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FEMGEN 10SC: LGBT History and Culture in the Bay Area

Since at least World War II, the San Francisco Bay Area has served as a center for LGBTQ life in the United States. It emerged early as a place where queer people could congregate and interact more freely, but it also was frequently at the vanguard when it came to organizing around issues of gender and sexuality. At the same time, as some queer communities of the Bay Area have done extremely well, others have continued to have to struggle for their rights, their place and their say. This course explores the genesis and legacy of different queer communities and explores their impact on Bay Area culture. Topics discussed will include the Beats, lesbian separatism, the response to AIDS, the relationship between different LGBTQ communities and the police, trans activism, prostitution and sex worker rights. The course combines literature, art and poetry of seven decades with historical documents, as well as local visits and walking tours. nThe last third of the course allows students to pursue archival or oral history research projects, as students unearth their own stories of queer San Francisco.
Terms: Sum | Units: 2
Instructors: Daub, A. (PI)

FRENLANG 10SC: French Immersion: Contemporary Issues in the French-Speaking World

Are you interested in all things French? Do you want to increase your French proficiency through an intense immersion program right here at Stanford? The answer is "French Immersion: Contemporary Issues in the French-Speaking World," a course designed to help students move towards greater linguistic and cultural competence. French Immersion is intended for students who have completed the equivalent of a year of French. In this class you will gain the cultural, historical, and linguistic knowledge necessary for taking future advanced French courses. You will enhance your French proficiency through intensive lessons and interaction in the target language. The content will include film, literature, news videos, and songs that reflect the cultural and social realities that the French-speaking world faces today. You will gain a deeper understanding of French and Francophone cultural products and practices through the exploration of a variety of topics such as art, fashion, cuisine in current French society. The course will include a range of in-class activities, organized off-campus excursions, a cooking workshop, art projects, and more, all in French!
Terms: Sum | Units: 2

HUMBIO 17SC: Evolution, Conservation, and Education in Galápagos (ANTHRO 10SC)

The tiny remote islands of Galápagos have played a large and central role in the study of evolution. Not surprisingly, they have also become central to the study of conservation. The fascinating adaptations of organisms to the unique ecosystems of the archipelago have left them particularly vulnerable to human-induced changes underway in the islands today. But did you know that Galápagos is also an important proving ground for new approaches to environmental education, both for the people who live in the islands as well as for those who visit them?

Drawing on lessons learned in Galapagos from Darwin's time to the present, this seminar explores evolution, conservation, and education in the Galápagos Archipelago. Using case-study material on tortoises, iguanas, finches, endemic plants and more, we will explore current theory and debate about adaptation, sexual selection, speciation, adaptive radiation, and other topics in evolution. Similarly, we will explore the special challenges Galápagos poses today for conservation, owing to both its unusual biota and the increasing impact of human activity in the archipelago. Relatedly, we will consider case studies of environmental education in the islands, involving residents as well as tourists, asking what can be done to make these efforts more effective?

This course includes, at no additional cost to students, an intensive eleven-day expedition to Galápagos to observe firsthand many of the issues and outcomes discussed in class. A chartered ship will serve as our floating classroom, dormitory, and dining hall as we work our way around the archipelago to visit as many as ten islands. For this portion of the class, undergraduates will be joined by a group of Stanford alumni and friends in a format called a Stanford "Field Seminar." Because our class time on campus is limited to one week before travel, students will be required to complete all course readings over the summer. Both on campus and in South America, the course emphasizes student contributions and presentations. Students will be asked to lead discussions and carry out literature research about the Galápagos related to key themes of the class. The final assignment for the seminar is to complete a seven- to ten-page paper on an approved topic of your choice related to one or more of the areas of evolution, conservation and education in Galapagos today, and to present the main findings of that paper in a joint seminar of undergrads and alumni as we travel in Galápagos.
Terms: Sum | Units: 2
Instructors: Durham, W. (PI)

LAWGEN 20SC: Fighting over Our Common Heritage: Public Lands in the West

Wallace Stegner described our national parks as America's "best idea...absolutely American, absolutely democratic." But our parks are just a small part of the nation's public lands, which also include national monuments, national forests, wildernesses, wildlife refuges, recreation areas, and wild and scenic rivers. The federal government owns almost a quarter of the United States and almost twice that much of the West, peaking at an astounding 84.9 percent of Nevada. Since the founding of the Republic, Americans have argued over the best uses and management of the federal public lands--even disagreeing whether the federal government should continue to own them. These debates have grown more intense under the Trump Administration. Many of the conflicts focus on the types and intensity of uses to which federal lands should be put. Should wildlife refuges be open for petroleum development? Should national parks allow hunting, snowmobiles, and other off-road vehicles? In other cases, private landowners complain about spillovers from neighboring public lands. Ranchers in the West, for example, long have complained about federal protection of wolves and wild horses. These public land debates can be heated and even deadly. In 2016, armed militants occupied the Malheur National Wildlife Refuge in Oregon to protest federal ownership; the occupation ultimately led to the shooting death of one of the militants. We will begin at Stanford with several classes on the history and politics of the federal public lands, as well as an evaluation of the competing visions for their use. We then will travel to Utah to visit key public lands, meet with government officials and stakeholders on all sides of the issues, and study conflicts first hand. Utah is the perfect state for this intensive field experience. Outside of Nevada, Utah has the largest percentage of federal public lands (64.9%). It is home to five magnificent national parks. Yet Utah also has been home in recent years to a new Sagebrush Rebellion, battling against federal ownership and protection of the public domain. Utah has been the central focus of President Trump's efforts to reverse the orders of previous presidents who protected large swaths of public lands, including Bears Ears and Grand Staircase-Escalante, from development by declaring them national monuments. Students will complete assigned readings on the public lands over the summer. Once on campus, each student will choose a current public-land controversy to research and analyze. Students will write 6-8 page papers and present their findings to the class in the last week of the course.
Terms: Sum | Units: 2

MI 27SC: Viruses in the News

Viruses are unique biological entities that resemble both living and inanimate objects. Despite their simple structure they include some of the most devastating and ubiquitous causes of human disease. The compelling nature of this topic is illustrated by the recent Ebola epidemic, which emerged coincident with the last time this class was offered. From smallpox to measles to HIV to the common cold, viruses have literally changed the course of human history and impacted evolution. They have also been important experimental tools for probing the molecular nature of key biological processes, and they have been utilized in many key discoveries and Nobel Prize-winning research programs. In books, movies, newspapers, and electronic feeds, viruses continue to make the news on a daily basis. Using contemporary media, content experts, model building, interactive sessions, and field trips, we will explore the essential nature of viruses, what makes them unique, how they are classified, how they cause disease, key molecular processes, breakthroughs in prevention and treatment, current efforts in trying to eradicate viruses, and cultural iconography pertaining to viruses. In short, this seminar is intended to go viral. Sophomore College course, applications required, due at noon on April 5, 2016. Apply at http://soco.stanford.edu .
Terms: Sum | Units: 2
Instructors: Siegel, R. (PI)

POLISCI 22SC: The Face of Battle

Our understanding of warfare often derives from the lofty perspective of political leaders and generals: what were their objectives and what strategies were developed to meet them? This top-down perspective slights the experience of the actual combatants and non-combatants caught in the crossfire. This course focuses on the complexity of the process by which strategy is translated into tactical decisions by the officers and foot soldiers and on what actually occurs on the field of battle. We will visit Washington, DC, and meet with national security officials and members of non-government organizations there. In addition, we will spend a day visiting the battlefields of Gettysburg (July 1863) in Pennsylvania, and the Little Bighorn (June 1876) in Montana. The course's battlefield tours are based on the "staff rides" developed by the Prussian Army in the mid-1800s and employed by the U.S. Army since the early 1900s. While at Stanford, students will conduct extensive research on individual participants at Gettysburg and Little Bighorn. Then, as we walk through the battlefield sites, students will brief the group on their subjects' experience of battle and on why they made the decisions they did. Why did Lt. General Longstreet oppose the Confederate attack on the Union Army at Gettysburg? What was the experience of a military surgeon on a Civil War battlefield? What role did just war principles or law play in the treatment of enemy fighters and civilians? Why did Custer divide his 7th Cavalry troops as they approached the Little Bighorn River? What was the role of Lakota Sioux women after a battle? The final part of the class covers contemporary military conflicts discussing what the US public, political leaders, and military commanders have learned (and not learned) from the past. The course is open to students from a range of disciplines; an interest in the topic is the only prerequisite.
Terms: Sum | Units: 2

SOC 11SC: Inequality and Poverty in the United States (CSRE 10SC)

Social inequality is a feature of all advanced industrial societies. However, some societies have more inequality than others, and some types of inequality are more prominent in some societies than in others. Inequality in the United States is greater than in many other industrialized nations and has increased dramatically in the past forty years. Economic inequality, for example, is greater today than any time since the 1920s. Growing public awareness of this inequality has sparked a vigorous debate among politicians and public protests in city streets; some that have turned violent. The Occupy Movement was driven largely by resentment against the growing concentration of economic privilege within a small segment of society. Inequality was a prominent theme in the Bernie Sanders presidential campaign. Despite these debates and protests, there is no consensus about whether anything should be done to stem this trend. This class will focus on three domains of inequality in the United States: social class, gender, and racial inequality. The assigned reading and discussions will examine theories and research about the origins of social inequality; how inequality and poverty is reproduced over time; the consequences of inequality and poverty; and what might be done to reduce inequality and poverty in American society. Students will be expected to help lead and participate in class discussions, and to complete a weekly assignment based on the readings. nnIn addition to the in-class instruction, students will have an opportunity to engage in public service activities directly related to poverty and inequality. Students will work with the Director of Community Engaged Learning (DCEL) from the Center for Comparative Studies in Race and Ethnicity who will assist with their participation in activities connected with social service agencies in the area, including agencies that deal with homelessness, food insecurity, and other needs.
Terms: Sum | Units: 2
Instructors: Snipp, C. (PI)

SPANLANG 10SC: Spanish Immersion: Language and Community

Wouldn't it be great if you could quickly increase your Spanish proficiency through an intensive immersion experience right here at Stanford? Wouldn't you love to gain the cultural and historical knowledge necessary to begin taking film, literature, and culture courses generally reserved for advanced students? This intensive Spanish immersion course is designed to help students who have completed a year of Spanish to move forward quickly toward greater linguistic and cultural competence. After a year of Spanish, students tend to be able to handle straightforward interactions related to basic needs and personal information, but they generally lack the ability to handle more abstract discussions or to combine short utterances into longer presentations of their ideas. Most students likewise have little knowledge of the rich and complex history that surrounds the Spanish language or the central role that Spanish has played in the cultural, artistic, and political life of California. In this course, a team of experienced instructors will help students improve their Spanish through intensive lessons that incorporate film, literature, and social issues. Through a focused discussion of the themes of immigration and democracy in Spain, Latin America, and the United States, as well as excursions and guest lectures by Stanford faculty and community leaders, this course will immerse students in Spanish and help them to gain advanced proficiency much more quickly.
Terms: Sum | Units: 2
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