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141 - 150 of 675 results for: all courses

ASNAMST 157: An Introduction to Asian American Literature: The Short Story

This course introduces students to Asian American literature and its sociohistorical contexts through close-reading a selection of short stories by writers from various ethnic groups.
Terms: not given this year, last offered Spring 2018 | Units: 3 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ASNAMST 174S: When Half is Whole: Developing Synergistic Identities and Mestiza Consciousness (CSRE 174S)

This is an exploration of the ways in which individuals construct whole selves in societies that fragment, label, and bind us in categories and boxes. We examine identities that overcome the destructive dichotomies of ¿us¿ and ¿them, ¿ crossing borders of race, ethnicity, culture, nation, sex, and gender. Our focus is on the development of hybrid and synergistic forms of identity and mestiza consciousness in which the whole is greater than the sum of its parts.
Terms: Win | Units: 5 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

ASNAMST 186B: Asian American Art: 1850-Present (AMSTUD 186D, ARTHIST 186B)

In 1968, the Asian American Political Alliance began a successful campaign to jettison the designation "oriental" in favor of "Asian American." Given the term's recent genesis, what do we refer to when we discuss "Asian American art," and how can we speak of its history? This lecture class will explore these questions by considering artists, craftsmen, and laborers of Asian descent in the United States, beginning with Chinese immigration to California in the mid-nineteenth century, and extending through our current moment of globalization. We will consider their work alongside art and visual culture of the United States that engages "Asia" as a place, idea, or fantasy. Special attention will be paid to the crucial role Asia and Asian Americans played in movements including photography in San Francisco, Abstract Expressionism, Beat Culture, performance art, and New Queer Cinema. Artists include Chiura Obata, Isamu Noguchi, Yoko Ono, Nam June Paik, Manuel Ocampo, Zarina, and Wu Tsang, among many others.
Terms: Aut | Units: 4 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Kwon, M. (PI)

ASNAMST 281: Asian Religions in America; Asian American Religions (AMSTUD 281, RELIGST 281, RELIGST 381)

This course will analyze both the reception in America of Asian religions (i.e. of Buddhism in the 19th century), and the development in America of Asian American religious traditions.
Terms: not given this year, last offered Winter 2014 | Units: 4 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

CEE 126: International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development (EARTHSYS 138, INTLPOL 274, URBANST 145)

(formerly IPS 274) Comparative approach to sustainable cities, with focus on international practices and applicability to China. Tradeoffs regarding land use, infrastructure, energy and water, and the need to balance economic vitality, environmental quality, cultural heritage, and social equity. Student teams collaborate with Chinese faculty and students partners to support urban sustainability projects. Limited enrollment via application; see internationalurbanization.org for details. Prerequisites: consent of the instructor(s).
Terms: not given next year, last offered Autumn 2016 | Units: 4-5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit

CHEMENG 90Q: Dare to Care: Compassionate Design

Imagine yourself with your abundant creativity, intellect, and passion, but your ability to move or speak is diminished. How would you face the world, how would you thrive at Stanford, how would you relay to people your ideas and creations? How would you share yourself and your ideas with the world? nThere are more than 50 million individuals in America with at least one disability, and in the current world of design, these differences are often overlooked. How do we as designers empower people of diverse physical abilities and provide them with means of self-expression?nnIn Compassionate Design, students from any prospective major are invited to explore the engineering design process by examining the needs of persons with disabilities. Through invited guests, students will have the opportunity to directly engage people with different types of disabilities as a foundation to design products that address problems of motion and mobility, vision, speech and hearing. For example, in class, more »
Imagine yourself with your abundant creativity, intellect, and passion, but your ability to move or speak is diminished. How would you face the world, how would you thrive at Stanford, how would you relay to people your ideas and creations? How would you share yourself and your ideas with the world? nThere are more than 50 million individuals in America with at least one disability, and in the current world of design, these differences are often overlooked. How do we as designers empower people of diverse physical abilities and provide them with means of self-expression?nnIn Compassionate Design, students from any prospective major are invited to explore the engineering design process by examining the needs of persons with disabilities. Through invited guests, students will have the opportunity to directly engage people with different types of disabilities as a foundation to design products that address problems of motion and mobility, vision, speech and hearing. For example, in class, students will interview people who are deaf, blind, have cerebral palsy, or other disabling conditions. Students will then be asked, using the design tools they have been exposed to as part of the seminar, to create a particular component or device that enhances the quality of life for that user or users with similar limitations.nnPresentation skills are taught and emphasized as students will convey their designs to the class and instructors. Students will complete this seminar with a compassionate view toward design for the disabled, they will acquire a set of design tools that they can use to empower themselves and others in whatever direction they choose to go, and they will have increased confidence and abilities in presenting in front of an audience.
Terms: Aut | Units: 3 | UG Reqs: WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Moalli, J. (PI)

CHILATST 14N: Growing Up Bilingual (CSRE 14N, EDUC 114N)

This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.
Terms: Win | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Valdes, G. (PI)

CHILATST 125S: Chicano/Latino Politics (POLISCI 125S)

The political position of Latinos and Latinas in the U.S.. Focus is on Mexican Americans, with attention to Cuban Americans, Puerto Ricans, and other groups. The history of each group in the American polity; their political circumstances with respect to the electoral process, the policy process, and government; the extent to which the demographic category Latino is meaningful; and group identity and solidarity among Americans of Latin American ancestry. Topics include immigration, education, affirmative action, language policy, and environmental justice.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit

CHILATST 140: Migration in 21st Century Latin American Film (ILAC 140)

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an ever-growing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: Bolivia, Copacabana, La teta asustada, Norteado, Sin nombre, Migración, Ulises, among others. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

CHILATST 164: Immigration and the Changing United States (CSRE 164, SOC 164, SOC 264)

The role of race and ethnicity in immigrant group integration in the U.S. Topics include: theories of integration; racial and ethnic identity formation; racial and ethnic change; immigration policy; intermarriage; hybrid racial and ethnic identities; comparisons between contemporary and historical waves of immigration.
Terms: not given next year, last offered Spring 2015 | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
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