
Last offered: Spring 2021
| Units: 4
PSYCH 274:
Graduate Research Workshop on Psychological Interventions (EDUC 287)
Psychological research has the potential to create novel interventions that promote the public good. This workshop will expose students to psychologically 'wise' intervention research and to support their efforts to conduct such interventions, especially in the context of education, broadly conceived, as well as other areas. The first part of the class will address classic interventions and important topics in intervention research, including effective delivery mechanisms, sensitive behavioral outcomes, the role of theory and psychological process, and considerations of the role of time and of mechanisms that can sustain treatment effects over time. In the second part of the class, students will present and receive feedback on their own ongoing and/or future intervention research. Prerequisite: Graduate standing in Psychology or Education, or consent of instructor.
Last offered: Winter 2020
| Units: 3
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
PUBLPOL 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (HRP 224, MED 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win
| Units: 1-4
| Repeatable
3 times
(up to 15 units total)
PUBLPOL 234:
Ethics on the Edge: Business, Non-Profit Organizations, Government, and Individuals (PUBLPOL 134)
(PUBLPOL 134, PUBLPOL 234 - 3 credits; Ways - ER; Same as LAW 7020) The objective of this course is to explore cutting-edge ethical challenges in a world in which technology, global risks, and societal developments are accelerating faster than our understanding and the law can keep pace. The course also offers a parallel personal journey: an opportunity to explore your own ethics and increase your own resilience when life throws challenges your way. We will unravel the ethics challenges and problem-solve across sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. However, there is significant space for forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationships among ethics and technology, culture, leadership, law, and global risks (AI, synthetic biology, inequality, privacy, financial system meltdown, cyber-terrorism, climate change, diversity and inclusion, etc.) will inform discussion. A broad range of topics might include: designer genetics; civilian space travel; generative AI; the Supreme Court case on University affirmative action; new wearable devices; free speech on University campuses; opioid addiction; corporate and financial sector scandals (Theranos, FTX, currency); and non-profit sector ethics challenges (e.g. medical humanitarian aid in Gaza). Final project in lieu of exam on a topic of student's choice. Attendance required. Class participation important, with multiple opportunities to earn participation credit beyond speaking in class. Strong emphasis on rigorous analysis, critical thinking, and testing ideas in real-world contexts. Note that this course will require one make-up evening session on a Wednesday or Thursday in early May in lieu of the final class session in June. Enrollment will be decided via application, which can be found at https://forms.gle/xw9bPh5wjxPZZcwf6. **The form will open on 3/6 at 5pm and close on 3/13 at 5pm.** The course offers credit toward Public Policy core requirements (if taken in combination with PUBLPOL 103F) and it satisfies the undergraduate Ways of Thinking - ER requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Others may take the course for a letter grade or C/NC. Students seeking credit for other majors should consult their departments.
Terms: Spr
| Units: 3
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, policy brief, 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.
Terms: Aut
| Units: 4
RELIGST 391:
Teaching Religious Studies
This seminar will help prepare you for your role as a university teacher both at a practical and a theoretical level. We will focus on how to best obtain (and keep) a new academic position. We will thus often work together on "nuts and bolts" issues such as syllabus design, engaging lectures, lively seminar discussions, positive classroom dynamics, and producing a strong teaching portfolio. We will also explore recent developments in pedagogical theory, cognitive science, and educational psychology that have bearing on effective university level teaching. These will be situated within the specific demands of the religious studies classroom and supplemented by guest speakers who will help us explore how institutional context affects the ways one teaches.
Terms: Spr
| Units: 4
SOC 220:
Interpersonal Relations (SOC 120)
(Graduate students register for 220.) Forming ties, developing norms, status, conformity, deviance, social exchange, power, and coalition formation; important traditions of research have developed from the basic theories of these processes. Emphasis is on understanding basic theories and drawing out their implications for change in a broad range of situations, families, work groups, and friendship groups.
Last offered: Winter 2021
| Units: 4
SOC 258C:
Using Data to Describe the World: Descriptive Social Science Research Techniques (EDUC 430C)
This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Last offered: Spring 2022
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
SOC 280B:
Introduction to Data Analysis (SOC 180B)
Preference to sociology majors, minors, and co-terms. Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.
Terms: Spr
| Units: 4
SOC 300:
Workshop: The Art and Joy of Teaching
Note: for first-year Sociology Doctoral Students only. This class will prepare you to teach Stanford students in your role as a TA or instructor. It rests on the idea that teaching is both an art to learn and cultivate, and a source of great joy and personal meaning during your graduate career and beyond. The course's main goal is to help you become an effective instructor in your day-to-day teaching, covering skills such as how to deliver a powerful lecture, lead an engaging discussion section, build an inclusive classroom, describe your personal pedagogy to others, juggle teaching logistics and competing demands, and make the best use of technology and campus resources. You will also discover that teaching is, above all, a deeply personal process that should take into account the different backgrounds, stories, and learning styles of both students and instructors to enable students to flourish academically and personally. Throughout this class, we will explore different philosophies and ways of teaching so that you can cultivate and employ your own, personalized pedagogy. It is my hope that you will use this course as a springboard to embark on your own teaching journey. With a growth mindset and the right tools in our hands, we can begin to both transform and be transformed by our students: this is the art and joy of teaching.
Last offered: Winter 2023
| Units: 2
SOC 302:
Introduction to Data Science (EDUC 143, EDUC 423)
Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.
Last offered: Winter 2020
| Units: 3-5
SOC 312G:
Careers and Organizations
The careers of individuals are shaped by their movement within and between organizations, whether those be established employers or entrepreneurial ventures. Conversely, organizations of all sizes are shaped by the flows of individuals through them as individuals construct careers by pursuing different opportunities. This course will examine sociological and economic theory and research on this mutually constitutive relationship. Possible topics include inequality and attainment processes, internal labor markets, mobility dynamics, individual and organizational learning, ecological influences, gender and racial segregation, discrimination, and entrepreneurship as a career process
Last offered: Autumn 2019
| Units: 3
SOC 356:
Strategy and Organizations
Why are some organizations more competitive than others? This is one of the defining questions of the interdisciplinary research field known as strategic management. In this seminar, we will survey the field of strategic management as seen through the lens of organization theory, touching on the four main theoretical approaches that have developed there.nnMost work in strategic management pays little attention to particular theoretical perspectives, and is organized more by the topic - the phenomenon being studied - such as market exit, growth, performance, mergers and acquisitions, innovation, and the like. I have catalogued the research in strategic management both according to theoretical perspective and topic, and that structure is developed in this course. Our goal is to help you to identify theoretical perspectives as you try to understand the strategy field.
Last offered: Winter 2023
| Units: 3
SOMGEN 203:
Literature and Writing for Military Affiliated Students
This seminar will explore short readings of poetry, fiction, and non-fiction written by veterans or influenced by conflict. We will discuss the importance of war writing as a medium of expression for veterans, a means of understanding and reconciliation for civilians, and the ways it has impacted culture as a whole. The work will include short reading assignments, in-class writing prompts and guest speaker(s), such as General Jim Mattis, veteran writer Hugh Martin and others. There will be a final 1,500-word project. No writing experience required or expected.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
SOMGEN 206:
Global Medical Issues Affecting Women (FEMGEN 206)
This course probes the principal issues affecting women and girls medically around the world. Through interactive discussions, guest lectures, case studies, and academic readings, students become acquainted with the most critical challenges to women's health globally, and use selected analytical tools to assess how these may be addressed efficiently, cost-effectively, and sustainably. Topics include women's cancer, birth control, infertility, female genital mutilation, midwifery, obstetric fistula, breastfeeding, violence against women, and women's representation in biomedical research. The aim is to cultivate in students a nuanced appreciation of women's unique needs, roles, and challenges in the contemporary global health landscape. S/NC or +/-.
Last offered: Winter 2023
| Units: 1-2
SOMGEN 207:
Theories of Change in Global Health (INTLPOL 291, PUBLPOL 291)
Organizations dedicated to improving global health deploy various approaches ranging from efforts to improve economic conditions, health systems, and technology to policy change and advocacy. This course critically evaluates 15 common theories of change that underlay global health interventions. Students will review and discuss examples of both success and failure of each theory of change drawn from various disciplines. This seminar is appropriate for graduate students of any discipline who are interested in considering the range of approaches and their likely utility when considering a specific global health problem in a particular location. Upper-class undergraduates who have completed rigorous related coursework and who are willing to commit the preparatory time are welcome. Our discussions benefit greatly from diverse perspectives. Sign up for 3 unit credits to participate in the seminar or 4 units to participate in the seminar and complete a project that provides an opportunity to apply these ideas to a global health problem of your interest.
Terms: Win
| Units: 3-4
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 challenges. What confluence of attitudes, values, strategy, and events allows them to prevail? Contexts will include public policy, entrepreneurship and early stage investing, care delivery innovations, and health care system management to improve the value of care. Course faculty and guests will consist of nationally recognized leaders, innovators, and change agents. The course is open to any member of the Stanford community aspiring to lead value improvement in health care delivery including medical, MBA, law, and graduate students, as well as undergraduates, postdoctoral candidates, and medical center trainees. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 units total)
STATS 200:
Introduction to Statistical Inference
Modern statistical concepts and procedures derived from a mathematical framework. Statistical inference, decision theory; point and interval estimation, tests of hypotheses; Neyman-Pearson theory. Bayesian analysis; maximum likelihood, large sample theory. Prerequisite: STATS 116. Please note that students must enroll in one section in addition to the main lecture.
Terms: Aut, Win, Sum
| Units: 4
Instructors: ;
Hwang, J. (PI);
Johnstone, I. (PI);
Palacios, J. (PI);
Cherian, J. (TA);
Jang, J. (TA);
Jeong, Y. (TA);
Kanekar, R. (TA);
Lee, J. (TA);
Lu, S. (TA);
Ma, G. (TA);
Salerno, M. (TA);
Tanoh, I. (TA);
Xie, R. (TA);
Zhang, I. (TA);
Zhao, S. (TA)
STATS 202:
Data Mining and Analysis
Data mining is used to discover patterns and relationships in data. Emphasis is on large complex data sets such as those in very large databases or through web mining. Topics: decision trees, association rules, clustering, case based methods, and data visualization. Prereqs: Introductory courses in statistics or probability (e.g., Stats 60), linear algebra (e.g., Math 51), and computer programming (e.g., CS 105). May not be taken for credit by students with credit in STATS 216 or 216V.
Terms: Aut, Sum
| Units: 3
STATS 203:
Introduction to Regression Models and Analysis of Variance
Modeling and interpretation of observational and experimental data using linear and nonlinear regression methods. Model building and selection methods. Multivariable analysis. Fixed and random effects models. Experimental design. Prerequisites: A post-calculus introductory probability course, e.g. STATS 116, basic computer programming knowledge, some familiarity with matrix algebra, and a pre- or co-requisite post-calculus mathematical statistics course, e.g. STATS 200.
Terms: Win
| Units: 3
STATS 203V:
Introduction to Regression Models and Analysis of Variance
Modeling and interpretation of observational and experimental data using linear and nonlinear regression methods. Model building and selection methods. Multivariable analysis. Fixed and random effects models. Experimental design. This course is offered remotely only via video segments (MOOC style). TAs will host remote weekly office hours using an online platform such as Zoom. Prerequisites: A post-calculus introductory probability course, e.g. STATS 116, basic computer programming knowledge, some familiarity with matrix algebra, and a pre- or co-requisite post-calculus mathematical statistics course, e.g. STATS 200.
Last offered: Summer 2023
| Units: 3
STATS 204:
Sampling
How best to take data and where to sample it. Examples include surveys and sampling from data warehouses. Emphasis is on methods for finite populations. Topics: simple random sampling, stratified sampling, cluster sampling, ratio and regression estimators, two stage sampling.
Last offered: Spring 2023
| Units: 3
STATS 211:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, EPI 206, MED 206)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
STATS 290:
Computing for Data Science
Programming and computing techniques for the requirements of data science: acquisition and organization of data; visualization, modelling and inference for scientific applications; presentation and interactive communication of results. Emphasis on computing for substantial projects. Software development with emphasis on R, plus other key software tools. Prerequisites: Programming experience including familiarity with R; computing at least at the level of CS 106; statistics at the level of STATS 110 or 141.
Last offered: Winter 2020
| Units: 3
STRAMGT 308:
Entrepreneurship from Diverse Perspectives
This seminar showcases the diversity of entrepreneurs and the range of entrepreneurial paths they pursue. Thirty-five entrepreneurs and venture capitalists, primarily from historically underestimated groups (HUGs), will share their personal and professional journeys, and how each embodies the entrepreneurial mindset. Candid class discussions and an experiential project, complemented by case studies, readings, and videos, will immerse you in the entrepreneurial process. This includes finding an idea and forming and building a team, evaluating existing ideas or early businesses, being an inclusive leader, raising money, assembling a board, and overcoming setbacks and challenges. The individual project is to profile a founder or venture capitalist from a HUG and how they embody the entrepreneurial mindset. For the group project, teams will have the option of working on an idea for a company, or assessing a company using the venture investment framework taught during the class.
Terms: Aut
| Units: 3
STRAMGT 321:
Create a New Venture: From Idea to Launch I
S321/S322 is an integrated lab course in Entrepreneurship designed to teach students the process of creating a new viable venture - from Idea to Launch. It is a dynamic and interactive course organized around projects undertaken by teams of 3 to 4 registered students from the MSx and MBA programs, together with other graduate students from within Stanford who bring expertise of particular relevance to the idea being pursued, e.g. engineering, CS or medicine. This course is designed not only for students with immediate entrepreneurial aspirations but also for any student considering starting an entrepreneurial venture at some point in his or her career. The course is a two-quarter class, with admission to the class by team and idea. In the winter quarter, teams will research, craft, test and morph their idea into a viable business concept. In the spring quarter, they will further test, refine their concept and develop a strategy and plan to attract financial, human and other resources. At the end of the spring quarter, teams will present their plan to a panel of experts and potential investors to simulate the funding process. The course builds on important research, successes, and findings as they relate to the process of new venture creation. The teaching method is through a structured process of relevant mini-lectures, exercises and active in-depth team learning by doing (LBD). Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by their assigned experienced mentors, experts, and review by peers. Informal student meetings/mixers will be held in the autumn quarter to further facilitate the formation of teams and assist in idea generation. The application process for S321/322,-Create A New Venture: from Idea to Launch- is described on the course website.
Last offered: Spring 2021
| Units: 3
STRAMGT 322:
Create a New Venture: From Idea to Launch II
S321/S322 is an integrated lab course in Entrepreneurship designed to teach students the process of creating a new viable venture - from Idea to Launch. It is a dynamic and interactive course organized around projects undertaken by teams of 3 to 4 registered students from the MSx and MBA programs, together with other graduate students from within Stanford who bring expertise of particular relevance to the idea being pursued, e.g. engineering, CS or medicine. This course is designed not only for students with immediate entrepreneurial aspirations but also for any student considering starting an entrepreneurial venture at some point in his or her career. The course is a two-quarter class, with admission to the class by team and idea. In the winter quarter, teams will research, craft, test and morph their idea into a viable business concept. In the spring quarter, they will further test, refine their concept and develop a strategy and plan to attract financial, human and other resources. At the end of the spring quarter, teams will present their plan to a panel of experts and potential investors to simulate the funding process. The course builds on important research, successes, and findings as they relate to the process of new venture creation. The teaching method is through a structured process of relevant mini-lectures, exercises and active in-depth team learning by doing (LBD). Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by their assigned experienced mentors, experts, and review by peers. Informal student meetings/mixers will be held in the autumn quarter to further facilitate the formation of teams and assist in idea generation. The application process for S321/322, 'Create A New Venture: from Idea to Launch' is described on the course website.
Last offered: Autumn 2021
| Units: 3
STRAMGT 340:
POWer: Building the Entrepreneurial Mindset from the Perspective of Women
This seminar will showcase women entrepreneurs and venture capitalists. We will explore the challenges and opportunities they encountered in starting and growing their ventures, and the personal and professional choices they have made. The sessions will include cases, readings, videos, panel discussions, role plays and breakout groups with the entrepreneurs and venture capitalists. The class will help you understand and build your entrepreneurial and growth mindset. You will leave the class with an individual roadmap and tools to help you be entrepreneurial throughout your career. Men are encouraged to enroll.
Last offered: Winter 2021
| Units: 3
STRAMGT 353:
Entrepreneurship: Formation of New Ventures
This course is offered for students who seek to understand the dynamics of new ventures from the point of view of the entrepreneur/manager rather than the passive investor. At some stage this understanding will enhance your decision making about whether to pursue a career in playing a key role in creating or building a new venture. It will also enhance your understanding if you will be negotiating with executives at new ventures. Many cases involve visitors, since the premise is that opportunity and action have large idiosyncratic components. Students must assess opportunity and action in light of the perceived capabilities of the individuals and the nature of the environments they face. The course is integrative and will allow students to apply many facets of their business school education.
Terms: Aut, Win, Spr
| Units: 4
Instructors: ;
Ellis, J. (PI);
Foster, G. (PI);
Nakache, P. (PI);
Brady, S. (SI);
Jurich, L. (SI);
Nakache, P. (SI);
Saloner, G. (SI);
Singh, H. (SI);
Alvarez, G. (GP);
Bagalso, R. (GP)
STRAMGT 356:
Startup Garage: Design
(BIOE 376) Startup Garage is an intensive, hands-on, project-based course where students apply design thinking, lean startup methodology, and the Business Model Canvas to conceive, design, and field-test new business concepts that address real world needs. Teams get out of the building and interact directly with users, stakeholders, and advisors to deeply understand one or more unmet customer needs. They proceed to design, prototype, and test their proposed solutions, validate the value proposition, develop a business model, and identify risks. Teams working on impact-focused ventures apply the same methodology to address the needs of their beneficiaries. Students develop entrepreneurial skills as they learn critical, cutting-edge techniques for testing new venture ideas. Offered by the Graduate School of Business. PREREQUISITE: Team application required. Details and application: http://startupgarage.stanford.edu/details.
Terms: Aut
| Units: 4
Instructors: ;
Glickman, M. (PI);
Lisbonne, B. (PI);
Nakache, P. (PI);
Baker, K. (SI);
Chen, E. (SI);
Deshpande, S. (SI);
Eison, J. (SI);
Galen, D. (SI);
Gur, S. (SI);
Laws, M. (SI);
Perkash, M. (SI);
Prakash, A. (SI);
Scull, J. (SI);
Waldorf, G. (SI);
Wallace, C. (SI);
Alvarez, G. (GP);
Zenios, S. (GP)
STRAMGT 368:
Impact: Strategic Leadership of Nonprofit Organizations and Social Ventures
Our primary objective in this course is to prepare and equip you to play a high-impact leadership role in the social sector, as a founder, executive, board member, and/or donor/philanthropist. This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of social sector 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, international 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 extraordinary guest speakers who are luminaries in the social sector.
Last offered: Autumn 2021
| Units: 3
STRAMGT 371:
Strategic Management of Technology and Innovation
This course focuses on the strategic management of technology-based innovation in the firm. The purpose is to provide students with concepts, frameworks, and experiences that are useful for taking part in the management of innovation processes in both startups and large technology-focused organizations. The course examines how leaders can manage fast-changing technological innovations effectively. Specific topics include: assessing the innovative capabilities of the firm, managing the technical function in a company, navigating the interfaces between functional groups in the development function in the firm, understanding and managing technical entrepreneurs, building technology-based distinctive competencies and competitive advantages, technological leadership versus followership in competitive strategy, institutionalizing innovation, attracting and keeping entrepreneurs.
Last offered: Autumn 2020
| Units: 3
STRAMGT 381:
Leading Strategic Change in the Health Care Industry
In this seminar we will study the structure and dynamics of the U.S. health care industry, especially in the face of ongoing regulatory change, and ways it intersects with the global health care industry. The seminar's aim is to develop participants' ability to create strategically informed action plans that are imaginative, inspiring and workable in this highly dynamic environment. The seminar's pedagogy involves informed debate to evaluate and hone well-researched views by the participants and instructors, as well as the writing and presentation of position papers by small groups of seminar participants on the key dynamics of the industry.In the course of the seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the societal, industry and organizational levels of analysis. After developing a complete picture of the structure of the health care industry and the strategic relationships among the key players ("the strategic landscape"), the seminar will focus on how health care reform and other external forces will affect the strategic opportunities and challenges of four types of players in the strategic landscape: (1) incumbents; (2) entrepreneurial startups; (3) cross-boundary disruptors; and (4) international health care providers. World-class leaders in health care will be brought in to supplement our understanding of each one of these players. Student teams will be formed to focus on one of the four types of players. Each team will prepare a research paper focused on determining how their type of player can take advantage of the regulatory, technological, social, cultural and demographic changes, and who will be the likely winners and why.
Last offered: Autumn 2020
| Units: 3
STRAMGT 516:
Fundamentals of Effective Selling
The primary objective of this course is to introduce students to the fundamentals of how to sell. The course is appropriate for anyone who wants to understand and show proficiency with the skills required in different selling situations, both traditional (i.e., direct sales of products and services) and non-traditional (e.g., selling oneself in an interview, raising money for a new venture, convincing a job candidate to join your company, etc.). The course looks at the entire selling process of prospecting, qualification, discovery, understanding value, customizing presentations, objection handling, and closing. This is not a typical GSB case-study-based course. Students who have taken previous versions of this class describe it as a practical, hands-on, skills-based class. Students will work by themselves outside of class to prepare for group exercises and role-plays that will take place in class. These exercises are designed to give students practice with selling fundamentals in each stage of the selling process, and to give them the opportunity to observe and provide feedback to others. Our goal is to provide students the time in class to focus on doing stuff (e.g., practice using curiosity) rather than just thinking about and talking about stuff. After taking this course, you should understand what is involved in all of the following steps of the selling process: - Preparing a value-based prospecting script. - Using an advanced questioning methodology and note-taking strategy for discovering a customer's most important business priorities and motivations.- Developing a curiosity-based approach to handling objections in all stages of the selling process. - Creating and delivering effective customized presentations. - Understanding the most effective ways to create engagement and interaction when selling. - Developing a strategy and building the confidence to ask the hard questions when closing a deal. - Using a value-based mutual plan to control the sales cycle and move a deal forward.¿ Identifying the most valuable categories for qualifying an opportunity.- Accelerating the process of relationship building. - Understanding a customer¿s entire decision making process (DMP). - Discovering limiting beliefs and seeing how they impact your ability to accomplish your objectives. - Applying these fundamentals of effective selling to your personal selling situations with confidence.
Terms: Aut
| Units: 2
STRAMGT 519:
Equity By Design: Building Diverse and Inclusive Organizations
This course equips you to create, build and lead equitable organizations. We will learn the power of iD&I - that is, how we can be change agents by involving key stakeholders, casting the right vision, and constructing the right interactions to unlock the true potential of diversity in teams and organizations. We will discuss the power of inclusion as itrelates to the employee and customer experience. We will study effective strategies for designing diverse and inclusive companies, and will address the barriers and myths related to meritocracy. We'll look at approaches to organizational design that limit unconscious bias and produce more objective decisions across the employee experience - from engaging and hiring candidates to retaining employees and helping them thrive. We'll dive into how to create inclusive cultures and a sense of belonging. Finally, we will learn tools and techniques to empower change for ourselves and others. Experts in diversity and inclusion, and executives at companies that have successfully incorporated inclusion programs, will join us for the class discussions.
Last offered: Spring 2023
| Units: 2
STRAMGT 537:
Leading Change in Public Education
Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation's largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, 'china-breaking' leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students' understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance.
Terms: Spr
| Units: 2
STRAMGT 547:
Riding The Next Wave in Developing Economies
Today, innovative ventures in developing economies are providing compelling new products and services to a growing middle-class as well as to the lower part of the economic pyramid. These offerings provide consumers ways to better their lives and companies to grow their businesses. As older industries around the world are being disrupted, and entrepreneurial ecosystems in developing economies are evolving, entrepreneurs and investors now have reference points and 'basecamps' to explore unique opportunities. These newly formed networks that include universities, incubators, accelerator programs, angel investor organizations and small venture capital firms are still lacking in breadth and depth, despite their attempts to follow the lead of Silicon Valley. Consequently, investors and founders face distinct and more numerous challenges that they would not encounter in Silicon Valley, such as small local markets, lack of scale-up funding, uncertain exit opportunities, inadequate talent pools and complex legal and political environments.Yet these developing economies are growing and becoming more connected. We are witnessing new technology-based products in these locations allowing problems to be solved at a scale never seen before. AI and machine learning, blockchain, smart sensors, IoT devices, natural language interfaces and AR and VR are just a few of the technologies not only being developed in Silicon Valley, but all over the world. Of course, smartphones, with their multi-faceted sensors, are now becoming ubiquitous. These trends present opportunities such as: replicating business models proven elsewhere; leapfrogging legacy technologies; targeting the base of the pyramid; and starting venture capital firms. Despite this fertile ground for new endeavors, success not only requires an exceptional product/market fit but great execution to start and scale a venture in problematic and sometimes adverse environments.This case-driven course is designed to help students identify new opportunities in developing economies around the world and across industries and to expose them to the challenges they will face. It is targeted at students who are thinking about creating, joining or investing in new ventures in developing economies.The cases and guests will reveal entrepreneurial challenges through the eyes of founders and investors who have seized these opportunities at different stages of the venture: ideation, launch and scaling. This course is designed to showcase innovative companies in high growth industries such as consumer internet, financial services, health care and education. It will feature the latest trends and opportunities in Asia, Eastern Europe, Middle East, Africa and Latin America. By taking this course, you will be better equipped to observe, explain and participate in developing economy ecosystems and the opportunities and challenges they present.
Terms: Aut
| Units: 2
STRAMGT 573:
Moore's Law and the Convergence of Computing and Communications; Strategic Thinking in Action
This six-session (2-unit) Bass seminar focuses on strategic leadership and builds on core strategic leadership coursework in the MBA program. The course uses the seminar format with expectations of extensive contributions from all students to the discussion in each session. Through seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the industry and organizational levels of analysis in dynamic environments. The seminar's aim is to improve participants' ability to develop strategically informed action plans that are imaginative, inspiring and workable. The seminar's conceptual frameworks include traditional tools of strategic and competitive analysis from the core MBA course on strategic leadership, conceptual frameworks developed by the instructors that help understand the role of strategy-making in the evolution and transformation of organizations and industries, and theoretical frameworks that help understand the interplays between technology strategy and corporate strategy. Three of the six session will feature discussions with senior executives from key industry players. The seminar's pedagogy involves informed debate including with the guest executives to evaluate and hone well-researched views by the participants as well as the writing and presentation of position papers by small groups of seminar participants concerning the seminar's analytical topics. In this fall's seminar we will examine the evolution of the global semiconductor industry in light of the ongoing impact of Moore's Law and the convergence of computing and wireless communications industries, and how it has been and will be affected by strategic actions of entrepreneurial startups, incumbent corporations, and governments in multiple geographies. Several interrelated topics will be discussed as they impact three key industry segments of the global semiconductor industry that are the focus of the seminar.
Terms: Aut
| Units: 2
STRAMGT 574:
Strategic Thinking in Action - In Business and Beyond II (Automotive Industry Disruption)
This six-session Bass seminar is about strategic leadership driving the transformation of the advanced automotive industry. It will build on what students have learned in their MBA core strategic leadership course but will also provide additional conceptual frameworks developed by the instructors to help examine the major seminar topics. The seminar's pedagogy involves informed debate to evaluate and hone well-researched views by the participants. Consequently, there will be an expectation of extensive contributions from all students to the discussion in all of the sessions. Small groups of seminar participants will also be expected to write and present position papers concerning the seminar's analytical topics. The industry scope of the seminar is twofold: First, it is about autonomous, electric, and shared vehicles. And second, it is about the manufacturer and supplier incumbents as well as the tech industry and startup new-entrants. In the course of the seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the societal, industry and organizational levels of our analysis.
Terms: Aut
| Units: 2
STRAMGT 584:
Impact: Assessing High Impact Business Models in Emerging Markets
In recent years, we've seen an explosion of innovative business models blazing new trails in emerging markets. Many of these models are achieving commercial success while transforming the lives of low-income populations. Using nine cases of both early-stage, entrepreneur-led ventures and later-stage, public or large-cap firms, this course will examine best practices for scaling new enterprises in emerging markets. It will do so primarily through the lens of a potential investor. It will also explore what is required to spark, nurture and scale entire sectors that serve rapidly growing, often low-income markets. What does it mean to work in markets with limited infrastructure? What common mistakes are made - whether in business model design, in supply chains, or in dealing with government - and how can we avoid them? Which are the best business models to serve markets that corporations have traditionally ignored, and in which government has failed to deliver? Who might be threatened by the success of these new businesses? The seminar is a good match for Stanford students interested in working or investing in emerging markets. It will be taught by Matt Bannick, who led Omidyar Network (a $1 billion impact investing fund) and is the former President of eBay International and of PayPal.
Terms: Win
| Units: 2
SUST 261:
Art and Science of Decision Making
When we make high-quality decisions, we improve the probability of outcomes we want. By combining the art of qualitative framing and structuring with the science of quantitative assessment and analysis, we will have pragmatic ways to: identify those core issues driving the value of our decisions, craft an inspirational vision, create viable alternatives, mitigate biases in probabilistic information, clarify both tangible and intangible preferences, develop appropriate risk/reward models, evaluate decisions for a broad range of uncertain scenarios, appraise values of gathering additional information, and ensure commitment to implementation plans and budgets. Common-sense rules and decision-making tools provide the essential focus, discipline, and passion we need for clarity of action on big, important decisions ? from personal choices to organizational decisions about business strategies or public policies. A normative approach prescribes how decisions can be made defensible using a logical basis of deliberative reasoning when we face a dynamic, complex, and uncertain future world. Transformational change can then implement the optimal decisions by following a dynamic process of project management. Course requirements include a midterm exam, a final exam, and an individual, quarter-long tutorial to frame, structure, assess, and analyze your personal career and lifestyle decisions for the initial 5 years after leaving Stanford. Key factors often include net discretionary income, savings and investments, macroeconomic trends, job satisfaction, personal life satisfaction, avocation pursuits, and relationships with family and friends. To achieve your desired results in this course, you are implored by the teaching team to "procrastinate your procrastination."
Terms: Spr
| Units: 3
TAPS 277:
Dramatic Writing: The Fundamentals (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: Spr
| Units: 4
WELLNESS 110:
The Science of Motivation and Procrastination
Examine the factors that increase motivation and decrease procrastination from a scientific point of view. Investigate research and models of motivation and procrastination in task engagement arising from the fields of psychology, behavioral economics, and cognitive neuroscience. Cultivate and apply cognitive, behavioral, and social tools that enhance motivation and decrease procrastination while supporting balanced and healthy achievement.
Last offered: Winter 2021
| Units: 1
WELLNESS 111:
Exploring Happiness
Explores how research-based happiness theory and principles are applied to enhance daily and life satisfaction. Positions happiness as a cornerstone construct of personal wellness, purpose, and fulfillment. Investigates the science of happiness through lecture, guided practice, dialogue, and course material in order to enhance understanding and implementation.
Last offered: Autumn 2019
| Units: 1
WELLNESS 114:
Emotional Intelligence: Enhancing Your Effectiveness and Balance
Examine the science and practice of emotional intelligence and how it increases effectiveness and balance. Utilize leading frameworks and tools for enhancing emotional and social intelligence, including the understanding, managing, perceiving, and use of emotions. Blends lecture with experiential learning to develop theoretical and practical knowledge resulting in enhanced intra- and interpersonal skills.
Last offered: Winter 2020
| Units: 1-2
WELLNESS 115:
Why Decisions are Difficult: Making Wise Choices from Love to Lunch
Examine why making decisions can be difficult and how making wiser decisions enhances satisfaction, happiness, and life success. Investigate practical decision-making frameworks and skills while building awareness around common decision-making fallacies and pitfalls. Develop skills in topic areas ranging from mindfulness, emotional intelligence, cognitive reframing, self-compassion, empathy, gratitude, and courage. Focus on making wiser decisions, big and small, short-term and long-term.
Last offered: Winter 2020
| Units: 1
WELLNESS 116:
Resilience: How to Bounce Back
Examine the science and practice of resilience. Investigate the emerging field of resilience studies and learn the frameworks and skills that allow people to bounce back more quickly and effectively from life challenges. Topics include mindset and cognitive appraisal, emotional and affect management, central nervous system and vagal system regulation, and perspectives on creating resilient social systems. Harness insights in service rising above life adversity and thriving, even in the midst of tough times.
Last offered: Winter 2020
| Units: 1
WELLNESS 117:
Changing For Good: Behavior Change Science & Practice
Change behaviors using evidence-based techniques. Addresses the roles of habit cycles, procrastination mitigation, productivity enhancement, motivational factors, self-compassion, and addiction and addictive processes (both substances and non-substance related) in changing behaviors from maladaptive to adaptive patterns. Drawing from current findings in the neuroscience and psychology of behavior change and habit formation, utilize motivational interviewing, cognitive reframing, peer coaching, and mindfulness meditation models and intervention strategies.
Last offered: Autumn 2022
| Units: 1-2
WELLNESS 122:
Work With Purpose: Design Your Career
Presents meaningful work as an essential component for life-long wellbeing. Discusses decision making, navigating change, mindfulness, self-compassion, and resilience as these topics relate to your career journey. Blends lecture, discussion, individual and group coaching, and small and large group interactions. Learning activities enhance theoretical knowledge and guide career-related decisions.
Last offered: Autumn 2019
| Units: 1
WELLNESS 123:
Living on Purpose (LEAD 103)
Purpose is not a singular thing; it's a way of living with what matters at the center. Investigate and own your unique journey for purpose. Explore the connection between an inner journey for compassionate self-understanding and an outer focus on engaging with the world. In this highly interactive class, we will create a supportive and inclusive community from which you can investigate the contemplative, psychological, social, and communal factors that deepen meaning-making, support authenticity, and encourage living more purposefully. Drawing from disciplines as diverse as art, poetry, design, contemplative practice, sociology, and positive psychology, we will cultivate skills that promote wellbeing and flourishing at Stanford and beyond.
Terms: Win, Spr
| Units: 1-2
WELLNESS 130:
Meditation
Introduces diverse forms of meditation practice in both theory (contemplative neuroscience, phenomenological traditions) and practice. Practices in guided imagery, compassion, loving kindness, positive emotion, mindfulness and mantra meditation will be offered to enhance stress management and well-being. While meditation practices emerge from religious traditions, all practice and instruction will be secular.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
WELLNESS 136:
Meditation and the Brain: Practicing the Science and Art of Contemplation
Investigate the power of meditation for training the mind and changing the brain, specifically in focusing attention, enhancing awareness, and generating compassion. Going beyond meditation as a tool for simply reducing stress, this course grounds the theory and practice of meditation in a neuroscientific understanding of how meditation changes brain structures and functioning in service of increasing overall cognitive performance and psychological wellbeing. Learn how to apply specific frameworks and tools for effectively practicing meditation in daily life.
Last offered: Autumn 2019
| Units: 1-2
WELLNESS 138:
Mindfulness and Stress Management
Effectively manage stress through mindfulness meditation strategies (sitting and movement-based) that positively impact the brain-body system to enhance clarity, focus, and energy. Examine tools for assessing perceived stress and mindfulness, current findings in the science of stress management and meditation, and cognitive-behavioral theories and interventions demonstrated to reduce stress and enhance well-being. Course is based on the mindfulness-based stress reduction (MBSR) curriculum.
Last offered: Autumn 2019
| Units: 1
