Department: Vice Provost for Undergraduate Education

Code Name Description
COLLEGE101 Why College? Your Education and the Good Life You're about to embark on an amazing journey: a college education. But what is the purpose of this journey? Why go to college? Some argue that the purpose of college is to train you for a career. Others claim that college is no longer necessary, tha...
COLLEGE102 Citizenship in the 21st Century Citizenship is not just what passport you hold or where you were born. Citizenship also means equal membership in a self-governing political community. We will explore some of the many debates about this ideal: Who is (or ought to be) included in cit...
COLLEGE103 Globally Queer The progress of LGBTQ+ rights over the last half century has been remarkably swift and absolutely global. Pride parades and marriage rights have become emblems of a global movement that seems to transcend culture. This course asks what has allowed L...
COLLEGE104 The Meat We Eat This course takes a global perspective on the human facets driving meat consumption. Using historical, ecological, and anthropological material, we look at the ways meat eating has fundamentally shaped our environment, our health, and our culture. We...
COLLEGE105 The Politics of Development This course examines foundational reasons for why some countries remain poor and why inequality persists today. In addition to answering the why question, we will also examine how practitioners, policy-makers, and academics have tackled global develo...
COLLEGE106 Environmental Sustainability: Global Predicaments and Possible Solutions The course will survey our planet's greatest sustainability challenges, and some of the possible ways that humankind might overcome each. The course material will include introductory-level science, social science, and business studies material, and...
COLLEGE107 Preventing Human Extinction 99.9% of all species that have ever inhabited Earth are now extinct, including 12 species of the genus Homo. The threat of human extinction is global, and it is driven by social, economic, technological and political forces operating at global scal...
COLLEGE108 Where Does it Hurt?: Medicine and Suffering in Global Context The relief of pain and suffering is considered one of the primary aims of medicine. However, what suffering is and what physicians must do specifically to prevent or relieve it is not well understood or explained. While suffering may be inherent to t...
COLLEGE109 Rules of War What ethical norms influence decisions to go to war and the conduct of military operations in war? How are those ethical values reflected in legal rules that govern war? What kinds of security threats or humanitarian dangers justify recourse to force...
COLLEGE110 The Spirit of Democracy This course provides an overview of the diverse cultural origins of democratic ideals and practices, their global evolution, the challenges confronting them, and innovations that can make democracy work better. The course places American democracy in...
COLLEGE111 The Ethical Challenges of the Global Climate Crisis Climate change is now a global crisis. The notion that countries can each individually deal with it and ignore the fact that it ignores borders has long been recognized as unrealistic and counterproductive. Yet the international community has time an...
COLLEGE112 Living with Viruses By examining the interplay of viruses and culture, this course challenges students to think beyond conventional disciplinary distinctions through questions about the impact of viruses on our world. While we are currently living through a pandemics an...
CTL120 Peer Tutor Training Goal is to help students become effective peer tutors for course material already mastered by articulating aims; developing practical tutoring skills including strategies for drop-in sessions; observing experienced tutors; discussing reading assignm...
CTL280 Learning & Teaching of Science This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergrad...
CTL312 Science and Engineering Course Design For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course material...
CTL341 Learning and Teaching in the Humanities: Pedagogy and Professional Development for Graduate Students This course introduces graduate students to research-based strategies for effective course design and instruction in the humanities. Topics include course design, creation of reading and writing assignments, rubrics for equitable assessment, discussi...
CTL53 Working Smarter Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school. In Working Smarter, you will learn evidenc...
ESF1 Education as Self-Fashioning: The Active, Inquiring, Beautiful Life Moving through history from the Rome of the Emperor Hadrian, to the city-states of Renaissance Italy, to the 18th century republic of the United States, we will examine how self-made men fashioned themselves and their surroundings by educating themse...
ESF10 Education as Self-Fashioning: Unintended Consequences Unintended consequences are outcomes that are not the ones foreseen and/or intended by a new product, action or decision. Some unintended outcomes are very surprising, and would have been hard to predict. Others seem completely logical in hindsight a...
ESF10A Education as Self-Fashioning: Unintended Consequences Unintended consequences are outcomes that are not the ones foreseen and/or intended by a new product, action or decision. Some unintended outcomes are very surprising, and would have been hard to predict. Others seem completely logical in hindsight a...
ESF11 Education as Self-Fashioning: The Democratic Citizen A democracy seeks to aggregate the diverse and conflicting views of individuals into collective policy. How does this work, in theory and in practice? How have individuals thought about this process and their own roles within it, and how has that r...
ESF11A Education as Self-Fashioning: The Democratic Citizen A democracy seeks to aggregate the diverse and conflicting views of individuals into collective policy. How does this work, in theory and in practice? How have individuals thought about this process and their own roles within it, and how has that r...
ESF12 Education as Self-Fashioning: The Greeks on Suffering, Beauty, and Wisdom In Greek tragedies, a horrific catastrophe falls upon a person and brings on extreme suffering. For the Greeks, tragic plays offered the truth about life's calamities and horrors. The Greeks enjoyed these plays because the dramatic artistry made be...
ESF12A Education as Self-Fashioning: The Greeks on Suffering, Beauty, and Wisdom In Greek tragedies, a horrific catastrophe falls upon a person and brings on extreme suffering. For the Greeks, tragic plays offered the truth about life's calamities and horrors. The Greeks enjoyed these plays because the dramatic artistry made be...
ESF13 Education as Self-Fashioning: Rebellious Minds The struggle to know began long before you entered the university. The university as an institution has its origins in the late Middle Ages; it has been reinvented repeatedly as our ideas about education have changed. People have been rebelling aga...
ESF13A Education as Self-Fashioning: Rebellious Minds The struggle to know began long before you entered the university. The university as an institution has its origins in the late Middle Ages; it has been reinvented repeatedly as our ideas about education have changed. People have been rebelling aga...
ESF14 Education as Self-Fashioning: The Challenge of Choice The Challenge of Choice addresses these questions by engaging key texts from the liberal arts tradition that explore decisions and their consequences, exposing the multi-faceted nature of choice. By representing characters with whom we sympathize, as...
ESF14A Education as Self-Fashioning: The Challenge of Choice The Challenge of Choice addresses these questions by engaging key texts from the liberal arts tradition that explore decisions and their consequences, exposing the multi-faceted nature of choice. By representing characters with whom we sympathize, as...
ESF15 Education as Self-Fashioning: College and the Good Life Academic study was once concerned with one overriding question: what is the best way to live our lives? What are the ultimate goals and values we should privilege over others? Today we often assume that value choices are personal. But many teachers i...
ESF15A Education as Self-Fashioning: College and The Good Life Academic study was once concerned with one overriding question: what is the best way to live our lives? What are the ultimate goals and values we should privilege over others? Today we often assume that value choices are personal. But many teachers i...
ESF16 Education as Self-Fashioning: Curiosity Curiosity is a personal interest about something that often has no specific application in the real world or is not part of an overarching goal. Curiosity is often dismissed as irrelevant, useless, and even unethical, but it is just as often touted a...
ESF16A Education as Self-Fashioning: Curiosity Curiosity is a personal interest about something that often has no specific application in the real world or is not part of an overarching goal. Curiosity is often dismissed as irrelevant, useless, and even unethical, but it is just as often touted a...
ESF17 What Can You Do for Your Country? What does it mean to serve your country? All ethical systems train the individual to relinquish self-interest in favor of a larger communal good. When you applied to Stanford, you answered many application questions designed to elicit evidence of you...
ESF17A What Can You Do for Your Country? What does it mean to serve your country? All ethical systems train the individual to relinquish self-interest in favor of a larger communal good. When you applied to Stanford, you answered many application questions designed to elicit evidence of you...
ESF18 Between Gods and Beasts: The Struggle for Humanity Centuries ago, Plotinus famously wrote that humanity was "poised midway between gods and beasts" (Enneads 3.2.8). Some individuals 'grow like to the divine", he asserted, and "others to the brute". Since antiquity, many different societies, east and...
ESF18A Between Gods and Beasts: The Struggle for Humanity Centuries ago, Plotinus famously wrote that humanity was "poised midway between gods and beasts" (Enneads 3.2.8). Some individuals 'grow like to the divine", he asserted, and "others to the brute". Since antiquity, many different societies, east and...
ESF19 Education as Self-Fashioning: Memoirs from the Margins This course is an exploration of a genre of writing crafted by exceptional figures from marginalized communities in modern India to articulate their pain, protest, anger and analyses: the memoir or the autobiography. Instead of reading conventional...
ESF19A Education as Self-Fashioning: Memoirs from the Margins This course is an exploration of a genre of writing crafted by exceptional figures from marginalized communities in modern India to articulate their pain, protest, anger and analyses: the memoir or the autobiography. Instead of reading conventional...
ESF1A Education as Self-Fashioning: The Active, Inquiring, Beautiful Life Moving through history from the Rome of the Emperor Hadrian, to the city-states of Renaissance Italy, to the 18th century republic of the United States, we will examine how self-made men fashioned themselves and their surroundings by educating themse...
ESF2 Education as Self-Fashioning: How to Become a Global Citizen? The concept of a liberal arts education was first developed in eighteenth-century Prussia by Wilhelm von Humboldt (1767-1835) and soon adopted by other countries, including the United States. Humboldt considered a liberal arts education to be both a...
ESF20 Science as Culture When have you been made aware of how comfortable you are in your cultural views about the world? It often takes traveling abroad, being forced to speak and think in a new language, or encountering beliefs quite different from our own, to shake up our...
ESF20A Science as Culture When have you been made aware of how comfortable you are in your cultural views about the world? It often takes traveling abroad, being forced to speak and think in a new language, or encountering beliefs quite different from our own, to shake up our...
ESF21 Decolonial Thought How do we make sense of the colonial foundations of the modern world? What is it to decolonize our institutions, minds and politics? In recent years, the Rhodes Must Fall movement in South Africa has spurred on a vibrant and difficult discussion acro...
ESF21A Decolonial Thought How do we make sense of the colonial foundations of the modern world? What is it to decolonize our institutions, minds and politics? In recent years, the Rhodes Must Fall movement in South Africa has spurred on a vibrant and difficult discussion acro...
ESF22 Confronting the Diversity of Life: The Emergence of Evolution from Tropical Exploration The class will approach the travel writings of early modern scientists who used exposure to the tropics to establish the foundations of evolutionary biology. These first generations of scientists both had to learn from each other and make it up as th...
ESF22A Confronting the Diversity of Life: The Emergence of Evolution from Exploration The class will approach the travel writings of early modern scientists who used exposure to the tropics to establish the foundations of evolutionary biology. These first generations of scientists both had to learn from each other and make it up as th...
ESF2A Education as Self-Fashioning: How to Become a Global Citizen or the German Tradition of Bildung. This course considers education not as training in external knowledge or skills but as a lifelong process of development and growth in which an individual cultivates her or his spiritual, cultural and social sensibilities. This concept of education -...
ESF3 Education as Self-Fashioning: How to be a Public Intellectual Can education impart more than bookish learning? This is the question that critics have posed since the European Renaissance. Through their reflections, these critics posited an alternative ideal of education that prepared the student for life outsid...
ESF3A Education as Self-Fashioning: How to be a Public Intellectual Can education impart more than bookish learning? This is the question that critics have posed since the European Renaissance. Through their reflections, these critics posited an alternative ideal of education that prepared the student for life outs...
ESF50 Education as Self-Fashioning: Lecture Series One-unit lecture series featuring prominent intellectuals lecturing on the nature and meaning of liberal education (associated with Education as Self-Fashioning.) NOTE: students enrolled in the 7-unit ESF course should NOT add this course to their s...
ESF6 Education as Self-Fashioning: The Wind of Freedom Stanford's unofficial motto, "the wind of freedom blows," engraved in German on the university seal, invites us the ponder freedom in the context of education. What is the relation between freedom and the "liberal" arts? Does studying free your min...
ESF6A Education as Self-Fashioning: The Wind of Freedom Stanford's unofficial motto, "the wind of freedom blows," engraved in German on the university seal, invites us the ponder freedom in the context of education. What is the relation between freedom and the "liberal" arts? Does studying free your min...
ESF7 Education as Self-Fashioning: The Transformation of the Self Socrates famously claimed that the unexamined life is not worth living. Socrates and other ancient thinkers examined themselves and found that they did not match up to their own ideals. They thus set out to transform themselves to achieve a good an...
ESF7A Education as Self-Fashioning: The Transformation of the Self Socrates famously claimed that the unexamined life is not worth living.  Socrates and other ancient thinkers examined themselves and found that they did not match up to their own ideals.  They thus set out to transform themselves to achieve a good an...
ESF8 Education as Self-Fashioning: Recognizing the Self and Its Possibilities Some philosophers have argued that we have privileged and direct access to our inner selves. If this were true, it would make self-knowledge perhaps the easiest sort of knowledge to obtain. But there are many considerations that mitigate against this...
ESF8A Education as Self-Fashioning: Recognizing the Self and Its Possibilities Some philosophers have argued that we have privileged and direct access to our inner selves. If this were true, it would make self-knowledge perhaps the easiest sort of knowledge to obtain. But there are many considerations that mitigate against this...
ESF9 Education as Self-Fashioning: Chinese Traditions of the Self In this class we explore thinking about the self and its cultivation that took root and flourished in China. Chinese civilization was centrally concerned with issues of the self, but it developed methods and ideals of cultivation that have no obvious...
ESF9A Education as Self-Fashioning: Chinese Traditions of the Self In this class we explore thinking about the self and its cultivation that took root and flourished in China. Chinese civilization was centrally concerned with issues of the self, but it developed methods and ideals of cultivation that have no obvious...
ITALIC100 ITALIC Seminar: Notes to a Young Artist Working with the Haas Center, students in this seminar will create a mini-magazine/online course about art to share with students at a Bay Area high school. You will assemble a list of suggested readings and brief essays on key artistic texts and con...
ITALIC91 Why Art? Why art? Why choose art? What does art do for you and for the world? What can you do, say, feel, or know through art that might be difficult to accomplish by other means? How does art stimulate an engagement with the world and, in turn, how do we use...
ITALIC92 Art Worlds: Conversations between Artists and Scholars ITALIC 92, Art Worlds: Conversations between Artists and Scholars. This course is built around a series of conversations between nine scholar/critic and artist pairs. We will be entering the conversation in media res, as it were, since all of these p...
ITALIC93 Immersion in the Arts: Living in Culture, Challenging ITALIC 93, Challenging. This quarter focuses on art that challenges audiences' expectations and values. We consider what is at stake in the encounter with difficult art. How does difficult art contest cultural, political, and social assumptions and v...
ITALIC95W Immersion in the Arts: Living in Culture, Writing Section As a PWR 1 course, ITALIC's art-focused writing section develops your writing and research abilities by engaging with the theory and practice of rhetoric. The theme for ITALIC 91 was "creating," and in this writing course you'll be creating arguments...
ITALIC99 Immersion in the Arts Student-led courses in the arts. Topics change quarterly. Open to ALL students but current ITALIC students and alumni will be given priority.
NEEL1 Raise Your Voice: Learn to Write Successfully for College and Beyond This course prepares students to use writing as a tool for understanding and analyzing the world and for making arguments about ideas. Through a series of increasingly complex writing challenges, culminating in an extended essay, students will engage...
ORALCOMM105 Voice and Articulation Intensive for Non-Native English Speakers Workshop focusing on exercises designed to help foreign students improve their articulation and delivery in English. Work includes breath, sound, enunciation, melody, and colloquialism. Course was previously offered as CTL 105.
ORALCOMM10C Debate Club Enrollment in this course is limited to students selected as members of Stanford Debate Club. All enrollees must complete at least 30 hours of participation evidenced by traveling to at least one competition during the quarter and attending regular p...
ORALCOMM115 Voice Workshop Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215...
ORALCOMM117 The Art of Effective Speaking The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering mu...
ORALCOMM118 Public Speaking: Romancing the Room A practical approach to the art of public speaking. Emphasis is on developing skills in speech types including impromptu, personal experience, interviewing, demonstration, persuasive, and special occasion. Materials include videotape, texts of famous...
ORALCOMM119 Oral Communication Tutor Teaching Practicum Seminar. For students with a strong background in public speaking who wish to train as public speaking tutors for the Oral Communication Program. Readings, exercises, and supervised teaching refine speaking skills. Preparation to serve as a peer tuto...
ORALCOMM120 Conquering Screenfright: Presenting Online This practicum in public speaking offers a supportive space for students to practice presenting online and develop their confidence and style through skills training. To demystify the online presentation, we will explore approaches to managing speec...
ORALCOMM123 Crafting Concept Albums: Big Tales, Small Grooves, and the Art of Musical Narrative Cultures all around the world tell the stories of their history, beliefs, and identities through song. The Greeks set their epic tales of love, life, and death to music, Renaissance composers followed suit, and popular music artists do the same toda...
ORALCOMM126 Oral Documentary Workshop This workshop will lead students through the process of turning interviews, archival tape, and other recorded material into an accomplished audio documentary suited for public radio and major podcasts. Students will learn how to build story out of th...
ORALCOMM127 Introduction to Podcast Storytelling This introductory course is designed to teach you the fundamentals of creating stories for new media, especially podcasting. You will learn how to develop and produce pieces across a variety of genres, from memoir to reported pieces, and you will le...
ORALCOMM128 Stories to Save Our Planet The United Nations have called climate change the challenge of our generation. Fiorenza Micheli, Chair of Stanford Doerr School of Sustainability, says that the problems of climate change are too complex and happening so fast that we "have to co-crea...
ORALCOMM129 Sound Stories This seminar is designed for students interested in creating audio stories for radio, podcast, and other forms of sonic narrative. Students will examine the craft elements of the audio form, popularized by programs such as This American Life, Radiola...
ORALCOMM130 ORALCOMM: Your American Life This small seminar is designed for students interested in creating audio stories for radio or podcast. You will examine the craft elements of the medium, popularized by programs like This American Life, Radiolab and Serial, and then produce your own...
ORALCOMM177 Performance of Power: Oratory and Authority from the Ancient World to the Postmodern Speech as action has long been seen as essential to leadership. Theories and examples of oratory, from Aristotle to Barack Obama, assessing each as model of voice-activated authority. The impact of mass media technologies as they transform the public...
ORALCOMM215 Voice Workshop Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215...
ORALCOMM217 The Art of Effective Speaking The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering mu...
ORALCOMM219 Oral Communication for Graduate Students (Formerly CTL 219.) Graduate student speaking activities such as teaching (delivering lectures, guiding discussion, and facilitating small groups), professional presentations and conference papers, and preparing for oral exams and defenses. In-class...
ORALCOMM220 Conquering Screenfright: Presenting Online This practicum in public speaking offers a supportive space for students to practice presenting online and develop their confidence and style through skills training. To demystify the online presentation, we will explore approaches to managing speec...
RESPROG101A Instructors of ITALIC 99 Instructors of ITALIC 99 (limited to ITALIC alumni)
RESPROG101B Instructors of ITALIC 99 (WINTER) Instructors of ITALIC 99 (limited to ITALIC alumni).
RESPROG101C Instructors of ITALIC 99 (Spring) Instructors of ITALIC 99 (limited to ITALIC alumni).
RESPROG10A OXC: Gender and Leadership Understand leadership skills in the context of the values, issues, and goals that characterize women in leadership, with a focus on Stanford undergraduate life. An intimate, immersive environment to discuss issues of leadership and community engageme...
RESPROG10B OXC: Gender and Leadership Understand leadership skills in the context of the values, issues, and goals that characterize women in leadership, with a focus on Stanford undergraduate life. An intimate, immersive environment to discuss issues of leadership and community engageme...
RESPROG11A Leading Your Community: Skills for Dorm Gov Leaders The Stanford freshman experience is one of the most beloved and memorable times of your life. Central to that experience is the community of friends and colleagues you¿ll develop through your dorm. As a dorm gov leader, you¿ll partner with your resid...
RESPROG12C Living Single: Exploring Representations of Blackness on the Small Screen The two-unit class will expose students to the 90's groundbreaking sitcom Living Single, created and produced by Alum, Yvette Lee Bowser. Students will explore issues of colorism, gender roles, relationships, 90's Black feminism, and more. Interacti...
RESPROG13A sophoMORE: Second Year, Best Year It's both legend and reality: the SOPHOMORE SLUMP. The stories of loneliness, alienation, friendlessness, purposelessness, and helplessness enveloping people we've known in ways they couldn't have predicted, understood, or addressed in the moment. Bu...
RESPROG1C Stanford Loves: The Theory and Practice of Conscious Relationship Conscious relationship is an invitation to discover ourselves more fully and to connect with others more authentically. Learn to live from healthy love, fall in intentional love, express genuine love, unpack the love you have known, and ask for the l...
RESPROG2A Ujamaa House Seminar This two-unit seminar will expose students to various topics about the African Diaspora. Upperclassmen Pre-Assingnees will work closely with Ethnic Theme Associates/Resident Fellow to add breadth and depth to their presentations. To receive credit yo...
RESPROG2B Ujamaa House Seminar This two-unit seminar will expose students to various topics about the African Diaspora. Upperclassmen Pre-Assingnees will work closely with Ethnic Theme Associates/Resident Fellow to add breadth and depth to their presentations. To receive credit yo...
RESPROG2C Ujamaa House Seminar This two-unit seminar will expose students to various topics about the African Diaspora. Upperclassmen Pre-Assingnees will work closely with Ethnic Theme Associates/Resident Fellow to add breadth and depth to their presentations. To receive credit yo...
RESPROG3A Casa Zapata Pre-Assignee Seminar (Autumn) This 2-unit seminar is not a class in the usual sense of the word. It isn't lecture-based but will include skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata Community. The purpose of our we...
RESPROG3B Casa Zapata Pre-Assignee Seminar (Winter) This two-unit seminar is not a class in the usual sense of the word. It isn¿t lecture-based but will include skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata Community.The purpose of our w...
RESPROG3C Casa Zapata Pre-Assignee Seminar (Spring) This two-unit seminar is not a class in the usual sense of the word. It isn't lecture-based but will include skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata Community.The purpose of our w...
RESPROG40A Emerson Fellowship: Transforming Dialogue Into Action This course is part of the Emerson Fellowship. Through dialogue, readings, and journal reflections, students will explore the connections between social identity and social inequities, practice the critical thinking and leadership skills necessary to...
RESPROG40B DIALOGUE-TO-ACTION PROGRAM FOR EQUITY AND JUSTICE Through dialogue, readings, and journal reflections, students will explore the connections between social identity and social inequities, practice the critical thinking and leadership skills necessary to address them, and develop strategies to be age...
RESPROG40C DIALOGUE-TO-ACTION PROGRAM FOR EQUITY AND JUSTICE Through dialogue, readings, and journal reflections, students will explore the connections between social identity and social inequities, practice the critical thinking and leadership skills necessary to address them, and develop strategies to be age...
RESPROG4A Okada: Asian American History, Action and Movement This course explores a variety of questions and narratives central to Asian American identity, specifically within the residential setting of Okada house, the Asian American theme dorm. The Okada ETA Team and Pre-assigns will be facilitating a weekly...
RESPROG4B Okada: Asian American History, Action and Movement This course explores a variety of questions and narratives central to Asian American identity, specifically within the residential setting of Okada house, the Asian American theme dorm. The Okada ETA Team and Pre-assigns will be facilitating a weekly...
RESPROG5A Leading Your Community: Skills for Wilbur Dorm Gov Leaders The Stanford freshman experience is one of the most beloved and memorable times of your life. Central to that experience is the community of friends and colleagues you¿ll develop through your dorm. As a dorm gov leader, you¿ll partner with your resid...
RESPROG6C Women of Color Luminaries and Organizers: From the Combahee River Collective to the #MeToo Movement. Women of Color have always been at the forefront of movements for justice and yet their leadership, intellectual thought and praxis and is often ignored or devalued in the mainstream literature on social movements. In this class, we will center the v...
RESPROG7C Uncovering Your Political Identity: The Political Skin You're In We may not fully understand politics," yet we are always subject to it. What does it mean to become politicized? What conditions promote politicization? The course supports a personal inquiry into one's political identity, the "political skin you're...
RESPROG8A Shut up and Dribble: Black Athletes and Activism in America This course will focus on the historical and contemporary instances of professional and amateur black athletes engaging in social activism in America. This seminar requires no prerequisites and is appropriate for all years and majors. Notable figures...
RESPROG9A Violence Intervention and Prevention The Violence Intervention and Prevention Program (VIP) is a collaboration between the Office of Sexual Assault & Relationship Abuse Education & Response (SARA) and the Office of Fraternity and Sorority Life. The VIP Program is an opportunity offered...
RESPROG9B Violence Intervention and Prevention The Violence Intervention and Prevention Program (VIP) is a collaboration between the Office of Sexual Harassment/Assault Response & Education (SHARE) and the Office of Fraternity and Sorority Life. The VIP Program is an opportunity offered to Stanfo...
RESPROG9C Violence Intervention and Prevention The Violence Intervention and Prevention Program (VIP) is a collaboration between the Office of Sexual Assault & Relationship Abuse Education & Response (SARA) and the Office of Fraternity and Sorority Life. The VIP Program is an opportunity offered...
ROTCAF1 Air Force ROTC Lab Practical leadership exercises including physical fitness training. May be repeated for credit.
ROTCAF11 Heritage and Values The course allows students to examine general aspects of the Department of the Air Force, leadership fundamentals, service benefits, and opportunities for officers. The course also lays the foundation for becoming an Air or Space professional by out...
ROTCAF131 Leading People and Effective Communication This course designed to build on the leadership fundamentals taught in ROTC21. The cadets will have the opportunity to utilize their skills as they begin more of a leadership role in the detachment. The goal is for cadets to have a more in-depth und...
ROTCAF141 National Security Affairs A cadet should comprehend the basic elements of national security policy and process. The student should know basic Department of the Air Force operations as well as understand selected roles of the military in society and current domestic and inter...
ROTCAF142 Leadership Responsibilities & Commissioning Preparation The final portion of the ROTC Air Force sequence is designed to prepare cadets for life as a second lieutenant. This is a great time for instructors to include any information they feel would help their cadets as they transition from civilian life t...
ROTCAF21 Team and Leadership Fundamentals This course is designed to provide a fundamental understanding of both leadership and team building. It is imperative that cadets are taught from the beginning that there are many layers to leadership, including aspects that don't always jump to mind...
ROTCARMY1 ARMY ROTC LAB Leadership laboratories, held weekly for three hours, are required of all students. Performance during lab periods is reflected in the student's course grade. Labs include activities such as rappelling, terrain navigation, marksmanship, drill and cer...
ROTCARMY11 Leadership and Personal Development Introduces students to the personal challenges and competencies that are critical for effective leadership. Students learn how the personal development of life skills such as goal setting, time management, physical fitness, and stress management rela...
ROTCARMY12 Foundations in Leadership I An overview of leadership fundamentals such as setting direction, problem solving, listening, presenting briefs, providing feedback and using effective writing skills. Students begin to explore leadership dimensions and values.
ROTCARMY13 Foundations in Leadership II An overview of the leadership framework with practical applications in fundamentals such as problem solving, listening, presenting briefs, and using effective writing skills. Students explore dimensions of leadership, values, attributes, skills, and...
ROTCARMY131 Adaptive Team Leadership Challenges students to study, practice, and evaluate adaptive leadership skills as they are presented with the demands of the ROTC Leader Development Assessment Course. Challenging scenarios related to small unit tactical operations are used to devel...
ROTCARMY132 Situational Leadership I Study of intense situational leadership challenges to build student awareness and skills in leading small units. Skills in decision-making, persuading, and motivating team members when "under fire" are explored, evaluated, and developed.
ROTCARMY133 Situational Leadership II Practical applications of intense situational leadership challenges that will provide awareness and specific feedback on leadership abilities. Student skills are evaluated using practical applications in decision making, persuading, and motivating te...
ROTCARMY141 Developing Adaptive Leaders Students develop proficiency in planning, executing, and assessing complex operations; in functioning as a member of a staff; and in providing leadership performance feedback to subordinates. Students are given situational opportunities to assess ris...
ROTCARMY142 Leadership in a Complex World I Explores the dynamics of leadership in the complexity of current military operations. Students examine customs and courtesies, military law, principles of war and rules of engagement in the face of international terrorism. Aspects of interacting with...
ROTCARMY143 Leadership in a Complex World II Significant emphasis is placed on preparing students for their first unit of assignment and transition to lieutenant. Case studies, scenarios, and exercises are used to prepare students to face the complex ethical and practical demands of leading as...
ROTCARMY176 Military History A survey of the military and diplomatic aspects of American involvement in conflicts from the Anglo-Indian Wars to the present.
ROTCARMY21 Innovative Leadership Explores the dimensions of creative leadership strategies and styles by studying historical cases and engaging in interactive exercises. Students practice aspects of personal motivation and team building within the context of planning, executing and...
ROTCARMY22 Leadership in Changing Environments I Examines the challenges of leadership in complex contemporary operational environments. Dimensions of the cross-cultural challenges of leadership in a constantly changing world and their application to leadership tasks and situations. Case studies st...
ROTCARMY23 Leadership in Changing Environments II Examines the decision-making process and plans/orders that enable small units to complete assigned tasks. Planning techniques used to develop orders and briefing plans and decisions.
ROTCNAVY1 Naval ROTC Lab Emphasis is placed on professional training not of an academic nature. The laboratory is intended for topics such as drill and ceremonies, physical fitness and swimming testing, cruise preparation, cruise evaluation, sail training, safety awareness,...
ROTCNAVY11 Introduction to Naval Science This curriculum provides guidelines for introducing students to the organization of the Department of Defense and the naval service, the long-held customs and traditions of the service, basic leadership, ethics and character development, the duties o...
ROTCNAVY12 Sea Power and Maritime Affairs Traces the U.S. historical evolution of sea power, its concepts, theories and applications. Emphasizes the impact of world situation, U.S. national interest, changing technology, and naval leadership on the evolving concept of sea power. Relates hist...
ROTCNAVY131 Navigation Theory, principles, and procedures of terrestrial and celestial navigation and piloting techniques. A study of coordinating systems, including the celestial coordinate system, nautical charts and publications, position fixing, dead reckoning, nautica...
ROTCNAVY132 Naval Operations & Seamanship Introduction to the various aspects of ship operations at sea. Principles of terrestrial navigation including the rules of the road for prevention of collisions at sea, vector analysis of relative motion, ship behavior and characteristics in maneuver...
ROTCNAVY141 Naval Ship Systems - Weapons An introduction to the physical theory of acoustic and electromagnetic wave generation and propagation; the design and use of electronic, electromechanical, and pneumatic systems; and the combination of these systems to perform detection and analysis...
ROTCNAVY142 Leadership and Ethics This course is the capstone leadership course. It is intended to provide the ethical foundation and tools required for success as a leader of a diverse work force, often under circumstances of substantial stress. The course is divided between the art...
ROTCNAVY154 Fundamentals of Maneuver Warfare An analysis of the theory, origins, historical evolution, and impact of man's attempts to project sea power ashore. A case study approach is used to study major developments in amphibious warfare. Three hours of lecture per week. Course is offered...
ROTCNAVY20 Evolution of Warfare Progressive analysis of the evolution of warfare from the ancient world to the present. Emphasis placed on causes of continuity and/or change of methods, as well as the influence of economic, moral, political, and technological factors on strategic t...
ROTCNAVY21 Leadership and Management This course will cover basic management, decision making, and moral leadership. The student will learn to establish meaningful goals, prioritize among competing demands, and plan and forecast in a task-centered organization. The course includes expos...
ROTCNAVY22 Naval Ship Systems - Engineering Principles of design and operation of ships. Emphasis on description and analysis of major types of propulsion plants, both conventional and nuclear. Principles of thermodynamic cycles, electrical theory, power generation and distribution, auxiliary...
THINK12 Century of Violence What is modern about modern mass violence? This course explores the evolution, varieties, and logic of mass violence from the early 20th century to the present day. You will engage with and analyze primary accounts of such violence by victims, observ...
THINK15 How Does Your Brain Work? How do the biology and chemistry of the brain create the mind that lets us talk, walk, laugh, love, learn, remember, and forget? What can neuroscience say about what makes us human? How can we ask questions about the brain that are observable, testab...
THINK19 Rules of War When, if ever, is war justified? How are ethical norms translated into rules that govern armed conflict? Are these rules still relevant in light of the changing nature of warfare? We will examine seminal readings on just war theory, investigate the...
THINK23 The Cancer Problem: Causes, Treatments, and Prevention How has our approach to cancer been affected by clinical observations, scientific discoveries, social norms, politics, and economic interests? Approximately one in three Americans will develop invasive cancer during their lifetime; one in five Americ...
THINK24 Evil What is evil? Are we naturally good or evil? How should we respond to evil? There are many books and courses that focus on the good life or the virtues. Yet despite their obvious apparent presence in our life and world, evil and the vices are rarely...
THINK31 Race in American Memory How have Americans remembered the Civil War - what it meant, what it accomplished, and what it failed to accomplish? How did Americans reimagine the United States as a nation after the war? Who belonged in the national community and who would be ex...
THINK43 What is Love? Is love a spiritual or a bodily phenomenon? Is the concept of love timeless or ever changing? How does thinking about love lead us to ask other important philosophical and social questions? In this course we will examine the classical roots, medieval...
THINK44 Belief Why do people believe in God? What does it mean for people to experience the supernatural? How do we understand belief in God? How do people convey experiences that are by definition extra-ordinary to others? In this course we ask the big (and unansw...
THINK45 Thinking About the Universe: What do we know? How do we know it? What is the origin and ultimate fate of the universe? Can we know what came before the universe? Are there ultimate limits to human knowledge about the universe and are we reaching them? Cosmology (the study of the universe) raises profound questions...
THINK46 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 s...
THINK47 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...
THINK48 Reading the Body: How Medicine and Culture Define the Self How have our perceptions of what is considered normal/abnormal; beautiful/ugly; infected/uninfected changed over time? How do these changing medical and cultural representations of the body reflect larger societal shifts? How does illness change our...
THINK49 Stories Everywhere Do we perceive the world through stories? Are we made of stories? Can we make sense of the world without narrative? The telling of stories is not just a form of entertainment but an essential human activity that moves and persuades us, compelling us...
THINK50 Empathy This course will introduce freshmen to a range of ways of thinking about empathy. How do we know and understand the other? How does knowledge of another's experience and circumstances enable us to make moral decisions and take moral actions? It wi...
THINK51 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 t...
THINK53 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 l...
THINK54 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...
THINK55 Understanding China through Film How did China move from an imperial and colonized country to an independent modern nation? How did the Chinese people transform its tradition, create new ways of life and values, and move toward modernity? What can the films tell us about the most...
THINK56 Health Care, Ethics, and Justice Is there a right to a basic level of health care? Are there limits to how much should be spent on health care? How should resources, like human organs, be allocated?What obligations does the U.S. have regarding health care in resource-poor environmen...
THINK57 Progress: Pro and Contra Where and when did we start believing in human progress? Does progress imply that history has a particular direction or end-goal?Much of our everyday thinking about politics, society, and history depends on some implicit or explicit concept of progre...
THINK59 Worlds of Sound: Learning to Listen We live in a world of sound. Even deafening silence has a profound sonic quality. In ways that we do not always recognize, our social practices lead us to understand certain sounds as desired signals and filter out others as unwanted noise. How are w...
THINK60 American Enemies It would seem that an enemy should be easy to identify, but this course proposes that this involves deliberation, choice, and an assessment of consequences. We will explore modern American experiences in defining enemies, here defined as mortal thre...
THINK61 Living with Viruses By examining this interplay of viruses and culture, this course challenges students to think beyond conventional disciplinary distinctions through questions about the impact of biology on human behavior as well as the potential of humans to shape bio...
THINK62 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...
THINK63 Justice and the University How do the fundamental purpose of the university, the pursuit of knowledge, and the pursuit of justice coincide? Or do they conflict and pull us in different directions? Our goal in this class will be to focus on the intersection of justice and knowl...
THINK64 Healing, Illness, Stories This course focuses on multiple genres of narratives about illness and recovery: memoirs, graphic novels, poetry, fiction, essay, and documentary film. It asks what the power, if any, of narrative is in healing. Drawing upon the fields of literatur...
THINK65 Preventing Human Extinction Is human extinction inevitable? Is it necessarily bad for the planet? What might we do to avert human extinction? 99.9% of all species that have inhabited the planet are extinct, suggesting our extinction is also a distinct probability. Yet, the subj...
THINK66 Design that Understands Us We find ourselves in an age of rapidly evolving technology, where the world we inhabit, increasingly, is the world we make. At Stanford, you will find many courses that ask you to make things¿everything from algorithms, products, policies, to artwor...
THINK67 What Makes Music Classical? This course asks a question that can elicit a variety of responses. Classical music means different things to different people. For some it connotes Western art music of a particular historical era. According to this understanding, classical music fo...
THINK68 Our Genome Genomes reveal a wealth of information with implications far beyond the linear sequence of the DNA. We will consider two questions related to the genome, coupled with examples from real-life consequences. Firstly, what does the genome say about our p...
THINK69 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...
UAR101A Frosh 101: Cedro (Neighborhood S) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101B Frosh 101: Junipero (Neighborhood S) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101C Frosh 101: Okada (Neighborhood S) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101D Frosh 101: Otero (Neighborhood T) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101E Frosh 101: Rinconada (Neighborhood T) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101F Frosh 101: Soto (Neighborhood T) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101G Frosh 101: Burbank (Neighborhood A) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101H Frosh 101: Casa Zapata (Neighborhood A) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101I Frosh 101: Donner (Neighborhood A) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101J Frosh 101: Larkin (Neighborhood A) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101K Frosh 101: Branner (Neighborhood N) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101L Frosh 101: Crothers (Neighborhood N) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101M Frosh 101: Castano (Neighborhood F) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101N Frosh 101: Lantana (Neighborhood F) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101O Frosh 101: East Florence Moore - Alondra, Cardenal (Neighborhood O) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101P Frosh 101: West Florence Moore - Mirlo (Neighborhood O) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101Q Frosh 101: Muwekma-tah-ruk (Neighborhood O) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101R Frosh 101: Ujamaa (Neighborhood R) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101S Frosh 101: West Lagunita - Eucalipto, Granada (Neighborhood R) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101T Frosh 101: Potter (Neighborhood D) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101U Frosh 101: Robinson (Neighborhood D) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR101V Frosh 101: Schiff (Neighborhood D) Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in th...
UAR12 ASSU Transitions Class The ASSU Transitions course is designed with three priorities in mind:<br><br>To equip elected student leaders with the tools to transform ideas into robust recommendations influencing University policy, practice, and procedure<br>To build upon a net...
UAR13 Designing Your Summer Work Experience Designing Your Summer Work Experience provides students with the tools and guidance to understand and articulate how their internship experience aligns with and informs their academic and professional interests. The class will meet in person 3 times...
UAR14 InternPrepare: How to Make the Most of Your Summer Experience This 4-session class prepares students to make the most of their summer internship or work experience. Students will use design thinking and career education tools to prepare for success in their summer opportunity. Participating students will be abl...
UAR194A Frosh 101 and Transfer 101: Leader Training This course will prepare students to lead Frosh 101 and Transfer 101, a discussion style course designed to help first-year students with their transition to Stanford's dynamic campus. This course will expose students to inclusive teaching practices...
UAR194B Frosh 101 and Transfer 101: Curriculum Training This course will provide Frosh 101 and Transfer 101 leaders with the content and facilitator training needed to lead a discussion style course designed to support first-year students in their transition to Stanford's dynamic campus. This course is th...
UAR201 Transfer 101 Transfer 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Transfer 101, transfer students will come together each week to learn more about your peers, yourself, and who you will be in t...
UAR301 Reflecting on Your Education: Making Sense of Your Time at Stanford In this seminar, designed for seniors graduating in the spring, you will reflect on your Stanford education. By delving deeply into Stanford's academic mission, the liberal arts model, and your own transcript, we will address a variety of questions t...
UAR42A LSP First Year Seminar For freshmen who participated in the Leland Scholars Program and other students who identify as First Generation and/or Low Income (FLI). This seminar supports students in the first year in the areas of institutional engagement, academic empowerment,...
UAR42B LSP First Year Seminar B For freshmen who participated in the Leland Scholars Program and other students who identify as First Generation and/or Low Income (FLI). This seminar supports students in the first year in the areas of institutional engagement, academic empowerment...
UAR43 Leland Scholars Program: Introduction to Collaborative Research at Stanford This course provides an introduction to collaborative college-level research and argumentation. Together we will practice developing research questions; finding appropriate, reliable sources; and synthesizing those sources as part of crafting and pre...
UAR44 Preparation for Success in University-Level Mathematics In this course, we will explore fundamental mathematical concepts necessary for success in Calculus and higher-level mathematics courses at Stanford University, with a focus on how such concepts are used in particular problem-solving contexts in Calc...
UAR56 Building a Successful Academic Career For frosh in expanded advising programs. Techniques for honing academic skills for college, and applying those skills to better define intellectual identity in academic pursuits. May be repeated for credit.
UAR71 Returning from Study Abroad In this course, students will find the space to define their study abroad experience as well as articulate the ways in which their worldview perspectives may have shifted. Therefore, students will engage in deep mutual exchanges and personal introsp...
UAR81 OXC: Casa Zapata Pre-Assignee Seminar This residence-based seminar is focused on skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata community. Through the seminar, the pre-assignee group will connect to the Zapata community, de...
UAR82 Pathways of Public Service Pathways of Public Service is a 1-2 unit course connected to the Otero Public Service and Civic Engagement (PSCE) Theme Dorm, sponsored by the Haas Center for Public Service at Stanford University. Students will grapple with expanding their conceptio...
UAR83 Designing a Community-Engaged Capstone or Thesis Project This spring quarter course is designed to support undergraduate (particularly junior-level) students from across the disciplines who are wishing or planning to design a community-engaged capstone or thesis project. The course will introduce students...
UAR91 OXC: Ujamaa House Pre-Assignee Seminar This one-unit seminar will expose students to various topics about the AfricanDiaspora. Upperclassmen Pre-Assignees will work closely with Ethnic ThemeAssociates/Resident Fellow to add breadth and depth to their presentations. To receive credit you m...