printer friendly pageSUSTAIN 101A: Sustainable Energy for Future Presidents
All people and societies face challenges and opportunities for living sustainably in our world. We must make many difficult and complex decisions in our lives as individuals, citizens, and leaders. Through participation in this course, students will develop the tools and knowledge to make wiser decisions. Students will work through three real sustainable energy problems: How could you reduce the carbon footprint of an average person in the US to the global per capita average? How can Stanford reach its carbon Net Zero goals for various sources of emissions? and How could you make the US electric power sector 100% carbon free by 2035? For each problem, students will work separately and together to identify possible options; evaluate the range of costs and benefits of each; identify economic, social, environmental, and technological barriers and opportunities. They will learn what information is relevant, how to get and use it, how to make and justify good decisions in the context of sustainability. The course is accessible to all undergraduate students, including frosh and sophomores.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
SUSTAIN 156: Media and the Environment (FILMEDIA 216, FILMEDIA 416, SUSTAIN 356)
How are environmental issues represented in various media, from cinema and television to videogames, VR, and experimental art? And how are these media themselves involved in environmental change? In this course, we look at media and the environment as interlocking parts of a system, inseparable from one another. We might start by asking how, for example, documentary and narrative films portray environmental crises like oil spills, wildfires, or extinction events. From there, however, we will need to investigate the ways that media themselves constitute environments, both metaphorically and literally. We swim in media; it is the air we breathe. Virtually all of our experience and communication take place within the spaces of media. Meanwhile, media-technologies and their infrastructures are increasingly entangled with the material environment: from rare earth metals in our electronic devices to undersea cables that bring us the Internet, digital media in particular are an increasingly s
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How are environmental issues represented in various media, from cinema and television to videogames, VR, and experimental art? And how are these media themselves involved in environmental change? In this course, we look at media and the environment as interlocking parts of a system, inseparable from one another. We might start by asking how, for example, documentary and narrative films portray environmental crises like oil spills, wildfires, or extinction events. From there, however, we will need to investigate the ways that media themselves constitute environments, both metaphorically and literally. We swim in media; it is the air we breathe. Virtually all of our experience and communication take place within the spaces of media. Meanwhile, media-technologies and their infrastructures are increasingly entangled with the material environment: from rare earth metals in our electronic devices to undersea cables that bring us the Internet, digital media in particular are an increasingly significant driver of environmental change. In addition to reading and engaging with a variety of media objects, students will have the opportunity to create their own media objects (video essays, VR projects, experimental artworks, etc.) that shed light on the interrelations of media and the environment.
Terms: Win
| Units: 3-5
SUSTAIN 231: Imagining Adaptive Societies (CSRE 161, CSRE 261, ENGLISH 131D, POLISCI 131, POLISCI 331D, SUSTAIN 131)
The ecological, social, and economic crises of the Anthropocene suggest it is time for us to re-imagine how best to organize our communities, our institutions, and our societies. Despite the clear shortcomings, our society remains stuck in a rut of inaction. During periods of rapid social and economic change, segments of society become gripped by a nostalgia for idealized pasts that never really existed; such nostalgia acts as a powerful force that holds back innovation and contributes to a failure of imagination. How, then, might we imagine alternative social arrangements that could allow us to thrive sustainably in an environment of greater equity? Moshin Hamid reminds us that literature allows us to break from violent nostalgia while imagining better worlds, while Ursula K. Le Guin notes that "imaginative fiction trains people to be aware that there are other ways to do things, other ways to be; that there is not just one civilization, and it is good, and it is the way we have to be
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The ecological, social, and economic crises of the Anthropocene suggest it is time for us to re-imagine how best to organize our communities, our institutions, and our societies. Despite the clear shortcomings, our society remains stuck in a rut of inaction. During periods of rapid social and economic change, segments of society become gripped by a nostalgia for idealized pasts that never really existed; such nostalgia acts as a powerful force that holds back innovation and contributes to a failure of imagination. How, then, might we imagine alternative social arrangements that could allow us to thrive sustainably in an environment of greater equity? Moshin Hamid reminds us that literature allows us to break from violent nostalgia while imagining better worlds, while Ursula K. Le Guin notes that "imaginative fiction trains people to be aware that there are other ways to do things, other ways to be; that there is not just one civilization, and it is good, and it is the way we have to be." There are - there has to be - other and better ways to be. In this multi-disciplinary class, we turn to speculative fiction as a way of imagining future societies that are adaptable, sustainable, and just and can respond to the major challenges of our age. In addition to reading and discussing a range of novels and short stories, we bring to bear perspectives from climate science, social science, and literary criticism. We will also be hosting several of the authors to talk about their work and ideas.
Terms: Win
| Units: 3
SUSTAIN 232: Influencing Policy
In this course, students will learn how to influence active policy and legislative processes and bring their specific expertise to bear on these processes. The class will consist primarily of guest lectures and panels of experts from inside these processes as well as advocates who have successfully shifted policy outcomes. While the class will use domestic and international environmental policy as a primary lens through which to explore what effective advocacy looks like, this class is open to anyone interested in deepening their civic engagement or pursuing a long-term advocacy strategy of any kind. The 1-unit option requires only weekly attendance and posting 1-2 questions for guest speakers on a discussion forum weekly, while the 2-unit option will require students to submit one type of policy document discussed during the quarter as a final project (e.g., draft legislative testimony, a draft public comment letter, or a draft op-ed). The class is primarily intended for graduate stud
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In this course, students will learn how to influence active policy and legislative processes and bring their specific expertise to bear on these processes. The class will consist primarily of guest lectures and panels of experts from inside these processes as well as advocates who have successfully shifted policy outcomes. While the class will use domestic and international environmental policy as a primary lens through which to explore what effective advocacy looks like, this class is open to anyone interested in deepening their civic engagement or pursuing a long-term advocacy strategy of any kind. The 1-unit option requires only weekly attendance and posting 1-2 questions for guest speakers on a discussion forum weekly, while the 2-unit option will require students to submit one type of policy document discussed during the quarter as a final project (e.g., draft legislative testimony, a draft public comment letter, or a draft op-ed). The class is primarily intended for graduate students, but upper-level undergraduates may enroll with consent of instructor (email azerbe@stanford.edu with a brief description of your interest in the course and background). This class is primarily being offered for CR/NC, but students who require a letter grade may be able to obtain an exception with instructor permission.
Terms: Win
| Units: 1-2
SUSTAIN 248: Environmental Governance and Climate Resilience (CEE 265F, POLISCI 227B, PUBLPOL 265F)
Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inad
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Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inadequate policy enforcement, and weak inter-agency coordination). Officials from various Bay Area organizations contribute to aspects of the course; and students will present final papers to local government offcials. Limited enrollment. Students will be asked to prepare application essays on the first day of class. Course is intended for seniors and graduate students.
Terms: Win, Spr
| Units: 3
Instructors:
Cain, B. (PI)
;
Fong, D. (PI)
SUSTAIN 249: Directed Individual Study in Social Science
Under supervision of a Social Science Division faculty member on a subject of mutual interest.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
10 times
(up to 10 units total)
SUSTAIN 324: Philanthropy and Civil Society (EDUC 374, POLISCI 334, SOC 374)
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)
Instructors:
Powell, W. (PI)
SUSTAIN 339: Sustainability and Business
We focus on the importance of economics and business for environmental conservation and policies to work: (a) Policies will not pass legislation unless it is cost-effective and relatively inexpensive, (b) lobby opposition from business can be intense but will vary systematically depending on how the policies are designed, (c) environmental problems represent inefficiencies that can generate both social surplus and profit/business opportunities when the problems are addressed, and companies are experts in solving such inefficiencies, (d) environmental problems require new technology and profit-maximizing innovators often have the strongest incentives and abilities to develop new technologies. For all these reasons, proponents for environmental sustainability can and must embrace what economics and business can offer. The class draws on teaching material at the GSB.
Terms: Win, Spr
| Units: 2
SUSTAIN 356: Media and the Environment (FILMEDIA 216, FILMEDIA 416, SUSTAIN 156)
How are environmental issues represented in various media, from cinema and television to videogames, VR, and experimental art? And how are these media themselves involved in environmental change? In this course, we look at media and the environment as interlocking parts of a system, inseparable from one another. We might start by asking how, for example, documentary and narrative films portray environmental crises like oil spills, wildfires, or extinction events. From there, however, we will need to investigate the ways that media themselves constitute environments, both metaphorically and literally. We swim in media; it is the air we breathe. Virtually all of our experience and communication take place within the spaces of media. Meanwhile, media-technologies and their infrastructures are increasingly entangled with the material environment: from rare earth metals in our electronic devices to undersea cables that bring us the Internet, digital media in particular are an increasingly s
more »
How are environmental issues represented in various media, from cinema and television to videogames, VR, and experimental art? And how are these media themselves involved in environmental change? In this course, we look at media and the environment as interlocking parts of a system, inseparable from one another. We might start by asking how, for example, documentary and narrative films portray environmental crises like oil spills, wildfires, or extinction events. From there, however, we will need to investigate the ways that media themselves constitute environments, both metaphorically and literally. We swim in media; it is the air we breathe. Virtually all of our experience and communication take place within the spaces of media. Meanwhile, media-technologies and their infrastructures are increasingly entangled with the material environment: from rare earth metals in our electronic devices to undersea cables that bring us the Internet, digital media in particular are an increasingly significant driver of environmental change. In addition to reading and engaging with a variety of media objects, students will have the opportunity to create their own media objects (video essays, VR projects, experimental artworks, etc.) that shed light on the interrelations of media and the environment.
Terms: Win
| Units: 3-5
SUSTAIN 377: Startup Garage: Testing and Launch (BIOE 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
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