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ENVRES 398: Directed Reading in Environment and Resources

For advanced E-IPER Phd and MS graduate students only. Under supervision of an E-IPER affiliated faculty member. E-IPER M.S. students must submit an Independent Study Agreement for approval. E-IPER M.S. students may use five units of independent study course units towards their elective requirement for the degree and an additional one to three units toward preparation for their capstone project. E-IPER program consent required to enroll. Students interested in this course are required to fill out this proposal form: https://app.smartsheet.com/b/form/f0617c9ba0354dc6bcaf464d063ea329.
Terms: Aut, Win, Spr, Sum | Units: 1-10 | Repeatable for credit
Instructors: Ajami, N. (PI) ; Algee-Hewitt, M. (PI) ; Anderson, M. (PI) ; Andrews, J. (PI) ; Archie, P. (PI) ; Ardoin, N. (PI) ; Arrigo, K. (PI) ; Asner, G. (PI) ; Azevedo, I. (PI) ; Bailenson, J. (PI) ; Ball, J. (PI) ; Banerjee, B. (PI) ; Barnett, W. (PI) ; Barry, M. (PI) ; Becker, J. (PI) ; Bendavid, E. (PI) ; Bendor, J. (PI) ; Benkard, L. (PI) ; Benson, S. (PI) ; Billington, S. (PI) ; Block, B. (PI) ; Boehm, A. (PI) ; Boness, N. (PI) ; Brandt, A. (PI) ; Brown, J. (PI) ; Burke, M. (PI) ; Caers, J. (PI) ; Cain, B. (PI) ; Caldeira, K. (PI) ; Caldwell, M. (PI) ; Casciotti, K. (PI) ; Chamberlain, P. (PI) ; Cohen, J. (PI) ; Comello, S. (PI) ; Criddle, C. (PI) ; Crowder, L. (PI) ; Cullen, M. (PI) ; Curran, L. (PI) ; Dabiri, J. (PI) ; Daily, G. (PI) ; Davis, J. (PI) ; De Leo, G. (PI) ; Diffenbaugh, N. (PI) ; Dirzo, R. (PI) ; Diver, S. (PI) ; Dunbar, R. (PI) ; Durham, W. (PI) ; Ehrlich, P. (PI) ; Ernst, W. (PI) ; Fendorf, S. (PI) ; Ferguson, J. (PI) ; Field, C. (PI) ; Fischer, M. (PI) ; Flewellen, A. (PI) ; Francis, C. (PI) ; Frank, Z. (PI) ; Freyberg, D. (PI) ; Fringer, O. (PI) ; Fukami, T. (PI) ; Fukuyama, F. (PI) ; Gardner, C. (PI) ; Gerritsen, M. (PI) ; Goldhaber-Fiebert, J. (PI) ; Gorelick, S. (PI) ; Goulder, L. (PI) ; Graham, S. (PI) ; Granovetter, M. (PI) ; Hadly, E. (PI) ; Hayden, T. (PI) ; Hoagland, S. (PI) ; Hollberg, L. (PI) ; Holmes, S. (PI) ; Horne, R. (PI) ; Hoyt, A. (PI) ; Iancu, D. (PI) ; Jackson, R. (PI) ; Jacobson, M. (PI) ; Jain, R. (PI) ; Johari, R. (PI) ; Jones, J. (PI) ; Karl, T. (PI) ; Kennedy, D. (PI) ; Kennedy, J. (PI) ; Knutson, B. (PI) ; Kolstad, C. (PI) ; Koseff, J. (PI) ; Kovscek, A. (PI) ; Krosnick, J. (PI) ; LaBeaud, D. (PI) ; Lambin, E. (PI) ; Leape, J. (PI) ; Lee, H. (PI) ; Lepech, M. (PI) ; Levitt, R. (PI) ; Lobell, D. (PI) ; Luby, S. (PI) ; Luthy, R. (PI) ; Mach, K. (PI) ; Majumdar, A. (PI) ; Martinez, J. (PI) ; Masters, G. (PI) ; Matson, P. (PI) ; Mauter, M. (PI) ; McAdam, D. (PI) ; McFarland, D. (PI) ; McGehee, M. (PI) ; Meskell, L. (PI) ; Michalak, A. (PI) ; Micheli, F. (PI) ; Miller, D. (PI) ; Miller, G. (PI) ; Monismith, S. (PI) ; Mooney, H. (PI) ; Mordecai, E. (PI) ; Nall, C. (PI) ; Naylor, R. (PI) ; Nevle, R. (PI) ; O'Neill, M. (PI) ; Ortolano, L. (PI) ; Palumbi, S. (PI) ; Peay, K. (PI) ; Plambeck, E. (PI) ; Polk, E. (PI) ; Powell, W. (PI) ; Rafinejad, D. (PI) ; Rajagopal, R. (PI) ; Rao, H. (PI) ; Rehkopf, D. (PI) ; Reichelstein, S. (PI) ; Reicher, D. (PI) ; Ritts, B. (PI) ; Sapolsky, R. (PI) ; Satz, D. (PI) ; Sawe, N. (PI) ; Schoolnik, G. (PI) ; Schultz, K. (PI) ; Seetah, K. (PI) ; Seiger, A. (PI) ; Shaw, G. (PI) ; Shiv, B. (PI) ; Simonson, I. (PI) ; Sivas, D. (PI) ; Soule, S. (PI) ; Stedman, S. (PI) ; Suckale, J. (PI) ; Sweeney, J. (PI) ; Szeptycki, L. (PI) ; Tal, A. (PI) ; Tarpeh, W. (PI) ; Thomas, L. (PI) ; Thompson, B. (PI) ; Tuljapurkar, S. (PI) ; Vitousek, P. (PI) ; Wara, M. (PI) ; Weinstein, J. (PI) ; Weyant, J. (PI) ; White, R. (PI) ; Wilcox, M. (PI) ; Willer, R. (PI) ; Wolfe, M. (PI) ; Wong-Parodi, G. (PI) ; Zoback, M. (PI)

ENVRES 399: Directed Research in Environment and Resources

For advanced E-IPER Phd and MS graduate students only. Under supervision of an E-IPER affiliated faculty member. E-IPER M.S. students must submit an Independent Study Agreement for approval. E-IPER M.S. students may use five units of independent study course units towards their elective requirement for the degree and an additional one to three units toward preparation for their capstone project. E-IPER program consent required to enroll. Students interested in this course are required to fill out this proposal form: https://app.smartsheet.com/b/form/f0617c9ba0354dc6bcaf464d063ea329.
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: Ajami, N. (PI) ; Algee-Hewitt, M. (PI) ; Anderson, M. (PI) ; Andrews, J. (PI) ; Archie, P. (PI) ; Ardoin, N. (PI) ; Arrigo, K. (PI) ; Asner, G. (PI) ; Azevedo, I. (PI) ; Bailenson, J. (PI) ; Ball, J. (PI) ; Banerjee, B. (PI) ; Barnett, W. (PI) ; Barry, M. (PI) ; Becker, J. (PI) ; Bendavid, E. (PI) ; Bendor, J. (PI) ; Benson, S. (PI) ; Billington, S. (PI) ; Block, B. (PI) ; Boehm, A. (PI) ; Bonds, M. (PI) ; Brandt, A. (PI) ; Brest, P. (PI) ; Burke, M. (PI) ; Caers, J. (PI) ; Cain, B. (PI) ; Caldeira, K. (PI) ; Caldwell, M. (PI) ; Casciotti, K. (PI) ; Chamberlain, P. (PI) ; Cohen, J. (PI) ; Comello, S. (PI) ; Criddle, C. (PI) ; Crowder, L. (PI) ; Cullen, M. (PI) ; Cullenward, D. (PI) ; Curran, L. (PI) ; Dabiri, J. (PI) ; Daily, G. (PI) ; Davis, J. (PI) ; De Leo, G. (PI) ; Diffenbaugh, N. (PI) ; Dirzo, R. (PI) ; Diver, S. (PI) ; Dunbar, R. (PI) ; Durham, W. (PI) ; Ehrlich, P. (PI) ; Epstein, J. (PI) ; Ernst, W. (PI) ; Fendorf, S. (PI) ; Ferguson, J. (PI) ; Field, C. (PI) ; Fischer, M. (PI) ; Flewellen, A. (PI) ; Francis, C. (PI) ; Frank, Z. (PI) ; Freyberg, D. (PI) ; Fringer, O. (PI) ; Fukami, T. (PI) ; Fukuyama, F. (PI) ; Gardner, C. (PI) ; Gerritsen, M. (PI) ; Goldhaber-Fiebert, J. (PI) ; Gorelick, S. (PI) ; Goulder, L. (PI) ; Graham, S. (PI) ; Granovetter, M. (PI) ; Hadly, E. (PI) ; Hayden, T. (PI) ; Hoagland, S. (PI) ; Hollberg, L. (PI) ; Holmes, S. (PI) ; Honigsberg, C. (PI) ; Hummel, H. (PI) ; Iancu, D. (PI) ; Jackson, R. (PI) ; Jacobson, M. (PI) ; Jain, R. (PI) ; Jones, J. (PI) ; Karaduman, O. (PI) ; Karl, T. (PI) ; Kennedy, D. (PI) ; Kennedy, J. (PI) ; King, A. (PI) ; Knutson, B. (PI) ; Kolstad, C. (PI) ; Koseff, J. (PI) ; Kosinski, M. (PI) ; Kovscek, A. (PI) ; Krosnick, J. (PI) ; LaBeaud, D. (PI) ; Lambin, E. (PI) ; Leape, J. (PI) ; Lee, H. (PI) ; Lepech, M. (PI) ; Levitt, R. (PI) ; Lin, M. (PI) ; Lobell, D. (PI) ; Luby, S. (PI) ; Luthy, R. (PI) ; Mach, K. (PI) ; Majumdar, A. (PI) ; Martinez, J. (PI) ; Masters, G. (PI) ; Matson, P. (PI) ; Mauter, M. (PI) ; McAdam, D. (PI) ; McColl, D. (PI) ; McFarland, D. (PI) ; McGehee, M. (PI) ; Meskell, L. (PI) ; Michalak, A. (PI) ; Micheli, F. (PI) ; Miller, D. (PI) ; Miller, G. (PI) ; Monismith, S. (PI) ; Mooney, H. (PI) ; Mordecai, E. (PI) ; Moxley, J. (PI) ; Nall, C. (PI) ; Nation, J. (PI) ; Naylor, R. (PI) ; Nevle, R. (PI) ; O'Neill, M. (PI) ; Onori, S. (PI) ; Ortolano, L. (PI) ; Palumbi, S. (PI) ; Peay, K. (PI) ; Plambeck, E. (PI) ; Polk, E. (PI) ; Powell, W. (PI) ; Rafinejad, D. (PI) ; Rajagopal, R. (PI) ; Rao, H. (PI) ; Reese, E. (PI) ; Rehkopf, D. (PI) ; Reichelstein, S. (PI) ; Reicher, D. (PI) ; Rogers, D. (PI) ; Rumsey, P. (PI) ; Sapolsky, R. (PI) ; Satz, D. (PI) ; Sawe, N. (PI) ; Schoolnik, G. (PI) ; Schultz, K. (PI) ; Sears, R. (PI) ; Seetah, K. (PI) ; Seiger, A. (PI) ; Shaw, G. (PI) ; Shiv, B. (PI) ; Simonson, I. (PI) ; Sivas, D. (PI) ; Soule, S. (PI) ; Stedman, S. (PI) ; Suckale, J. (PI) ; Sweeney, J. (PI) ; Szeptycki, L. (PI) ; Tarpeh, W. (PI) ; Thille, C. (PI) ; Thomas, L. (PI) ; Thompson, B. (PI) ; Tuljapurkar, S. (PI) ; Vitousek, P. (PI) ; Wara, M. (PI) ; Weinstein, J. (PI) ; Westly, S. (PI) ; Weyant, J. (PI) ; White, R. (PI) ; Wilcox, M. (PI) ; Willer, R. (PI) ; Wolfe, M. (PI) ; Wong-Parodi, G. (PI) ; Zoback, M. (PI)

EPS 287: Fundamentals of Mass Spectrometry

(Formerly GEOLSCI 287) This course explains ion creation, mass separation, and ion detection in mass spectrometry methods commonly used in the Earth Sciences. Gas source (C-O-H-S stable isotope, 40Ar/39Ar, and (U-Th)-He), secondary ionization (SIMS), laser ablation and solution-based mass inductively coupled (ICP-MS) and thermal ionization (TIMS) mass spectrometry techniques are also explored. Additional topics include ion optics, vacuum generation, and pressure measurement, instrument calibration, data reduction, and error propagation methods. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

GSBGEN 587: Policy Practicum: Alabama Innovation

Client: Innovate Alabama, https://innovatealabama.org/. The newly established Alabama Innovation Commission, known as Innovate Alabama, has sought policy recommendations from a group of faculty at Stanford University, including representatives from Stanford Law School and the Stanford Graduate School of Business. The goal of the Alabama Innovation Commission is to identify and present to policymakers policies that will promote innovation, entrepreneurship, economic development, and high-skilled jobs in the state. In this policy lab, students will work on papers whose results will be incorporated with attribution into the recommendations provided to the Commission and the Governor. Where possible, projects will be conducted in partnership with students at the major research universities in Alabama. Available topics for projects include building on the state's existing competencies in medical research and space and defense technology; assessing financial incentives for attracting businesses; deploying broadband-based education; fostering the role of universities in economic development; and drawing high-skilled workers through opportunities for outdoor recreation. Students admitted to the lab will work on one of the following projects (to be determined according to the priorities of the client): 1.) Business Incentives and Prosperity. High profile competitions for the headquarters of large corporations often lead states to offer large incentive packages. States that land the deal are often perceived as the winners. Some recruitment initiatives indeed bring substantial local economic benefits, yet recent research has called into question many commonly-held beliefs about state incentives. Such incentives often may have costs that exceed benefits, and there is some question even as to whether they increase local economic activity at the margin in most cases. This project will evaluate Alabama's existing incentives for attracting businesses and make recommendations based on the successes and failures of recent incentive programs around the country. The project will weigh the potential for traditional recruitment tactics such as tax incentives and subsidized industrial sites against alternatives such as infrastructure development, skills development programs, and customized business services. (S. Haber and J. Rauh). 2.) Deploying Broadband-Based Education. The future of Alabama rests on the talent and knowledge of its citizens so the success of K-12 public education must be a potent driver of human capital development. The work of the Stanford-AL team will look at the current and potential for deploying broadband-based education throughout the state to augment the current capacities of K-12 educators to deliver high quality instruction, especially in the priority areas of Science, Technology, Engineering and Mathematics (STEM) which ties in closely to economic development plans for the state. (M. Raymond). 3.) Fostering the Role of Universities. It is widely recognized that universities are key to the development of innovative economic activity at the state and local level. The most productive local innovation economies in the US have emerged in locations such as Silicon Valley, North Carolina's Research Triangle, and the Boston area, powered by research that has emerged from local universities. Success stories of the impact of universities on the innovative ecosystem also abound in smaller markets in recent decades. This project will aim to make specific, concrete recommendations for state government policy to build on the strength of Alabama's universities to grow Alabama's technology and innovation economy. (R. Banks and J. Rauh). 4.) The Outdoor Recreation Lab. Persuading someone to move thousands of miles to a new home, a new community, and a new state is not an event; it is a process. It often starts with a short visit that plants a seed in a person's mind. Those crucial, initial, short visits often occur because of tourism; and when it comes to people who have invested in human capital that is specific to high technology industries, that tourism tends to be focused on outdoor recreation. Outdoor recreation tourism is not, however, simply a way to draw high-skilled workers into a state; it is also a way to share the economic rents generated by high tech industries with rural areas. It is the working hypothesis of the Outdoor Recreation Lab that Alabama's Cumberland Plateau has necessary environmental characteristics to be a draw for high tech workers and entrepreneurs/and thus be an important part of building and sustaining a more innovative Alabama economy--but that potential has not been fully developed. The purpose of the Outdoor Recreation Lab is to assess the hypothesis that the Cumberland Plateau is an underdeveloped resource for the State of Alabama. Specifically, the lab will assess its natural endowments as compared to its physical and business infrastructure. An important component of this assessment is the extent of public lands, the interpretation of "public trust" in Alabama law regarding access to navigable rivers and streams, and the number and identity of agencies that would have to be coordinated to provide access to those lands and waterways. It will also learn about the attempts--both successful and not--by other states to leverage natural endowments to generate in-migration by tech workers and entrepreneurs. (S. Haber). Additional sub-projects if students are interested may include deep dives into how Alabama can build on existing competencies in Medical Research and in Space/Defense technology to foster the further development of its economy and technology center. The lab seeks students from the law and business schools, the graduate MS&E program, and other graduate students with a background in entrepreneurship and/or local governance. Students who have ties to Alabama are especially invited to apply. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. Cross-listed with the Law School. GSB students should sign up under GSBGEN 587. SLS students should go through the SLS Registrar's application portal: https://registrar.law.stanford.edu/.
Last offered: Spring 2021

HRP 201A: Health Policy Graduate Student Tutorial I

Seminar series is the core tutorial for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. The first part of the series emphasizes critical reading of empirical research in health policy and reviews the statistical methods for causal inference. Requirements include in-class discussions of research articles in teams and written reaction papers.
Terms: Aut | Units: 1-2
Instructors: Polyakova, M. (PI) ; Kaufmann, M. (TA)

HRP 201B: Health Policy Graduate Student Tutorial II

Second in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Win | Units: 1-2
Instructors: Sabety, A. (PI) ; Kaufmann, M. (TA)

HRP 201C: Health Policy Graduate Student Tutorial III

The third in a three-quarter seminar series, this course is intended for first-year Health Policy PhD students and all Health Policy MS students. The course is structured as a student-led seminar, with participation by the Instructor and other faculty, and it will focus primarily on global health. It will familiarize students with seminal papers in policy-relevant social science and biomedical journals and prepare students to design studies to answer health policy research questions. The final sessions will be reserved for student presentations of their own research (made by students enrolling for 2 units). Please note that depending on enrollment, an additional student presentation session may need to be scheduled.
Terms: Spr | Units: 1-2
Instructors: Miller, G. (PI) ; Kaufmann, M. (TA)

INTLPOL 340: Technology, Innovation and Great Power Competition (MS&E 296)

This course explores how new technologies pose challenges and create opportunities for the United States to compete more effectively with rivals in the international system with a focus on strategic competition with the People's Republic of China. In this experiential policy class, you will address a priority national security challenge employing the "Lean" problem solving methodology to validate the problem and propose a detailed technology informed solution tested against actual experts and stakeholders in the technology and national security ecosystem. The course builds on concepts presented in MS&E 193/293: Technology and National Security and provides a strong foundation for MS&E 297: Hacking for Defense.
Terms: Aut | Units: 4

LAW 807I: Policy Practicum: Tools for Reentry: Practices, Apps, and Services

Client: Various government agencies and nonprofit groups. Formerly incarcerated individuals face a range of personal and institutional challenges in their reentry into broader society. Considerable research and many programs have focused on systems reform and support and social programs to increase the likelihood of successful reentry. But technological tools also have the potential to help lower friction and increase the success of reentry. This policy lab will engage with challenging legal, social, government systems, and technological questions, with opportunities to design and/or implement new tools to aid in the reentry process. We will work with a variety of stakeholders including government organizations and programs, non-profit entities, and legal innovators to prototype and evaluate new technological solutions to facilitate the reentry process and reduce recidivism. This practicum will build a collaborative team of diverse backgrounds and skill sets to learn from each other and enhance the overall capacity of the research and tool development. We encourage students who are interested in criminal justice, technology for social impact, access to justice, and entrepreneurship and innovation for social good to join us, including upper-division and graduate students from Law, Computer Science, Electrical Engineering, Mechanical Engineering, MS&E, Public Policy, and the social sciences. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final PROJECT. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Last offered: Winter 2020

LAW 808C: Policy Practicum: Examining Mandatory Arbitration and NDAs for Gender Discrimination Claims

Client: Lift Our Voices, https://www.liftourvoices.org/. In recent years, a large fraction of U.S. employers--including many leading law firms -- have required their employees to sign contracts containing mandatory arbitration clauses and "non-disclosure agreements" (NDAs). Available research suggests that more than 60 million American workers are bound by these arbitration clauses, which require employees who have any type of legal claim arising out of their work or workplace to waive their right to trial and resolve their claims, on an individual basis, in private arbitration. Traditionally, arbitration takes place behind closed doors, and the details of the employee's claim (and employer's response), any evidence presented to the arbitrators, the proceedings themselves and the ultimate outcome are confidential. Moreover, employees who are offered monetary settlements to resolve their arbitration claims -- or lawsuits, for those who were not compelled to arbitrate under a contractual provision -- are typically required to sign NDAs as a condition of receiving compensation. As a result of arbitration and NDAs, information about wrong-doing in the workplace -- even egregious wrong-doing -- never becomes public, arguably diminishing the ability of the legal system to deter harmful behavior. Moreover, with claims resolved individually, in private, and settlements protected by NDAs, it is impossible to detect a pattern of wrongful behavior and to hold wrongdoers to account in the public square. These consequences seem particularly problematic in claims arising from gender discrimination, particularly sexual harassment. Secrecy also prevents us from discovering whether women of color or low-income women of all colors are particularly disadvantaged by mandatory arbitration and NDAs. The expanding use of mandatory arbitration and NDAs in employment claims has evoked considerable controversy and legislation has been introduced at both the national and state level to prohibit the inclusion of these clauses in employment contracts. However, the legislation has yet to move forward on the national level and whether state statutes will withstand challenge is currently unclear. Moreover, there is little systematic evidence of the consequences of mandatory arbitration and NDAs, leaving both supporters and opponents to rely on anecdotes. There is little hard information on the numbers of employees covered by arbitration contracts or how this varies by industry sector and employee gender, race, ethnicity or socio-economic characteristics. Importantly we do not know how the existence of these contracts affects men and women's willingness to bring their claims to their employers' attention or how claiming varies by race, ethnicity or employee status. Nor do we know how pursuing claims for gender discrimination, including sexual harassment, affects claimants' future career trajectories. The Client for this policy lab, Lift Our Voices, was co-founded by women's rights advocates and broadcast journalists Gretchen Carlson and Julie Roginsky. Ms. Carlson's sexual harassment suit against powerful former Fox News chairman and CEO Roger Ailes helped pave the way for the #metoo movement. Roginsky left Fox after settling a lawsuit for sexual harassment and discrimination against Fox News, its former co-president Bill Shine and Ailes. To learn more about Lift Our Voices, go to https://www.liftourvoices.org/ The goal of this practicum is to produce objective empirical evidence -- both quantitative and qualitative -- that can be used in Life Our Voices and others' advocacy activities regarding mandatory arbitration and NDAs, including advocacy -- if the data support this -- that argues in favor of restricting or precluding mandatory arbitration and NDAs in some or all circumstances. In Spring 2021 students in this practicum met with Gretchen Carlson and Julie Roginsky to identify the questions for which empirical evidence would be most useful for policy reform advocacy. Based on these discussions and their review of relevant commentary, the students decided to break up into two teams, each of which would design a research project. Project 1 will interview plaintiff and defense lawyers to develop a better understanding of the incentives for victims of sexual harassment and sexual assault to sign non-disclosure agreements. Project 2 will interview corporate legal counsel in corporations (and potentially law firms) that have abandoned mandatory pre-dispute arbitration contract clauses to develop a better understanding of why these companies and firms abandoned arbitration and what have been the outcomes for the organizations to date. At the end of the spring quarter, each team prepared a memorandum outlining the issues that their team focused on and reviewing the relevant case law and recent statutory reforms. In addition, each team prepared a data collection protocol including draft questionnaires and lists of potential interviewees. The data collection protocols were informed by informal discussions with SLS faculty who are knowledgeable about these issues as well as a few outside advisers. The goals of the fall quarter are to implement these research designs, collect and analyze data and prepare white papers to share with the clients. Early in the quarter, students will meet with Mss. Carlson and Roginski to discuss policy developments since the spring and may revise the spring quarter students' research designs in response. The Canvas page for the fall practicum includes the memoranda and other materials the students produced in the spring quarter. Students interested in registering for the fall practicum should review these materials, keeping in mind that they are free to elaborate on them if they wish and if new policy developments suggest this would is appropriate. If a sufficient number of students register for the practicum one or more related projects may be added to our agenda. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Last offered: Autumn 2021
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