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This experiential course allows students to grow as leaders through immersion in leadership positions in the Stanford Band. Study and implement frameworks and tools that enhance leadership and team performance. Topics covered include traditional leadership and governance concepts, as well as approaches specifically effective in music ensembles.

Purpose is not a singular thing; it's a way of living with what matters at the center. Investigate and own your unique journey for purpose. Explore the connection between an inner journey for compassionate self-understanding and an outer focus on engaging with the world. In this highly interactive class, we will create a supportive and inclusive community from which you can investigate the contemplative, psychological, social, and communal factors that deepen meaning-making, support authenticity, and encourage living more purposefully. Drawing from disciplines as diverse as art, poetry, design, contemplative practice, sociology, and positive psychology, we will cultivate skills that promote wellbeing and flourishing at Stanford and beyond.

This interdisciplinary course equips students with essential life skills for excelling in school, work, and the broader demands of the 21st century. Research over the last few decades has shown that one's ability to thrive is highly correlated with growing and developing as a person: emotionally, socially, cognitively, and psychophysically. This practice-based course fosters inner growth through a specific form of evidence-based meditation called Transcendental Meditation, shown to enhance awareness, creativity, resilience, and balance. The course also focuses on developing key communication, relationship-building, and collaboration skills. It delves into holistic human development, neuroscience of performance, and integrative leadership. Its design is based on a training program utilized by thousands of leaders of larger established organizations, venture backed startups, NGO's, and government agencies. It includes insights from recent research on what differentiates successful versus unsuccessful founders. This integrative approach to leadership development can reduce stress and lead to emotional balance, mental clarity, empowering students to be more effective in all areas of their lives.

This experiential and discussion-based course explores the intersection of one's identities within the context of athletics through the lenses of storytelling and leadership. Stepping into our role as leaders often begins with knowing the values and motivations that call us to lead. With an emphasis on the importance of self-awareness and storytelling, students will look beyond their talents in their sports to reflect on how all their identities and lived experiences have shaped who they are on their teams, on campus, and in the community. As a class, we will specifically look at how gender, race ethnicity, sexual orientation, religion, socioeconomic status, mental health, and disability interact with one's identity as an athlete. By supporting one another in crafting stories that reflect our individual and shared humanity, students will leave with tangible leadership skills that allow them to better know themselves, strengthen their community, and find their voice. This class is specifically designed for varsity, club, or other individuals that self-identify as athletes.

In the face of political, social, economic, environmental, and public health upheavals, many of us are grappling with uncertainty, isolation, and stress affecting academic and day-to-day life. In this course students will be supported in engaging in their own exploration and developing their capacities to be Student Facilitators for the winter and spring Meeting the Moment course, LIFE/ WELLNESS 105. We will draw on creative and embodied practices derived from psychology, spirituality, and storytelling to build skills for navigating isolation, uncertainty, stress, and help improve self-regulation, holistic learning, resilience, and creative confidence. In this course students will explore and learn to synthesize these capacities, and develop pedagogical skills for sharing knowledge, experience, and community building in the classroom. Enrollment by consent of the instructor.

Amid ongoing national and global social issues and sometimes fragmented relations between social groups, the capacity for people to engage across differences of identity and perspective seems ever-important to building thriving, diverse, and inclusive communities. While worthwhile in theory, true dialogue is a practice laden with challenges and opportunities. It warrants deep meaning-making and requires skill and practice. In this course, we first explore ourselves as social beings: how do each of our identities, lived experiences, and broader social dynamics influence how we engage with others? We will make meaning of dialogue as a distinct mode of communication, and explore how it plays out in the university context and other diverse social settings. We will explore the costs and benefits of dialogue, dynamics such as cancel culture, inclusive approaches to dialogue, and the potential for dialogue to help address intergroup conflict and social group inequality. Culminating in a set of interactive class sessions led by student members of the teaching team, we will apply the lessons learned throughout the quarter, hone our capacity for reflection and dialogue, and emerge as leaders better equipped to foster more empathetic environments in which people can engage and belong across difference.