SINY 25: New York Photography: History, Theory, Practice
NYC has been both the subject of an immense number of great photographs and a primary engine for the production of photography in advertising, fashion, architecture, popular culture and high art. 9/11/2001 has been called 'the most photographed day in history.' This course examines key texts in the critical history of photography, explores differences between analog and digital photography, especially in relation to the practice of looking at photographs via "scrolling." The course includes field trips to the International Center for Photography, and other museums and galleries. Final project can be either critical or creative (or some combination thereof), but creative work must be supplemented by a written meditation on the photographs.
Terms: Spr
| Units: 3-5
SINY 56: Changemakers in Action: Business Innovation and Technology for Social Change
This course challenges students to use the innovation mindset that Stanford is known for to address complex global problems like poverty, inequality, and climate change. By focusing on the socio-economic disparities exacerbated by the COVID-19 pandemic, we'll explore how new business models, entrepreneurship, and technology can address issues like economic mobility, healthcare access, affordable housing and food security. Using New York City as a living laboratory, students will work alongside leading social innovators, policymakers, and community organizations to apply a multidisciplinary approach, grounded in real-world data, to evaluate systems, challenge assumptions, and implement sustainable solutions.
Terms: Spr
| Units: 7
| UG Reqs: WAY-SI
Instructors:
Bhatia, K. (PI)
SINY 117: Storytelling and Human Health: An Introduction to Global Health Communication and Media Innovation
Transmitting important messages to the public, rapidly and in a compelling format, can help people to lead happier, healthier and more informed lives. We saw this during the COVID-19 pandemic, when an urgent need arose to disseminate science-based health messages to the public. Because levels of education and literacy vary, didactic and overly technical media messages often miss the audiences that need them the most. Adolescents and young adults are often among the hardest to reach with effective public health messages. At the same time, these audiences are the highest consumers of short video content via social media, presenting an interesting opportunity for public health educators.This course examines various approaches to increasing the reach and effectiveness of digital communication media for global dissemination. We will examine existing evidence-based frameworks including human-centered design, the use of narratives, entertainment-education and how we can apply the principles o
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Transmitting important messages to the public, rapidly and in a compelling format, can help people to lead happier, healthier and more informed lives. We saw this during the COVID-19 pandemic, when an urgent need arose to disseminate science-based health messages to the public. Because levels of education and literacy vary, didactic and overly technical media messages often miss the audiences that need them the most. Adolescents and young adults are often among the hardest to reach with effective public health messages. At the same time, these audiences are the highest consumers of short video content via social media, presenting an interesting opportunity for public health educators.This course examines various approaches to increasing the reach and effectiveness of digital communication media for global dissemination. We will examine existing evidence-based frameworks including human-centered design, the use of narratives, entertainment-education and how we can apply the principles of universal design for learning to our efforts to engage a broad, global audience.We will also explore novel use cases for animated video interventions in global settings and innovative research methods for evaluating the effectiveness of digital health content, using large, online randomized controlled experiments. This innovative approach to measuring impact emerged out of necessity during the pandemic but is likely here to stay.Students will be exposed to the theory, science and creative process needed to create and test engaging digital communication media. In small groups, students will apply this knowledge to the creation of their own public-facing media message on a topic of interest, integrating new technical skills with art and communication.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
Instructors:
Adam, M. (PI)
SINY 144: The UN in Action
This course will offer an opportunity to learn how multilateral diplomacy works in practice, taking advantage of the enormous variety of UN offices, agencies, and related policy institutes based in New York to provide an overview of the different dimensions of the UN's work on security, development, human rights, and other multilateral issues.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI
Instructors:
Gowan, R. (PI)
SINY 166: Just Art? Equity, Immigration and Art in the Global City
This course focuses on relations between art, immigration and equity. Through several case studies, we will learn to think critically about how aesthetics and politics work together. In addition to studying particular works of art, we will travel to several foundations and institutions to learn about their strategies for fostering equity and the arts. How do art, activism and racial justice connect in performances aimed at changing ideas? How do major arts institutions address questions of equity and difference? We will discuss how art can function as a form of aesthetic knowledge in the service of justice. In doing so, we will grapple with the role of the creative arts in mitigating social change and study artists who have sought to intervene in the restrictive covenants of racial, gender and other segregationist or national orders. Our case studies will shift across media, subjects, objects and temporalities. From artists in New York responding to the nuclear bombings of Hiroshima an
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This course focuses on relations between art, immigration and equity. Through several case studies, we will learn to think critically about how aesthetics and politics work together. In addition to studying particular works of art, we will travel to several foundations and institutions to learn about their strategies for fostering equity and the arts. How do art, activism and racial justice connect in performances aimed at changing ideas? How do major arts institutions address questions of equity and difference? We will discuss how art can function as a form of aesthetic knowledge in the service of justice. In doing so, we will grapple with the role of the creative arts in mitigating social change and study artists who have sought to intervene in the restrictive covenants of racial, gender and other segregationist or national orders. Our case studies will shift across media, subjects, objects and temporalities. From artists in New York responding to the nuclear bombings of Hiroshima and Nagasaki, to the radical work of Yayoi Kusama's 1960s performances, to a plays about immigration such as Lynn Nottage's Intimate Apparel and Lin Manuel Miranda's Hamilton -- the latter a show that exemplifies how art, activism and racial justice come together -- the cross-cast musical gave paid opportunities and leading parts to a full cast of performers of color while also recasting the history of immigration in the United States and produced a new form of hip hop. We will read work by James Baldwin and more! We will visit the Tenement Museum as well as the Schomburg museum and archive and meet with current curators and arts professionals from across the city.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
SINY 168: Safe Cities: A Study of Institutional Responses to Gender Based Violence in the Global City
The course proposes a broad theoretical as well as an experiential and immersive introduction to some of the most urgent issues surrounding institutional responses to gender based violence (GBV) and related forms of gender discrimination today.n nThe course is divided into three main sections: a theoretical framework that introduces students to contemporary arguments and ideas around gender equality, violence, women's empowerment, and legal protections offered under international and domestic law; a critical overview of contemporary New York City and State actors' interventions against gender discrimination, such as the Governor's 2019 Women's Justice Agenda, the Mayor's She Built NYC campaign, and the NYC4CEDAW Act Coalition's campaign for a NYC ordinance for the implementation of the UN Convention on the Elimination of All Forms of Discrimination Against Women; and a series of thematic case studies that focus on specific challenges including in the areas of reproductive rights, sexua
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The course proposes a broad theoretical as well as an experiential and immersive introduction to some of the most urgent issues surrounding institutional responses to gender based violence (GBV) and related forms of gender discrimination today.n nThe course is divided into three main sections: a theoretical framework that introduces students to contemporary arguments and ideas around gender equality, violence, women's empowerment, and legal protections offered under international and domestic law; a critical overview of contemporary New York City and State actors' interventions against gender discrimination, such as the Governor's 2019 Women's Justice Agenda, the Mayor's She Built NYC campaign, and the NYC4CEDAW Act Coalition's campaign for a NYC ordinance for the implementation of the UN Convention on the Elimination of All Forms of Discrimination Against Women; and a series of thematic case studies that focus on specific challenges including in the areas of reproductive rights, sexual assault, sex work, trafficking and the rights of people of diverse sexual orientations and gender identities.n nThe latter section will require engagement with actors that are instrumental in responding to and preventing gender based violence, and may include, Victor Madrigal-Borloz the UN Independent Expert on Protection against Violence and Discrimination based on Sexual Orientation and Gender Identity, Sgt. Greg Accomando of the NYPD Special Victim's Division, Abagail Nelson the Senior Vice President for Programs at Episcopal Relief & Development, and Deborah Hayashi of the North Central Bronx Sexual Assault Response Team. n nThrough these frameworks and studies, the course offers a well-rounded introduction to the complexity of interventions against gender based discrimination in the context of a Global City. The transnational scope of the course is anchored by New York City as an incubator and instigator for innovative interventions against gender inequality, and there will be an emphasis on the cross-pollination that occurs between the City, State and national and international NGO platforms.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI, WAY-EDP
SINY 170: Practical Business
The purpose of the class is to provide an overview of basic business concepts and tools with a focus on practicality. The course will be project based, broken into three parts: Class case study over 6 weeks, looking at 1-2 companies; Small group project over 2 weeks on a company of the student's choice; Project presentations over last two weeksn nClass will include discussions with leaders across different industries, such as Steven Gutentag, Co-Founder, Thirty Madison; Max Shron, Director of Data, Warby Parker; Edwin Jager, Managing Director - Fundamental Equities, the D. E. Shaw group (Stanford alumnus); Monish Kumar, Senior Partner & Managing Director, Boston Consulting Group.
Terms: Spr
| Units: 4
SINY 199: Directed Reading
Directed Reading
Terms: Win, Spr
| Units: 1-3
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