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41 - 50 of 177 results for: CARDCOURSES::* ; Currently searching offered courses. You can also include unoffered courses

CSRE 180E: Introduction to Chicanx/Latinx Studies (CHILATST 180E)

This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of ¿Latinx¿ and ¿American¿ identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter or Credit/No Credit
Instructors: Rosa, J. (PI)

CSRE 196C: Introduction to Comparative Studies in Race and Ethnicity (ENGLISH 172D, PSYCH 155, SOC 146, TAPS 165)

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CSRE 198: Internship for Public Service (CHILATST 198)

Students should consult with CCSRE Director of Community Engaged Learning (ddmurray@stanford.edu) to develop or gain approval for an internship that addresses race/ethnicity, public service, and social justice. Students will read a selection of short readings relevant to their placement, write bi-weekly reflections, and meet bi-weekly with the Director of Community Engaged Learning. Units are determined by the number of hours per week at the internship (2 hours/week = 1 unit; 5 hours/week = 2 units; 8 hours/week = 3 units; etc.) Group meetings may be required. May be repeated for credit.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Marquez, R. (PI)

CSRE 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, EDUC 245)

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials.
Terms: Win | Units: 3-5 | Grading: Letter (ABCD/NP)

CSRE 260: California's Minority-Majority Cities (URBANST 169)

Historical development and the social, cultural, and political issues that characterize large cities and suburbs where communities of color make up majority populations. Case studies include cities in Los Angeles, Santa Clara, and Monterey counties. Comparisons to minority-majority cities elsewhere in the U.S. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: McKibben, C. (PI)

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 for credit | Grading: Satisfactory/No Credit
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.
Terms: Spr | Units: 2-3 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Carlisle, L. (PI)

EARTHSYS 155: Science of Soils (ESS 155)

Physical, chemical, and biological processes within soil systems. Emphasis is on factors governing nutrient availability, plant growth and production, land-resource management, and pollution within soils. How to classify soils and assess nutrient cycling and contaminant fate. Recommended: introductory chemistry and biology.
Terms: Spr | Units: 3-4 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit
Instructors: Fendorf, S. (PI)

EARTHSYS 160: Sustainable Cities (URBANST 164)

Service-learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. Focus will be on the relationship of land use and transportation planning to housing and employment patterns, mobility, public health, and social equity. Topics will include government initiatives to counteract urban sprawl and promote smart growth and livability, political realities of organizing and building coalitions around sustainability goals, and increasing opportunities for low-income and communities of color to achieve sustainability outcomes. Students will participate in team-based projects in collaboration with local community partners and take part in significant off-site fieldwork. Prerequisites: consent of the instructor. (Cardinal Course certified by the Haas Center.)
Terms: Aut | Units: 4-5 | UG Reqs: WAY-ED, WAY-SI | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Chan, D. (PI)

EARTHSYS 176: Open Space Management Practicum (EARTHSYS 276)

The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in our region poses numerous challenges and opportunities for regional conservation and environmental stewardship. Students in this class will address a particular challenge through a faculty-mentored research project engaged with the East Bay Regional Parks District. Grass Roots Ecology or the Amah Mutsun Land Trust that focuses on open space management. By focusing on a project driven by the needs of these organizations and carried out through engagement with the community, and with thorough reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making, students will explore the underlying challenges and complexities of what it means to actually do community-engaged research for conservation and open space preservation in the real world. As such, this course will provide students with skills and experience in research desig more »
The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in our region poses numerous challenges and opportunities for regional conservation and environmental stewardship. Students in this class will address a particular challenge through a faculty-mentored research project engaged with the East Bay Regional Parks District. Grass Roots Ecology or the Amah Mutsun Land Trust that focuses on open space management. By focusing on a project driven by the needs of these organizations and carried out through engagement with the community, and with thorough reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making, students will explore the underlying challenges and complexities of what it means to actually do community-engaged research for conservation and open space preservation in the real world. As such, this course will provide students with skills and experience in research design in conservation biology and ecology, community and stakeholder engagement, land use policy and planning, and the practical aspects of land and environmental management.nnAll students must complete the course application and turn it into Rachel Engstrand (rce212@stanford.edu) and Briana Swette (bswette@stanford.edu) by email. To receive priority consideration and an enrollment code, please submit the application by Monday September 10th, 2018. The course application consists of a short paragraph about your background and interest in and preparation for working on a real-world community-engaged earth systems project. The total course enrollment is necessarily limited by the project-based nature of the class.
Terms: Aut | Units: 4-5 | Grading: Letter or Credit/No Credit
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