printer friendly pageBIOE 271: Frugal Science
As a society, we find ourselves surrounded by planetary-scale challenges ranging from lack of equitable access to health care to environmental degradation to dramatic loss of biodiversity. One common theme that runs across these challenges is the need to invent cost-effective solutions with the potential to scale. The COVID-19 pandemic provides yet another example of such a need. In this course, participants will learn principles of frugal science to design scalable solutions with a cost versus performance rubric and explore creative means to break the accessibility barrier. Using historic and current examples, we will emphasize the importance of first-principles science to tackle design challenges with everyday building blocks. Enrollment is open to all Stanford students from all schools/majors, who will team up with collaborators from across the globe to build concrete solutions to planetary-scale challenges. Come learn how to solve serious challenges with a little bit of play.
Terms: Win
| Units: 4
CEE 218Y: Shaping the Future of the Bay Area (EPS 118Y, EPS 218Y, ESS 118Y, ESS 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 118Y, PUBLPOL 118Y, PUBLPOL 218Y)
(Formerly
GEOLSCI 118Y and 218Y) The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban chal
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(Formerly
GEOLSCI 118Y and 218Y) The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit
http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
CEE 218Z: Shaping the Future of the Bay Area (EPS 118Z, EPS 218Z, ESS 118Z, ESS 218Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 118Z, PUBLPOL 118Z, PUBLPOL 218Z)
(Formerly
GEOLSCI 118Z and 218Z) Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit
http://bay.stanford.edu. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
CEE 265F: Environmental Governance and Climate Resilience (POLISCI 227B, PUBLPOL 265F, SUSTAIN 248)
Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inad
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Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inadequate policy enforcement, and weak inter-agency coordination). Officials from various Bay Area organizations contribute to aspects of the course; and students will present final papers to local government offcials. Limited enrollment. Students will be asked to prepare application essays on the first day of class. Course is intended for seniors and graduate students.
Terms: Win
| Units: 3
Instructors:
Fong, D. (PI)
CS 51: CS + Social Good Studio: Designing Social Impact Projects
Get real-world experience researching and developing your own social impact project! Students work in small teams to develop high-impact projects around problem domains provided by partner organizations, under the guidance and support of design/technical coaches from industry and non-profit domain experts. Main class components are workshops, community discussions, guest speakers and mentorship. Studio provides an outlet for students to create social change through CS while engaging in the full product development cycle on real-world projects. The class culminates in a showcase where students share their project ideas and Minimum Viable Product prototypes with stakeholders and the public. Application required; please see
cs51.stanford.edu for more information.
Terms: Win
| Units: 2
Instructors:
Cain, J. (PI)
CS 52: CS + Social Good Studio: Implementing Social Good Projects
Continuation of
CS51 (CS + Social Good Studio). Teams enter the quarter having completed and tested a minimal viable product (MVP) with a well-defined target user, and a community partner. Students will learn to apply scalable technical frameworks, methods to measure social impact, tools for deployment, user acquisition techniques and growth/exit strategies. The purpose of the class is to facilitate students to build a sustainable infrastructure around their product idea. CS52 will host mentors, guest speakers and industry experts for various workshops and coaching-sessions. The class culminates in a showcase where students share their projects with stakeholders and the public. Prerequisite:
CS 51, or consent of instructor.
Terms: Spr
| Units: 2
Instructors:
Cain, J. (PI)
CS 106S: Coding for Social Good
Survey course on applications of fundamental computer science concepts from
CS 106B to problems in the social good space (such as health, trust & safety, government, security, education, and environment). Each week consists of in-class activities designed and delivered by student instructors. Introduces students to JavaScript and the basics of web development. Some of the topics we will cover include mental health chatbots, tumor classification with basic machine learning, sentiment analysis of tweets on refugees, the basics of open source software, and principles of cybersecurity. For more information, visit
cs106s.stanford.edu. Pre/Corequisite:
CS106B. Cardinal Course certified by the Haas Center for Public Service
Terms: Aut, Spr
| Units: 1
Instructors:
Cain, J. (PI)
EARTHSYS 213: Hacking for Climate and Sustainability
The challenges of addressing climate change and sustainability require urgency as well as innovative solutions. Startups operate with speed and urgency, 24/7. In recent years they have learned not only how to effectively innovate but also how to be extremely efficient with resources and time, using lean startup methods. Participants in this class develop the skills required of a mission driven entrepreneur by tackling a critical problem in climate and sustainability as part of a team of engineers, scientists, social scientists, MBAs, and law and policy experts. Teams will engage pressing climate and sustainability problems and learn how to apply lean startup principles ("business model canvas," "customer development," and "agile engineering") in developing solutions. Students will take a hands-on, experiential approach to explore options for solutions and needs for stakeholders. The process of exploring options will require participants to engage deeply and to learn how to work closely
more »
The challenges of addressing climate change and sustainability require urgency as well as innovative solutions. Startups operate with speed and urgency, 24/7. In recent years they have learned not only how to effectively innovate but also how to be extremely efficient with resources and time, using lean startup methods. Participants in this class develop the skills required of a mission driven entrepreneur by tackling a critical problem in climate and sustainability as part of a team of engineers, scientists, social scientists, MBAs, and law and policy experts. Teams will engage pressing climate and sustainability problems and learn how to apply lean startup principles ("business model canvas," "customer development," and "agile engineering") in developing solutions. Students will take a hands-on, experiential approach to explore options for solutions and needs for stakeholders. The process of exploring options will require participants to engage deeply and to learn how to work closely with policy makers, technologists, government officials, NGOs, foundations, companies, and others interested in solving these problems, while demanding that teams continually build iterative prototypes to test their understanding of the problem and solution hypotheses. For more information on problems and sponsors as they are added and to apply for the course, see
https://h4cs.stanford.edu/. Applications required in November. Limited enrollment.
https://earth.stanford.edu/esys/resources/program-forms-guides
Terms: Win
| Units: 3
Instructors:
Dunbar, R. (PI)
;
Field, C. (PI)
;
Malpani, R. (PI)
...
more instructors for EARTHSYS 213 »
Instructors:
Dunbar, R. (PI)
;
Field, C. (PI)
;
Malpani, R. (PI)
;
Sharbono, B. (PI)
;
Weinstein, S. (PI)
ENERGY 177A: Engineering and Sustainable Development: Toolkit (ENERGY 277A)
The first of a two-quarter, project-based course sequence that address cultural, sociopolitical, organizational, technical, and ethical issues at the heart of implementing sustainable engineering projects in a developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs, local communities, and/or NGOs. While students must have the skills and aptitude necessary to make meaningful contributions to technical product designs, the course is open to all backgrounds and majors. The first quarter focuses on cultural awareness, ethical implications, user requirements, conceptual design, feasibility analysis, and implementation planning. Admission is by application. Students should plan to enroll in
ENERGY 177B/277B Engineering & Sustainable Development: Implementation following successful completion of this course. Designated a Cardinal Course by the Haas Center for Public Service. To satisfy a Ways requirement, students must register for an undergraduate course number (
ENERGY 177A) and this course must be taken for at least 3 units.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-ER
| Repeatable
2 times
(up to 6 units total)
ENERGY 177B: Engineering and Sustainable Development: Implementation (ENERGY 277B)
The second of a two-quarter, project-based course sequence that address cultural, political, organizational, technical and business issues at the heart of implementing sustainable engineering projects in the developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs and/or NGOs. This quarter focuses on implementation, evaluation, and deployment of the designs developed in the winter quarter. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
Instructors:
Cohen, S. (PI)
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