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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.

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.

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.

(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. This is a Cardinal Course certified by the Haas Center for Public Service.

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.

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.

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

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.

Questions of what I am called to do, what is my community called to do, and what we are called to do now are at least as old as the three questions posed by the first century Jerusalem sage, Rabi Hillel: If I am not for myself, who will be for me? When I am for myself alone, what am I? If not now, when? This weekend intensive course offers students an opportunity to build upon their answers to these questions and further develop their capacity to lead. Public narrative is a leadership practice. To lead is to accept responsibility for enabling others to achieve shared purpose in the face of uncertainty. Through narrative we can learn to access the moral - or emotional- resources to respond to the challenges of an uncertain world - as individuals, as communities, as nations. Responding to urgent challenges mindfully - with agency - requires courage rooted in our ability to draw on hope over fear; empathy over alienation; and self-worth over self-doubt. It is these moments of challenge and uncertainty that require a leader to use their narrative skills to support their community in responding to challenges with agency rather than fear. In previous course offerings, you have learned the basics of public narrative to link your own calling to that of your community and a call to action. Through learning to tell a story of self, us, and now, you learned the narrative skills to reflect your values to others, enable your community to experience their shared values, and enable others to respond effectively to challenges of those values. This course now expands on those skills to focus on how you can enable your "us" - your community, your constituency, your audience - to respond to major challenges across four domains: loss, difference, power, and change. Previous participation in one of the following: LEAD 114, LEAD/ URBANST 127A or 127D, LEAD/ URBANST/ CSRE/ EtHICSOC 127B, a public narrative or community organizing workshop offered by the Leadership, Organizing Action Program or Marshall Ganz.