2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
Browse
by subject...
    Schedule
view...
 

901 - 910 of 944 results for: all courses

THINK 46: Why So Few? Gender Diversity and Leadership

Why there are so few women leaders and what is the cost to society for women's underrepresentation in positions of power? How can organizations and individuals increase women's leadership and be more inclusive of the diverse people that make up our society? Women make up half the population and have earned more than half of all the undergraduate degrees in the U.S. since the early 1980s; yet women comprise only 17% of US Congress, 4% of Fortune 500 CEOs, 16% of the board of directors of major corporations, 22% of tenured faculty at Stanford, and less than a fifth of law firm partners. For women of color, these numbers are considerably lower. Yet, research shows that gender diversity increases the creativity and innovation of groups. In this course, we will directly address the questions of why there are so few women leaders and what can be done, at an organizational and individual level, to increase their representation. Using the lens of sociology, we will think critically about leadership, influence, power, status, gender stereotypes, mentorship, and negotiation. Once we understand the mechanisms underpinning the lack of women leaders, we will discuss and critique potential interventions. A unique aspect of this course will be to apply some of the scholarly research on gender and leadership to our lives outside the classroom. We will be using modules based on those used in businesses schools and corporate executive training. Students will develop practical, real-world skills to increase their own leadership capacities by working on projects and taking part in interactive sessions on negotiation and team dynamics.
Terms: not given this year, last offered Winter 2017 | Units: 4 | UG Reqs: THINK, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

THINK 47: Inventing Government: Ancient and Modern

How might the study of the successes and failures of democratic and republican government in ancient Greece and Rome help us to fix what is broken in our own political systems? Democracy and republic are ancient names for revolutionary approaches to government of, by, and for citizens. Today, almost every state proclaims itself to be a democracy, a republic -- or both. Democratic and republican revolutions transformed ancient Greece and Rome - and later transformed the modern world. We explore how political thinkers, from Machiavelli to Madison and Mill, used the lessons of ancient politics to design bold new systems of government. Ancient politics may still hold lessons for us. We analyze what is broken in modern government (corruption, polarization, gridlock), how it broke, and how the tool kit of ancient political history might help us to analyze and repair the damage.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-ER, WAY-SI | Grading: Letter (ABCD/NP)

THINK 51: The Spirit of Democracy

This course provides an overview of the challenges and aspirations facing ideals of democracy. It deals both with competing visions of what democracy might be, and their actual realization not only in the US but around the world. It will begin with the debate over the American founding and move eventually to the "third wave" of democratization around the world in the late 20th century as well as its more recent retrenchment. The problems of democratic reform are continuing and recurrent around the world. Democratic institutions are subject to a living dialogue and we intend to engage the students in these debates, at the level of democratic theory and at the level of specific institutional designs.
Terms: Aut | Units: 4 | UG Reqs: THINK, WAY-SI | Grading: Letter (ABCD/NP)

THINK 53: Food Talks: The Language of Food

In this course, we examine how the ways we talk about food offers us a window into history, psychology, culture and economics. We ask students to think critically about language and taste as well as explore the hidden meanings and influence of the language that surrounds us. Students will analyze the language of food through menus, recipes, Yelp reviews, TV food shows, as well as the history and etymology of food words. Some of our examples will be drawn from East Asian food and culture in addition to, and as a point of contrast with, foods and cultures that may be more familiar to students.
Terms: not given this year, last offered Spring 2017 | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

THINK 54: 100,000 Years of War

If you had been born 10,000 years ago, the chance that someone would kill you was more than 1 in 10, but if you were born in the twentieth century AD it was more like 1 in 100, despite that century¿s world wars, genocides, and nuclear weapons. In the 2010s, it is just 1 in 150. This course tries to explain this astonishing shift away from violence. We will look at the history of war from the Stone Age to the robot age, including the conflicts of the 2010s; and we will draw on everything from anthropology and archaeology to biology and psychology, as we try to answer one of the biggest questions of all: will there ever be a world without war? Students learn how to approach a big, complex, and often very politicized question in an analytical manner.
Terms: Win | Units: 4 | UG Reqs: THINK, WAY-SI | Grading: Letter (ABCD/NP)

THINK 62: The Cause is Uncertain

While virtually every death certificate lists a cause of death, what actually caused that death to occur is an unexpectedly more complex question. This course will focus specifically on causality claims about health and interrogate the methods used to support such claims. At the same time, by focusing on causality claims about health issues, from cholera to breast cancer and AIDS--the course asks how we might come to useful causal knowledge in the absence of being able to perform those manipulations that have been the hallmark of experimental science.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-SI | Grading: Letter (ABCD/NP)

THINK 65: Preventing Human Extinction

Is human extinction inevitable? Is it necessarily bad for the planet? What might we do to avert human extinction? n99.9% of all species that have inhabited the planet are extinct, suggesting our extinction is also a distinct probability. Yet, the subject of human extinction is one that poses deeply disturbing implications for the thinkers themselves, namely us humans. This course will explore a series of plausible scenarios that could produce human extinction within the next 100 years and simultaneously consider the psychological, social, and epistemological barriers that keep us from seriously considering (and potentially averting) these risks. Students will . . .
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-SI, WAY-SMA | Grading: Letter (ABCD/NP)

THINK 69: Emotion

In this course, we address basic issues about emotions and their place in human life from the perspectives of philosophy and psychology. We ask four fundamental questions: What is emotion? What is the appropriate place for emotions in our lives? How should we manage our emotions? Do emotions threaten the integrity of the agent? For instance, in asking how we manage our emotions, students will consider the Stoic view that emotions must be extirpated alongside psychological perspectives on the theoretical and empirical frameworks on emotion regulation.
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

URBANST 25Q: The Origins of the Modern American City, 1865-1920 (AMSTUD 25Q, HISTORY 55Q)

Are we living in a new Gilded Age? To answer this question, we go back to the original Gilded Age, as well as its successor, the Progressive Era. How did urban Americans around the turn of the twentieth century deal with stark inequalities of class, race, ethnicity, gender, and sexuality? And what can we learn from their struggles for our own time? Students use primary and secondary sources in digital and print formats. Possible field trip to San Francisco.
Terms: not given this year, last offered Winter 2016 | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

URBANST 103C: Housing Visions (CEE 33C)

This course provides an introduction to American Housing practices, spanning from the Industrial Age to the present. Students will examine a range of projects that have aspired to a range of social, economic and/or environmental visions. While learning about housing typologies, students will also evaluate the ethical role that housing plays within society. The course focuses on the tactical potentials of housing, whether it is to provide a strong community, solve crisis situations, integrate social services, or encourage socio-economic mixture. Students will learn housing design principles and organizational strategies, and the impact of design on the urban environment. They will discuss themes of shared spaces and defensible spaces; and how design can accommodate the evolving demographics and culture of this country. For example, how can housing design address the changing relationship between living and working? What is the role of housing and ownership in economic mobility? These issues will be discussed within the context the changing composition of the American population and economy. n nThis course will be primarily discussion-based, using slideshows, readings and field trips as a departure points for student-generated conversations. Each student will be asked to lead a class discussion based on his/her research topic. Students will evaluate projects, identifying which aspects of the initial housing visions were realized, which did not, and why. Eventually, students might identify factors that lead to ¿successful¿ projects, and/or formulate new approaches that can strengthen or redefine the progressive role of housing: one inclusive of the complex social, economic, and ethical dimensions of design.
Terms: alternate years, given next year, last offered Spring 2019 | Units: 3 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit
Filter Results:
term offered
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints