URBANST 33: Architectural Theory of the American City (CEE 134E)
This course surveys the ways in which architects have theorized the development of the American city since the early 19th century. As seen through the eyes of these architects, the American city is an exemplar, sometimes positive, sometimes negative, of the ways in which architecture and urban form have both responded and contributed to the radically changed technological, environmental, and social circumstances of the past two centuries, up to and including current crises of climate and social inequity. The class will expose students to ways of "reading" architecture, providing them tools to interrogate their physical surroundings, discovering the forces that these architectural and urban environments manifest and shape.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
URBANST 84: Designing a Community-Engaged Capstone or Thesis Project (UAR 83)
This spring quarter course is designed to support undergraduate (particularly junior-level) students from across the disciplines who are wishing or planning to design a community-engaged capstone or thesis (i.e., Cardinal Capstone) project. The course will introduce students to scholarly resources and practical strategies for designing and implementing scholarly projects aimed at meeting community-identified interests. Through reflection on critical readings, case studies, and community learning and outreach strategies, students will imagine and begin to design action-oriented activities related to their capstone projects, such as policy briefs, service projects, partnership programming, and awareness campaigns. Students will be expected to leave the course with a tangible plan for ethical and effective community partnership as a central part of their capstone or thesis project, including a working relationship with a community organization.
Terms: Spr
| Units: 1-2
URBANST 103C: Housing Visions (CEE 33C)
This course provides an introduction to American Housing practices, spanning from the Industrial Age to the present. Students will examine a range of projects that have aspired to a range of social, economic and/or environmental visions. While learning about housing typologies, students will also evaluate the ethical role that housing plays within society. The course focuses on the tactical potentials of housing, whether it is to provide a strong community, solve crisis situations, integrate social services, or encourage socio-economic mixture. Students will learn housing design principles and organizational strategies, and the impact of design on the urban environment. They will discuss themes of shared spaces and defensible spaces; and how design can accommodate the evolving demographics and culture of this country. For example, how can housing design address the changing relationship between living and working? What is the role of housing and ownership in economic mobility? These is
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This course provides an introduction to American Housing practices, spanning from the Industrial Age to the present. Students will examine a range of projects that have aspired to a range of social, economic and/or environmental visions. While learning about housing typologies, students will also evaluate the ethical role that housing plays within society. The course focuses on the tactical potentials of housing, whether it is to provide a strong community, solve crisis situations, integrate social services, or encourage socio-economic mixture. Students will learn housing design principles and organizational strategies, and the impact of design on the urban environment. They will discuss themes of shared spaces and defensible spaces; and how design can accommodate the evolving demographics and culture of this country. For example, how can housing design address the changing relationship between living and working? What is the role of housing and ownership in economic mobility? These issues will be discussed within the context the changing composition of the American population and economy. n nThis course will be primarily discussion-based, using slideshows, readings and field trips as a departure points for student-generated conversations. Each student will be asked to lead a class discussion based on his/her research topic. Students will evaluate projects, identifying which aspects of the initial housing visions were realized, which did not, and why. Eventually, students might identify factors that lead to ¿successful¿ projects, and/or formulate new approaches that can strengthen or redefine the progressive role of housing: one inclusive of the complex social, economic, and ethical dimensions of design.
Terms: Aut, Spr
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Choe, B. (PI)
URBANST 115: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 112, EDUC 212, SOC 129X, SOC 229X)
(Graduate students register for
EDUC 212 or
SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP
Instructors:
pearman, f. (PI)
URBANST 119: Ancient Urbanism (ARCHLGY 153, CLASSICS 153)
Ancient Greek, ancient Roman, and historical Islamic cities succeeded one another in western Asia and around the Mediterranean Sea. This course compares and contrasts these three great urban traditions. Cities studied include Athens, Olynthos, Rome, Pompeii, Constantinople, Tunis, Damascus. Themes include the organization of political, religious and commercial space; concepts of public and private; gendered experiences of urban life; interconnections among cities; the long-term histories of ancient cities, some of which continue to shape life today. Students will learn about historical places and developments; strengthen critical thinking skills; practice oral and written analyses of urban space.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
Instructors:
Trimble, J. (PI)
URBANST 123B: Community Engaged Research - Principles, Ethics, and Design (CSRE 146B, CSRE 346B)
This course is designed to support students planning to participate in community engaged research experiences during the summer 2023 term. Course materials and discussions will promote deep engagement with, and reflection on, the principles, practices, and ethics of community engaged research as a unique orientation to scholarly inquiry and social action that centers the interests and assets of the communities with whom researchers partner. On a practical level, the course will help students develop or clarify a collaborative research design process and build professional and project-specific skills in consultation with their mentors and community collaborators. This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students. We particularly encourage the involvement of students who will be participating in partnership-based research activities over the summer.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Hurd, C. (PI)
URBANST 125: Shades of Green: Exploring and Expanding Environmental Justice in Practice (CSRE 125E, EARTHSYS 125, EARTHSYS 225)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 5th at midnight. Application available at
https://forms.gle/2kRJFRyfwopWcBeT9
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-EDP
Instructors:
Diver, S. (PI)
URBANST 126A: Ethics and Leadership in Public Service (CSRE 126C, EDUC 126A, ETHICSOC 79, LEAD 126A)
This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-ER
Instructors:
Lobo, K. (PI)
URBANST 131: Very Impactful People (V.I.P.): Social Innovation & the Impact Entrepreneur
Engage with founders of leading Impact Ventures. Each week, a different high-impact entrepreneur will share their personal and professional journey to launch a social and environmental innovation. The line-up will feature award-winning, values-driven founders whose companies address the pressing needs of our society and/or planet health through for-profit, nonprofit and hybrid structures. Discussions will focus on the process of innovation, such as coming up with a high-impact idea, designing products/services that create positive change, building team, measuring impact, raising funds/investment and scaling sustainable business models. Students will have the opportunity to converse directly with each pioneering thought-leader. Students will be exposed to diverse career paths, networking, potential internships and job opportunities.
Terms: Aut, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
Instructors:
Edwards, M. (PI)
URBANST 135: Challenging the Status Quo: Social Entrepreneurship in Public Interest Technology (CSRE 142C, EARTHSYS 135, INTNLREL 142)
This community-engaged learning class is part of a broader collaboration with the Program on Social Entrepreneurship and the Distinguished Visitors Program at the Haas Center for Public Service, using practice to better inform theory about how Public Interest Technology (PIT) ¿ the intersection of computer science, social science, law, and policy ¿ can benefit communities, improve public services, promote social justice, and safeguard rights. Working with the instructor and the 2025 Distinguished Visitors ¿ Alexandra Bernadotte, founder and CEO of Beyond 12; Jaime-Alexis Fowler, founder and executive director of Empower Work; Josh Nesbit, founder and former CEO of Medic Mobile; and Amanda Renteria, CEO of Code for America ¿ students will use case studies of successful and failed technologies and supporting strategy and infrastructure to explore relationships between social entrepreneurship in PIT, race, systemic inequities, democracy, and justice. This course interrogates approaches li
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This community-engaged learning class is part of a broader collaboration with the Program on Social Entrepreneurship and the Distinguished Visitors Program at the Haas Center for Public Service, using practice to better inform theory about how Public Interest Technology (PIT) ¿ the intersection of computer science, social science, law, and policy ¿ can benefit communities, improve public services, promote social justice, and safeguard rights. Working with the instructor and the 2025 Distinguished Visitors ¿ Alexandra Bernadotte, founder and CEO of Beyond 12; Jaime-Alexis Fowler, founder and executive director of Empower Work; Josh Nesbit, founder and former CEO of Medic Mobile; and Amanda Renteria, CEO of Code for America ¿ students will use case studies of successful and failed technologies and supporting strategy and infrastructure to explore relationships between social entrepreneurship in PIT, race, systemic inequities, democracy, and justice. This course interrogates approaches like design theory, impact evaluation, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change through technology. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory to participate in service learning. Graduate and undergraduate students may enroll. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
Instructors:
Janus, K. (PI)
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