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481 - 490 of 511 results for: CSI::certificate

SOMGEN 207: Theories of Change in Global Health

Open to graduate students studying in any discipline whose research work or interest engages global health. Upper-class undergraduates who have completed at least one of the prerequisite courses and who are willing to commit the preparatory time for a graduate level seminar class are welcome. The course undertakes a critical assessment of how different academic disciplines frame global health problems and recommend pathways toward improvements. Focuses on evaluating examples of both success and failure of different theories of change in specific global health implementations. Prerequisites: ECON 118, CEE 265D, HUMBIO 129S or HUMBIO 124C.
Terms: Spr | Units: 4
Instructors: Luby, S. (PI)

SOMGEN 215: Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (EDUC 205, HUMBIO 65)

Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. Undergraduates enroll for 3 units. Students enrolling for 3 units attend two meetings per week; students enrolling for 2 units attend one meeting per week.This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Spr | Units: 2-3
Instructors: Barr, D. (PI)

SOMGEN 275: Leading Value Improvement in Health Care Delivery

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

STEMREM 250: Regenerative Medicine Seminar Series

For graduate, medical and undergraduate students. A forum for Stanford researchers to meet, hear about what is going on in Stem Cell Biology and Regenerative Medicine at Stanford, and spark collaborations. Topics include all areas of regenerative medicine, broadly defined, ranging from fundamental biological principles and basic science advances to novel applications in biotechnology, stem cell biology, and human disease.
Terms: Aut, Win, Spr | Units: 1 | Repeatable 6 times (up to 6 units total)
Instructors: Palmer, T. (PI)

STRAMGT 306: Food, Health & Nutrition Entrepreneurship

Americans spend nearly 7% of their income on food items and another 5% on food services annually (US Census). Food spend is at the intersection of two of the most important industries in the US: health care and agriculture. Food production today supports the food consumption causing our extraordinary burden of disease; 75 cents of every dollar of the $4.8 billion spent annually on health care is for diet-related disease. The health care system accounts for over 17% of U.S. gross domestic product (GDP). Agriculture and agriculture-related industries contributed 4.8% to the U.S. gross domestic product (GDP) in 2012. This course focuses on the shifting landscapes across these industries and subsequent market opportunities in food, health, and nutrition. The course is designed for students with a broad interest in the food or health systems and/or who are interested in careers in related fields. We will examine the food system from three points of view: the consumer, nutritional science, and policy. The class will focus on solving for consumer needs from the perspective of a health-promoting entrepreneur. The class will involve lecture, discussion, and prominent guest speakers who are entrepreneurs themselves or industry leaders.
Terms: Win | Units: 3
Instructors: Epstein, M. (PI)

STRAMGT 308: Entrepreneurship from Diverse Perspectives

This seminar showcases the diversity of entrepreneurs and the different entrepreneurial paths they pursue, Twenty-five entrepreneurs, social entrepreneurs and venture capitalists, with an emphasis on woman and under-represented minorities, will share their personal and professional journeys. Case studies, readings and videos, will complement in-class discussion with the speakers in exploring the entire entrepreneurial process from finding an idea and forming and building a team, to being an effective leader, raising money, assembling a board, and overcoming setbacks and challenges. The class will help you understand your own capabilities and interest in being an entrepreneur.
Terms: Win | Units: 3

STRAMGT 325: Starting and Growing a Social Venture

This course is for students who may want to undertake an entrepreneurial career by starting and/or joining the senior management team of a social venture. It covers all phases of a venture - ideation and venture creation, resource acquisition, managing growth and harvest/exit. The instructors believe, for the most part, social ventures (which include both for-profit and non-profit structures) should be treated and managed like profit maximizing ventures, and many topics and themes encountered in this course will be similar to those covered in other entrepreneurial courses, such as Formation of New Ventures. Of course there are important differences related specifically to social ventures, some of which are critical to understand properly to effectively start and manage a social enterprise. We will highlight these differences throughout our sessions, so while that the lessons learned in this class can be generalized to all ventures, we do not advise you to take this class unless you really want to learn about social ventures. All the cases used in class and class discussions will be about early stage companies and organizations in the social venture space. Guests, both social entrepreneurs active in the field, and social impact investors, are heavily featured in class discussions and are an important part of the classroom experience.
Terms: Win | Units: 4

STRAMGT 328: Social Ventures Practicum

The Social Ventures Practicum is an experiential learning course for student teams actively working to launch a social venture (nonprofit or for-profit or tbd).n nDesigned as a follow-on to ideation courses such as STRAMGT 356: Startup Garage or the Design for Extreme Affordability sequence, this course will focus on the business planning needed to launch your venture.n nIn weekly sessions through Winter Quarter, teams will work through topics unique to social ventures (e.g. mission, theory of change, impact measurement) as well as topics common to any venture, e.g. product/service market fit, business/economic model, financial planning, early stage financing, logistics, sales/distribution, and board/talent development. Each team will receive significant one-on-one coaching from the instructors, as well as opportunities to share their work with peers and learn from/present to guest speakers.n nTeams will emerge with a solid business and impact model, ready to raise their first round of seed funding. This course will prepare students for the Stanford Social Innovation Fellowship, Echoing Green, and other similar post-graduate funding opportunities.n nThe course will assume a level of familiarity with key social impact frameworks, so students are encouraged to take another social innovation course or to have prior experience working with mission and theory of change.
Terms: Win, Spr | Units: 3

STRAMGT 335: Entrepreneurial Approaches to Education Reform

In this course, students will investigate opportunities and challenges of entrepreneurial ventures trying to make a positive impact in public education. The course requires a basic level of understanding of the U.S. K-12 public school system. The first session will analyze the structure of the public education as an industry, with a special emphasis on understanding the achievement gap. Subsequent sessions will explore challenges in increasing efficacy, ensuring financial sustainability, and scaling for entrepreneurs who have sought to change student outcomes, solve pain points, and innovate. The course will feature a variety of ventures (including schools, education technology, training, and supplemental services) and organizational models (for-profit, not-for-profit, and benefit corporation). This course is suitable for students aspiring to be entrepreneurs, leaders in entrepreneurial organizations, leaders in educational organizations, Board members, donors or investors. (Note: this is not a "how-to" course on starting an entrepreneurial venture.)
Terms: Win | Units: 3
Instructors: Lee, G. (PI)

STRAMGT 360: Strategic Educational Research and Organizational Reform Practicum A

This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in business, law, and education from Stanford to collaborate with their peers at other universities (Columbia University, Harvard University, University of Pennsylvania, University of Michigan) and provide strategic research and consulting to public education organizations. Participants engage in a rigorous and rewarding learning experience, including:nn(i) An intensive seminar in the design, leadership and management, and transformation of public school systems, charter management organizations, start-ups, and other K-12 public- and social-sector institutions;nn(ii) Comprehensive skills training in team-based problem solving, strategic policy research, managing multidimensional (operational, policy, legal) projects to specified outcomes in complex environments, client counseling, and effective communication; andnn(iii) A high-priority consulting project for a public education sector client (e.g., school district, state education agency, charter management organization, non-profit) designing and implementing solutions to a complex problem at the core of the organization's mission to improve the educational outcomes and life chances of children. The participant's team work will allow public agencies throughout the nation to receive relevant, timely, and high-quality research and advice on institutional reforms that otherwise may not receive the attention they deserve.
Terms: Win | Units: 4
Instructors: Koski, W. (PI)
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