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1 - 6 of 6 results for: DESINST ; Currently searching spring courses. You can expand your search to include all quarters

DESINST 222: DESIGNING FOR COMMUNAL SAFETY

How might we design for communal safety beyond the prison industrial complex? Through recognizing the prison industrial complex as a design problem, we will explore both how established institutions (like prisons and policing) are impermanent and the possibility of designing beyond them for our communal betterment. Together with partners from the community leading the movement to abolish prisons, you will generate new design concepts of freedom and safety. You will evaluate the prison industrial complex¿s inability to invest in communal safety and prototype design ideas that contribute to alternative systems of justice that reject carceral harm. nnnIn order to inform and inspire our work, we will uplift and center the voices of the impacted, particularly incarcerated folks. Students of all backgrounds are welcome, directly impacted folks, and Black and Brown students are highly encouraged to apply. The class will consist of Stanford students as well as underrepresented members of the community and non-traditional students.
Terms: Spr | Units: 3

DESINST 228: DESIGNING FAT LIBERATION

What are the limitations of body positivity? In this course, we'll set out to better understand weight as a vertical of oppression upheld by the trillion-dollar diet industry, pervasive anti-fat bias, and the lies we learn about our bodies. Using design skills and process, you'll build tools, experiences and products to help change attitudes and behavior around weight, while also uncovering the intersections of anti-fatness and other means of discrimination.
Terms: Spr | Units: 3
Instructors: Gathers, N. (PI)

DESINST 232: Reimagining Campus Life for Today's World

If we can't all be on campus at the same time, how can we design for casual interaction, serendipity, human connection, and lifelong friends and contacts? On college campuses during the COVID-19 pandemic, everything has changed. Understandably, there has been a lot of angst over the "campus life" experience - everything about university life that happens outside the classroom. So much of a Stanford experience is about the people that you meet and interact with in various campus spaces, whether it's in the dorms, in study spots, at events, in outdoor areas, in student organization activities, at community lectures, etc. This has drastically changed in 2020. In this class, you will work in small, interdisciplinary teams to prototype, test, and iterate new ways to meet people, build meaningful relationships, and shape spaces for serendipitous interactions - all when you are not in the same physical space.
Terms: Aut, Spr | Units: 3

DESINST 245: Redesigning Post-Disaster Finance

Unfortunately, natural disaster scenarios are becoming annual and severe due to climate change, urbanization and legacy building practices and standards. When disaster responders leave affected communities, banks, insurance companies and government agencies are challenged to fund the rebuilding.nnHow might we bring human-centered design to the post-disaster loan and insurance processes?nnIn this class, you will interview bankers, insurers and their bank regulators, borrowers, past disaster victims, emergency responders and others to visually map post-disaster process from multiple points-of-view, with the goal of revealing simpler and more adaptive design opportunities.Then you will work together to produce an immersive storytelling experience for all stakeholders to see how they might take a more human-centered approach to the post-disaster banking and insurance processes, where the stories of rebuilt community and household can be better told, shared and funded faster.nnAdmission by application. Find more info at dschool.stanford.edu/classes.
Terms: Spr | Units: 3-4

DESINST 278: DESIGN FOR BELONGING: AUTISM CARE

Everybody¿s brain works differently and therapy models in autism are often designed to try to create an appearance of neurotypicality in those with autism. In this course we are asking: How might we embrace neurodiversity and help families and clinicians support children with autism to become their fullest selves. This approach to design matters in autism care and is also fundamental for design for belonging in other contexts. Take this course if you are interested in learning how to design experiences that support belonging in general and help people create special places for families of children with autism. Students will work in collaborative teams to develop empathy for families and front-line clinicians in a new autism clinic, and then use those insights to build prototypes that create belonging for those different groups. This class is for students of all experience levels, and will focus on building skills related to learning with and from others, synthesizing information, and navigating ambiguity and complexity.
Terms: Spr | Units: 3

DESINST 423: Design for Healthy Behavior Change

In the U.S., 75% of medical expenditures are for illnesses that are predominantly lifestyle related such as type 2 diabetes, arthritis and heart disease. It has been shown as people modify their lifestyles with healthier habits, medical problems can be reduced or avoided and a healthier and happier life achieved. The class employs design thinking in teams while working directly with volunteers in the community to help them achieve their health goals. There is an individual project and a team project each with multiple milestones. Learn and experience the design thinking process through interactions and design working within student teams and working directly with patient-volunteers from the practice of Drs. Ann Lindsay and Alan Glaseroff from the Stanford Coordinated Care Clinic. Admission by application. See dschool.stanford.edu/classes for more information.
Terms: Spr | Units: 3
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