printer friendly pageEDUC 417: Research and Policy on Postsecondary Access (EDUC 117)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut
| Units: 3
Instructors:
Antonio, A. (PI)
EDUC 421: Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
This course is intended as a graduate level seminar that provides in-depth readings and discussions, Professor Roy Pea's professional reflections, and student essay-writing on topics examined in Dr. Pea's select publications and associated influential writings.
Terms: Aut
| Units: 3
| Repeatable
6 times
(up to 18 units total)
Instructors:
Pea, R. (PI)
;
Woodford, B. (TA)
EDUC 445: Entrepreneurial Approaches to Education Reform
(Same as
STRAMGT 335) 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: Aut
| Units: 3
Instructors:
Lee, G. (PI)
EDUC 447: Leading Change in Public Education
(Same as
STRAMGT 537) Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation¿s largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, ¿china-breaking¿ leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students¿ understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance
Terms: Aut
| Units: 2
Instructors:
Katzir, D. (PI)
EE 292H: Engineering, Entrepreneurship & Climate Change
The purpose of this seminar series course is to help students and professionals develop the tools to apply the engineering and entrepreneurial mindset to problems that stem from climate change, in order to consider and evaluate possible stabilizing, remedial and adaptive approaches. This course is not a crash course on climate change or policy. Instead we will focus on learning about and discussing the climate problems that seem most tractable to these approaches. Each week Dr. Field and/or a guest speaker will lead a short warm-up discussion/activity and then deliver a talk in his/her area of expertise. We will wrap up with small-group and full-class discussions of related challenges/opportunities and possible engineering-oriented solutions. Class members are asked to do background reading before each class, to submit a question before each lecture, and to do in-class brainstorming. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
for credit
Instructors:
Field, L. (PI)
EE 292T: SmartGrids and Advanced Power Systems Seminar (CEE 272T)
A series of seminar and lectures focused on power engineering. Renowned researchers from universities and national labs will deliver bi-weekly seminars on the state of the art of power system engineering. Seminar topics may include: power system analysis and simulation, control and stability, new market mechanisms, computation challenges and solutions, detection and estimation, and the role of communications in the grid. The instructors will cover relevant background materials in the in-between weeks. The seminars are planned to continue throughout the next academic year, so the course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
Instructors:
Rajagopal, R. (PI)
EE 293B: Fundamentals of Energy Processes (ENERGY 293B)
For seniors and graduate students. Covers scientific and engineering fundamentals of renewable energy processes involving heat. Thermodynamics, heat engines, solar thermal, geothermal, biomass. Recommended:
MATH 19-21;
PHYSICS 41, 43, 45
Terms: Win
| Units: 3
Instructors:
Brandt, A. (PI)
;
Horne, R. (PI)
;
Kovscek, A. (PI)
;
Rajabi, F. (TA)
;
Sreedhara, S. (TA)
EMED 227: Health Care Leadership (EMED 127, PUBLPOL 227)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students taking the course on Wednesdays only should register for 2 units.
Terms: Win
| Units: 2-4
Instructors:
Trounce, M. (PI)
EMED 255: Design for Health: Helping Patients Navigate the System (DESINST 255)
For many people, participating in the American healthcare system is confusing, frustrating and often disempowering. It is also an experience fueled with emotional intensity and feelings of vulnerability. The current ecosystem, with its complexity and multiple stakeholders, is rife with human-centered design opportunities. An especially sticky set of issues lies in the ways people navigate healthcare: understanding how the system works, accessing information about services, making decisions about treatment and interventions, and advocating for needs.nnAdmission by application. See
dschool.stanford.edu/classesn for more information.
Terms: Aut
| Units: 4
ENERGY 101: Energy and the Environment (EARTHSYS 101)
Energy use in modern society and the consequences of current and future energy use patterns. Case studies illustrate resource estimation, engineering analysis of energy systems, and options for managing carbon emissions. Focus is on energy definitions, use patterns, resource estimation, pollution. Recommended:
MATH 21 or 42.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
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