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1 - 10 of 137 results for: CSRE ; Currently searching offered courses. You can also include unoffered courses

CSRE 1A: My Journey: Conversations on Race and Ethnicity

This course meets once a week for one hour, over lunch (provided). Students will meet with CSRE faculty who will share their work, their life stories, their reasons for believing that race and ethnicity are of central concern to all members of our society. Diverse fields will be represented: sociology, history, literature, psychology and others.
Terms: Win | Units: 1

CSRE 1T: The Public Life of Science and Technology (STS 1)

The course focuses on key social, cultural, and values issues raised by contemporary scientific and technological developments. The STS interdisciplinary lens helps students develop and apply skills in three areas: (a) Historical analysis of contemporary global affairs (e.g., spread of technologies; responses to climate change); (b) Bioethical reasoning around health issues (e.g., disease management; privacy rights); and (c) The sociological study of knowledge (e.g., intellectual property, science publishing). A discussion section is required and will be assigned the first week of class.
Terms: Win | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI

CSRE 1V: A History of Race

This course will survey the idea of race and its history. We will focus our attention on the construction of the idea of race, and we will trace the ways in which this concept has changed over time. The course will start with a panel discussion on definitions of race in history, and as presented in different academic disciplines today. This discussion will be followed by two lectures tracing histories of race from Antiquity until the twentieth century. The last session will be a roundtable on the continuing role of race in the United States today. Covered topics will include explicit and implicit bias, institutionalized racism, race and criminal justice, equal justice initiatives and protests, racial stratification. The roles of politics, economics, science, religion, and nationalism, as well as the relationships between race, gender, and class will also be discussed. Course must be taken for 3 units to count toward WAYS requirement. This course will meet 5 times, starting MONDAY January 14th, and ending the last day of class Monday, February 25th.
Terms: Spr | Units: 1-3 | UG Reqs: WAY-ED
Instructors: Lamotte, M. (PI)

CSRE 3P: America: Unequal (PUBLPOL 113, SOC 3)

It was never imagined "when the U.S. was founded" that the rich would be so rich and the poor so poor. It was never imagined "when the U.S. was founded" that opportunities to get ahead would depend so profoundly on one's family circumstances and other starting conditions. How could this have happened in the "land of opportunity?" What are the effects of such profound inequality? And what, if anything, should be done about it?
Terms: Aut | Units: 4 | UG Reqs: WAY-ED, WAY-SI
Instructors: Grusky, D. (PI)

CSRE 5C: Human Trafficking: Historical, Legal, and Medical Perspectives (EMED 5C, FEMGEN 5C, HISTORY 5C, INTNLREL 5C)

(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Win | Units: 3 | UG Reqs: WAY-SI

CSRE 11SI: Leadership at Stanford

This class will explore the role of student government, decision-making and advocacy in a major research university setting such as Stanford. Designed to prepare new student leaders for their legislative responsibilities, the class will incorporate presentations from university stakeholders along with experiential learning exercises and individual class projects. Topics of study include understanding the role and responsibilities of student government in a university setting, institutional change, decision-making, advocacy and conflict resolution. Students will also study ASSU governing documents, effective funding and event planning processes and roles. They will gain awareness of how to understand and engage with a complex and decentralized organization such as Stanford while honing their leadership skills. They will develop a project they wish to pursue as an elected leader and receive mentorship from university administrators.
Terms: Spr | Units: 1

CSRE 16A: Dynamic Australia: immigrant and indigenous experiences

How did modern Australian society take shape? Within this larger framework, several more focused questions will guide us: What have been the experiences of immigrants, of Aborigines and Torres Strait Islanders, and how have their relations evolved over time? To what degree has Australia been formed by successive waves of immigration? What has been the fate of the Aboriginal peoples? How have intergroup relations evolved since the start of colonialism in the late 18th century? What have been the elements of racial formation, and how have they changed over time? What does it mean to be Australian in the 21st century? How might the creative arts (e.g. music, literature, drama, painting, dance) help us understand Australian identities and intergroup dynamics? As a course project, students will informally interview someone whose life history has involved large-scale displacement, voluntary or otherwise. This is intended as a means of sharpening awareness of migration in history - as articul more »
How did modern Australian society take shape? Within this larger framework, several more focused questions will guide us: What have been the experiences of immigrants, of Aborigines and Torres Strait Islanders, and how have their relations evolved over time? To what degree has Australia been formed by successive waves of immigration? What has been the fate of the Aboriginal peoples? How have intergroup relations evolved since the start of colonialism in the late 18th century? What have been the elements of racial formation, and how have they changed over time? What does it mean to be Australian in the 21st century? How might the creative arts (e.g. music, literature, drama, painting, dance) help us understand Australian identities and intergroup dynamics? As a course project, students will informally interview someone whose life history has involved large-scale displacement, voluntary or otherwise. This is intended as a means of sharpening awareness of migration in history - as articulated at the level of individuals and communities. This course is primarily intended for students enrolled in or waitlisted for the BOSP Summer Seminar in Sydney (June-July 2019), and as such focuses on historical and social milieux. However, all participants will find it a wide-ranging introduction to Australian society and a case study in intergroup dynamics.
Terms: Spr | Units: 1

CSRE 21N: How to Make a Racist (AFRICAAM 121N, PSYCH 21N)

How does a child, born without beliefs or expectations about race, grow up to be racist? To address this complicated question, this seminar will introduce you to some of the psychological theories on the development of racial stereotyping, prejudice, and discrimination. Together, these theories highlight how cognitive, social, and motivational factors contribute to racist thinking. We will engage thoughtfully and critically with each topic through reflection and discussion. Occasionally, I will supplement the discussion and class activities with a brief lecture, in order to highlight the central issues, concepts, and relevant findings. We will share our own experiences, perspectives, and insights, and together, we will explore how racist thinking takes root. Come to class with an open mind, a willingness to be vulnerable, and a desire to learn from and with your peers. Students with diverse opinions and perspectives are encouraged to enroll.
Terms: Aut | Units: 3 | UG Reqs: WAY-ED
Instructors: Roberts, S. (PI)

CSRE 22: Lockdown America: Race and Incarceration in the Land of the Free

This course is about prisons, jails, and the place they hold in American life, drawing heavily from the instructor's experiences of fieldwork in prisons and jails in the San Francisco Bay Area. Prisons and Jails are commonly imagined as isolated places, behind high walls, wire fences, and metal doors. The story ends as the 'bad guy' is sent to prison, after all. The reality is far from this; what happens in and around prison and jails impacts American society, culture, economics, geography, and daily life in myriad ways. This course undertakes to undo many of the myths and misconceptions about incarceration and place the prison back in the American landscape. Using a wide variety of sources of data (news articles, blog posts, essays, academic articles and book chapters, podcasts and documentaries) and prioritizing the voices of incarcerated and formerly incarcerated people, this course encourages students to critically interrogate the terms used to describe and justify mass incarcerati more »
This course is about prisons, jails, and the place they hold in American life, drawing heavily from the instructor's experiences of fieldwork in prisons and jails in the San Francisco Bay Area. Prisons and Jails are commonly imagined as isolated places, behind high walls, wire fences, and metal doors. The story ends as the 'bad guy' is sent to prison, after all. The reality is far from this; what happens in and around prison and jails impacts American society, culture, economics, geography, and daily life in myriad ways. This course undertakes to undo many of the myths and misconceptions about incarceration and place the prison back in the American landscape. Using a wide variety of sources of data (news articles, blog posts, essays, academic articles and book chapters, podcasts and documentaries) and prioritizing the voices of incarcerated and formerly incarcerated people, this course encourages students to critically interrogate the terms used to describe and justify mass incarceration. Particular attention will be payed to the role of racial inequality in the perpetuation of incarceration, and the role of incarceration in the perpetuation of racial inequality. As such, there will be no week 'on race' but race will be a constant and consistent element of every week of this course. This course is also designed to improve participants' writing and will involve multiple opportunities for directed feedback to develop participants' prose style and argumentation.
Terms: Win | Units: 3-5
Instructors: Maull, S. (PI)

CSRE 22SI: SENSA Labs Social Enterprise Seminar

As a social entrepreneur, how do you know you¿re solving the right problem? What values, approaches, and strategies differentiate a social enterprise from other startups? What does it take to build a venture that is both socially-minded and profitable? Through engaging with influential speakers, course-long mentors, case studies, and hands-on workshops, students will gain the skills needed to build, pitch, and manage a social venture. Expert Silicon Valley speakers and mentors encourage networking as well as peer to peer learning. The course culminates in Demo Day, an event in which teams pitch their ideas directly to experienced investors. At the end of the course, students will be able to understand the field of social entrepreneurship through the tenets of Sustainability, Impact and Performance, Innovation, and Leadership; apply the theories from the Lean Startup and Social Business Models to an identified need; and measure the impact of a social enterprise and synthesize social entrepreneurship concepts through investor pitching. Limited enrollment. Application required: https://forms.gle/k9NFcETszUqqryjD6
Terms: Spr | Units: 1-2
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