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Office: Yang and Yamazaki Environment and Energy (Y2E2) Building, Room 131
Mail Code: 94305-4215
Phone: (650) 725-7427
Email: ktewks@stanford.edu
Web Site: http://earthsystems.stanford.edu

Courses offered by the Earth Systems Program are listed under the subject code EARTHSYS on the Stanford Bulletin's ExploreCourses web site.

Mission of the Undergraduate Program in Earth Systems

The Earth Systems Program is an interdisciplinary environmental science major. Students learn about and independently investigate complex environmental problems caused by human activities in interaction with natural changes in the Earth system. Earth Systems majors become skilled in those areas of science, economics, and policy needed to tackle the globe's most pressing environmental problems, becoming part of a generation of scientists, professionals, and citizens who approach and solve problems in a systematic, interdisciplinary way.

For students to be effective contributors to solutions for such problems, their training and understanding must be both broad and deep. To this end, Earth Systems students take courses in the fundamentals of biology, calculus, chemistry, geology, and physics, as well as economics, policy, and statistics. After completing breadth training, they concentrate on advanced work in one of six focus areas: biology, energy, environmental economics and policy, land systems, sustainable food and agriculture, or oceanography and climate. Tracks are designed to support focus and rigor but include flexibility for specialization. Examples of specialized focus have included but are not limited to environment and human health, sustainable agriculture, energy economics, sustainable development, business and the environment, and marine policy. Along with formal course requirements, Earth Systems students complete a 9-unit (270-hour) internship. The internship provides a hands-on academic experience working on a supervised field, laboratory, government, or private sector project.

The following is an outline of the sequential topics covered and skills developed in this major.

  1. Fundamentals: The Earth Systems Program includes courses that describe the natural workings of the physical and biological components of the Earth, as well as courses that describe the human activities that lead to change in the Earth system. Training in fundamentals includes introductory course work in geology, biology, chemistry, physics, and economics. 
  2. System Interactions: Focus in these courses is on the fundamental interactions among the physical, biological, and human components of the Earth system. The dynamics of the interplay between natural variation and human-imposed influences must be understood to achieve effective solutions to environmental problems.
    1. Earth Systems courses that introduce students to the dynamic and multiple interactions that characterize global change problems include:
      Units
      EARTHSYS 10Introduction to Earth Systems4
      EARTHSYS 111Biology and Global Change4
      EARTHSYS 112Human Society and Environmental Change4
    2. Competence in understanding system-level interactions is critical to development as an Earth Systems thinker, so additional classes that meet this objective are excellent choices as electives.
  3. Track-Specific Requirements: After completing a core designed to introduce students to different components of the environment's functions, undergraduate students focus their studies through one of six tracks: Human Environmental Systems (formerly Anthrosphere); Biosphere; Energy, Science and Technology; Oceans and Climate (formerly Oceans); Land Systems; or Sustainable Food and Agriculture.
  4. Skills Development: Students take skills courses that help them to recognize, quantify, describe, and help solve complex problems that face society.

Field and laboratory methods can help students to recognize the scope and nature of environmental change. For example, training in satellite remote sensing and geographic information systems allows students to monitor and analyze large-scale spatial patterns of change. This training is either required or recommended for all tracks.

Quantification of environmental problems requires training in single and multivariable calculus, linear algebra, and statistics. Training in statistics is specific to the area of focus: geostatistics, biostatistics, econometrics.

Success in building workable solutions to environmental problems is linked to the ability to effectively communicate ideas, data, and results. Writing intensive courses (WIM) help students to communicate complex concepts to expert and non-expert audiences. All Stanford students must complete one WIM course in their major. Earth Systems students can fulfill the WIM requirement by successfully completing one of the following courses:

Units
EARTHSYS 200Environmental Communication in Action: The SAGE Project3
EARTHSYS 191Concepts in Environmental Communication3
EARTHSYS 177CSpecialized Writing and Reporting: Environmental Journalism4-5
EARTHSYS 149Wild Writing3
EARTHSYS 135Podcasting the Anthropocene3

Other Earth Systems courses also focus on effective written and oral communication and are recommended.

Effective solutions to environmental problems take into consideration natural processes as well as human needs. Earth Systems emphasizes the importance of interdisciplinary analysis and implementation of workable solutions through:

Units
EARTHSYS 210ASenior Capstone and Reflection3
or EARTHSYS 210B Senior Capstone and Reflection
EARTHSYS 210PEarth Systems Capstone Project1
EARTHSYS 260Internship9

A comprehensive list of environmental courses and advice on courses that focus on problem solving are available in the program office.

The Earth Systems Program provides an advising network that includes faculty, staff, and student peer advisers.

Learning Outcomes (Undergraduate)

The program expects majors to be able to demonstrate the following learning outcomes. These learning outcomes are used in evaluating students and the program's undergraduate degree. Students are expected to:

  1. demonstrate knowledge of foundational skills and concepts relevant to interdisciplinary study of the environment.
  2. analyze environmental problems at the interface of natural and human systems in an interdisciplinary fashion.
  3. demonstrate the ability to communicate complex concepts and data to expert and non-expert audiences.
  4. integrate and apply relevant science, economics, engineering, and policy to problem analysis and proposed solutions, both independently and as part of a team.

Learning Outcomes (Graduate)

The master's degree in Earth Systems provides the student with enhanced analytical tools to evaluate the disciplines most closely associated with the student's focus area. Specialization is gained through course work and independent research work supervised by the master's faculty adviser.

Bachelor of Science in Earth Systems

The B.S. in Earth Systems (EARTHSYS) requires the completion of courses divided into three categories:

  1. core
  2. foundation and breadth
  3. track-specific requirements.

The student must fulfill the internship requirement, participate in the Senior Capstone and Reflection course (EARTHSYS 210A or EARTHSYS 210B), complete the Earth Systems Capstone Project (EARTHSYS 210P), and complete the Writing in the Major (WIM) requirement.

Core courses, track courses, and electives must be taken for a letter grade. The WIM course may not also count towards the track or electives, if counted as a WIM.

Required Core

Units
EARTHSYS 10Introduction to Earth Systems4
EARTHSYS 111Biology and Global Change4
EARTHSYS 112Human Society and Environmental Change4
Select one of the following:3
Senior Capstone and Reflection
Senior Capstone and Reflection
EARTHSYS 210PEarth Systems Capstone Project1
EARTHSYS 260Internship1-9
Select one of the following (WIM):
Environmental Communication in Action: The SAGE Project
Concepts in Environmental Communication
Specialized Writing and Reporting: Environmental Journalism
Wild Writing
Podcasting the Anthropocene

Required Foundation and Breadth Courses

Units
Biology4-10
Select one of the following:
Genetics, Biochemistry, and Molecular Biology
Plant Biology, Evolution, and Ecology
Plant Biology, Evolution, and Ecology
Ecology
Ecology for Everyone
Genetics, Evolution, and Ecology
and Culture, Evolution, and Society
Ecology of the Hawaiian Islands
Chemistry5-10
Select one of the following:
Chemical Principles Accelerated
Chemical Principles I
and Chemical Principles II
Economics5
Principles of Economics
Geological Sciences 14-5
Select one of the following:
Introduction to Geology
Coevolution of Earth and Life
Earth Sciences of the Hawaiian Islands
Mathematics5-15
Select one of the following:
Calculus
and Calculus
and Calculus
Calculus
and Calculus
Linear Algebra and Differential Calculus of Several Variables
Vector Calculus for Engineers
Probability and Statistics3-5
Select one of the following:
Experimental Design and Probability
Biostatistics
Introduction to Statistical Methods (Postcalculus) for Social Scientists
Statistical Methods in Engineering and the Physical Sciences
Theory of Probability

More extensive work in mathematics and physics may be valuable for those planning graduate study. Graduate study in ecology and evolutionary biology and in economics requires familiarity with differential equations, linear algebra, and stochastic processes. Graduate study in geology, oceanography, and geophysics may require more physics and chemistry. Students should consult their adviser for recommendations beyond the requirements specified above.

1

The Geological Sciences requirement can be fulfilled by completing GS 1, GS 4, or EARTHSYS 117. GS 1A, 1B, and 1C are no longer offered. If taken in previous years, these will still fulfill the Earth Systems' Geological Sciences requirement.

Tracks

Human Environmental Systems (formerly Anthrosphere)

Units
Additional foundation and breadth courses10
Economic Analysis I
Environmental Economics and Policy
Physics (select one of the following):3-4
One physics class from the PHYSICS 20 or 40 series or GEOPHYS 110
Choose one course in each of the three following sub-categories, with a total of six required. At least one of the six must be a skills/methods course marked with an asterisk (*):
Economics and Environmental Policy3-5
Natural Resource Extraction: Use and Development: Assessing Policies, Practices and Outcomes
California Coast: Science, Policy, and Law
Economic Analysis II
Applied Econometrics *
Social Science Field Research Methods and Applications
Economic Policy Analysis
Law and Economics
Energy Markets and Policy
International Environmental Law and Policy
The Geopolitics of Energy
Environmental Law and Policy
Ethics, Technology, and Public Policy
Energy and Environmental Policy Analysis
Climate Policy Analysis
Energy Policy Analysis
Social Entrepreneurship and the Environment2-5
Negotiation
FEED the Change: Redesigning Food Systems
Transformative Design
Ethics On the Edge: Business, Non-Profit Organizations, Government, and Individuals
Entrepreneurial Design for Extreme Affordability
Design Thinking Studio: Experiences in Innovation and Design
Creativity Rules
Organizations: Theory and Management
Concepts and Analytic Skills for the Social Sector *
Social Entrepreneurship Collaboratory
Sustainable Development3-5
Human Behavioral Ecology
Indigenous Peoples and Environmental Problems
Culture as Commodity
Anthropology of Capitalism
Sustainable Development Studio (must be taken for at least 3 units)
World Food Economy *
Feeding Nine Billion
Economic Analysis III *
Development Economics
Theory of Ecological and Environmental Anthropology
Sustainable Cities: Comparative Transportation Systems in Latin America
Land Use Control
Elective Requirement6-10
Two additional courses at the 100-level or above are required. Each must be a minimum of 3 units.

Biosphere

Units
Additional foundation and breadth courses 1
Instead of Biology Foundation requirement listed above, these Bio courses are required:5
Genetics, Biochemistry, and Molecular Biology
And select one of the following:5
Plant Biology, Evolution, and Ecology
Plant Biology, Evolution, and Ecology
Additional Chemistry requirement (in addition to 31A/B or X):5
Structure and Reactivity
Physics (select one of the following):4
Mechanics
Light and Heat
Introduction to the foundations of contemporary geophysics
Choose two courses from Ecology and Conservation Biology, and one course from each of the remaining sub-categories below, total six required:
Biogeochemistry3-4
BIO 216
Aquatic Chemistry and Biology
Environmental Microbiology I
Evolution of Earth Systems
Biological Oceanography
Marine Chemistry
Science of Soils
Geomicrobiology
Soil Physics and Hydrology
Ecology and Conservation Biology3-12
Ecology
The Hidden Kingdom - Evolution, Ecology and Diversity of Fungi
Evolution
Conservation Biology: A Latin American Perspective
Marine Ecology: From Organisms to Ecosystems
Marine Conservation Biology
Dynamics and Management of Marine Populations
Ecology and Conservation of Kelp Forest Communities
Ecology of the Hawaiian Islands
Evolution of Terrestrial Ecosystems
Evolution of Marine Ecosystems
Coral Reef Ecosystems
Freshwater Systems
Coastal Forest Ecosystems
Living Chile: A Land of Extremes
Marine Ecology of Chile and the South Pacific
Ecosystems and Society 23-5
Heritage, Environment, and Sovereignty in Hawaii
Nature, Culture, Heritage
Human Behavioral Ecology
Indigenous Peoples and Environmental Problems
Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness
Environmental Change and Emerging Infectious Diseases
Evolution and Conservation in Galapagos
ANTHRO 183
Disease Ecology: from parasites evolution to the socio-economic impacts of pathogens on nations
Geographic Impacts of Global Change: Mapping the Stories
Feeding Nine Billion
Energy, Environment, Climate and Conservation Policy: A Washington, D.C. Perspective
Elective Requirement6-10
Two additional courses at the 100-level or above are required. Each must be a minimum of 3 units.
1

 Must take GS 1, GS 4, or EARTHSYS 117 to fulfill this requirement. GS 1C is no longer offered but if taken in previous years fulfills this requirement. 

2

 May also use ANTHRO 183 to fulfill this requirement. This course is not offered this year.

Energy, Science and Technology

Units
Additional Foundation and Breadth Courses8
Electricity and Magnetism
Light and Heat
Vector Calculus for Engineers (preferred over MATH 51 for this track)
Computer science requirement: One-unit of Computer Science is required (unless CME 100 was completed); see Earth Systems staff for approved CS courses. 0-1
Energy Fundamentals3
Engineering Thermodynamics
Select one of the following:3-4
Modern Power Systems Engineering
Fundamentals of Petroleum Engineering
Thermodynamic Evaluation of Green Energy Technologies
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Select one of the following:3-5
Energy and the Environment
Fundamentals of Renewable Power
Understanding Energy
Choose at least one course in each of the three sub-categories, total five required. Note that many of these have prerequisite work:
Energy Resources & Technology3-5
Building Systems
Energy Efficient Buildings
Energy and the Environment
Understanding Energy
Fundamentals of Petroleum Engineering
Geothermal Reservoir Engineering
Fundamentals of Energy Processes
Energy from Wind and Water Currents
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Internal Combustion Engines
Fuel Cell Science and Technology
Sustainable Energy & Development3-4
Electric Power: Renewables and Efficiency
Planning Tools and Methods in the Power Sector
Life Cycle Assessment for Complex Systems
Green House Gas Mitigation
Fundamentals of Renewable Power
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Carbon Capture and Sequestration
Thermodynamic Evaluation of Green Energy Technologies
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Energy Policy, Economics & Entrepreneurship2-4
Sustainable Energy for 9 Billion
Engineering Economics
Energy Infrastructure, Technology and Economics
Optimization of Energy Systems
Energy Markets and Policy
Energy and Environmental Policy Analysis
Energy Law
Climate Policy Analysis
Energy Policy Analysis
Elective Requirement3-5
One additional course at the 100-level or above is required. This course must be a minimum of 3 units. 3 units of approved energy seminars may count as one elective. See Earth Systems staff for the approved seminar list.

Land Systems

Units
Additional foundation and breadth courses4
Mechanics
Light and Heat
Introduction to the foundations of contemporary geophysics
Choose at least one course in each of the four sub-categories below, total seven required:
Land Ecosystems3-4
Conservation Biology: A Latin American Perspective
BIO 216
Evolution of Terrestrial Ecosystems
Science of Soils
Soil and Water Chemistry
Principles and Practices of Sustainable Agriculture
Living Chile: A Land of Extremes
Water3-4
Mechanics of Fluids
Watersheds and Wetlands
Floods and Droughts, Dams and Aqueducts
Aquatic Chemistry and Biology
The Water Course
Near-Surface Geophysics
Soil Physics and Hydrology
Land Use3-5
Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness
Sustainable Development Studio
Energy Efficient Buildings
World Food Economy
Urban Agriculture in the Developing World
Feeding Nine Billion
Utopia and Reality: Introduction to Urban Studies
Introduction to Urban Design: Contemporary Urban Design in Theory and Practice
Land Use Control
Urban Design Studio
Methods3-5
Remote Sensing of Land
Fundamentals of Geographic Information Science (GIS)
Fundamentals of Modeling
Spatial History: Concepts, Methods, Problems
Elective Requirement6-10
Two additional courses at the 100-level or above are required. Each must be a minimum of 3 units.

Sustainable Food and Agriculture

Units
Additional foundation and breadth courses4
Mechanics
Light and Heat
Introduction to the foundations of contemporary geophysics
A total of seven courses are required from the Food and Agriculture focus areas:
Fundamentals of Agriculture Production and Economics9-10
Both required:
World Food Economy
Feeding Nine Billion
Biogeophysical Dimensions9-12
Required:
Science of Soils
And select two of the following:
Plant Genetics
Soil Physics and Hydrology
The Human-Plant Connection
Human Nutrition
Social Dimensions3-5
Select one of the following:
The Ecology of Cuisine: Food, Nutrition, and the Evolution of the Human Diet
Conservation Biology: A Latin American Perspective
Urban Agriculture in the Developing World
FEED the Change: Redesigning Food Systems
Development Economics
Mobile Food: A Global Food History
Healthy/Sustainable Food Systems: Maximum Sustainability across Health, Economics, and Environment
Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context
Applied Study in the Field3-4
Required:
Principles and Practices of Sustainable Agriculture
Elective Requirement 6-10
Two additional courses at the 100-level or above are required. Each must be a minimum of 3 units.

Oceans and Climate (formerly Oceans)

Units
Additional Foundation and Breadth Courses0-5
Linear Algebra and Differential Calculus of Several Variables
and Integral Calculus of Several Variables (CME 100 preferred over MATH 51 and MATH 52)
Vector Calculus for Engineers
Physics (select one of the following):3-4
Mechanics
Light and Heat
Introduction to the foundations of contemporary geophysics
Physics of the Atmosphere and Climate3
Select one of the following:
Weather and Storms
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation (preferred)
Physics of the Ocean 3-4
Select one of the following:
Introduction to Physical Oceanography
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation 1
Spatial Analysis3-4
Remote Sensing of the Oceans
Biological Oceanography3-4
Select one of the following:
Biological Oceanography (preferred; take at the same time as EARTHSYS 152)
Oceanic Biology
Marine Chemistry3-4
Marine Chemistry
Human Dimensions1-5
Select one of the following:
Marine Conservation Biology
California Coast: Science, Policy, and Law
Field Experience 212-20
Select at least one of the following:
One quarter abroad at the Stanford in Australia Program
One quarter at Stanford @ SEA
One quarter (or more) at the Hopkins Marine Station
Elective Requirement6-10
Two additional courses at the 100-level or above are required. Each must be a minimum of 3 units. See Earth Systems staff for a list of possible electives.
1

 EARTHSYS 146B can be taken in addition to EARTHSYS 164 and would count as an elective.

2

Courses taken during Stanford@SEA and BOSP Australia cannot be substituted for track requirements but can count toward electives.

Summary of Course Requirements and Units

For all students:

Units
Earth Systems Introduction and Core12
Required Foundation and Breadth Courses31-48
Internship9
Senior Capstone & Reflection and Capstone Project4
Writing in the Major (WIM)3-5

Track-Specific:

Units
Human Environmental Systems (formerly Anthrosphere) Track38-54
Biosphere Track40-60
Energy, Science and Technology Track34-47
Land Systems Track31-44
Sustainable Food and Agriculture Track34-45
Oceans and Climate Track37-63

Honors Program

The Earth Systems honors program provides students with an opportunity to pursue individual interdisciplinary research. It consists of a year-long research project that is mentored by one or more Earth Systems-affiliated faculty members, and culminates in a written thesis.

To qualify for the honors program, students must have and maintain a minimum overall GPA of 3.4. Potential honors students should complete the EARTHSYS 111 Biology and Global Change and EARTHSYS 112 Human Society and Environmental Change sequence by the end of the junior year. Qualified students can apply in Spring Quarter of the junior year, or the fourth quarter before graduation (check with program for specific application deadlines) by submitting a detailed research proposal and a brief statement of support from a faculty research adviser. Students who elect to do an honors thesis should begin planning no later than Winter Quarter of the junior year.

A maximum of 9 units is awarded for thesis research through EARTHSYS 199 Honors Program in Earth Systems. Those 9 units may not substitute for any other required parts of the Earth Systems curriculum. All theses are evaluated for acceptance by the thesis faculty adviser and one additional faculty member, who is the second reader. Both the adviser and second reader must be members of the Academic Council. Acceptance into the Honors program is not a guarantee of graduating with the honors designation. The thesis must be accepted and approved by both readers and the Director of Earth Systems, and a minimum overall GPA of 3.4 must be maintained.

Honors students are required to present their research preferably through the School of Earth, Energy, and Environmental Sciences' Annual Thesis Symposium, which highlights undergraduate and graduate research in the school. Faculty advisers are encouraged to sponsor presentation of student research results at professional society meetings.

Minor in Earth Systems, Sustainability Subplan

The minor in Earth Systems, Sustainability subplan, provides an introduction to the fundamental science, interdisciplinary systems thinking, and environmental justice considerations, as well as a foundation in practical skills and applied problem solving experience needed to understand social-environmental systems and address intergenerational sustainability challenges. Students declaring the minor in Earth Systems must also declare the Sustainability subplan. 

Students pursuing the minor must take the courses listed below and approved electives for a minimum of 35 units. Courses that count towards the fulfillment of major requirements may not be counted towards the minor, and all courses must be taken for a letter grade.

Students declaring a minor in Earth Systems must do so no later than two quarters prior to their intended quarter of degree conferral; for example, a student must declare a minor before the end of Autumn Quarter to graduate the following Spring Quarter. The Sustainability subplan must also be declared in Axess when declaring the minor. In addition, students pursuing the minor must complete the Multiple Major/Minor Form and have it reviewed by all applicable departments/programs. This form must be submitted to the Student Services Center by the application to graduate deadline for the term in which the student intends to graduate.

Required Course Work

Core

Units
EARTHSYS 10Introduction to Earth Systems4
EARTHSYS 111Biology and Global Change4
EARTHSYS 112Human Society and Environmental Change4
(ECON 1 recommended as a pre- or co-requisite to EARTHSYS 112.)
EARTH 280Pursuing Sustainability: Managing Complex Social Environmental Systems3
(Prerequisites to EARTH 280 for the minor: EARTHSYS 111, EARTHSYS 112.)
EARTHSYS 131Pathways in Sustainability Careers1

Electives

Students must take a minimum of 19 units of electives at the 100-level or above that address dimensions of environmental systems and social-environmental systems in theory or practice, with at least one course taken in each category.

Of the electives selected from the categories above,

  • at least one course must address dimensions of environmental justice in theory or practice;
  • at least two courses must provide opportunities to develop skills applicable to sustainability-related questions or challenges; and
  • at least one course must engage students in applied problem solving on a sustainability-related question or challenge.

 A list of approved electives is available on the Earth Systems web site and in the Earth Systems Program office (Y2E2 131). Students may petition to count one relevant freshman or sophomore seminar toward the minor.


Coterminal Master's Degrees in Earth Systems

The Earth Systems Program offers current Stanford University undergraduates the opportunity to apply to a one-year coterminal master's program. Earth Systems offers a coterminal Master of Science (M.S.) degree in Earth Systems and a coterminal Master of Arts (M.A.) degree in Earth Systems, Environmental Communication. The Environmental Communication subplan prints on both the transcript and the diploma.

Application and Admission

Earth Systems has quarterly coterminal degree application deadlines: November 8, 2016; February 21, 2017; and May 16, 2017. Seniors must apply by Winter Quarter deadline. To apply, students should submit the following materials directly to the Earth Systems office (Autumn Quarter) or online (Winter and Spring quarters) by the appropriate deadline:

  • The Stanford coterminal application
  • A statement of purpose
  • A resume
  • A current Stanford unofficial transcript
  • Two letters of recommendation, one of which must be from the master's adviser (who must be an Academic Council member; each coterminal M.A. student has two advisers: Thomas Hayden and Kevin Arrigo, or another approved faculty adviser)
  • Master's Program Proposal: A list of courses that fulfill degree requirements signed by the master's adviser 
  1. Applications must be submitted no later than the quarter prior to the expected completion of the B.S. degree (and within quarterly application deadlines). An application fee is assessed by the Registrar's Office for coterminal applications, once students are matriculated into the program.
  2. Students applying to the coterminal master's program must have completed a minimum of 120 units toward graduation with a minimum overall Stanford GPA of 3.4.
  3. All applicants must devise a program of study that shows a level of specialization appropriate to the master's level, as determined in consultation with the master's adviser and the Director of Earth Systems.
  4. Students applying from an undergraduate major other than Earth Systems should review their undergraduate course list with Deana Fabbro-Johnston, Richard Nevle, Katie Phillips, or Thomas Hayden (M.A. only).
  5. The student has the option of receiving the B.S. degree after completing that degree's requirements or receiving the B.S. and M.A./M.S. degrees concurrently at the completion of the master's program.
  6. Students must submit a new application to change from the M.S. to the M.A. in Earth Systems, or from the M.A. to the M.S. in Earth Systems. If accepted, the student must submit a Graduate Authorization Petition through Axess; a $125 fee applies to a successful Graduate Authorization Petition.

University Coterminal Requirements

Coterminal master’s degree candidates are expected to complete all master’s degree requirements as described in this bulletin. University requirements for the coterminal master’s degree are described in the “Coterminal Master’s Program” section. University requirements for the master’s degree are described in the "Graduate Degrees" section of this bulletin.

After accepting admission to this coterminal master’s degree program, students may request transfer of courses from the undergraduate to the graduate career to satisfy requirements for the master’s degree. Transfer of courses to the graduate career requires review and approval of both the undergraduate and graduate programs on a case by case basis.

In this master’s program, courses taken during or after the first quarter of the sophomore year are eligible for consideration for transfer to the graduate career; the timing of the first graduate quarter is not a factor. No courses taken prior to the first quarter of the sophomore year may be used to meet master’s degree requirements.

Course transfers are not possible after the bachelor’s degree has been conferred.

The University requires that the graduate adviser be assigned in the student’s first graduate quarter even though the undergraduate career may still be open. The University also requires that the Master’s Degree Program Proposal be completed by the student and approved by the department by the end of the student’s first graduate quarter.

Master of Science in Earth Systems

Degree Requirements

The master of science degree in Earth Systems allows increased specialization through graduate-level course work that may include up to 9 units of research with the master’s adviser. This may culminate in the preparation of a M.S. thesis; however, a thesis is not required for the degree. The process of building mastery in the field is enriched through steady communication with a faculty adviser.

The following are required of all M.S. students:

  • A minimum of 45 units of course work and/or research credit (upon approval).
  • At least 34 units of the student's course work for the master's program must be at the 200-level or above.
  • All remaining course work must be at the 100-level or above.
  • All courses for the master's program must be taken for a letter grade; courses not taken for a letter grade must be approved by the master's adviser and Director of Earth Systems.
  • A minimum overall GPA of 3.4 must be maintained.
  • All coterminal master's students are required to take the capstone course, EARTHSYS 290 Master's Seminar.

For the Master of Science degree in Earth Systems, the following courses must be taken if not completed in the undergraduate degree program. These courses do not have to be completed before applying to the coterm program. These may not be counted as part of the 45-unit master's degree:       

Units
Core (both required):8
Biology and Global Change
Human Society and Environmental Change
Biology (select one of the following):4-10
Genetics, Biochemistry, and Molecular Biology
Plant Biology, Evolution, and Ecology
Plant Biology, Evolution, and Ecology
Ecology
Genetics, Evolution, and Ecology
and Culture, Evolution, and Society
Ecology of the Hawaiian Islands
Chemistry (select one of the following):5-10
Chemical Principles Accelerated
Chemical Principles I
and Chemical Principles II
Physics (select one of the following):3-4
One physics class from the PHYSICS 20 or 40 series or GEOPHYS 110
Mathematics (select one of the following):5
Linear Algebra and Differential Calculus of Several Variables
Vector Calculus for Engineers
Statistics (select one of the following):3-5
Experimental Design and Probability
Biostatistics
Introduction to Statistical Methods (Postcalculus) for Social Scientists
Statistical Methods in Engineering and the Physical Sciences
Theory of Probability

Master of Arts in Earth Systems, Environmental Communication

Degree Requirements

The Master of Arts in Earth Systems, Environmental Communication, provides an overview of the theory, techniques, and challenges of communicating environmental concepts to non-specialist audiences and includes hands-on experience with different modalities of communication, principally writing, multimedia production, and education. The degree program is built on a three quarter progression of required core courses, including a required practicum experience, along with electives. Students complete 22 units of required core courses along with 23 units of focus courses to be chosen in close consultation with Thomas Hayden and a faculty co-adviser.

For the master of arts degree, prerequisites may vary based on the interests and academic background of each student, to be determined in consultation with primary adviser Thomas Hayden, the faculty co-adviser, and the Director of Earth Systems. At a minimum, entering students must have completed EARTHSYS 10 Introduction to Earth Systems (may be audited), EARTHSYS 111 Biology and Global Change, and EARTHSYS 112 Human Society and Environmental Change. These courses do not have to be completed before applying to the coterm program. Additional course work in the sciences, mathematics, and other fields may also be required on a case-by-case basis; such required foundational course work may not count toward the 45 units of master's-level course requirements. 

The following are required of all M.A. students:

  • All M.A. students must declare the Environmental Communication subplan in Axess.
  • A minimum of 45 units of course work and/or research credit (upon approval).
  • At least 34 units of the student's course work for the master's program must be at the 200-level or above.
  • All remaining course work must be at the 100-level or above.
  • All courses for the master's program must be taken for a letter grade; courses not taken for a letter grade must be approved by the master's adviser and Director of Earth Systems.
  • A minimum overall GPA of 3.4 must be maintained.
  • All coterminal master's students are required to take the capstone course, EARTHSYS 290 Master's Seminar.

Director: Kevin Arrigo

Deputy Director: Richard Nevle

Associate Director: Deana Fabbro-Johnston

Affiliated Faculty and Lecturers: Patrick Archie (Earth Systems, Earth System Science), Nicole Ardoin (School of Education, Woods Institute for the Environment), Kevin Arrigo (Earth Systems, Earth System Science), Gregory Asner (Department of Global Ecology, Carnegie Institution), Greg Beroza (Geophysics), Barbara Block (Biology, Hopkins Marine Station, Woods Institute for the Environment), Alexandria Boehm (Civil and Environmental Engineering), Gordon Brown (Geological Sciences), Marshall Burke (Earth System Science), Ken Caldeira (Earth System Science), Liz Carlisle (Earth Systems), Karen Casciotti (Earth System Science), Page Chamberlain (Earth System Science), Larry Crowder (Biology, Woods Institute for the Environment), Lisa Curran (Anthropology, Woods Institute for the Environment), Gretchen Daily (Biology, Woods Institute for the Environment), Jenna Davis (Civil and Environmental Engineering, Woods Institute for the Environment), Anne Dekas (Earth System Science), Mark Denny (Biology, Hopkins Marine Station), Noah Diffenbaugh (Earth System Science, Woods Institute for the Environment), Rodolfo Dirzo (Biology, Woods Institute for the Environment), Robert Dunbar (Earth System Science, Woods Institute for the Environment), Debra Dunn (Earth Systems, Hasso Plattner Institute of Design), William Durham (Anthropology, Woods Institute for the Environment), Louis Durlofsky (Energy Resources Engineering), Ashley Erickson (Center for Ocean Solutions), Gary Ernst (Geological Sciences, emeritus), Walter Falcon (Freeman Spogli Institute for International Studies, emeritus, Woods Institute for the Environment), Scott Fendorf (Earth System Science, Woods Institute for the Environment, Precourt Institute for Energy), Christopher Field (Department of Global Ecology, Carnegie Institution, Woods Institute for the Environment), Derek Fong (Civil and Environmental Engineering), Christopher Francis (Earth System Science, Woods Institute for the Environment), Zephyr Frank (History, Woods Institute for the Environment), David Freyberg (Civil and Environmental Engineering, Woods Institute for the Environment), Tad Fukami (Biology), Margot Gerritsen (Energy Resources Engineering), Deborah Gordon (Biology, Woods Institute for the Environment), Steven Gorelick (Earth System Science, Woods Institute for the Environment), Elizabeth Hadly (Biology, Woods Institute for the Environment), Thomas Hayden (Earth Systems), George Hilley (Geological Sciences), Robert Jackson (Earth System Science, Woods Institute for the Environment), Michael Kahan (Urban Studies), David Kennedy (History, emeritus, Woods Institute for the Environment), Donald Kennedy (Biology, Freeman Spogli Institute for International Studies, emeritus, Woods Institute for the Environment), Julie Kennedy (Earth Systems, Earth System Science, Woods Institute for the Environment), Karl Knapp (Atmosphere and Energy Operations), Rosemary Knight (Geophysics, Woods Institute for the Environment), Jeffrey Koseff (Civil and Environmental Engineering, Woods Institute for the Environment), Anthony Kovscek (Energy Resources Engineering), Eric Lambin (Earth System Science, Woods Institute for the Environment), David Lobell (Earth System Science, Woods Institute for the Environment), Evan Lyons (Earth Systems Science), Gilbert Masters (Civil and Environmental Engineering), Pamela Matson (Dean, School of Earth, Energy & Environmental Sciences, Freeman Spogli Institute for International Studies, Woods Institute for the Environment), Anna Michalak (Earth System Science), Fiorenza Micheli (Hopkins Marine Station), Stephen Monismith (Civil and Environmental Engineering, Woods Institute for the Environment), Ian Monroe (Earth Systems), Harold Mooney (Biology, emeritus, Woods Institute for the Environment), Rosamond Naylor (Earth System Science, Freeman Spogli Institute for International Studies, Woods Institute for the Environment), Richard Nevle (Earth Systems), Julia Novy-Hildesley (Earth Systems), Michael Osborne (Earth Systems), Stephen Palumbi (Biology, Hopkins Marine Station, Woods Institute for the Environment), Jonathan Payne (Geological Sciences), Kabir Peay (Biology), Kathleen Phillips (Earth Systems), Emily Polk (Program in Writing and Rhetoric), Bala Rajaratnam (Earth System Science, Statistics), Thomas Robinson (Medicine), Matt Rothe (Earth Systems, Hasso Plattner Institute of Design, Graduate School of Business), Jennifer Saltzman (Geological Sciences), Dustin Schroeder (Geophysics), Paul Segall (Geophysics), Deborah Sivas (Law), George Somero (Biology, Hopkins Marine Station), Jenny Suckale (Geophysics), James Sweeney (Management Science and Engineering, Woods Institute for the Environment), Leif Thomas (Earth System Science), Barton Thompson, Junior (Law, Woods Institute for the Environment), Miles Traer (Earth Systems), Sarah Truebe (Earth Systems), Tiziana Vanorio (Geophysics), Peter Vitousek (Biology, Emmett Interdisciplinary Program in Environment and Resources, Woods Institute for the Environment), Virginia Walbot (Biology), Paula Welander (Earth System Science), Cindy Wilber (Jasper Ridge), Michael Wilcox (Anthropology), Mikael Wolfe (History), Jane Woodward (Atmosphere and Energy Operations), Mark Zoback (Geophysics)

Overseas Studies Courses in Earth Systems

The Bing Overseas Studies Program manages Stanford study abroad programs for Stanford undergraduates. Students should consult their department or program's student services office for applicability of Overseas Studies courses to a major or minor program.

The Bing Overseas Studies course search site displays courses, locations, and quarters relevant to specific majors.

For course descriptions and additional offerings, see the listings in the Stanford Bulletin's ExploreCourses or Bing Overseas Studies.


Units
OSPAUSTL 10Coral Reef Ecosystems3
OSPAUSTL 25Freshwater Systems3
OSPAUSTL 30Coastal Forest Ecosystems3
OSPBEIJ 35Toward a Sustainable Future: China's Environmental Challenges4
OSPCPTWN 63Socio-Ecological Systems3
OSPMADRD 79Earth and Water Resources' Sustainability in Spain3-4
OSPSANTG 58Living Chile: A Land of Extremes5
OSPSANTG 85Marine Ecology of Chile and the South Pacific5

Environmental Courses List

Units
The Global Positioning System: Where on Earth are We, and What Time is It?
Electric Automobiles and Aircraft
Sustainable Aviation
Global Positioning Systems
History of South Africa
History of South Africa
Running While Others Walk: African Perspectives on Development
AIDS, Literacy, and Land: Foreign Aid and Development in Africa
Science, Technology, and Medicine in Africa
Running While Others Walk: African Perspectives on Development
Media, Culture, and Society
The American West
Indigenous Peoples and Environmental Change in the North American Wes
Conservation and Development Dilemmas in the Amazon
Peopling of the Globe: Changing Patterns of Land Use and Consumption Over the Last 50,000 Years
Ecology, Evolution, and Human Health
Animals and Us
Theory of Ecological and Environmental Anthropology
Incas and their Ancestors: Peruvian Archaeology
Neandertals and Modern Humans: Origin, Evolution, Interactions
Thinking Through Animals
Heritage, Environment, and Sovereignty in Hawaii
Zooarchaeology: An Introduction to Faunal Remains
Language and the Environment
Introduction to GIS in Anthropology
The Politics of Humanitarianism
Science, Technology, and Medicine in Africa
Nature, Culture, Heritage
Research Methods in Ecological Anthropology
Environment, Nature and Race
Social and Environmental Sustainability: The Costa Rican Case
Tragedy of the Commons: Human Ecology of Communal Resources
Human Behavioral Ecology
Human Ecology: Adaptations to Climate and Climate Change
Indigenous Peoples and Environmental Problems
Conservation and Evolutionary Ecology
Natural Resource Extraction: Use and Development: Assessing Policies, Practices and Outcomes
Anthropology of Ecotourism
Parks and Peoples: The Benefits and Costs of Protected Area Conservation
People and Parks: Management of Protected Areas
Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness
A Wilderness Empire: The Political Ecology of California
Everest: Extreme Anthropology
Risky Environments: The Nature of Disaster
The Ecology of Cuisine: Food, Nutrition, and the Evolution of the Human Diet
Australian Ecosystems: Human Dimensions and Environmental Dynamics
Seminar on Cultural Evolution and Coevolution
Human Dimensions of Global Environmental Change: Resilence, Vulnerability, and Environmental Justice
Environmental Change and Emerging Infectious Diseases
Evolution and Conservation in Galapagos
Zooarchaeology: An Introduction to Faunal Remains
Language and the Environment
Introduction to GIS in Anthropology
The Politics of Humanitarianism
Nature, Culture, Heritage
Research Methods in Ecological Anthropology
Social and Environmental Sustainability: The Costa Rican Case
Tragedy of the Commons: Human Ecology of Communal Resources
Human Behavioral Ecology
Human Ecology: Adaptations to Climate and Climate Change
Indigenous Peoples and Environmental Problems
Conservation and Evolutionary Ecology
Natural Resource Extraction: Use and Development: Assessing Policies, Practices and Outcomes
Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness
Risky Environments: The Nature of Disaster
Australian Ecosystems: Human Dimensions and Environmental Dynamics
Seminar on Cultural Evolution and Coevolution
Environmental Change and Emerging Infectious Diseases,Japanese Society and Culture
Evolution and Conservation in Galapagos
Ecology, Evolution, and Human Health
History of Anthropological Theory, Ecology and Environment
Research Methods in Ecological Anthropology
Landscape
Introduction to Human Evolution, Ecology, Genetics, and Culture
Anthropology of Environmental Conservation
EcoGroup: Current Topics in Ecological, Evolutionary, and Environmental Anthropology
EcoGroup: Problems in Ecological and Evolutionary Anthropology
Dynamics of Coupled Human-Natural Systems
Urban Ecologies
Dynamics of Coupled Human-Natural Systems
Solid State Physics Problems in Energy Technology
Cellular Biophysics
Peopling of the Globe: Changing Patterns of Land Use and Consumption Over the Last 50,000 Years
Incas and their Ancestors: Peruvian Archaeology
Zooarchaeology: An Introduction to Faunal Remains
Archaeobotany
Archaeology of Food: production, consumption and ritual
Archaeobotany
The American West
Drawing Intensive: Revisiting Nature
Ecology of Materials
Ecology of Materials
Art, Invention, Activism in the Public Sphere
ECOLOGY OF MATERIALS
Ecology and Evolution of Infectious Disease in a Changing World
Frontiers in Marine Biology
Views of a Changing Sea: Literature & Science
Introduction to Conservation Photography
Conservation Photography
Sensory Ecology of Marine Animals
Ecology for Everyone
Conservation Science and Practice
Hunger
Plant Biology, Evolution, and Ecology
Ecology
Ecology and Natural History of Jasper Ridge Biological Preserve
Ecology and Natural History of Jasper Ridge Biological Preserve
Essential Statistics for Human Biology
The Hidden Kingdom - Evolution, Ecology and Diversity of Fungi
Ecology of the Hawaiian Islands
Biology and Global Change
Plant Genetics
Ecosystem Services: Frontiers in the Science of Valuing Nature
Biostatistics
Evolution
Conservation Biology: A Latin American Perspective
Ecology and Evolution of Animal Behavior
Population Studies
Biochemistry and Molecular Biology of Plants
Modeling Cultural Evolution
Biology Senior Reflection
Biology Senior Reflection
Biology Senior Reflection
Ecological Statistics
Spanish in Science/Science in Spanish
Foundations of Community Ecology
Conservation Biology: A Latin American Perspective
Ecosystem Services: Frontiers in the Science of Valuing Nature
Ecology and Evolution of Animal Behavior
Biochemistry and Molecular Biology of Plants
Hopkins Microbiology Course
Natural History of the Vertebrates
Ethical Issues in Ecology and Evolutionary Biology
Field Ecology & Conservation
Frontiers in Interdisciplinary Biosciences
Frontiers in Interdisciplinary Biosciences
Fundamentals for Engineering Biology Lab
Introduction to Bioengineering (Engineering Living Matter)
Bioengineering Problems and Experimental Investigation
Design for Service Innovation
Frontiers in Interdisciplinary Biosciences
Plant Biology, Evolution, and Ecology
Ecological Mechanics
Physiology of Global Change
Current Topics and Concepts in Quantitative Fish Dynamics and Fisheries Management
Developmental Biology and Evolution
Developmental Biology in the Ocean: Diverse Embryonic & Larval Strategies of marine invertebrates
Invertebrate Zoology
Comparative Animal Physiology
Oceanic Biology
The Extreme Life of the Sea
Molecular Ecology
Nerve, Muscle, and Synapse
Disease Ecology: from parasites evolution to the socio-economic impacts of pathogens on nations
Marine Ecology: From Organisms to Ecosystems
Marine Conservation Biology
Experimental Design and Probability
Dynamics and Management of Marine Populations
Physiological Ecology of Marine Megafauna
Air and Water
Physiology of Global Change
Stanford at Sea
Holistic Biology
Ecology and Conservation of Kelp Forest Communities
Sensory Ecology
Sustainability and Marine Ecosystems
Directed Instruction or Reading
Undergraduate Research
Ecological Mechanics
Physiology of Global Change
Current Topics and Concepts in Quantitative Fish Dynamics and Fisheries Management
Developmental Biology and Evolution
Developmental Biology in the Ocean: Diverse Embryonic & Larval Strategies of marine invertebrates
Invertebrate Zoology
Comparative Animal Physiology
Oceanic Biology
POPULATION GENOMICS
Molecular Ecology
Nerve, Muscle, and Synapse
Disease Ecology: from parasites evolution to the socio-economic impacts of pathogens on nations
Marine Ecology: From Organisms to Ecosystems
Marine Conservation Biology
Hopkins Microbiology Course
Experimental Design and Probability
Synthesis in Ecology
Estimates and Errors: The Theory of Scientific Measurement
Dynamics and Management of Marine Populations
Physiological Ecology of Marine Megafauna
Short Course on Ocean Policy
Air and Water
Holistic Biology
Ecology and Conservation of Kelp Forest Communities
Sensory Ecology
Sustainability and Marine Ecosystems
Research
Physical Biology
Stanford at Sea
Economics of Health and Medical Care
Economics of Health and Medical Care
Introduction to Environmental Systems Engineering
Managing Natural Disaster Risk
Managing Complex, Global Projects
Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay
Weather and Storms
Air Pollution and Global Warming: History, Science, and Solutions
Environmental Science and Technology
Water, Public Health, and Engineering
Foundations of Water Science and Engineering
Managing Sustainable Building Projects
Mechanics of Fluids
Computations in Civil and Environmental Engineering
Understanding Energy
Understanding Energy -- Field Trips
Energy Resources: Fuels and Tools
Creating a Green Student Workforce to Help Implement Stanford's Sustainability Vision
Industry Applications of Virtual Design & Construction
Industry Applications of Virtual Design & Construction
Industry Applications of Virtual Design & Construction
Patterns of Sustainability
Sustainable Development Studio
Defining Smart Cities: Visions of Urbanism for the 21st Century
International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development
Climate Change Adaptation in the Coastal Built Environment
Financial Management of Sustainable Urban Systems
Negotiation
Introduction to Sensing Networks for CEE
Building Systems
Water Resources Management
Watersheds and Wetlands
Floods and Droughts, Dams and Aqueducts
Water Resources and Water Hazards Field Trips
Environmental and Water Resources Engineering Design
Environmental Planning Methods
New Indicators of Well-Being and Sustainability
Air Quality Management
Indoor Air Quality
Green House Gas Mitigation
Providing Safe Water for the Developing and Developed World
Wastewater Treatment: From Disposal to Resource Recovery
California Coast: Science, Policy, and Law
Environmental Entrepreneurship and Innovation
Energy Efficient Buildings
Electric Power: Renewables and Efficiency
Energy Storage Integration - Vehicles, Renewables, and the Grid
Aquatic Chemistry and Biology
Smart Cities & Communities
Design for a Sustainable World
Current Topics in Sustainable Engineering
Introduction to Human Exposure Analysis
Water Chemistry Laboratory
Environmental Engineering Design
Seminar: Issues in Environmental Science, Technology and Sustainability
Fundamentals of Structural Geology
Engineering Geology and Global Change
Computations in Civil and Environmental Engineering
Decision Analysis for Civil and Environmental Engineers
Understanding Energy
Understanding Energy -- Field Trips
Energy Resources: Fuels and Tools
Patterns of Sustainability
Renewable Energy Infrastructure
Materials for Sustainable Urban Systems
Sustainable Development Studio
Defining Smart Cities: Visions of Urbanism for the 21st Century
Life Cycle Assessment for Complex Systems
Advanced Topics in Integrated, Energy-Efficient Building Design
Global Project Finance
Climate Change Adaptation in the Coastal Built Environment
Negotiation
Introduction to Sensing Networks for CEE
Building Systems
Physical Hydrogeology
Surface and Near-Surface Hydrologic Response
Contaminant Hydrogeology and Reactive Transport
Hydrodynamics
Transport and Mixing in Surface Water Flows
Modeling Environmental Flows
Introduction to Physical Oceanography
Ocean Waves
Air Pollution Modeling
Numerical Weather Prediction
Weather and Storms
Air Pollution and Global Warming: History, Science, and Solutions
Atmosphere/Energy Seminar
Sustainable Water Resources Development
Water Resources Management
Water and Sanitation in Developing Countries
Watersheds and Wetlands
Floods and Droughts, Dams and Aqueducts
Water Resources and Water Hazards Field Trips
Groundwater Flow
Environmental Fluid Mechanics and Hydrology Seminar
Environmental Fluid Mechanics and Hydrology Seminar
Environmental Fluid Mechanics and Hydrology
Movement and Fate of Organic Contaminants in Waters
Environmental Organic Reaction Chemistry
Physical and Chemical Treatment Processes
Environmental Biotechnology
Introduction to Wastewater Treatment Process Modeling
New Indicators of Well-Being and Sustainability
Coastal Contaminants
Modern Power Systems Engineering
Green House Gas Mitigation
SmartGrids and Advanced Power Systems Seminar
Aquatic Chemistry
Water Chemistry Laboratory
Wastewater Treatment Process Simulators and Their Use for Emerging Technologies
Environmental Microbiology I
Microbial Bioenergy Systems
Pathogens and Disinfection
Environmental Health Microbiology Lab
Hopkins Microbiology Course
California Coast: Science, Policy, and Law
Process Design for Environmental Biotechnology
Water, Sanitation and Health
The Practice of Environmental Consulting
Environmental Entrepreneurship and Innovation
Introduction to Human Exposure Analysis
Energy Storage Integration - Vehicles, Renewables, and the Grid
Water, Health & Development in Africa
Advanced Field Methods in Water, Health and Development
Smart Cities & Communities
Design for a Sustainable World
Current Topics in Sustainable Engineering
Air Pollution Fundamentals
Indoor Air Quality
Environmental Engineering Seminar
Seminar: Issues in Environmental Science, Technology and Sustainability
Innovation in Water Sector
Earthquake Resistant Design and Construction
Introduction to Performance Based Earthquake Engineering
Foundations and Earth Structures
Structural Geology and Rock Mechanics
The Energy Seminar
Sustainable Built Environment Research
Oceanic Fluid Dynamics
Field Techniques in Coastal Oceanography
Advanced Topics in Geophysical Fluid Dynamics
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Environmental Research
Environmental Research
Environmental Research
Environmental Research
Introduction to Physiology of Microbes in Biofilms
Introduction to Physiology of Microbes in Biofilms
Introduction to Physiology of Microbes in Biofilms
Introduction to Physiology of Microbes in Biofilms
Advanced Topics in Microbial Pollution
Advanced Topics in Coastal Pollution
Advanced Topics in Submarine Groundwater Discharge
Advanced Topics in Microbial Source Tracking
Advanced Topics in Water, Health and Development
Research Proposal Writing in Environmental Engineering and Science
Performance-Based Earthquake Engineering
Exploring Research and Problem Solving Across the Sciences
Science in the News
Science Innovation and Communication
Frontiers in Interdisciplinary Biosciences
Energy: Chemical Transformations for Production, Storage, and Use
Renewable Energy for a Sustainable World
Environmental Regulation and Policy
Masters of Disaster
Polymers for Clean Energy and Water
Environmental Microbiology I
Polymers for Clean Energy and Water
Environmental Microbiology I
Electrochemical Energy Conversion
Microbial Bioenergy Systems
Frontiers in Interdisciplinary Biosciences
Ecology in Philosophy and Literature
The Archaeology of Ancient Mediterranean Environments
Software Development for Scientists and Engineers
Media, Culture, and Society
Reporting, Writing, and Understanding the News
Media Processes and Effects
Media Psychology
Specialized Writing and Reporting: Environmental Journalism
Media Psychology
Specialized Writing and Reporting: Environmental Journalism
Ecology, History, Exchange
Globally Emerging Zoonotic Diseases
Federal Indian Law
Indian Country Economic Development
Environment, Nature and Race
Ethics and Politics of Public Service
The Anthropology of Race, Nature, and Animality
Current Research in the Earth and Environmental Sciences
CLIMATE AND SOCIETY
Geokids: Earth Sciences Education
Research Preparation for Undergraduates
Earth Sciences of the Hawaiian Islands
SE3 Field Trips
Natural Perspectives: Geology, Environment, and Art
PhD Students on the PhD
Software Development for Scientists and Engineers
Software Design in Modern Fortran for Scientists and Engineers
Communicating Science
OPINION WRITING IN THE SCIENCES
Negotiation
Earth Sciences Seminar
Computational Geosciences Seminar
Coevolution of Earth and Life
Public Service Internship Preparation
Introduction to Earth Systems
Environmental and Geological Field Studies in the Rocky Mountains
People, Land, and Water in the Heart of the West
Promoting Sustainability Behavior Change at Stanford
Peopling of the Globe: Changing Patterns of Land Use and Consumption Over the Last 50,000 Years
Ecology for Everyone
Climate Change: Science & Society
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration
The Carbon Cycle: Reducing Your Impact
The Global Warming Paradox
The Global Warming Paradox II
The Invisible Majority: The Microbial World That Sustains Our Planet
Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough
Environmental Impact of Energy Systems: What are the Risks?
Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay
Changes in the Coastal Ocean: The View From Monterey and San Francisco Bays
Climate Change from the Past to the Future
Food and security
Environmental and Geological Field Studies in the Rocky Mountains
Energy and the Environment
Fundamentals of Renewable Power
Understanding Energy
The Water Course
Food and Community: New Visions for a Sustainable Future
Ecology and Natural History of Jasper Ridge Biological Preserve
Ecology and Natural History of Jasper Ridge Biological Preserve
World Food Economy
Control of Nature
Creating a Green Student Workforce to Help Implement Stanford's Sustainability Vision
Biology and Global Change
Human Society and Environmental Change
Earthquakes and Volcanoes
Wetlands Ecology of the Pantanal Prefield Seminar
Island Biogeography of Tasmania Prefield Seminar
Ecology of the Hawaiian Islands
Earth Sciences of the Hawaiian Islands
Heritage, Environment, and Sovereignty in Hawaii
Will Work for Food
Building a Sustainable Society: New Approaches for Integrating Human and Environmental Priorities
Evolution of Marine Ecosystems
Evolution of Terrestrial Ecosystems
Geographic Impacts of Global Change: Mapping the Stories
Podcasting the Anthropocene
International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development
The Energy-Water Nexus
Remote Sensing of the Oceans
Remote Sensing of Land
Fundamentals of Geographic Information Science (GIS)
American Environmental History
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation
Biological Oceanography
Marine Chemistry
Science of Soils
Soil and Water Chemistry
Geomicrobiology
Sustainable Cities
Introduction to Physical Oceanography
Environmental Geochemistry
Australian Ecosystems: Human Dimensions and Environmental Dynamics
California Coast: Science, Policy, and Law
Open Space Management Practicum
Open Space Practicum Independent Study
Specialized Writing and Reporting: Environmental Journalism
Seminar: Issues in Environmental Science, Technology and Sustainability
Urban Agriculture in the Developing World
Food Matters: Agriculture in Film
Feeding Nine Billion
FEED the Change: Redesigning Food Systems
Social and Environmental Tradeoffs in Climate Decision-Making
Concepts in Environmental Communication
Directed Individual Study in Earth Systems
Honors Program in Earth Systems
Environmental Communication in Action: The SAGE Project
World Food Economy
Spanish in Science/Science in Spanish
Senior Capstone and Reflection
Senior Capstone and Reflection
Earth Systems Capstone Project
Fundamentals of Modeling
Will Work for Food
Podcasting the Anthropocene
Remote Sensing of the Oceans
Remote Sensing of Land
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation
Directed Research
Biological Oceanography
Marine Chemistry
Microbial Physiology
Soil and Water Chemistry
Geomicrobiology
Internship
Groundwork for COP21
Antarctic Marine Geology
California Coast: Science, Policy, and Law
Open Space Management Practicum
Specialized Writing and Reporting: Environmental Journalism
Urban Agriculture in the Developing World
Food Matters: Agriculture in Film
Social and Environmental Tradeoffs in Climate Decision-Making
FEED Lab: Food System Design & Innovation
FEED Lab: Food System Design & Innovation
Master's Seminar
Concepts in Environmental Communication
Multimedia Environmental Communication
Environmental Communication Practicum
Environmental Communication Capstone
Directed Individual Study in Earth Systems
Earth Systems Book Review
M.S. Thesis
The Rise of China in World Affairs
Health and Healthcare Systems in East Asia
Health and Healthcare Systems in East Asia
The Rise of China in World Affairs
Energy, the Environment, and the Economy
World Food Economy
Development Economics
Economics of Health and Medical Care
Economics of Health Improvement in Developing Countries
Environmental Economics and Policy
Regulatory Economics
Economic, Legal, and Political Analysis of Climate-Change Policy
World Food Economy
Development Economics I
Development Economics III
Environmental Economics
Natural Resource and Energy Economics
Energy Markets: Theory and Evidence from Latin America
Public Economics and Environmental Economics Seminar
EAST House Seminar: Current Issues and Debates in Education
Introduction to Public Service Leadership
Public Service Leadership Program Practicum
Educating Young STEM Thinkers
Educating Young STEM Thinkers
Curriculum and Instruction in Science
Curriculum and Instruction in Science
Curriculum and Instruction in Science
Development of Scientific Reasoning and Knowledge
Development of Scientific Reasoning and Knowledge II
Integrating the Garden into the Elementary Curriculum
Learning & Teaching of Science
Behavior Design: Connecting People to Nature
Sociology of Science
Theory and Practice of Environmental Education
Science and Environmental Education in Informal Contexts
Science Literacy
The Science Curriculum: Values and Ideology in a Contested Terrain
Man versus Nature: Coping with Disasters Using Space Technology
Sustainable Energy Systems
Green Electronics
Solar Energy Conversion
Green Electronics
Engineering, Entrepreneurship & Climate Change
Intelligent Energy Projects
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Fundamentals of Energy Processes
Challenges and Practices in Crossdisciplinary Research and Teaching
Energy and the Environment
Energizing California
Fundamentals of Renewable Power
Sustainable Energy for 9 Billion
Engineering Economics
Fundamentals of Petroleum Engineering
Flow Through Porous Media Laboratory
Fundamentals of Multiphase Flow
When Technology Meets Reality; An In-depth Look at the Deepwater Horizon Blowout and Oil Spill
Modeling and Simulation for Geoscientists and Engineers
Well Log Analysis I
Seismic Reservoir Characterization
Reservoir Characterization and Flow Modeling with Outcrop Data
Carbon Capture and Sequestration
Undergraduate Report on Energy Industry Training
Bringing New Energy Technologies to Market: Optimizing Technology Push and Market Pull
Modeling Uncertainty in the Earth Sciences
Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties
Energy Infrastructure, Technology and Economics
Well Test Analysis
Oil and Gas Production Engineering
Optimization of Energy Systems
Undergraduate Teaching Experience
Undergraduate Research Problems
Special Topics in Energy and Mineral Fluids
Senior Project and Seminar in Energy Resources
Laboratory Measurement of Reservoir Rock Properties
Advanced Software Development for Scientists and Engineers
Fundamentals of Multiphase Flow
Reservoir Simulation
Enhanced Oil Recovery
Geostatistics
Seismic Reservoir Characterization
Reservoir Characterization and Flow Modeling with Outcrop Data
Carbon Capture and Sequestration
Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties
Geothermal Reservoir Engineering
Energy Infrastructure, Technology and Economics
Special Topics in Energy Resources Engineering
Quantitative Methods in Basin and Petroleum System Modeling
Oil and Gas Production Engineering
Optimization of Energy Systems
Fundamentals of Energy Processes
The Energy Seminar
Teaching Experience in Energy Resources Engineering
Advanced Research Work in Energy Resources Engineering
Master's Degree Research in Energy Resources Engineering
The American West
Energy: Chemical Transformations for Production, Storage, and Use
Environmental Science and Technology
Solar Decathlon 2015
Solar Decathlon 2015
Solar Decathlon 2015
SOLAR DECATHLON 2015
Fundamentals of Petroleum Engineering
Solar Decathlon
Solar Decathlon 2015
Solar Decathlon 2015
Solar Decathlon 2015
SOLAR DECATHLON 2015
The Social Ocean: Ocean Conservation, Management, and Policy
Field Survey Data Collection & Analysis
Environmental Decision-Making and Risk Perception
Environmental Governance
Graduate Practicum in Environment and Resources
Introduction to Environmental Science
Capstone Project Seminar in Environment and Resources
Environmental Research Design Seminar
Designing Environmental Research
Research Approaches for Environmental Problem Solving
Directed Reading in Environment and Resources
Directed Research in Environment and Resources
Creating a Green Student Workforce to Help Implement Stanford's Sustainability Vision
Prehonors Seminar
Interschool Honors Program in Environmental Science, Technology, and Policy
Water in the West: Challenges and Opportunities
Environmental and Geological Field Studies in the Rocky Mountains
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration
The Global Warming Paradox II
The Global Warming Paradox III
Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough
Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay
Changes in the Coastal Ocean: The View From Monterey and San Francisco Bays
Climate Change from the Past to the Future
Food, Water and War: Life on the Mekong
Food and security
Environmental and Geological Field Studies in the Rocky Mountains
Food and Community: New Visions for a Sustainable Future
World Food Economy
Control of Nature
Biology and Global Change
Human Society and Environmental Change
Earth Sciences of the Hawaiian Islands
D^3: Disasters, Decisions, Development
Remote Sensing of the Oceans
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation
Introduction to Physical Oceanography
Biological Oceanography
Marine Chemistry
Science of Soils
Soil and Water Chemistry
Geomicrobiology
Remote Sensing of Land
Fundamentals of Geographic Information Science (GIS)
Seminar: Issues in Environmental Science, Technology and Sustainability
Urban Agriculture in the Developing World
Food Matters: Agriculture in Film
World Food Economy
Topics in Geobiology
Fundamentals of Modeling
Measurements in Earth Systems
Introduction to geostatistics and modeling of spatial uncertainty
Earth System Dynamics
Terrestrial Biogeochemistry
Climate of the Cenozoic
D^3: Disasters, Decisions, Development
Climate Variability during the Holocene: Understanding what is Natural Climate Change
Physical Hydrogeology
Contaminant Hydrogeology and Reactive Transport
Advanced Oceanography
Remote Sensing of the Oceans
Antarctic Marine Geology
Marine Ecosystem Modeling
Advanced Biological Oceanography
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation
Marine Stable Isotopes
Elkhorn Slough Microbiology
Biological Oceanography
Marine Chemistry
Hopkins Microbiology Course
Microbial Physiology
Soil and Water Chemistry
Geomicrobiology
Environmental Microbial Genomics
Advanced Statistical Methods for Earth System Analysis
Molecular Microbial Biosignatures
Remote Sensing of Land
Topics in Advanced Geostatistics
Analyzing land use in a globalized world
Urban Agriculture in the Developing World
Ecological Farm Management
Food Matters: Agriculture in Film
Directed Individual Study in Earth System Science
Climate studies of terrestrial environments
Topics in Earth System Science
Climate Change: An Earth Systems Perspective
From Freshwater to Oceans to Land Systems: An Earth System Perspective to Global Challenges
Research Proposal Development and Delivery
Climate and Energy Seminar
Seminar in Advanced Applications of Remote Sensing
Global Land Use Change to 2050
Seminar in Hydrogeology
Seminar in Hydrogeology
Advanced Topics in Hydrogeology
Geostatistics
Geostatistics
Geostatistics
Oceanic Fluid Dynamics
Advanced Topics in Geophysical Fluid Dynamics
Practical Experience in the Geosciences
Current Topics in Ecosystem Modeling
Graduate Research
Sustainability And Social Justice
Ethics and Politics of Public Service
Introduction to Global Justice
Moral Limits of the Market
Introduction to Environmental Ethics
The Ethics and Politics of Collective Action
Contemporary Moral Problems
Introduction to Environmental Ethics
Critical Issues in International Women's Health
Predicting Volcanic Eruptions
Planetary Habitability, World View, and Sustainability
Man versus Nature: Coping with Disasters Using Space Technology
The Water Course
The Energy-Water Nexus
Earthquakes and Volcanoes
Introduction to the foundations of contemporary geophysics
Exploring Geosciences with MATLAB
D^3: Disasters, Decisions, Development
Ice, Water, Fire
Introductory Seismology
Remote Sensing of the Oceans
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Geodynamics: Our Dynamic Earth
D^3: Disasters, Decisions, Development
Laboratory Methods in Geophysics
Global Tectonics
Tectonics Field Trip
Fluids and Flow in the Earth: Computational Methods
Reflection Seismology
Reflection Seismology Interpretation
Journey to the Center of the Earth
Rock Physics for Reservoir Characterization
Tectonophysics
Near-Surface Geophysics
Observing Freshwater
Undergraduate Research in Geophysics
Frontiers of Geophysical Research at Stanford: Faculty Lectures
Reservoir Geomechanics
Fluids and Flow in the Earth: Computational Methods
Spectral Finite Element Method (SPECFEM) Seismograms
Effective Scientific Presentation and Public Speaking
FLUID DYNAMICS OF THE SOLID EA
Unconventional Reservoir Geomechanics
Basic Earth Imaging
Environmental Soundings Image Estimation
Topics in Climate Change
Numerical Methods in Engineering and Applied Sciences
D^3: Disasters, Decisions, Development
Ice, Water, Fire
Reflection Seismology
Reflection Seismology Interpretation
Seismic Reflection Processing
Earthquake Rupture Dynamics
WAVES AND FIELDS IN GEOPHYSICS
Borehole Seismic Modeling and Imaging
Seismic Reservoir Characterization
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Structural Geology and Rock Mechanics
Report on Energy Industry Training
Introduction to Computational Earth Sciences
Applied Optimization Laboratory (Geophys 258)
Laboratory Methods in Geophysics
Rock Physics for Reservoir Characterization
Rock Physics
Imaging Radar and Applications
Electromagnetic Properties of Geological Materials
Journey to the Center of the Earth
3-D Seismic Imaging
Geophysical Inverse Problems
Hydrogeophysics
Global Seismology
Earthquake Seismology
Crustal Deformation
Crustal Deformation
Global Positioning System in Earth Sciences
Tectonophysics
Magnetotellurics: Introduction, practical data analysis and inversion
Reflection Seismology
Environmental Geophysics
Theoretical Geophysics
Tectonics
Global Seismic Techniques, Theory, and Application
Crustal Mechanics
Earthquake Seismology, Deformation, and Stress
Experimental Rock Physics
Wave Physics
Poroelasticity
GEOPHYSICAL MULTI-PHASE FLOWS
Radio Remote Sensing
Environmentalism, Literature and Cultural Criticism
GES 50Q
GES 260
GES 267
GES 277
GES 310
GES 340
Coevolution of Earth and Life
Living on the Edge
Oceanography: An Introduction to the Marine Environment
Environmental and Geological Field Studies in the Rocky Mountains
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration
Diamonds
Landscapes and Tectonics of the San Francisco Bay Area
Environmental Problems
Environmental Impact of Energy Systems: What are the Risks?
The California Gold Rush: Geologic Background and Environmental Impact
Earthquake 9.0: The Heritage of Fukushima Daiichi 6 Years Later
Introduction to Geochemistry
Environmental and Geological Field Studies in the Rocky Mountains
Earth Materials: Introduction to Mineralogy
Earth Materials: Rocks in Thin Section
Introduction to Petrology
Introduction to Field Methods
Journey to the Center of the Earth
Structural Geology and Tectonics
Fundamentals of Structural Geology
Engineering Geology and Global Change
D^3: Disasters, Decisions, Development
What Makes a Habitable Planet?
Planetary Systems: Dynamics and Origins
Evolution of Marine Ecosystems
Evolution of Terrestrial Ecosystems
Soil Physics and Hydrology
Hydrologically-Driven Landscape Evolution
Field and Analytical Methods in Historical Geobiology
Senior Seminar: Issues in Earth Sciences
Introduction to Isotope Geochemistry
Environmental Geochemistry
Geochemical Thermodynamics
Igneous Processes
Field Trip to Volcanoes of the Eastern Sierran Volcanism
Volcanology
Research in the Field
SE3 Field Trips
Undergraduate Research in Geological Sciences
Senior Thesis
Special Problems in Geological Sciences
Introduction to Petrology
Topics in Organismal Paleobiology
Journey to the Center of the Earth
Topics in Geobiology
Microstructures
Geologic Evolution of the Western U.S. Cordillera
Topics in Regional Geology and Tectonics
Topics in Tectonic Geomorphology
Topics in Sedimentary Geology
Topics in Paleobiology
Structural Geology and Rock Mechanics
D^3: Disasters, Decisions, Development
Planetary Systems: Dynamics and Origins
Reflection Seismology Interpretation
Evolution of Marine Ecosystems
Contaminant Hydrogeology and Reactive Transport
At the intersection of geochemistry, sedimentary geology, and paleobiology
Evolution of Terrestrial Ecosystems
Microbial Physiology
Molecular Microbial Biosignatures
Field and Analytical Methods in Historical Geobiology
Surface and Near-Surface Hydrologic Response
Soil Physics
Geostatistics
Reservoir Characterization and Flow Modeling with Outcrop Data
The Petroleum System: Investigative method to explore for conventional & unconventional hydrocarbons
Petroleum Geochemistry in Environmental and Earth Science
Sedimentation Mechanics
Sedimentary Basins
Sedimentary Petrography
Petroleum Geology and Exploration
Carbonate Sedimentology
Basin and Petroleum System Modeling
Quantitative Methods in Basin and Petroleum System Modeling
Clastic Sequence Stratigraphy
Introduction to Depositional Systems
Stratigraphic Architecture
Physics and Chemistry of Minerals and Mineral Surfaces
Thermodynamics and Disorder in Minerals and Melts
Introduction to Isotope Geochemistry
Managing Nuclear Waste: Technical, Political and Organizational Challenges
Environmental Geochemistry
Earth's Weathering Engine
Principles of 40Ar/39Ar Thermochronometry
Interpretative Methods in Detrital Geochronology
Thermochronology and Crustal Evolution
Field Seminar on Eastern Sierran Volcanism
Igneous Petrogenesis of the Continents
Volcanology
Secondary Ionization Mass Spectrometry
Fundamentals of Mass Spectrometry
Departmental Seminar in Geological Sciences
GS Field Trips
Directed Reading with Geological Sciences Faculty
Field Research
Interpretation of Tectonically Active Landscapes
Analysis of Landforms
Modeling of Landforms
Literature of Structural Geology
The Evolution of Body Size
Seminar in Paleobiology
Stanford Alpine Project Seminar
METAMORPHIC PETROLOGY
Metamorphic Petrology Laboratory
Igneous Petrology and Petrogenesis Seminar
Practical Experience in the Geosciences
Advanced Projects
Graduate Research
Sustainable Energy: Business Opportunities and Public Policy
Clean Energy Project Development and Finance
Energy Markets and Policy
Business Collaboration to Promote a Sustainable Food System
Sustainable Energy
The Role of Business in Sustainable Food Systems
Energy Policy, Markets, and Climate Change
Intrapreneurship for Sustainability: Driving Environmental Change from Within Corporations
Global History: The Early Modern World, 1300 to 1800
World History of Science
The Scientific Revolution
The Circle of Life: Visions of Nature in Modern Science, Religion, Politics and Culture
Women and Gender in Science, Medicine and Engineering
Gendered Innovations in Science, Medicine, Engineering, and Environment
History of South Africa
History of the International System
Human Society and Environmental Change
Global Human Geography: Asia and Africa
Global Human Geography: Europe and Americas
World History of Science
Women and Gender in Science, Medicine and Engineering
History of South Africa
The American West
American Environmental History
Mobile Food: A Global Food History
Water in World History
Environment, Technology and Revolution in World History
Famine in the Modern World
The Scientific Revolution
People, Plants, and Medicine: Colonial Science and Medicine
Human Origins: History, Evidence, and Controversy
Popular Culture and American Nature
The Ethical Challenges of Climate Change
The New Global Economy, Oil and Origins of the Arab Spring
Mobile Food: A Global Food History
Water in World History
History Meets Geography
Famine in the Modern World
The Scientific Revolution
Darwin in the History of Life
People, Plants, and Medicine: Colonial Science and Medicine
The New Global Economy, Oil and Origins of the Arab Spring
Environmental History of Latin America
Environmental History of Latin America
The Ethical Challenges of Climate Change
Meta-research: Appraising Research Findings, Bias, and Meta-analysis
Scientific Writing
Analytical and Practical Issues in the Conduct of Clinical and Epidemiologic Research
BIOTECHNOLOGY LAW AND POLICY
Introduction to Data Management and Analysis in SAS
Design and Conduct of Clinical and Epidemiologic Studies
Advanced Epidemiologic and Clinical Research Methods
Genetic Epidemiology
Cancer Epidemiology
Epidemiology of Infectious Diseases
Epidemiology Research Seminar
Genes and Environment in Disease Causation: Implications for Medicine and Public Health
Economics of Health and Medical Care
Introduction to Probability and Statistics for Epidemiology
Design for Service Innovation
Directed Reading in Health Research and Policy
Genetics, Evolution, and Ecology
Culture, Evolution, and Society
Behavior, Health, and Development
Environmental and Health Policy Analysis
Science Education in Human Biology
Conservation and Development Dilemmas in the Amazon
Human Dimensions of Global Environmental Change: Resilence, Vulnerability, and Environmental Justice
Conservation Biology: A Latin American Perspective
The Human-Plant Connection
Healthy/Sustainable Food Systems: Maximum Sustainability across Health, Economics, and Environment
Environmental Change and Emerging Infectious Diseases
Human Behavioral Ecology
Theory of Ecological and Environmental Anthropology
Ethnicity and Medicine
Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations
Current Topics and Controversies in Women's Health
Promoting Health Over the Life Course: Multidisciplinary Perspectives
Critical Issues in International Women's Health
Human Nutrition
Biology, Health and Big Data
Viral Lifestyles
Parasites and Pestilence: Infectious Public Health Challenges
Engineering Better Health Systems: modeling for public health
Humans and Viruses I
Genes and Environment in Disease Causation: Implications for Medicine and Public Health
Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context
Science, Innovation and the Law
Ethics and Politics of Public Service
Peopling of the Globe: Changing Patterns of Land Use and Consumption Over the Last 50,000 Years
Visions of the Andes
Brazilian Presence: Landscape, Life and Literature
Visions of the Andes
Food and security
History of the International System
International Problem-Solving Through NGOs: Policy, Players, Strategies, and Ethics
International Environmental Law and Policy
Introduction to Global Justice
Managing Global Complexity
Issues in International Economics
The Geopolitics of Energy
Spanish in Science/Science in Spanish
The Sea Around Us: Ethical, Physical, and Emotional Connections Between Humans and the Ocean
Thermodynamic Evaluation of Green Energy Technologies
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Solar Cells
Principles, Materials and Devices of Batteries
Energy & The Industrial Revolution - Past, Present & Future
The Worldly Engineer
Designing the Car of the Future
Energy Sustainability and Climate Change
Introductory Fluids Engineering
Electric Vehicle Design
Entrepreneurial Design for Extreme Affordability
Entrepreneurial Design for Extreme Affordability
Green Design Strategies and Metrics
Design for Sustainability
Designing Sustainable Behavior
Internal Combustion Engines
Turbine and Internal Combustion Engines
Fuel Cell Science and Technology
Physics of Wind Energy
Turbine and Internal Combustion Engines
Energy Systems I: Thermodynamics
Energy Systems II: Modeling and Advanced Concepts
Energy Systems III: Projects
Combustion Fundamentals
Fuel Cell Seminar
Human Rights and Health
Design for Service Innovation
Natural Resource and Energy Economics
Photographing Nature
Indigenous Peoples and Environmental Problems
Introduction to Decision Making
International Environmental Policy
Nuclear Weapons, Energy, Proliferation, and Terrorism
Introduction to Decision Analysis
Introduction to Decision Analysis
Issues in Technology and Work
Global Work
Methods and Models for Policy and Strategy Analysis
Ethics, Technology, and Public Policy
Energy and Environmental Policy Analysis
Engineering Risk Analysis
Project Course in Engineering Risk Analysis
Decision Analysis I: Foundations of Decision Analysis
Health Policy Modeling
Climate Policy Analysis
Energy Policy Analysis
Voluntary Social Systems
Decision Analysis II: Professional Decision Analysis
The Energy Seminar
Federal Indian Law
Indian Country Economic Development
Current Topics and Controversies in Women's Health
Design for Extreme Affordability
Design for Extreme Affordability
Environmental Science for Managers - Advanced
Environmental Science for Managers II
Coral Reef Ecosystems
Freshwater Systems
Coastal Forest Ecosystems
Australian Studies
Toward a Sustainable Future: China's Environmental Challenges
[Independent Study] Conservation & Resources in Sub-Saharan Africa
Socio-Ecological Systems
Cities and Creativity: Cultural and Architectural Interpretations of Madrid
Oceanography Research Internship
Measuring Well-Being and Sustainability in Today's World
Sustainable Cities: Comparative Transportation Systems in Latin America
Living Chile: A Land of Extremes
Santiago: Urban Planning, Public Policy, and the Built Environment
Marine Ecology of Chile and the South Pacific
Introduction to Outdoor Education
Outdoor Living Skills
Outdoor Leadership Practicum
Adventure Experience Management
Outdoor Educator Apprenticeship
Outdoor Education: Assistant Instructor
Social and Environmental Determinants of Health
Social and Environmental Determinants of Health
Justice and Climate Change
The Animal-Human Relationship: Interdisciplinary Perspectives
Introduction to Environmental Philosophy
Contemporary Moral Problems
The Ethics and Politics of Collective Action
Introduction to Global Justice
Central Topics in the Philosophy of Science: Theory and Evidence
Philosophy, Biology, and Behavior
Moral Limits of the Market
Ethics and Politics of Public Service
Ethics of Climate Change
Introduction to Environmental Ethics
Central Topics in the Philosophy of Science: Theory and Evidence
Philosophy, Biology, and Behavior
Moral Limits of the Market
Ethics and Politics of Public Service
Ethics of Climate Change
Introduction to Environmental Ethics
Introduction to the Physics of Energy
Introduction to Nuclear Energy
Strategy Beyond Markets
Strategy Beyond Markets: Challenges and Opportunities in Developing Economies
Climate Change and Conflict: Will Warming Lead to Warring?
The Federal Government and the West
Politics of Energy Efficiency
Energy Policy in California
The American West
The Ethics and Politics of Collective Action
Ethics and Politics of Public Service
Introduction to Environmental Ethics
Introduction to Global Justice
Spatial Approaches to Social Science
Frontiers in Interdisciplinary Biosciences
Politics and Public Policy
Ethics and Politics of Public Service
Economic Policy Analysis
Policy and Climate Change
Law and Public Policy
Technology Policy
Technology Policy
Writing & Rhetoric 1: Debating the Environment
Writing & Rhetoric 1: The Rhetoric of the American West
Writing & Rhetoric 1: Seeing Nature: The Power of Environmental Visual Rhetoric
Writing & Rhetoric 1: Super-Storms, Polar Bears, and Droughts: The Rhetoric of Climate Change
Writing & Rhetoric 1: Eating-Animals: The Rhetoric of Animals, Food, and the Environment
Writing & Rhetoric 2: Communicating Science
Writing & Rhetoric 2: In Science We Trust
Writing & Rhetoric 2: A Planet on the Edge: The Rhetoric of Sustainable Energy
Writing & Rhetoric 2: The Rhetoric of the Natural and Beyond
Writing & Rhetoric 2: Writing 'Science': Fact, Fiction, and Everything Between
Writing & Rhetoric 1: Cradle to Cradle: the Rhetoric of Sustainability
Intermediate Writing: Self & Science
Intermediate Writing: Communicating Climate Change: Navigating the Stories from the Frontlines
Intermediate Writing: Stanford Science Podcast
Intermediate Writing: Design Thinking and Science Communication
Intermediate Writing: Communicating Bioinformation
Intermediate Writing: Communicating Science
Intermediate Writing: Introduction to Science Communication
Religion and the Environment: The Moral Meanings of Nature
Health and Environmental Regulatory Policy
International Environmental Policy
Energy, Environment and Security in South Asia
Transitions in Energy Policy Speakers Series
Bridging the gap between environmental science and policy
Energy and Environment: Technology, Economics and Policy
Health and Environmental Policy Speaker Series
Energy, Environment, Climate and Conservation Policy: A Washington, D.C. Perspective
Energy and Climate Cooperation in the Western Hemisphere
Social Movements and Collective Action
Social and Cultural Dimensions of GlobalnIndigeneity
Formal Organizations
Social Movements and Collective Action
Formal Organizations
Introduction to Statistical Methods: Precalculus
Statistical Methods in Engineering and the Physical Sciences
Biostatistics
Introduction to Statistical Methods: Precalculus
Achieving Social Impact
Science, Technology, and Environmental Justice
Science, Technology and Politics
Issues in Technology and the Environment
Food and Society: Politics, Culture and Technology
Technology, Nature, and Environmentalism
Healthcare in Haiti and other Resource Poor Countries
Sustainability and Collapse
Networks: Ecological, Revolutionary, Digital
The Water Course
Energy? Understanding the Challenge, Developing Solutions
Sustainability Challenges and Transitions
Utopia and Reality: Introduction to Urban Studies
Introduction to Urban Design: Contemporary Urban Design in Theory and Practice
Urban Culture in Global Perspective
Ethics and Politics of Public Service
Spatial Approaches to Social Science
Environmental Policy and the City in U.S. History
Land Use Control
Sustainable Cities
Sustainable Urban and Regional Transportation Planning
Green Mobilities for the Suburbs of the Future
Defining Smart Cities: Visions of Urbanism for the 21st Century
Total Units0

Courses

EARTHSYS 4. Coevolution of Earth and Life. 4 Units.

Earth is the only planet in the universe currently known to harbor life. When and how did Earth become inhabited? How have biological activities altered the planet? How have environmental changes affected the evolution of life? Are we living in a sixth mass extinction? In this course, we will develop and use the tools of geology, paleontology, geochemistry, and modeling that allow us to reconstruct Earth¿s 4.5 billion year history and to reconstruct the interactions between life and its host planet over the past 4 billion years. We will also ask what this long history can tell us about life¿s likely future on Earth. We will also use One half-day field trip.
Same as: GS 4

EARTHSYS 8. The Oceans: An Introduction to the Marine Environment. 4 Units.

The course will provide a basic understanding of how the ocean functions as a suite of interconnected ecosystems, both naturally and under the influence of human activities. Emphasis is on the interactions between the physical and chemical environment and the dominant organisms of each ecosystem. The types of ecosystems discussed include coral reefs, deep-sea hydrothermal vents, coastal upwelling systems, blue-water oceans, estuaries, and near-shore dead zones. Lectures, multimedia presentations, group activities, and tide-pooling day trip.
Same as: ESS 8

EARTHSYS 9. Public Service Internship Preparation. 1 Unit.

Are you prepared for your internship this summer? This workshop series will help you make the most of your internship experience by setting learning goals in advance; negotiating and communicating clear roles and expectations; preparing for a professional role in a non-profit, government, or community setting; and reflecting with successful interns and community partners on how to prepare sufficiently ahead of time. You will read, discuss, and hear from guest speakers, as well as develop a learning plan specific to your summer or academic year internship placement. This course is primarily designed for students who have already identified an internship for summer or a later quarter. You are welcome to attend any and all workshops, but must attend the entire series and do the assignments for 1 unit of credit.
Same as: ARTSINST 40, EDUC 9, HUMBIO 9, PUBLPOL 74, URBANST 101

EARTHSYS 10. Introduction to Earth Systems. 4 Units.

For non-majors and prospective Earth Systems majors. Multidisciplinary approach using the principles of geology, biology, engineering, and economics to describe how the Earth operates as an interconnected, integrated system. Goal is to understand global change on all time scales. Focus is on sciences, technological principles, and sociopolitical approaches applied to solid earth, oceans, water, energy, and food and population. Case studies: environmental degradation, loss of biodiversity, and resource sustainability.

EARTHSYS 11Q. Sustainability And Social Justice. 3 Units.

At its core, sustainability is a conversation about equity. Equity between people today and people tomorrow. Equity between the many diverse people today who are all trying to pursue their hopes and dreams. Equity between human beings and the myriad other living creatures we share this planet with. Movements for environmental sustainability and social justice share a concern for equity, but have largely evolved in parallel. Mounting evidence however shows that environmental and social change are almost always inextricably linked, and the climate crisis is pushing together these two areas of study like never before. That is good news, but tough questions remain. What happens when the environmental costs of personal freedom can no longer be sustained? Should the needs of the many always outweigh the needs of the few? Are we responsible for repairing the injustices of our parents' and grandparents' generations? Where are the win-win solutions? In this interdisciplinary seminar, we will explore the theory and practice of sustainability and social justice, examining case studies where they have intersected, and where they have not. Readings will draw from sustainability science, environmental justice, environmental ethics, religious studies, social psychology, and ecological economics. Through weekly readings, discussions, and journal writing, students will develop a personal sustainability manifesto and analyze a policy, technology, or social movement through the lens of social and environmental sustainability.
Same as: ETHICSOC 11Q

EARTHSYS 12SC. Environmental and Geological Field Studies in the Rocky Mountains. 2 Units.

The ecologically and geologically diverse Rocky Mountain area is being strongly impacted by changing land use patterns, global and regional environmental change, and societal demands for energy and natural resources. This field program emphasizes coupled environmental and geological problems in the Rocky Mountains, covering a broad range of topics including the geologic origin of the American West from three billion years ago to the present; paleoclimatology and the glacial history of this mountainous region; the long- and short-term carbon cycle and global climate change; and environmental issues in the American West related to changing land-use patterns and increased demand for its abundant natural resources. In addition to the science aspects of this course we will also investigate the unique western culture of the area particularly in regards to modern ranching and outfitting in the American West. These broad topics are integrated into a coherent field-study as we examine earth/ environmental science-related questions in three different settings: 1) the three-billion-year-old rocks and the modern glaciers of the Wind River Mountains of Wyoming; 2) the sediments in the adjacent Wind River basin that host abundant gas and oil reserves and also contain the long-term climate history of this region; and 3) the volcanic center of Yellowstone National Park and the mountainous region of Teton National Park. Students will complete six assignments based upon field exercises, working in small groups to analyze data and prepare reports and maps. Lectures will be held in the field prior to and after fieldwork. Note: This course involves one week of backpacking in the Wind Rivers and hiking while staying in cabins near Jackson Hole, Wyoming. Students must arrive in Salt Lake City on Tuesday, September 6. (Hotel lodging will be provided for the night of September 6, and thereafter students will travel as a Sophomore College group.) We will return to campus on Friday, September 23. Sophomore College Course: Application required, due noon, April 5, 2016. Apply at http://soco.stanford.edu.
Same as: ESS 12SC, GS 12SC

EARTHSYS 13SC. People, Land, and Water in the Heart of the West. 2 Units.

Salmon River. Sun Valley. Pioneer Mountains. The names speak of powerful forces and ideas in the American West. Central Idaho - a landscape embracing snow-capped mountains, raging rivers, sagebrush deserts, farms, ranches, and resort communities - is our classroom for this field-based seminar led by David Freyberg, professor of Civil and Environmental Engineering, and David Kennedy, professor emeritus of History. nnThis course focuses on the history and future of a broad range of natural resource management issues in the western United States. We will spend a week on campus preparing for a two-week field course in Idaho exploring working landscapes, private and public lands, water and fisheries, conservation, and the history and literature of the relationship between people and the land in the American West. After the first week spent on campus, we will drive to Idaho to begin the field portion of our seminar. In Idaho, we will spend time near Twin Falls, at Lava Lake Ranch near Craters of the Moon National Monument, in Custer County at the Upper Salmon River, and near Stanley in the Sawtooth National Forest. No prior camping experience is required, but students should be comfortable living outdoors in mobile base camps for periods of several days. Students will investigate specific issues in-depth and present their findings at the end of the course.

EARTHSYS 15SC. Environmental & Resource Challenges on Native American Lands. 2 Units.

This seminar will study and examine the varied environmental and resource challenges facing Indian reservations in the western United States. Over 360 Indian reservations, the majority of which are in the western United States, encompass over 56 million acres - a land total approximating the size of the State of Idaho While Indian treaties and executive orders often relegated tribes to isolated and unwanted lands, Indian reservations frequently contain valuable natural resources such as oil, gas, hard minerals, and forests. Many Indian tribes, moreover, enjoy special fishing rights and the legal right to vast amounts of water. At the same time, Indian reservations face serious environmental challenges, including water contamination, habitat decline, and climate change. To examine these questions, we will start with a week of classroom study and discussion. During this week, we will examine the nature of the environmental and resource challenges facing Native American tribes today, the relevant ins and outs of federal Indian law and the legal rights of tribes, Native American governmental systems, and the approaches that tribes are currently taking to these challenges. We will then move into the field and spend approximately ten days in the states of Washington, Montana, and Wyoming, meeting with tribal officials and seeing firsthand the environmental and resource challenges that they face. On our return to Stanford, students will break into groups, and each group will analyze a particular challenge facing a Native American tribe and how best to address that challenge. The course will culminate in student presentations on these analyses. Over the summer, students also will be responsible for assigned readings, online interactive materials, and relevant recent news articles. The class begins on-campus and then travels to Washington, Montana, and Wyoming. Travel expenses during the course will be provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College. Application required, due noon, April 5, 2016. Apply at http://soco.stanford.edu. Cross-listed with Earth Systems (EARTHSYS 15SC), Native American Studies (NATIVEAM 15SC) and Political Science (POLISCI 26SC).
Same as: LAWGEN 15SC, NATIVEAM 15SC, POLISCI 26SC

EARTHSYS 16SI. Environmental Justice in the Bay Area. 2 Units.

Hands-on, discussion-based class that seeks to expose students to the intersectionality of social justice and environmental well being. Through student-led talks and field trips around the Bay, the course pushes participants to think about connections between issues of privilege, race, health, gender equality, and class in environmental issues. Students from all experiences and fields of study are encouraged to join to gain a sense of place, engage critically with complex challenges, and learn about environmental justice in and out of the classroom.
Same as: URBANST 16SI

EARTHSYS 18. Promoting Sustainability Behavior Change at Stanford. 2 Units.

Stanford Green Living Council training course. Strategies for designing and implementing effective behavior change programs for environmental sustainability on campus. Includes methods from community-based social marketing, psychology, behavioral economics, education, public health, social movements, and design. Students design a behavior change intervention project targeting a specific environmental sustainability-related behavior. Lectures online and weekly sections/workshops.

EARTHSYS 21. Peopling of the Globe: Changing Patterns of Land Use and Consumption Over the Last 50,000 Years. 3-5 Units.

Fossil, genetic and archaeological evidence suggest that modern humans began to disperse out of Africa about 50,000 years ago. Subsequently, humans have colonized every major landmass on earth. This class introduces students to the data and issues regarding human dispersal, migration and colonization of continents and islands around the world. We explore problems related to the timing and cause of colonizing events, and investigate questions about changing patterns of land use, demography and consumption. Students are introduced to critical relationships between prehistoric population changes and our contemporary environmental crisis.
Same as: ANTHRO 18, ARCHLGY 12, HUMBIO 182

EARTHSYS 30. Ecology for Everyone. 4 Units.

Everything is connected, but how? Ecology is the science of interactions and the changes they generate. This project-based course links individual behavior, population growth, species interactions, and ecosystem function. Introduction to measurement, observation, experimental design and hypothesis testing in field projects, mostly done in groups. The goal is to learn to think analytically about everyday ecological processes involving bacteria, fungi, plants, animals and humans. The course uses basic statistics to analyze data; there are no math prerequisites except arithmetic. Open to everyone, including those who may be headed for more advanced courses in ecology and environmental science.
Same as: BIO 30

EARTHSYS 36N. Life at the Extremes: From the Deep Sea to Deep Space. 3 Units.

Preference to freshmen. Microbial life is diverse and resilient on Earth; could it survive elsewhere in our solar system? This seminar will investigate the diversity of microbial life on earth, with an emphasis on extremophiles, and consider the potential for microbial life to exist and persist in extraterrestrial locales. Topics include microbial phylogenetic and physiological diversity, biochemical adaptations of extremophiles, ecology of extreme habitats, and apparent requirements and limits of life. Format includes lectures, discussions, lab-based activities and local field trips. Basics of microbiology, biochemistry, and astrobiology.

EARTHSYS 37N. Climate Change: Science & Society. 3 Units.

Preference to freshmen. How and why do greenhouse gases cause climate to change? How will a changing climate affect humans and natural ecosystems? What can be done to prevent climate change and better adapt to the climate change that does occur? Focus is on developing quantitative understanding of these issues rooted in both the physical and social sciences. Exercises based on simple quantitative observations and calculations; algebra only, no calculus.

EARTHSYS 38N. The Worst Journey in the World: The Science, Literature, and History of Polar Exploration. 3 Units.

This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Same as: ESS 38N, GS 38N

EARTHSYS 39N. The Carbon Cycle: Reducing Your Impact. 3 Units.

Preference to freshmen. Changes in the long- and short-term carbon cycle and global climate through the burning of fossil fuels since the Industrial Revolution. How people can shrink their carbon footprints. Long-term sources and sinks of carbon and how they are controlled by tectonics and short-term sources and sinks and the interaction between the biosphere and ocean. How people can shrink their carbon footprints. Held at the Stanford Community Farm.

EARTHSYS 41N. The Global Warming Paradox. 3 Units.

Preference to freshman. Focus is on the complex climate challenges posed by the substantial benefits of energy consumption, including the critical tension between the enormous global demand for increased human well-being and the negative climate consequences of large-scale emissions of carbon dioxide. Topics include: Earth¿s energy balance; detection and attribution of climate change; the climate response to enhanced greenhouse forcing; impacts of climate change on natural and human systems; and proposed methods for curbing further climate change. Sources include peer-reviewed scientific papers, current research results, and portrayal of scientific findings by the mass media and social networks.

EARTHSYS 42. The Global Warming Paradox II. 1 Unit.

Further discussion of the complex climate challenges posed by the substantial benefits of energy consumption, including the critical tension between the enormous global demand for increased human well-being and the negative climate consequences of large-scale emissions of carbon dioxide. Discussions of topics of student interest, including peer-reviewed scientific papers, current research results, and portrayal of scientific findings by the mass media and social networks. Focus is on student engagement in on-campus and off-campus activities. Prerequisite: EESS 41N or EARTHSYS 41N or consent of instructor.
Same as: ESS 42

EARTHSYS 44N. The Invisible Majority: The Microbial World That Sustains Our Planet. 3 Units.

Microbes are often viewed through the lens of infectious disease yet they play a much broader and underappreciated role in sustaining our Earth system. From introducing oxygen into the Earth¿s atmosphere over 2 billion years ago to consuming greenhouse gases today, microbial communities have had (and continue to have) a significant impact on our planet. In this seminar, students will learn how microbes transformed the ancient Earth environment into our modern planet, how they currently sustain our Earth¿s ecosystems, and how scientists study them both in the present and in the past. Students will be exposed to the fundamentals of microbiology, biogeochemistry, and Earth history.

EARTHSYS 46N. Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough. 3 Units.

Preference to freshmen. Field trips to sites in the Elkhorn Slough, a small agriculturally impacted estuary that opens into Monterey Bay, a model ecosystem for understanding the complexity of estuaries, and one of California's last remaining coastal wetlands. Readings include Jane Caffrey's Changes in a California Estuary: A Profile of Elkhorn Slough. Basics of biogeochemistry, microbiology, oceanography, ecology, pollution, and environmental management.
Same as: ESS 46N

EARTHSYS 46Q. Environmental Impact of Energy Systems: What are the Risks?. 3 Units.

In order to reduce CO2 emissions and meet growing energy demands during the 21st Century, the world can expect to experience major shifts in the types and proportions of energy-producing systems. These decisions will depend on considerations of cost per energy unit, resource availability, and unique national policy needs. Less often considered is the environmental impact of the different energy producing systems: fossil fuels, nuclear, wind, solar, and other alternatives. One of the challenges has been not only to evaluate the environmental impact but also to develop a systematic basis for comparison of environmental impact among the energy sources. The course will consider fossil fuels (natural gas, petroleum and coal), nuclear power, wind and solar and consider the impact of resource extraction, refining and production, transmission and utilization for each energy source.
Same as: GS 46Q

EARTHSYS 49N. Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. 3 Units.

This course will be focused around San Francisco Bay, the largest estuary on the Pacific coasts of both North and South America as a model ecosystem for understanding the critical importance and complexity of estuaries. Despite its uniquely urban and industrial character, the Bay is of immense ecological value and encompasses over 90% of California's remaining coastal wetlands. Students will be exposed to the basics of estuarine biogeochemistry, microbiology, ecology, hydrodynamics, pollution, and ecosystem management/restoration issues through lectures, interactive discussions, and field trips. Knowledge of introductory biology and chemistry is recommended.
Same as: CEE 50N, ESS 49N

EARTHSYS 56Q. Changes in the Coastal Ocean: The View From Monterey and San Francisco Bays. 3 Units.

Preference to sophomores. Recent changes in the California current, using Monterey Bay as an example. Current literature introduces principles of oceanography. Visits from researchers from MBARI, Hopkins, and UCSC. Optional field trip to MBARI and Monterey Bay.
Same as: ESS 56Q

EARTHSYS 57Q. Climate Change from the Past to the Future. 3 Units.

Preference to sophomores. Numeric models to predict how climate responds to increase of greenhouse gases. Paleoclimate during times in Earth's history when greenhouse gas concentrations were elevated with respect to current concentrations. Predicted scenarios of climate models and how these models compare to known hyperthermal events in Earth history. Interactions and feedbacks among biosphere, hydrosphere, atmosphere, and lithosphere. Topics include long- and short-term carbon cycle, coupled biogeochemical cycles affected by and controlling climate change, and how the biosphere responds to climate change. Possible remediation strategies.
Same as: ESS 57Q

EARTHSYS 61Q. Food and security. 3 Units.

The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Same as: ESS 61Q, INTNLREL 61Q

EARTHSYS 100. Environmental and Geological Field Studies in the Rocky Mountains. 3 Units.

Three-week, field-based program in the Greater Yellowstone/Teton and Wind River Mountains of Wyoming. Field-based exercises covering topics including: basics of structural geology and petrology; glacial geology; western cordillera geology; paleoclimatology; chemical weathering; aqueous geochemistry; and environmental issues such as acid mine drainage and changing land-use patterns.
Same as: ESS 101, GS 101

EARTHSYS 101. Energy and the Environment. 3 Units.

Energy use in modern society and the consequences of current and future energy use patterns. Case studies illustrate resource estimation, engineering analysis of energy systems, and options for managing carbon emissions. Focus is on energy definitions, use patterns, resource estimation, pollution. Recommended: MATH 21 or 42.
Same as: ENERGY 101

EARTHSYS 102. Fundamentals of Renewable Power. 3 Units.

Do you want a much better understanding of renewable power technologies? Did you know that wind and solar are the fastest growing forms of electricity generation? Are you interested in hearing about the most recent, and future, designs for green power? Do you want to understand what limits power extraction from renewable resources and how current designs could be improved? This course dives deep into these and related issues for wind, solar, biomass, geothermal, tidal and wave power technologies. We welcome all student, from non-majors to MBAs and grad students. If you are potentially interested in an energy or environmental related major, this course is particularly useful. Recommended: MATH 21 or 42.
Same as: ENERGY 102

EARTHSYS 103. Understanding Energy. 3-5 Units.

Energy is a fundamental driver of human development and opportunity. At the same time, our energy system has significant consequences for our society, political system, economy, and environment. For example, energy production and use is the number one source of greenhouse gas emissions. In taking this course, students will not only understand the fundamentals of each energy resource -- including significance and potential, conversion processes and technologies, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- students will also be able to put this in the context of the broader energy system and think critically about how and why society has chosen particular energy resources. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, climate change, sustainability, green buildings, energy efficiency, transportation, and the developing world. The course is 4 units, which includes lecture and in-class discussion, readings and videos, assignments, and two off-site field trips. Enroll for 5 units to also attend the Workshop, an interactive discussion section on cross-cutting topics that meets once per week for 80 minutes (timing TBD based on student schedules). The 3-unit option requires instructor approval - please contact Diana Ginnebaugh. Website: http://web.stanford.edu/class/cee207A/ Course was formerly called Energy Resources.nPrerequisites: Algebra. May not be taken for credit by students who have completed CEE 107S.
Same as: CEE 107A, CEE 207A

EARTHSYS 103F. Understanding Energy -- Field Trips. 1 Unit.

This course is only for students who have already taken CEE 107A/207A/EARTHSYS 103 -- Understanding Energy. Please contact Kirsten Stasio (kstasio@stanford.edu) for instructor consent code.
Same as: CEE 107F, CEE 207F

EARTHSYS 104. The Water Course. 3 Units.

The pathway that water takes from rainfall to the tap using student home towns as an example. How the geological environment controls the quantity and quality of water; taste tests of water from around the world. Current U.S. and world water supply issues.
Same as: GEOPHYS 70

EARTHSYS 105. Food and Community: New Visions for a Sustainable Future. 3 Units.

Through this course students will learn about the community and outreach component of the urban gardening movement. Over the quarter students will learn about urban farming, about projects that work to increase access of the most underserved to fresh and local food, and about the challenges surrounding these efforts. The theme of the course will be stories- stories of food and community, of innovation, and of service. Students will learn through engaging in conversation with different leaders in the local food movement. Additionally, through hands-on learning and participation, students will become familiar with different types of community food projects in the Bay Area, including urban farms, free food giveaways, food banks, and gleaning projects. Service Learning Course (certified by Haas Center). Limited enrollment. May be repeated for credit.
Same as: ESS 105

EARTHSYS 105A. Ecology and Natural History of Jasper Ridge Biological Preserve. 4 Units.

Formerly 96A - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Same as: BIO 105A

EARTHSYS 105B. Ecology and Natural History of Jasper Ridge Biological Preserve. 4 Units.

Formerly 96B - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Same as: BIO 105B

EARTHSYS 106. World Food Economy. 5 Units.

The economics of food production, consumption, and trade. The micro- and macro- determinants of food supply and demand, including the interrelationship among food, income, population, and public-sector decision making. Emphasis on the role of agriculture in poverty alleviation, economic development, and environmental outcomes. (graduate students enroll in 206).
Same as: EARTHSYS 206, ECON 106, ECON 206, ESS 106, ESS 206

EARTHSYS 107. Control of Nature. 3 Units.

Think controlling the earth's climate is science fiction? It is when you watch Snowpiercer or Dune, but scientists are already devising geoengineering schemes to slow climate change. Will we ever resurrect the woolly mammoth or even a T. Rex (think Jurassic Park)? Based on current research, that day will come in your lifetime. Who gets to decide what species to save? And more generally, what scientific and ethical principles should guide our decisions to control nature? In this course, we will examine the science behind ways that people alter and engineer the earth, critically examining the positive and negative consequences. We'll explore these issues first through popular movies and books and then, more substantively, in scientific research.
Same as: ESS 107

EARTHSYS 109. Creating a Green Student Workforce to Help Implement Stanford's Sustainability Vision. 2 Units.

Examination of program-based local actions that promote resource resource conservation and an educational environment for sustainability. Examination of building-level actions that contribute to conservation, lower utility costs, and generate understanding of sustainability consistent with Stanford's commitment to sustainability as a core value. Overview of operational sustainability including energy, water, buildings, waste, and food systems. Practical training to enable students to become sustainability coordinators for their dorms or academic units.
Same as: CEE 109, ENVRINST 109

EARTHSYS 110. Introduction to the foundations of contemporary geophysics. 3 Units.

Introduction to the foundations of contemporary geophysics. Topics drawn from broad themes in: whole Earth geodynamics, geohazards, natural resources, and enviroment. In each case the focus is on how the interpretation of a variety of geophysical measurements (e.g., gravity, seismology, heat flow, electromagnetics, and remote sensing) can be used to provide fundamental insight into the behavior of the Earth. Prerequisite: CME 100 or MA TH 51, or co-registration in either.
Same as: GEOPHYS 110

EARTHSYS 111. Biology and Global Change. 4 Units.

The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or graduate standing.
Same as: BIO 117, ESS 111

EARTHSYS 112. Human Society and Environmental Change. 4 Units.

Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Same as: ESS 112, HISTORY 103D

EARTHSYS 113. Earthquakes and Volcanoes. 3 Units.

Is the "Big One" overdue in California? What kind of damage would that cause? What can we do to reduce the impact of such hazards in urban environments? Does "fracking" cause earthquakes and are we at risk? Is the United States vulnerable to a giant tsunami? The geologic record contains evidence of volcanic super eruptions throughout Earth's history. What causes these gigantic explosive eruptions, and can they be predicted in the future? This course will address these and related issues. For non-majors and potential Earth scientists. No prerequisites. More information at: https://stanford.box.com/s/tpwwqpl2ryxfty6stq8wo2j78fj06ikg.
Same as: GEOPHYS 90

EARTHSYS 115. Wetlands Ecology of the Pantanal Prefield Seminar. 2-3 Units.

This seminar will prepare students for their overseas field experience in the Pantanal, Brazil, the largest wetland in the world, studying wetlands ecology and conservation in situ. Students will give presentations on specific aspects of the Pantanal and lay the groundwork for the presentations they will be giving during the field seminar where access to the internet and to other scholarly resources will be quite limited. Additional topics include: logistics, health and safety, cultural sensitivity, geography and politics, and basic language skills; also, post-field issues such as reverse culture shock, and ways in which participants can consolidate and build up their abroad experiences after they return to campus. Students will have the opportunity to participate in a pilot study aimed at developing a series of innovative online curriculum based upon their field experience.

EARTHSYS 115T. Island Biogeography of Tasmania Prefield Seminar. 3 Units.

Islands are natural laboratories for studying a wide variety of subjects including biological diversity, cultural diversity, epidemiology, geology, climate change, conservation, and evolution. This field seminar focuses on Island Biogeography in one of the most extraordinary and well-preserved ecosystems in the world: Tasmania. Tasmanian d­­evils, wombats, and wallabies ¿ the names conjure up images of an exotic faraway place, a place to appreciate the incredibly diversity of life and how such striking forms of life came to be. This course will prepare students for their overseas seminar in Tasmania. Students will give presentations on specific aspects of the Tasmania and will lay the groundwork for the presentations they will be giving during the field seminar where access to the internet and to other scholarly resources will be quite limited. Additional topics to be addressed include: logistics, health and safety, group dynamics, cultural sensitivity, history, and politics. We will also address post-field issues such as reverse culture shock, and ways to consolidate and build up abroad experiences after students return to campus.

EARTHSYS 116. Ecology of the Hawaiian Islands. 4 Units.

Terrestrial and marine ecology and conservation biology of the Hawaiian Archipelago. Taught in the field in Hawaii as part of quarter-long sequence of courses including Earth Sciences and Anthropology. Topics include ecological succession, plant-soil interactions, conservation biology, biological invasions and ecosystem consequences, and coral reef ecology. Restricted to students accepted into the Earth Systems of Hawaii Program.
Same as: BIO 116

EARTHSYS 117. Earth Sciences of the Hawaiian Islands. 4 Units.

Progression from volcanic processes through rock weathering and soil-ecosystem development to landscape evolution. The course starts with an investigation of volcanic processes, including the volcano structure, origin of magmas, physical-chemical factors of eruptions. Factors controlling rock weathering and soil development, including depth and nutrient levels impacting plant ecosystems, are explored next. Geomorphic processes of landscape evolution including erosion rates, tectonic/volcanic activity, and hillslope stability conclude the course. Methods for monitoring and predicting eruptions, defining spatial changes in landform, landform stability, soil production rates, and measuring biogeochemical processes are covered throughout the course. This course is restricted to students accepted into the Earth Systems of Hawaii Program.
Same as: EARTH 117, ESS 117

EARTHSYS 118. Heritage, Environment, and Sovereignty in Hawaii. 4 Units.

This course explores the cultural, political economic, and environmental status of contemporary Hawaiians. What sorts of sustainable economic and environmental systems did Hawaiians use in prehistory? How was colonization of the Hawaiian Islands informed and shaped by American economic interests and the nascent imperialsm of the early 20th centrury? How was sovereignty and Native Hawaiian identity been shaped by these forces? How has tourism and the leisure industry affected the natural environment? This course uses archaeological methods, ethnohistorical sources, and historical analysis in an exploration of contemporary Hawaiian social economic and political life.
Same as: ANTHRO 118

EARTHSYS 119. Will Work for Food. 1 Unit.

This is a speaker series class featuring highly successful innovators in the food system. Featured speakers will talk in an intimate, conversational manner about their current work, as well as about their successes, failures, and learnings along the way. Additional information can be found here: http://feedcollaborative.org/speaker-series/.
Same as: EARTHSYS 219

EARTHSYS 121. Building a Sustainable Society: New Approaches for Integrating Human and Environmental Priorities. 3 Units.

"Building a Sustainable Society: New approaches for integrating human and environmental priorities" draws on economics, natural resources management, sociology and leadership science to examine theoretical frameworks and diverse case studies that illustrate challenges as well as effective strategies in building a sustainable society where human beings and the natural environment thrive. Themes include collaborative consumption, the sharing economy, worker-owned cooperatives, community-corporate partnerships, cradle to cradle design, social entrepreneurship, impact investing, "beyond GDP", and transformative leadership. Critical perspectives, lectures and student-led discussions guide analysis of innovations within public, private and civic sectors globally. Students explore their personal values and motivations and develop their potential to become transformative leaders.

EARTHSYS 122. Evolution of Marine Ecosystems. 3-4 Units.

Life originally evolved in the ocean. When, why, and how did the major transitions occur in the history of marine life? What triggered the rapid evolution and diversification of animals in the Cambrian, after more than 3.5 billion years of Earth's history? What caused Earth's major mass extinction events? How do ancient extinction events compare to current threats to marine ecosystems? How has the evolution of primary producers impacted animals, and how has animal evolution impacted primary producers? In this course, we will review the latest evidence regarding these major questions in the history of marine ecosystems. We will develop familiarity with the most common groups of marine animal fossils. We will also conduct original analyses of paleontological data, developing skills both in the framing and testing of scientific hypotheses and in data analysis and presentation.
Same as: GS 123, GS 223B

EARTHSYS 124. D^3: Disasters, Decisions, Development. 3-5 Units.

This class connects the science behind natural disasters with the real-world constraints of disaster management and development. In each iteration of this class we will focus on a specific, disaster-prone location as case study. By collaborating with local stakeholders we will explore how science and engineering can make a make a difference in reducing disaster risk in the future. Offered every other year.
Same as: ESS 118, ESS 218, GEOPHYS 118, GEOPHYS 218, GS 118, GS 218

EARTHSYS 125. Shades of Green: Redesigning and Rethinking the Environmental Justice Movements. 3-5 Units.

Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Same as: EARTHSYS 225

EARTHSYS 128. Evolution of Terrestrial Ecosystems. 4 Units.

The what, when, where, and how do we know it regarding life on land through time. Fossil plants, fungi, invertebrates, and vertebrates (yes, dinosaurs) are all covered, including how all of those components interact with each other and with changing climates, continental drift, atmospheric composition, and environmental perturbations like glaciation and mass extinction. The course involves both lecture and lab components. Graduate students registering at the 200-level are expected to write a term paper, but can opt out of some labs where appropriate.
Same as: GS 128, GS 228

EARTHSYS 129. Geographic Impacts of Global Change: Mapping the Stories. 4 Units.

Forces of global change (eg., climate disruption, biodiversity loss, disease) impart wide-ranging political, socioeconomic, and ecological impacts, creating an urgent need for science communication. Students will collect data for a region of the US using sources ranging from academic journals to popular media and create an interactive Story Map (http://stanford.maps.arcgis.com/apps/StorytellingTextLegend/index.html?appid=dafe2393fd2e4acc8b0a4e6e71d0b6d5) that merges the scientific and human dimensions of global change. Students will interview stakeholders as part of a community-engaged learning experience and present the Map to national policy-makers. Our 2014 Map is being used by the CA Office of Planning & Research.

EARTHSYS 131. Pathways in Sustainability Careers. 1 Unit.

Interactive, seminar-style sessions expose students to diverse career pathways in sustainability. Professionals from a variety of careers discuss their work, their career development and decision-points in their career pathways, as well as life style aspects of their choices.
Same as: EARTH 131

EARTHSYS 132. Evolution of Earth Systems. 4 Units.

This course examines biogeochemical cycles and how they developed through the interaction between the atmosphere, hydrosphere, biosphere, and lithosphere. Emphasis is on the long-term carbon cycle and how it is connected to other biogeochemical cycles on Earth. The course consists of lectures, discussion of research papers, and quantitative modeling of biogeochemical cycles. Students produce a model on some aspect of the cycles discussed in this course. Grades based on class interaction, student presentations, and the modeling project.
Same as: EARTHSYS 232, ESS 132, ESS 232

EARTHSYS 133. Social Entrepreneurship Collaboratory. 4 Units.

Interdisciplinary student teams create and develop U.S. and international social entrepreneurship initiatives. Proposed initiatives may be new entities, or innovative projects, partnerships, and/or strategies impacting existing organizations and social issues in the U.S. and internationally. Focus is on each team¿s research and on planning documents to further project development. Project development varies with the quarter and the skill set of each team, but should include: issue and needs identification; market research; design and development of an innovative and feasible solution; and drafting of planning documents. In advanced cases, solicitation of funding and implementation of a pilot project. Enrollment limited to 20. May be repeated for credit. Prerequisites: 131 and 132, or consent of instructor.
Same as: URBANST 133

EARTHSYS 135. Podcasting the Anthropocene. 3 Units.

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. Students taking the course will identify a subject expert, workshop story ideas with fellow students and instructors, conduct interviews, iteratively write audio scripts, and learn the skills necessary to produce final audio podcast as their final project. Our expectation is that the final projects will be published on the award-winning Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students taking EARTHSYS 135/235 are strongly encouraged to take EARTHSYS 135A/235A beforehand. (Meets Earth Systems WIM requirement).
Same as: EARTHSYS 235

EARTHSYS 135A. Podcasting the Anthropocene 1.0. 1-2 Unit.

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. In this course, students research, prepare, and conduct audio interviews related to the Anthropocene with experts of their choosing. Instructors will help facilitate interviews and prepare student for the experience. Throughout the quarter students will participate in group workshops. This is a project-based course resulting in two long-form interviews. The expectation at the end of the quarter is to publish interviews via the Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students hoping to take EARTHSYS 135/235 during winter quarter are strongly encouraged to enroll in EARTHSYS 135A/235A.
Same as: EARTHSYS 235A

EARTHSYS 136. The Ethics of Stewardship. 2-3 Units.

What responsibilities do humans have to nonhuman nature and future generations? How are human communities and individuals shaped by their relationships with the natural world? What are the social, political, and moral ramifications of drawing sustenance and wealth from natural resources? Whether we realize it or not, we grapple with such questions every time we turn on the tap, fuel up cars, or eat meals -and they are key to addressing issues like global climate change and environmental justice. In this class, we consider several perspectives on this ethical question of stewardship: the role of humans in the global environment. In addition to reading written work and speaking with land stewards, we will practice stewardship at the Stanford Educational Farm.
Same as: EARTHSYS 236

EARTHSYS 138. International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development. 4-5 Units.

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).
Same as: CEE 126, IPS 274, URBANST 145

EARTHSYS 140. The Energy-Water Nexus. 3 Units.

Energy, water, and food are our most vital resources constituting a tightly intertwined network: energy production requires water, transporting and treating water needs energy, producing food requires both energy and water. The course is an introduction to learn specifically about the links between energy and water. Students will look first at the use of water for energy production, then at the role of energy in water projects, and finally at the challenge in figuring out how to keep this relationship as sustainable as possible. Students will explore case examples and are encouraged to contribute examples of concerns for discussion as well as suggest a portfolio of sustainable energy options.
Same as: GEOPHYS 80

EARTHSYS 141. Remote Sensing of the Oceans. 3-4 Units.

How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Same as: EARTHSYS 241, ESS 141, ESS 241, GEOPHYS 141

EARTHSYS 142. Remote Sensing of Land. 4 Units.

The use of satellite remote sensing to monitor land use and land cover, with emphasis on terrestrial changes. Topics include pre-processing data, biophysical properties of vegetation observable by satellite, accuracy assessment of maps derived from remote sensing, and methodologies to detect changes such as urbanization, deforestation, vegetation health, and wildfires.
Same as: EARTHSYS 242, ESS 162, ESS 262

EARTHSYS 144. Fundamentals of Geographic Information Science (GIS). 3-4 Units.

Survey of geographic information including maps, satellite imagery, and census data, approaches to spatial data, and tools for integrating and examining spatially-explicit data. Emphasis is on fundamental concepts of geographic information science and associated technologies. Topics include geographic data structure, cartography, remotely sensed data, statistical analysis of geographic data, spatial analysis, map design, and geographic information system software. Computer lab assignments. All students are required to attend a weekly lab session.
Same as: ESS 164

EARTHSYS 145. American Environmental History. 3-5 Units.

This course examines the historical relationship between human beings and nature in the geographical space that became the United States, from earliest settlement to the late twentieth century. Students will be introduced to themes in American Environmental History, including: Native Americans and the environment, ecological changes following European colonization, the impact of industrialization and urbanization, evolving ideas about nature, the rise of conservation and environmentalist movements in the twentieth century, environmental inequality, and the historical roots of today¿s environmental problems.
Same as: HISTORY 69, HISTORY 169

EARTHSYS 146A. Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation. 3 Units.

Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the atmospheric circulation. Topics include the global energy balance, the greenhouse effect, the vertical and meridional structure of the atmosphere, dry and moist convection, the equations of motion for the atmosphere and ocean, including the effects of rotation, and the poleward transport of heat by the large-scale atmospheric circulation and storm systems. Prerequisites: MATH 51 or CME100 and PHYSICS 41.
Same as: CEE 161I, CEE 261I, EARTHSYS 246A, ESS 146A, ESS 246A, GEOPHYS 146A, GEOPHYS 246A

EARTHSYS 146B. Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation. 3 Units.

Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: EESS 146A or EESS 246A, or CEE 162D or CEE 262D, or consent of instructor.
Same as: CEE 162I, CEE 262I, EARTHSYS 246B, ESS 146B, ESS 246B

EARTHSYS 148. Grow it, Cook it, Eat it. An Experiential Exploration of How and Why We Eat What We Eat. 3 Units.

This course provides an introductory exploration of the social, cultural, and economic forces that influence contemporary human diets. Through the combination of interrelated lectures by expert practitioners and hands-on experience planting, tending, harvesting, cooking, and eating food from Stanford's dining hall gardens, students will learn to think critically about modern agricultural practices and the relationship between cuisine and human and ecological health outcomes. Students will also learn and apply basic practices of human-centered design to develop simple frameworks for understanding various eating behaviors in Stanford¿s dining halls and to develop and test hypotheses for how R&DE Stanford Dining might influence eating behaviors to effect better health outcomes for people and the planet. This class, which is offered through the FEED Collaborative in the School of Earth, Energy and Environmental Sciences, requires an application. For more information about the FEED Collaborative, application procedures and deadlines, and other classes we teach, please visit our website at http://feedcollaborative.org.

EARTHSYS 149. Wild Writing. 3 Units.

What is wilderness and why does it matter? In this course we will interrogate answers to this question articulated by influential and diverse American environmental thinkers of the 19th, 20th, and 21st centuries, who through their writing transformed public perceptions of wilderness and inspired such actions as the founding of the National Park System, the passage of the Wilderness Act and the Clean Air and Water Acts, the establishment of the Environmental Protection Agency, and the birth of the environmental and climate justice movements. Students will also develop their own responses to the question of what is wilderness and why it matters through a series of writing exercises that integrate personal narrative, wilderness experience, and environmental scholarship, culminating in a ~3000 word narrative nonfiction essay. This course will provide students with knowledge, tools, experience, and skills that will empower them to become more persuasive environmental storytellers and advocates.
Same as: EARTHSYS 249

EARTHSYS 151. Biological Oceanography. 3-4 Units.

Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (EESS/EARTHSYS 152/252). Prerequisites: BIO 43 and EESS 8 or equivalent.
Same as: EARTHSYS 251, ESS 151, ESS 251

EARTHSYS 152. Marine Chemistry. 3-4 Units.

Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (EESS/EARTHSYS 151/251).
Same as: EARTHSYS 252, ESS 152, ESS 252

EARTHSYS 154. Intermediate Writing: Communicating Climate Change: Navigating the Stories from the Frontlines. 4 Units.

In the next two decades floods, droughts and famine caused by climate change will displace more than 250 million people around the world. In this course students will develop an increased understanding of how different stakeholders including scientists, aid organizations, locals, policy makers, activists, and media professionals communicate the climate change crisis. They will select a site experiencing the devastating effects and research the voices telling the stories of those sites and the audiences who are (or are not) listening. Students might want to investigate drought-ridden areas such as the Central Valley of California or Darfur, Sudan; Alpine glaciers melting in the Alps or in Alaska; the increasingly flooded Pacific islands; the hurricane ravaged Gulf Coast, among many others. Data from various stakeholders will be analyzed and synthesized for a magazine length article designed to bring attention to a region and/or issue that has previously been neglected. Students will write and submit their article for publication.nnFor students who have completed the first two levels of the writing requirement and want further work in developing writing abilities, especially within discipline-specific contexts and nonfiction genres. Individual conferences with instructor and peer workshops. Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/notation-science-writing.
Same as: PWR 91EP

EARTHSYS 155. Science of Soils. 3-4 Units.

Physical, chemical, and biological processes within soil systems. Emphasis is on factors governing nutrient availability, plant growth and production, land-resource management, and pollution within soils. How to classify soils and assess nutrient cycling and contaminant fate. Recommended: introductory chemistry and biology.
Same as: ESS 155

EARTHSYS 156. Soil and Water Chemistry. 1-4 Unit.

(Graduate students register for 256.) Practical and quantitative treatment of soil processes affecting chemical reactivity, transformation, retention, and bioavailability. Principles of primary areas of soil chemistry: inorganic and organic soil components, complex equilibria in soil solutions, and adsorption phenomena at the solid-water interface. Processes and remediation of acid, saline, and wetland soils. Recommended: soil science and introductory chemistry and microbiology.
Same as: EARTHSYS 256, ESS 156, ESS 256

EARTHSYS 158. Geomicrobiology. 3 Units.

How microorganisms shape the geochemistry of the Earth's crust including oceans, lakes, estuaries, subsurface environments, sediments, soils, mineral deposits, and rocks. Topics include mineral formation and dissolution; biogeochemical cycling of elements (carbon, nitrogen, sulfur, and metals); geochemical and mineralogical controls on microbial activity, diversity, and evolution; life in extreme environments; and the application of new techniques to geomicrobial systems. Recommended: introductory chemistry and microbiology such as CEE 274A.
Same as: EARTHSYS 258, ESS 158, ESS 258

EARTHSYS 160. Sustainable Cities. 4-5 Units.

Service-learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. Focus will be on the relationship of land use and transportation planning to housing and employment patterns, mobility, public health, and social equity. Topics will include government initiatives to counteract urban sprawl and promote smart growth and livability, political realities of organizing and building coalitions around sustainability goals, and increasing opportunities for low-income and communities of color to achieve sustainability outcomes. Students will participate in team-based projects in collaboration with local community partners and take part in significant off-site fieldwork. Prerequisites: consent of the instructor.
Same as: URBANST 164

EARTHSYS 164. Introduction to Physical Oceanography. 4 Units.

Formerly CEE 164. The dynamic basis of oceanography. Topics: physical environment; conservation equations for salt, heat, and momentum; geostrophic flows; wind-driven flows; the Gulf Stream; equatorial dynamics and ENSO; thermohaline circulation of the deep oceans; and tides. Prerequisite: PHYSICS 41 (formerly 53).
Same as: CEE 162D, CEE 262D, ESS 148

EARTHSYS 170. Environmental Geochemistry. 4 Units.

Solid, aqueous, and gaseous phases comprising the environment, their natural compositional variations, and chemical interactions. Contrast between natural sources of hazardous elements and compounds and types and sources of anthropogenic contaminants and pollutants. Chemical and physical processes of weathering and soil formation. Chemical factors that affect the stability of solids and aqueous species under earth surface conditions. The release, mobility, and fate of contaminants in natural waters and the roles that water and dissolved substances play in the physical behavior of rocks and soils. The impact of contaminants and design of remediation strategies. Case studies. Prerequisite: 90 or consent of instructor.
Same as: GS 170, GS 270

EARTHSYS 172. Australian Ecosystems: Human Dimensions and Environmental Dynamics. 3 Units.

This cross-disciplinary course surveys the history and prehistory of human ecological dynamics in Australia, drawing on geology, climatology, archaeology, geography, ecology and anthropology to understand the mutual dynamic relationships between the continent and its inhabitants. Topics include anthropogenic fire and fire ecology, animal extinctions, aridity and climate variability, colonization and spread of Homo sapiens, invasive species interactions, changes in human subsistence and mobility throughout the Pleistocene and Holocene as read through the archaeological record, the totemic geography and social organization of Aboriginal people at the time of European contact, the ecological and geographical aspects of the "Dreamtime", and contemporary issues of policy relative to Aboriginal land tenure and management.
Same as: ANTHRO 170, ANTHRO 270

EARTHSYS 175. California Coast: Science, Policy, and Law. 3-4 Units.

This interdisciplinary course integrates the legal, scientific, and policy dimensions of how we characterize and manage resource use and allocation along the California coast. We will use this geographic setting as the vehicle for exploring more generally how agencies, legislatures, and courts resolve resource-use conflicts and the role that scientific information and uncertainty play in the process. Our focus will be on the land-sea interface as we explore contemporary coastal land-use and marine resource decision-making, including coastal pollution, public health, ecosystem management; public access; private development; local community and state infrastructure; natural systems and significant threats; resource extraction; and conservation, mitigation and restoration. Students will learn the fundamental physics, chemistry, and biology of the coastal zone, tools for exploring data collected in the coastal ocean, and the institutional framework that shapes public and private decisions affecting coastal resources. There will be 3 to 4 written assignments addressing policy and science issues during the quarter, as well as a take-home final assignment. Special Instructions: In-class work and discussion is often done in interdisciplinary teams of students from the School of Law, the School of Engineering, the School of Humanities and Sciences, and the School of Earth, Energy, and Environmental Sciences. Students are expected to participate in class discussion and field trips. Elements used in grading: Participation, including class session and field trip attendance, writing and quantitative assignments. Cross-listed with Civil & Environmental Engineering (CEE 175A/275A), Earth Systems (EARTHSYS 175/275), Law (LAW514), and Public Policy (PUBLPOL 175/275). Open to graduate students and to advanced undergraduates with instructor consent.
Same as: CEE 175A, CEE 275A, EARTHSYS 275, PUBLPOL 175, PUBLPOL 275

EARTHSYS 176. Open Space Management Practicum. 3-4 Units.

The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in our region poses numerous challenges and opportunities for regional conservation and environmental stewardship. Students in this class will address a particular challenge through a faculty-mentored research project engaged with the Peninsula Open Space Trust, Acterra, or the Amah Mutsun Land Trust that focuses on open space management. By focusing on a project driven by the needs of these organizations and carried out through engagement with the community, and with thorough reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making, students will explore the underlying challenges and complexities of what it means to actually do community-engaged research for conservation and open space preservation in the real world. As such, this course will provide students with skills and experience in research design in conservation biology and ecology, community and stakeholder engagement, land use policy and planning, and the practical aspects of land and environmental management.
Same as: EARTHSYS 276

EARTHSYS 176A. Open Space Practicum Independent Study. 1-2 Unit.

Additional practicum units for students intent on continuing their projects from EARTHSYS 176. Students who enroll in 176A must have completed EARTHSYS 176: Open Space Management Practicum, or have consent of the instructors.

EARTHSYS 177C. Specialized Writing and Reporting: Environmental Journalism. 4-5 Units.

Advanced reporting and writing course in the specific practices and standards of environmental journalism. This course begins with the assumption that students already know how to research and relay the essential facts of almost any environmental story. Students will go beyond the basics of journalistic practice, both as reporters and storytellers. Emphasis on magazine-style writing, with the goal of producing stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to students in the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: COMM 104, or EARTHSYS 191, or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2016. (Meets Earth Systems WIM requirement.).
Same as: COMM 177C, COMM 277C, EARTHSYS 277C

EARTHSYS 179S. Seminar: Issues in Environmental Science, Technology and Sustainability. 1-2 Unit.

Invited faculty, researchers and professionals share their insights and perspectives on a broad range of environmental and sustainability issues. Students critique seminar presentations and associated readings.
Same as: CEE 179S, CEE 279S, ESS 179S

EARTHSYS 180. Principles and Practices of Sustainable Agriculture. 3-4 Units.

Field-based training in ecologically sound agricultural practices at the Stanford Community Farm. Weekly lessons, field work, and group projects. Field trips to educational farms in the area. Topics include: soils, composting, irrigation techniques, IPM, basic plant anatomy and physiology, weeds, greenhouse management, and marketing.
Same as: ESS 280

EARTHSYS 181. Urban Agriculture in the Developing World. 3-4 Units.

In this advanced undergraduate course, students will learn about some of the key social and environmental challenges faced by cities in the developing world, and the current and potential role that urban agriculture plays in meeting (or exacerbating) those challenges. This is a service-learning course, and student teams will have the opportunity to partner with real partner organizations in a major developing world city to define and execute a project focused on urban development, and the current or potential role of urban agriculture. Service-learning projects will employ primarily the student's analytical skills such as synthesis of existing research findings, interdisciplinary experimental design, quantitative data analysis and visualization, GIS, and qualitative data collection through interviews and textual analysis. Previous coursework in the aforementioned analytical skills is preferred, but not required. Admission is by application.
Same as: EARTHSYS 281, ESS 181, ESS 281, URBANST 181

EARTHSYS 183. Food Matters: Agriculture in Film. 1 Unit.

Film series presenting historical and contemporary issues dealing with food and agriculture across the globe. Students discuss reactions and thoughts in a round table format. May be repeated for credit.
Same as: EARTHSYS 283, ESS 183, ESS 283

EARTHSYS 185. Feeding Nine Billion. 4-5 Units.

Feeding a growing and wealthier population is a huge task, and one with implications for many aspects of society and the environment. There are many tough choices to be made- on fertilizers, groundwater pumping, pesticide use, organics, genetic modification, etc. Unfortunately, many people form strong opinions about these issues before understanding some of the basics of how food is grown, such as how most farmers currently manage their fields, and their reasons for doing so. The goal of this class is to present an overview of global agriculture, and the tradeoffs involved with different practices. Students will develop two key knowledge bases: basic principles of crop ecology and agronomy, and familiarity with the scale of the global food system. The last few weeks of the course will be devoted to building on this knowledge base to evaluate different future directions for agriculture.

EARTHSYS 186. Farm and Garden Environmental Education Practicum. 2 Units.

Farms and gardens provide excellent settings for place-based environmental education that emphasize human ecological relationships and experiential learning. The O'Donohue Family Stanford Educational Farm is the setting to explore the principles and practices of farm and garden-based education in conjunction with the farm's new field trip program for local youth. The course includes readings and reflections on environmental education and emphasis on learning by doing, engaging students in the practice of team teaching.
Same as: EARTHSYS 286

EARTHSYS 187. FEED the Change: Redesigning Food Systems. 2-3 Units.

FEED the Change is a project-based course focused on solving real problems in the food system. Targeted at upper-class undergraduates, this course provides an opportunity for students to meet and work with thought-leading innovators, to gain meaningful field experience, and to develop connections with faculty, students, and others working to create impact in the food system. Students in the course will develop creative confidence by learning and using the basic principles and methodologies of human-centered design, storytelling, and media design. Students will also learn basic tools for working effectively in teams and for analyzing complex social systems. FEED the Change is taught at the d.school and is offered through the FEED Collaborative in the School of Earth. This class meets over lunch time and, therefore, lunch will be provided during each class session. This class requires an application. For application information and more information about our work and about past class projects, please visit our website at http://feedcollaborative.org/classes/.

EARTHSYS 188. Social and Environmental Tradeoffs in Climate Decision-Making. 1-2 Unit.

How can we ensure that measures taken to mitigate global climate change don¿t create larger social and environmental problems? What metrics should be used to compare potential climate solutions beyond cost and technical feasibility, and how should these metrics be weighed against each other? How can modeling efforts and stakeholder engagement be best integrated into climate decision making? What information are we still missing to make fully informed decisions between technologies and policies? Exploration of these questions, alongside other issues related to potential negative externalities of emerging climate solutions. Evaluation of energy, land use, and geoengineering approaches in an integrated context, culminating in a climate stabilization group project.
Same as: EARTHSYS 288

EARTHSYS 191. Concepts in Environmental Communication. 3 Units.

Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in environmental science and/or policy studies. Prerequisite: Earth Systems core (EARTHSYS 111 and EARTHSYS 112) or equivalent. (Meets Earth Systems WIM requirement.).
Same as: EARTHSYS 291

EARTHSYS 197. Directed Individual Study in Earth Systems. 1-9 Unit.

Under supervision of an Earth Systems faculty member on a subject of mutual interest.

EARTHSYS 199. Honors Program in Earth Systems. 1-9 Unit.

.

EARTHSYS 200. Environmental Communication in Action: The SAGE Project. 3 Units.

This course is focused on writing about sustainability for a public audience through an ongoing project, SAGE (Sound Advice for a Green Earth), that is published by Stanford Magazine. Students contribute to SAGE, an eco advice column, by choosing, researching, and answering questions about sustainable living submitted by Stanford alumni and the general public. (Meets Earth Systems WIM requirement).

EARTHSYS 201. Editing for Publication. 2 Units.

Most student writing experiences end with a "final" written draft, but that leaves out crucial steps in the publication process. In this course, advanced students take responsibility for final editing and publication of the environmental advice column SAGE, starting with answers researched and written by students in EARTHSYS 200. Topics include developmental editing and project management for the SAGE project, structural editing for overall organization and impact of individual pieces, line editing for clarity and style, and fact checking and copy editing for accuracy and consistency.

EARTHSYS 206. World Food Economy. 5 Units.

The economics of food production, consumption, and trade. The micro- and macro- determinants of food supply and demand, including the interrelationship among food, income, population, and public-sector decision making. Emphasis on the role of agriculture in poverty alleviation, economic development, and environmental outcomes. (graduate students enroll in 206).
Same as: EARTHSYS 106, ECON 106, ECON 206, ESS 106, ESS 206

EARTHSYS 207. Spanish in Science/Science in Spanish. 2 Units.

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Same as: BIO 208, LATINAM 207

EARTHSYS 210A. Senior Capstone and Reflection. 3 Units.

The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship (EARTHSYS 260).

EARTHSYS 210B. Senior Capstone and Reflection. 3 Units.

The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship (EARTHSYS 260).

EARTHSYS 210P. Earth Systems Capstone Project. 1 Unit.

Students work independently or in groups to complete their Senior Capstone Projects. They will participate in regular advising meetings with the instructor(s), and will give a final presentation on their projects at the end of the quarter in a special Earth Systems symposium. Prerequisite: EARTHSYS 210A, B, or C.

EARTHSYS 211. Fundamentals of Modeling. 3-5 Units.

Simulation models are a powerful tool for environmental research, if used properly. The major concepts and techniques for building and evaluating models. Topics include model calibration, model selection, uncertainty and sensitivity analysis, and Monte Carlo and bootstrap methods. Emphasis is on gaining hands-on experience using the R programming language. Prerequisite: Basic knowledge of statistics.
Same as: ESS 211

EARTHSYS 219. Will Work for Food. 1 Unit.

This is a speaker series class featuring highly successful innovators in the food system. Featured speakers will talk in an intimate, conversational manner about their current work, as well as about their successes, failures, and learnings along the way. Additional information can be found here: http://feedcollaborative.org/speaker-series/.
Same as: EARTHSYS 119

EARTHSYS 225. Shades of Green: Redesigning and Rethinking the Environmental Justice Movements. 3-5 Units.

Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Same as: EARTHSYS 125

EARTHSYS 232. Evolution of Earth Systems. 4 Units.

This course examines biogeochemical cycles and how they developed through the interaction between the atmosphere, hydrosphere, biosphere, and lithosphere. Emphasis is on the long-term carbon cycle and how it is connected to other biogeochemical cycles on Earth. The course consists of lectures, discussion of research papers, and quantitative modeling of biogeochemical cycles. Students produce a model on some aspect of the cycles discussed in this course. Grades based on class interaction, student presentations, and the modeling project.
Same as: EARTHSYS 132, ESS 132, ESS 232

EARTHSYS 235. Podcasting the Anthropocene. 3 Units.

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. Students taking the course will identify a subject expert, workshop story ideas with fellow students and instructors, conduct interviews, iteratively write audio scripts, and learn the skills necessary to produce final audio podcast as their final project. Our expectation is that the final projects will be published on the award-winning Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students taking EARTHSYS 135/235 are strongly encouraged to take EARTHSYS 135A/235A beforehand. (Meets Earth Systems WIM requirement).
Same as: EARTHSYS 135

EARTHSYS 235A. Podcasting the Anthropocene 1.0. 1-2 Unit.

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. In this course, students research, prepare, and conduct audio interviews related to the Anthropocene with experts of their choosing. Instructors will help facilitate interviews and prepare student for the experience. Throughout the quarter students will participate in group workshops. This is a project-based course resulting in two long-form interviews. The expectation at the end of the quarter is to publish interviews via the Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students hoping to take EARTHSYS 135/235 during winter quarter are strongly encouraged to enroll in EARTHSYS 135A/235A.
Same as: EARTHSYS 135A

EARTHSYS 236. The Ethics of Stewardship. 2-3 Units.

What responsibilities do humans have to nonhuman nature and future generations? How are human communities and individuals shaped by their relationships with the natural world? What are the social, political, and moral ramifications of drawing sustenance and wealth from natural resources? Whether we realize it or not, we grapple with such questions every time we turn on the tap, fuel up cars, or eat meals -and they are key to addressing issues like global climate change and environmental justice. In this class, we consider several perspectives on this ethical question of stewardship: the role of humans in the global environment. In addition to reading written work and speaking with land stewards, we will practice stewardship at the Stanford Educational Farm.
Same as: EARTHSYS 136

EARTHSYS 241. Remote Sensing of the Oceans. 3-4 Units.

How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Same as: EARTHSYS 141, ESS 141, ESS 241, GEOPHYS 141

EARTHSYS 242. Remote Sensing of Land. 4 Units.

The use of satellite remote sensing to monitor land use and land cover, with emphasis on terrestrial changes. Topics include pre-processing data, biophysical properties of vegetation observable by satellite, accuracy assessment of maps derived from remote sensing, and methodologies to detect changes such as urbanization, deforestation, vegetation health, and wildfires.
Same as: EARTHSYS 142, ESS 162, ESS 262

EARTHSYS 246A. Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation. 3 Units.

Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the atmospheric circulation. Topics include the global energy balance, the greenhouse effect, the vertical and meridional structure of the atmosphere, dry and moist convection, the equations of motion for the atmosphere and ocean, including the effects of rotation, and the poleward transport of heat by the large-scale atmospheric circulation and storm systems. Prerequisites: MATH 51 or CME100 and PHYSICS 41.
Same as: CEE 161I, CEE 261I, EARTHSYS 146A, ESS 146A, ESS 246A, GEOPHYS 146A, GEOPHYS 246A

EARTHSYS 246B. Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation. 3 Units.

Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: EESS 146A or EESS 246A, or CEE 162D or CEE 262D, or consent of instructor.
Same as: CEE 162I, CEE 262I, EARTHSYS 146B, ESS 146B, ESS 246B

EARTHSYS 249. Wild Writing. 3 Units.

What is wilderness and why does it matter? In this course we will interrogate answers to this question articulated by influential and diverse American environmental thinkers of the 19th, 20th, and 21st centuries, who through their writing transformed public perceptions of wilderness and inspired such actions as the founding of the National Park System, the passage of the Wilderness Act and the Clean Air and Water Acts, the establishment of the Environmental Protection Agency, and the birth of the environmental and climate justice movements. Students will also develop their own responses to the question of what is wilderness and why it matters through a series of writing exercises that integrate personal narrative, wilderness experience, and environmental scholarship, culminating in a ~3000 word narrative nonfiction essay. This course will provide students with knowledge, tools, experience, and skills that will empower them to become more persuasive environmental storytellers and advocates.
Same as: EARTHSYS 149

EARTHSYS 250. Directed Research. 1-9 Unit.

Independent research related to student's primary track, carried out after the junior year, during the summer, and/or during the senior year. Student develops own project with faculty supervision. 10-15 page thesis. May be repeated for credit.

EARTHSYS 251. Biological Oceanography. 3-4 Units.

Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (EESS/EARTHSYS 152/252). Prerequisites: BIO 43 and EESS 8 or equivalent.
Same as: EARTHSYS 151, ESS 151, ESS 251

EARTHSYS 252. Marine Chemistry. 3-4 Units.

Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (EESS/EARTHSYS 151/251).
Same as: EARTHSYS 152, ESS 152, ESS 252

EARTHSYS 255. Microbial Physiology. 3 Units.

Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Same as: BIO 180, ESS 255, GS 233A

EARTHSYS 256. Soil and Water Chemistry. 1-4 Unit.

(Graduate students register for 256.) Practical and quantitative treatment of soil processes affecting chemical reactivity, transformation, retention, and bioavailability. Principles of primary areas of soil chemistry: inorganic and organic soil components, complex equilibria in soil solutions, and adsorption phenomena at the solid-water interface. Processes and remediation of acid, saline, and wetland soils. Recommended: soil science and introductory chemistry and microbiology.
Same as: EARTHSYS 156, ESS 156, ESS 256

EARTHSYS 258. Geomicrobiology. 3 Units.

How microorganisms shape the geochemistry of the Earth's crust including oceans, lakes, estuaries, subsurface environments, sediments, soils, mineral deposits, and rocks. Topics include mineral formation and dissolution; biogeochemical cycling of elements (carbon, nitrogen, sulfur, and metals); geochemical and mineralogical controls on microbial activity, diversity, and evolution; life in extreme environments; and the application of new techniques to geomicrobial systems. Recommended: introductory chemistry and microbiology such as CEE 274A.
Same as: EARTHSYS 158, ESS 158, ESS 258

EARTHSYS 260. Internship. 1-9 Unit.

Supervised field, lab, or private sector project. May consist of directed research under the supervision of a Stanford faculty member, participation in one of several off campus Stanford programs, or an approved non-Stanford program relevant to the student's Earth Systems studies. Required of and restricted to declared Earth Systems majors. Includes 15-page technical summary research paper that is subject to iterative revision.

EARTHSYS 263F. Groundwork for COP21. 1 Unit.

This course will prepare undergraduate and coterm students to observe the climate change negotiations (COP 21) in Paris in November/December 2015. Students will develop individual projects to be carried out before and during the negotiation session and be paired with mentors. Please note: Along with EARTHSYS 163E/CEE 163E, this course is part of the required two-course-set in which undergraduate and co-terminal masters degree students must enroll to receive accreditation to the climate negotiations.

EARTHSYS 272. Antarctic Marine Geology. 3 Units.

For upper-division undergraduates and graduate students. Intermediate and advanced topics in marine geology and geophysics, focusing on examples from the Antarctic continental margin and adjacent Southern Ocean. Topics: glaciers, icebergs, and sea ice as geologic agents (glacial and glacial marine sedimentology, Southern Ocean current systems and deep ocean sedimentation), Antarctic biostratigraphy and chronostratigraphy (continental margin evolution). Students interpret seismic lines and sediment core/well log data. Examples from a recent scientific drilling expedition to Prydz Bay, Antarctica. Up to two students may have an opportunity to study at sea in Antarctica during Winter Quarter.
Same as: ESS 242

EARTHSYS 275. California Coast: Science, Policy, and Law. 3-4 Units.

This interdisciplinary course integrates the legal, scientific, and policy dimensions of how we characterize and manage resource use and allocation along the California coast. We will use this geographic setting as the vehicle for exploring more generally how agencies, legislatures, and courts resolve resource-use conflicts and the role that scientific information and uncertainty play in the process. Our focus will be on the land-sea interface as we explore contemporary coastal land-use and marine resource decision-making, including coastal pollution, public health, ecosystem management; public access; private development; local community and state infrastructure; natural systems and significant threats; resource extraction; and conservation, mitigation and restoration. Students will learn the fundamental physics, chemistry, and biology of the coastal zone, tools for exploring data collected in the coastal ocean, and the institutional framework that shapes public and private decisions affecting coastal resources. There will be 3 to 4 written assignments addressing policy and science issues during the quarter, as well as a take-home final assignment. Special Instructions: In-class work and discussion is often done in interdisciplinary teams of students from the School of Law, the School of Engineering, the School of Humanities and Sciences, and the School of Earth, Energy, and Environmental Sciences. Students are expected to participate in class discussion and field trips. Elements used in grading: Participation, including class session and field trip attendance, writing and quantitative assignments. Cross-listed with Civil & Environmental Engineering (CEE 175A/275A), Earth Systems (EARTHSYS 175/275), Law (LAW514), and Public Policy (PUBLPOL 175/275). Open to graduate students and to advanced undergraduates with instructor consent.
Same as: CEE 175A, CEE 275A, EARTHSYS 175, PUBLPOL 175, PUBLPOL 275

EARTHSYS 276. Open Space Management Practicum. 3-4 Units.

The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in our region poses numerous challenges and opportunities for regional conservation and environmental stewardship. Students in this class will address a particular challenge through a faculty-mentored research project engaged with the Peninsula Open Space Trust, Acterra, or the Amah Mutsun Land Trust that focuses on open space management. By focusing on a project driven by the needs of these organizations and carried out through engagement with the community, and with thorough reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making, students will explore the underlying challenges and complexities of what it means to actually do community-engaged research for conservation and open space preservation in the real world. As such, this course will provide students with skills and experience in research design in conservation biology and ecology, community and stakeholder engagement, land use policy and planning, and the practical aspects of land and environmental management.
Same as: EARTHSYS 176

EARTHSYS 276A. Open Space Practicum Independent Study. 1-2 Unit.

Additional practicum units for students intent on continuing their projects from EARTHSYS 276. Students who enroll in 276A must have completed EARTHSYS 276: Open Space Management Practicum, or have consent of the instructors.

EARTHSYS 277C. Specialized Writing and Reporting: Environmental Journalism. 4-5 Units.

Advanced reporting and writing course in the specific practices and standards of environmental journalism. This course begins with the assumption that students already know how to research and relay the essential facts of almost any environmental story. Students will go beyond the basics of journalistic practice, both as reporters and storytellers. Emphasis on magazine-style writing, with the goal of producing stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to students in the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: COMM 104, or EARTHSYS 191, or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2016. (Meets Earth Systems WIM requirement.).
Same as: COMM 177C, COMM 277C, EARTHSYS 177C

EARTHSYS 281. Urban Agriculture in the Developing World. 3-4 Units.

In this advanced undergraduate course, students will learn about some of the key social and environmental challenges faced by cities in the developing world, and the current and potential role that urban agriculture plays in meeting (or exacerbating) those challenges. This is a service-learning course, and student teams will have the opportunity to partner with real partner organizations in a major developing world city to define and execute a project focused on urban development, and the current or potential role of urban agriculture. Service-learning projects will employ primarily the student's analytical skills such as synthesis of existing research findings, interdisciplinary experimental design, quantitative data analysis and visualization, GIS, and qualitative data collection through interviews and textual analysis. Previous coursework in the aforementioned analytical skills is preferred, but not required. Admission is by application.
Same as: EARTHSYS 181, ESS 181, ESS 281, URBANST 181

EARTHSYS 283. Food Matters: Agriculture in Film. 1 Unit.

Film series presenting historical and contemporary issues dealing with food and agriculture across the globe. Students discuss reactions and thoughts in a round table format. May be repeated for credit.
Same as: EARTHSYS 183, ESS 183, ESS 283

EARTHSYS 286. Farm and Garden Environmental Education Practicum. 2 Units.

Farms and gardens provide excellent settings for place-based environmental education that emphasize human ecological relationships and experiential learning. The O'Donohue Family Stanford Educational Farm is the setting to explore the principles and practices of farm and garden-based education in conjunction with the farm's new field trip program for local youth. The course includes readings and reflections on environmental education and emphasis on learning by doing, engaging students in the practice of team teaching.
Same as: EARTHSYS 186

EARTHSYS 288. Social and Environmental Tradeoffs in Climate Decision-Making. 1-2 Unit.

How can we ensure that measures taken to mitigate global climate change don¿t create larger social and environmental problems? What metrics should be used to compare potential climate solutions beyond cost and technical feasibility, and how should these metrics be weighed against each other? How can modeling efforts and stakeholder engagement be best integrated into climate decision making? What information are we still missing to make fully informed decisions between technologies and policies? Exploration of these questions, alongside other issues related to potential negative externalities of emerging climate solutions. Evaluation of energy, land use, and geoengineering approaches in an integrated context, culminating in a climate stabilization group project.
Same as: EARTHSYS 188

EARTHSYS 289A. FEED Lab: Food System Design & Innovation. 3-4 Units.

FEED Lab is a 3-4 unit introductory course in design thinking and food system innovation offered through the FEED Collaborative. Targeted at graduate students interested in food and the food system, this course provides a series of diverse, primarily hands-on experiences (design projects with industry-leading thinkers, field work, and collaborative leadership development) in which students both learn and apply the process of human-centered design to projects of real consequence in the food system. The intent of this course is to develop students' creative confidence, collaborative leadership ability, and skills in systems thinking to prepare them to be more effective as innovators and leaders in the food system. This course is mandatory for any student wishing to qualify for the FEED Collaborative's summer Leadership and Innovation Program, in which select students participate in full-time, paid, externship roles with collaborating thought-leaders in the industry. Admission is by application: http://feedcollaborative.org/classes/.

EARTHSYS 289B. FEED Lab: Food System Design & Innovation. 3-4 Units.

Primarily a follow-on course to EARTHSYS 289A, this course is an experiential education platform that enables students already experienced in design thinking to collaborate with faculty and industry thought-leaders on projects of real consequence in the local food system. A select cohort of students will work in small, diverse teams and will interact closely with the teaching team in an intentionally creative and informal classroom setting. Students will deepen their skills in design thinking and social entrepreneurship by working on projects sponsored by leading innovators in the FEED Collaborative's network. Some projects may turn into summer internships or research projects for students interested in continuing their work. Admission is by application: http://feedcollaborative.org/classes/.

EARTHSYS 290. Master's Seminar. 2 Units.

Required of and open only to Earth Systems master's students. Reflection on the Earth Systems coterm experience and development of skills to clearly articulate interdisciplinary expertise to potential employers, graduate or professional schools, colleagues, business partners, etc. Hands-on projects to take students through a series of guided reflection activities. Individual and small group exercises. Required, self-chosen final project encapsulates each student's MS expertise in a form relevant to his or her future goals (ie. a personal statement, research poster, portfolio, etc.).

EARTHSYS 291. Concepts in Environmental Communication. 3 Units.

Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in environmental science and/or policy studies. Prerequisite: Earth Systems core (EARTHSYS 111 and EARTHSYS 112) or equivalent. (Meets Earth Systems WIM requirement.).
Same as: EARTHSYS 191

EARTHSYS 292. Multimedia Environmental Communication. 3 Units.

Introductory theory and practice of effective, accurate and engaging use of photography and web video production in communicating environmental science and policy concepts to the public. Emphasis on fundamental technique and process more than gear. Includes group project work, instructor and peer critiquing of work, and substantial out-of-class project work. Limited class size, preference to Earth Systems Master's students. No previous photography or video experience necessary.

EARTHSYS 293. Environmental Communication Practicum. 5 Units.

Students complete an internship or similar practical experience in a professional environmental communication setting. Potential placements include environmental publications, NGOs, government agencies, on-campus entities, and science centers and museums. Restricted to students enrolled in the Environmental Communication Master of Arts in Earth Systems. Can be completed in any quarter.

EARTHSYS 294. Environmental Communication Capstone. 5 Units.

Project-based course focused on applying the skills and theoretical understanding gained through the Earth Systems Master of Arts, Environmental Communication course progression to a real-world communication challenge. Students design, plan, and implement an integrated communication strategy around a defined environmental topic or research program; a specific research group's laboratory or expedition work; or a topic or concept of interest across research groups, such as climate change adaptation or marine conservation. Restricted to students enrolled in the Earth Systems Master of Arts, Environmental Communication Program, or by permission of the instructor. May also be completed as an independent project, in consultation with the Earth Systems Master of Arts, Environmental Communication Director.

EARTHSYS 297. Directed Individual Study in Earth Systems. 1-9 Unit.

Under supervision of an Earth Systems faculty member on a subject of mutual interest.

EARTHSYS 298. Earth Systems Book Review. 2 Units.

For Earth Systems master's students and advanced undergraduates only. Analysis and discussion of selected literary nonfiction books relevant to Earth systems topics. Examples of previous topics include political presentations of environmental change in the popular press, review of the collected works of Aldo Leopold, disaster literature, and global warming.

EARTHSYS 299. M.S. Thesis. 1-9 Unit.

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