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161 - 170 of 216 results for: VPGE::* ; Currently searching offered courses. You can also include unoffered courses

ME 315: The Designer in Society (DESIGN 315)

This class focuses on individuals and their psychological wellbeing. The class delves into how students perceive themselves and their work, and how they might use design thinking to lead a more creative and committed life. As a participant you read parts of a different book each week and then engage in exercises designed to unlock learnings. In addition, there are two self-selected term projects dealing with eliminating a problem from your life and doing something you have never done before. Apply the first day during class. Attendance at the first session is mandatory.
Terms: Win | Units: 3

ME 368B: Biodesign Innovation: Concept Development and Implementation (BIOE 374B, MED 272B)

In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr | Units: 4 | Repeatable 2 times (up to 8 units total)

ME 378: Tell, Make, Engage: Action Stories for Entrepreneuring

Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, from engineering design; socio cognitive psychology; and art that are formed and reformed by collaborative development within the class. Stories attached to an idea, a discovery or starting up something new, are considered through iterative narrative work, storytelling as rapid prototyping and small group challenges. This course will use qualitative and quantitative methods for story engagement, assessment, and class determined research projects with practice exercises, artifacts, short papers and presentations. Graduate and Co-Term students from all programs welcome. Class size limited to 21.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit
Instructors: Karanian, B. (PI)

ME 492: Mechanical Engineering Teaching Assistance Training

In this interactive seminar course, students will learn active learning and inclusive teaching strategies as well as receive support for serving as a CA/TA in an engineering context. Intended for current and future CAs/TAs in Mechanical Engineering or related departments, the course will also feature a workshop on collecting feedback, a panel with former TAs, and teaching techniques tailored to different class environments.Mechanical Engineering Teaching Assistance Training
Terms: Win | Units: 1

MED 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, HUMBIO 26)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

MED 272A: Biodesign Innovation: Needs Finding and Concept Creation (BIOE 374A, ME 368A)

In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and int more »
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win | Units: 4

MED 272B: Biodesign Innovation: Concept Development and Implementation (BIOE 374B, ME 368B)

In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr | Units: 4 | Repeatable 2 times (up to 8 units total)

MGTECON 383: Measuring Impact in Business and Social Enterprise

Businesses are increasingly expected to have a positive social impact, as evidenced by the rapid growth of impact investing. Yet, even as the impact investing market has taken off, impact measurement has lagged, undermining the credibility of the sector. Impact measurement is also critical to individual firms, not-for-profits and governments, as they face increased pressure to generate quantifiable results. How can we measure impact? What are some of the most effective frameworks, tools and approaches for impact measurement? How does one choose the most appropriate measurement tool based on factors such as the size, maturity and sector of an organization? Can impact be distilled down to a single monetary measure, such as a dollar? These and other questions will be explored in considerable depth, through analysis and discussion of case studies as well as hand-on use of impact measurement tools. This course is a good match for students interested in impact measurement, impact investing, more »
Businesses are increasingly expected to have a positive social impact, as evidenced by the rapid growth of impact investing. Yet, even as the impact investing market has taken off, impact measurement has lagged, undermining the credibility of the sector. Impact measurement is also critical to individual firms, not-for-profits and governments, as they face increased pressure to generate quantifiable results. How can we measure impact? What are some of the most effective frameworks, tools and approaches for impact measurement? How does one choose the most appropriate measurement tool based on factors such as the size, maturity and sector of an organization? Can impact be distilled down to a single monetary measure, such as a dollar? These and other questions will be explored in considerable depth, through analysis and discussion of case studies as well as hand-on use of impact measurement tools. This course is a good match for students interested in impact measurement, impact investing, profit-with-purpose businesses or the role of business in society. The course will be co-taught by Matt Bannick, who led the impact investing firm, Omidyar Network, and served as the President of PayPal and of eBay International, and Neil Malhotra, Director of the Center for Social Innovation and an expert in the statistical measurement of impact.
Terms: Win | Units: 3

MS&E 254: The Ethical Analyst

We raise awareness of ethically sensitive situations and provide principles and tools for forming coherent ethical judgments regarding individual, government, or organizational actions. Students learn ethical theories and tools from which they create their own personal ethical codes and test them against established ethical principles, class discussion, homework, class presentations, and situations from work and life. The course addresses personal life, human action and relations in society, technology, medicine, coercion, harming, stealing, imposition of risk, deception, and other ethical issues.
Terms: Spr, Sum | Units: 3

MS&E 271: Global Entrepreneurial Marketing

Introduces core marketing concepts to bring a new product or service to market and build for its success. Geared to both entrepreneurs and intrapreneurs alike who have a passion for innovation. Course themes include: Identifying markets and opportunities, defining the offering and customer experience, creating demand, generating revenue, and measuring success. The team-based final focuses on developing a go-to-market strategy based on concepts from the course. Learn about managing self, building culture and teams, strategically think about your contribution as entrepreneur or intrapreuneur to an organization, community or society at large. Highly experiential and project based. Limited enrollment.
Terms: Aut | Units: 3-4
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