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Service learning through the Geokids program. Eight weeks of supervised teaching to early elementary students about Earth sciences. Hands-on teaching strategies for science standards-based instruction. Cardinal Course certified by the Haas Center for Public Service

For undergraduates planning to conduct research during the summer with faculty in the Doerr School of Sustainability. Readings, oral presentations, proposal development. May be repeated for credit.

This course provides an introduction to Earth's climate system, including how climate has changed in the past, how it is changing now, and how it could change in the future. Topics include quantifying signal-to-noise ratio for detecting long-term change in climate variables; calculating Earth's energy balance; calculating sources and sinks of carbon; understanding the history of climate variations and changes over Earth's history; quantifying the contribution of different greenhouse gases and human activities to historical and future climate change; understanding extreme weather events in the past, present and future, and quantifying the time to different global warming thresholds given different socio-economic scenarios. Students will be asked to engage in analysis of climate datasets to understand climate processes and climate change. No prerequisites.

Reimagine systems to make everyday life healthier by design. Good health doesn¿t begin the minute someone walks into a doctor¿s office. If we want everyday life to become healthier by default, we need to shift our interventions from downstream to upstream, from healthcare to the places where we live, learn, work, and play. Upstreaming health means making a deliberate effort to create patterns of everyday life that keep people well - physically, emotionally, financially, and socially. In Upstreaming Health, we will explore systems that influence health, health equity, and sustainability, integrating concepts from public health, systems thinking, and design justice and use tools from product and policy design to answer the question: How might we upstream health for all people? Through community-engaged projects, students will prototype possibilities for upstreaming health at a population-level.

In this class, you will learn how to quantitatively evaluate major environmental policies such as pollution taxes and cap-and-trade systems, subsidies for electric vehicles and renewable energy, and energy efficiency and fuel economy regulations. We will use data to consider both efficiency (overall benefits and costs) and equity (environmental justice). Class sessions will feature active learning, discussions, and case studies in small groups. Students will develop useful data analytics skills, including finding/cleaning/manipulating data, equilibrium modeling, and applied econometrics/causal inference (e.g., randomized experiments, difference-in-differences, and regression discontinuity). We welcome students from any major who are interested in energy & environment and like working with data. (Prerequisites - Basic microeconomics (e.g., ECON 1, 50, or 51) and regression analysis (e.g., ECON 102B or 108, CS 129, EARTHSYS 140, HUMBIO 88, POLISCI 150C, STATS 60 or 101), or willingness to work harder in the first two weeks to catch up. )

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.

The Executive Order for Tackling the Climate Crisis (14008) establishes a procedural policy, Justice 40, that applies principles of recognition and distributive equity to hundreds of federal policies and programs. The U.S. Department of Energy (DOE) implementation of the policy requires applicants produce a community benefit plan with four major components: assessment of job impacts; environmental impacts, including greenhouse gas emissions; assessment of the fraction of benefits reaching disadvantaged communities; and level of community participation along with advancement of diversity, equity, inclusion and accessibility. Participants in the lab will produce prototypes that can be adapted at multiple levels of jurisdiction. First class meeting in AY22-23 will be Tuesday of Week 2. Enrollment limited; preference given to graduate students. Undergraduates should contact instructor for permission to enroll.

What is the most effective way to support sustainable development? In a team-based, experiential project, students will select a nonprofit organization to receive a class donation of $50,000 to support learning to think ethically and strategically about promoting sustainable development. For example, should we prioritize developing clean energy technology, changing climate policies, advocating for environmental education and justice, or reducing immediate harm to human health? These are the difficult choices facing philanthropists, whose global giving to sustainable development now exceeds 110bn dollars per year. Students will develop a pitch about why an organization should receive the donation and how they would evaluate the grant's success, based on course readings and lectures on topics such as effective altruism, outcomes-based philanthropy, trust-based giving, and philanthropy from an environmental justice lens. We will also reflect on the appropriate role for private philanthropy and nonprofits versus business and government in solving social problems. **This course is designed for undergraduate students**

We will discuss pioneering research on the three key pillars that make human behaviors sustainable: health, wellbeing, and a sense of responsibility for the world we share. The class is designed to facilitate dialogue, knowledge exchange, and the development of impactful ideas/mini-projects to cultivate positive habits for our future and a sense of shared prosperity. ( SUSTAIN 237 is the same course as GSBGEN537) Apply now for Stanford GSB's SUSTAIN 237: Sustainable Human Behavior. : https://forms.gle/k3g8G3Dp8G7W3NHBA. Application due Monday 3/6 @ 8AM. Sneak peek at the (rough) syllabus https://drive.google.com/file/d/1XbiKWzhkOwP1X-2j7a8fFluxlrMGojzM/view?usp=share_link To find out more about the class - visit https://shb.stanford.edu/ Sign up in Axess once your application is accepted. Questions? Email Keala at kealaa@stanford.edu. You will be notified by March 8th whether you are admitted and will sign up in Axess if your application is accepted. We look forward to reading your applications!