DANCE 100: Dance, Movement and Medicine: Immersion in Dance for PD (NENS 222)
Combining actual dancing with medical research, this Cardinal Course investigates the dynamic complementary relationship between two practices, medicine and dance, through the lens of Parkinson's disease (PD), a progressive neurological disease that manifests a range of movement disorders. "Dance for PD" is an innovative approach to dancing --and to teaching dance --for those challenged by PD. Course format consists of: 1. Weekly Lecture/Seminar Presentation: Partial list of instructors include Ms. Frank, Dr. Bronte-Stewart and other Stanford medical experts & research scientists, David Leventhal (Director, "Dance for PD") and Bay Area "Dance for PD" certified master teachers, film-maker Dave Iverson, Damara Ganley, and acclaimed choreographers Joe Goode, Alex Ketley, Judith Smith (AXIS Dance). 2. Weekly Dance Class: Stanford students will fully participate as dancers, and creative partners, in the Stanford Neuroscience Health Center's ongoing "Dance for Parkinson's" community dance class for people with PD. This Community Engaged Learning component provides opportunity to engage meaningfully with people in the PD community. Dancing together weekly, students will experience firsthand the embodied signature values of "Dance for PD" classes: full inclusion, embodied presence, aesthetic and expressive opportunity for creative engagement, and community-building in action. A weekly debriefing session within Friday's class time will allow students to integrate seminar material with their movement experiences.nnNO PRE-REQUISITES: No prior dance experience required. Beginners are welcome.
Last offered: Winter 2018
| UG Reqs: WAY-CE
| Repeatable
for credit
DESINST 250: Oceans by Design
Marine ecosystems - on which global and human health rely - are degrading rapidly from the cumulative effects of climate change, pollution, overfishing, and habitat destruction. Multidisciplinary problem solving is required to address social, ecological, and economic dimensions and tackle today's greatest oceans threats. In this course, you will learn to combine marine science, policy, emerging tech, empathy, and rapid experimentation. This class is co-hosted by the d.school and the Center for Ocean Solutions. Admission by application. See
dschool.stanford.edu/classes for more information.
Terms: Win
| Units: 3
EARTH 5: Geokids: Earth Sciences Education
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.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
Instructors:
Saltzman, J. (PI)
EARTHSYS 105: Food and Community: Food Security, Resilience and Equity (EARTHSYS 205)
What can communities do to bolster food security, resiliency, and equity in the face of climate change? This course aims to respond to this question, in three parts. In Part 1, we will explore the most current scientific findings on trends in anthropogenic climate forcing and the anticipated impacts on global and regional food systems. Specifically, Part I will review the anticipated impact of climate change on severe weather events, crop losses, and food price volatility and the influence of these impacts on global and regional food insecurity and hunger. In Part II, we will consider what communities can do to promote food security and equity in the face of these changes, by reviewing the emerging literature on food system resiliency. Finally, we will facilitate a conference in which multi-disciplinary teams from around the country will gather to initiate regional planning projects designed to enhance food system resilience and equity. Cardinal Course (certified by Haas Center). Limited enrollment. May be repeated for credit.
Last offered: Spring 2018
| Repeatable
2 times
(up to 6 units total)
EARTHSYS 119B: Will Work for Food: Designing Your Pathway to Impact in the Food System
Offered exclusively for juniors and seniors, the goal of this course is to help you align your Stanford experience with potential pathways for creating impact in the food system after Stanford. This course builds on the "paced education" model that emerged from the d.school's landmark exploration of education at Stanford known as Stanford 2025. It is comprised of three phases of learning, which will unfold over six to nine months, at a pace that is determined by the amount of time you need to move from one phase to the next. In the first phase (119A and/or 119B) you will assess your knowledge, experience, abilities, interests, and development opportunities and you will broadly explore a systemic problem of interest in the food system. In the second phase (119B), you will deepen your knowledge on a specific problem by creating a personal learning plan, a series of experiments to explore the ways in your knowledge, experience, abilities, interests, and development opportunities align with solving your problem of interest, and by developing a board of advisors to support you along the journey. In the third phase (119C), you will scope, in collaboration with a project partner, a project of real-world consequence. You must enroll in either 119A or 119B to enroll in 119C and the expectation is that you complete four units of work in total. This is a highly selective and hands-on course led by a teaching team with deep professional connections in the food system and who will act as your coaches, mentors, and connectors. Please visit
http://feedcollaborative.org/classes/ to apply. Applications will be reviewed on a rolling basis. Select applicants will be interviewed. Decisions will be made one week prior to the start of the quarter.
Terms: Win
| Units: 1-2
Instructors:
Rothe, M. (PI)
;
Silverstein, D. (PI)
EARTHSYS 119C: Will Work for Food: Designing Your Pathway to Impact in the Food System
Offered exclusively for juniors and seniors, the goal of this course is to help you align your Stanford experience with potential pathways for creating impact in the food system after Stanford. This course builds on the "paced education" model that emerged from the d.school's landmark exploration of education at Stanford known as Stanford 2025. It is comprised of three phases of learning, which will unfold over six to nine months, at a pace that is determined by the amount of time you need to move from one phase to the next. In the first phase (119A and/or 119B) you will assess your knowledge, experience, abilities, interests, and development opportunities and you will broadly explore a systemic problem of interest in the food system. In the second phase (119B), you will deepen your knowledge on a specific problem by creating a personal learning plan, a series of experiments to explore the ways in your knowledge, experience, abilities, interests, and development opportunities align with solving your problem of interest, and by developing a board of advisors to support you along the journey. In the third phase (119C), you will scope, in collaboration with a project partner, a project of real-world consequence. You must enroll in either 119A or 119B to enroll in 119C and the expectation is that you complete four units of work in total. This is a highly selective and hands-on course led by a teaching team with deep professional connections in the food system and who will act as your coaches, mentors, and connectors. Please visit
http://feedcollaborative.org/classes/ to apply. Applications will be reviewed on a rolling basis. Select applicants will be interviewed. Decisions will be made one week prior to the start of the quarter.
Terms: Spr
| Units: 1-2
Instructors:
Rothe, M. (PI)
EARTHSYS 123: Asian Americans and Environmental Justice (ASNAMST 123)
One central tenet of the environmental justice movement is centering the leadership of frontline communities. Unfortunately, the struggles of Asian Americans on the frontlines of corporate environmental pollution and extraction are less visible and less well-known. In this course, we will explore the Asian American voices that have contributed to the development of the environmental justice movement and the leadership that is shaping the future of this movement.nThis course is designed to provide students with education about the history of the environmental justice movement, the future being envisioned, and the strategies that are needed to get to the vision. It will draw on lectures, readings, guest presentations, case studies, and the instructor's more than 15 years of experience with organizing and social justice campaigns. Students will learn about the principles guiding the environmental justice movement; the vision and framework of how we achieve a just transition to a regenerative economy; the process of organizing and campaign work to advance a community agenda; and skills in collecting, analyzing, and communicating information.
Last offered: Spring 2017
EARTHSYS 125: Shades of Green: Redesigning and Rethinking the Environmental Justice Movements (CSRE 125E, EARTHSYS 225, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP
Instructors:
Gonzalez, D. (PI)
;
Phukan, I. (PI)
EARTHSYS 129: Geographic Impacts of Global Change: Mapping the Stories
Forces of global change (eg., climate disruption, biodiversity loss, disease) impart wide-ranging political, socioeconomic, and ecological impacts, creating an urgent need for science communication. Students will collect data for a region of the US using sources ranging from academic journals to popular media and create an interactive Story Map (
http://stanford.maps.arcgis.com/apps/StorytellingTextLegend/index.html?appid=dafe2393fd2e4acc8b0a4e6e71d0b6d5) that merges the scientific and human dimensions of global change. Students will interview stakeholders as part of a community-engaged learning experience and present the Map to national policy-makers. Our 2014 Map is being used by the CA Office of Planning & Research.
Last offered: Spring 2015
EARTHSYS 130: Designing and Evaluating Community Engagement Programs for Social and Environmental Change (ENVRES 201)
Non-profit organizations seeking to achieve social and environmental change often run outreach and education programs to engage community members in their cause. Effective application of social science theory and methods may improve the design and evaluation of such community engagement programs. In this class, we partner with environmental and social justice organizations in the Bay Area to explore two questions: 1) How can recent findings from the social sciences be applied to design more effective community engagement programs ? 2) How can we rigorously evaluate outreach and education programs to ensure they are achieving the desired objectives? The course will include an overview of key theories from psychology, sociology, and education, field trips to partnering organizations, and a term-long community-engaged research project focused on designing and/or evaluating a local outreach or educational program that is meant to achieve social and environmental change.
Last offered: Spring 2018
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