Skip navigation

Earth Systems

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. 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. Depending on the Earth Systems track chosen, training may also include introduction to the study of energy systems, microbiology, or soils.
  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: Anthrosphere, Biosphere, Energy Science & Technology, Oceans, Land Systems, or Sustainable Food & 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. The Earth Systems WIM course is offered in Winter and Spring quarters:

Units
EARTHSYS 200Sustaining Action: Research, Analysis and Writing for the Public3

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
or EARTHSYS 210C 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 carry out an internship project, participate in the Senior Capstone and Reflection (EARTHSYS 210A, EARTHSYS 210B, EARTHSYS 210C), 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
Senior Capstone and Reflection
EARTHSYS 210PEarth Systems Capstone Project1
EARTHSYS 200Sustaining Action: Research, Analysis and Writing for the Public3
EARTHSYS 260Internship1-9

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: The Physical Science of the Earth
Introduction to Geology
Introduction to Geology: Dynamic Earth
How to Build and Maintain a Habitable Planet: An Introduction to Earth System History
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 1A, 1B, 1C, or 4, or EARTHSYS 117. GS 1B, GS 1C, and EARTHSYS 117 are not offered in 15-16.

Tracks

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
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 *
Economic Policy Analysis
Law and Economics
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
Entrepreneurial Design for Extreme Affordability
Design Thinking Studio: Experiences in Innovation and Design
Organizations: Theory and Management
Sustainable Product Development and Manufacturing
Creativity and Innovation
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
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
Instead of Geology Foundation requirement listed above, select one of the following: 14
Introduction to Geology: Dynamic Earth
or GS 4
How to Build and Maintain a Habitable Planet: An Introduction to Earth System History
Earth Sciences of the Hawaiian Islands
Physics (select one of the following):4
Mechanics
Light and Heat
Choose two courses from Ecology and Conservation Biology, and one course from each of the remaining sub-categories below, total six required:
Biogeochemistry3-4
Terrestrial Biogeochemistry
Aquatic Chemistry and Biology
Environmental Microbiology I
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
Paleobiology
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 1C, GS 4, or EARTHSYS 117 to fulfill this requirement, and not GS 1A or 1B.

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
Renewable Energy Sources and Greener Energy Processes
Understanding Energy
Choose at least one course in each of the three sub-categories, total five required. Please 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
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Fundamentals of Energy Processes
Energy from Wind and Water Currents
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
Renewable Energy Sources and Greener Energy Processes
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
Energy Infrastructure, Technology and Economics
Optimization of Energy Systems
Business Models for Sustainable Energy
Energy Law
Energy and Environmental Policy Analysis
Sustainable Product Development and Manufacturing
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
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
Terrestrial Biogeochemistry
Science of Soils
Soil and Water Chemistry
Living Chile: A Land of Extremes
Water3-4
Mechanics of Fluids
Watersheds and Wetlands
Floods and Droughts, Dams and Aqueducts
Aquatic Chemistry and Biology
Near-Surface Geophysics
Soil Physics and Hydrology
Land Use3-5
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,Design Communication Methods
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
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
Climate and Agriculture
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
Urban Agriculture in the Developing World
FEED the Change: Redesigning Food Systems
Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context,Evolution of Primate Intelligence
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

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
Earth on the Edge: Introduction to 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:
Stanford at Sea
One quarter abroad at the Stanford in Australia Program
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

Track-Specific:

Units
Anthrosphere Track38-54
Biosphere Track40-60
Energy, Science and Technology Track34-47
Land Systems Track31-44
Sustainable Food and Agriculture Track34-45
Oceans 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.

Coterminal Master's Degrees in Earth Systems

The Stanford coterminal degree plan enables an undergraduate to embark on an integrated program of study leading to the master's degree before requirements for the bachelor's degree have been completed. Undergraduates majoring in Earth Systems, or a related field, may apply to work simultaneously toward their Bachelor of Science (B.S.) degree and master’s degree in Earth Systems.

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 subplan.

The M.S. degree in Earth Systems allows increased specialization through graduate-level course work that may include up to nine 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 M.A. degree in Earth Systems 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.

All coterminal master's students are required to take the capstone course, EARTHSYS 290 Master's Seminar. The process of building mastery in the field for both degrees is enriched through steady communication with a faculty adviser.

Application and Admission

 To apply, complete and return the following to the Earth Systems office (Y2E2, 131, Attn: Kristin Tewksbury):

  • 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; the advisers for the coterminal M.A. are Kevin Arrigo and Thomas Hayden)
  • A list of courses that fulfill degree requirements signed by the master's adviser and the Director of Earth Systems
  1. Applications must be submitted no later than the quarter prior to the expected completion of the B.S. degree (check with program office for specific application deadline). 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, or Katie Phillips.
  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.

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.

Degree Requirements

 These specific requirements must be fulfilled to receive a Master of Arts degree or a Master of Science degree in Earth Systems:

  • 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 M.A./M.S. must be at the 200-level or above.
  • All remaining course work must be at the 100-level or above.
  • All courses for the M.A. and M.S. degrees 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.
  • For the Master of Arts degree in Earth Systems, prerequisites may vary based on the interests and academic background of each student, to be determined in consultation with the master's adviser and Director of Earth Systems. At a minimum, entering students will have completed EARTHSYS 10 (may be audited), EARTHSYS 111, and EARTHSYS 112. Additional coursework in the sciences, mathematics, or other fields may also be required on a case-by-case basis: such required foundational coursework may not count toward the 45 units of master’s-level requirements.
  • For the Master of Science degree in Earth Systems, the following courses must be taken if not completed in the undergraduate degree 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
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

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), 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), 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 Reineman (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), 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), Stephen Palumbi (Biology, Hopkins Marine Station, Woods Institute for the Environment), Jonathan Payne (Geological Sciences), Kabir Peay (Biology), Kathleen Phillips (Earth Systems), Bala Rajaratnam (Earth System Science, Statistics), Thomas Robinson (Medicine), Terry Root (Biology, Woods Institute for the Environment), Matt Rothe (Earth Systems, Hasso Plattner Institute of Design, Graduate School of Business), Paul Segall (Geophysics), Deborah Sivas (Law), George Somero (Biology, Hopkins Marine Station), 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), 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
OSPKYOTO 45Japan's Energy-Environment Conundrum4-5
OSPMADRD 79Earth and Water Resources' Sustainability in Spain4
OSPSANTG 31The Chilean Energy System: 30 Years of Market Reforms4-5
OSPSANTG 58Living Chile: A Land of Extremes5
OSPSANTG 85Marine Ecology of Chile and the South Pacific5

Environmental Courses List

Units
Electric Automobiles and Aircraft
Sustainable Aviation
African Americans and Social Movements
History of South Africa
History of South Africa
AIDS, Literacy, and Land: Foreign Aid and Development in Africa
Science, Technology, and Medicine in Africa
Media, Culture, and Society
The American West
Conservation and Development Dilemmas in the Amazon
Ecology, Evolution, and Human Health
Theory of Ecological and Environmental Anthropology
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
Social and Environmental Sustainability: The Costa Rican Case
Human Behavioral Ecology
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
Human Dimensions of Global Environmental Change: Resilence, Vulnerability, and Environmental Justice
Environmental Change and Emerging Infectious Diseases
Zooarchaeology: An Introduction to Faunal Remains
Language and the Environment
The Politics of Humanitarianism
Nature, Culture, Heritage
Research Methods in Ecological Anthropology
Social and Environmental Sustainability: The Costa Rican Case
Human Behavioral Ecology
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
Environmental Change and Emerging Infectious Diseases,Japanese Society and Culture
History of Anthropological Theory, Ecology and Environment
Research Methods in Ecological Anthropology
Landscape
Introduction to Human Evolution, Ecology, Genetics, and Culture
EcoGroup: Current Topics in Ecological, Evolutionary, and Environmental Anthropology
EcoGroup: Problems in Ecological and Evolutionary Anthropology
Energy Options for the 21st Century
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
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
Human Evolution and Environment
Frontiers in Marine Biology
Views of a Changing Sea: Literature & Science
Introduction to Conservation Photography
Conservation Photography
Natural History, Marine Biology, and Research
Biotechnology in Everyday Life
Sensory Ecology of Marine Animals
Environmental Problems and Solutions
Environmental Literacy
Plant Evolutionary Ecology
Infection, Immunity, and Global Health
Extinctions in Near Time: Biodiversity loss since the Pleistocene
Conservation Science and Practice
Hunger
Plant Biology, Evolution, and Ecology
Core Plant Biology & Eco Evo Laboratory
Ecology
Ecology and Natural History of Jasper Ridge Biological Preserve
Ecology and Natural History of Jasper Ridge Biological Preserve
Ecology of the Hawaiian Islands
Biology and Global Change
Biogeography
Evolutionary Paleobiology
Plant Genetics
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
Natural History of the Vertebrates
Biology Senior Reflection
Biology Senior Reflection
Biology Senior Reflection
Terrestrial Biogeochemistry
Foundations of Community Ecology
Ecology and evolution of animal behavior
Biochemistry and Molecular Biology of Plants
Hopkins Microbiology Course
Natural History of the Vertebrates
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
Core Laboratory in Plant Biology, Ecology and Evolution
Ecological Mechanics
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
Marine Ecology: From Organisms to Ecosystems
Marine Conservation Biology
Experimental Design and Probability
Dynamics and Management of Marine Populations
Air and Water
Stanford at Sea
Holistic Biology
Ecology and Conservation of Kelp Forest Communities
Sensory Ecology
Directed Instruction or Reading
Undergraduate Research
Ecological Mechanics
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
Marine Ecology: From Organisms to Ecosystems
Marine Conservation Biology
Hopkins Microbiology Course
Experimental Design and Probability
Synthesis in Ecology
Dynamics and Management of Marine Populations
Short Course on Ocean Policy
Air and Water
Holistic Biology
Ecology and Conservation of Kelp Forest Communities
Sensory Ecology
Research
Stanford at Sea
Economics of Health and Medical Care
Economics of Health and Medical Care
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
Managing Sustainable Building Projects
Mechanics of Fluids
Computations in Civil and Environmental Engineering
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
Sustainable Development Studio
Climate Change Adaptation in the Coastal Built Environment
Negotiation
Introduction to Sensing Networks for CEE
Building Systems
Rivers, Streams, and Canals
Introduction to Physical Oceanography
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
Air Quality Management
Indoor Air Quality
Green House Gas Mitigation
California Coast: Science, Policy, and Law
Energy Efficient Buildings
Electric Power: Renewables and Efficiency
Aquatic Chemistry and Biology
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
Engineering Geology and Global Change
Computations in Civil and Environmental Engineering
Decision Analysis for Civil and Environmental Engineers
Understanding Energy
Renewable Energy Infrastructure
Sustainable Development Studio
Life Cycle Assessment for Complex Systems
Advanced Topics in Integrated, Energy-Efficient Building Design
Global Project Finance
Negotiation
Building Systems
Physical Hydrogeology
Surface and Near-Surface Hydrologic Response
Contaminant Hydrogeology and Reactive Transport
Hydrodynamics
Transport and Mixing in Surface Water Flows
Introduction to Physical Oceanography
Lakes and Reservoirs
Ocean Waves
Air Pollution Modeling
Numerical Weather Prediction
Weather and Storms
Air Pollution and Global Warming: History, Science, and Solutions
Rivers, Streams, and Canals
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
Movement and Fate of Organic Contaminants in Waters
Physical and Chemical Treatment Processes
Environmental Biotechnology
Introduction to Wastewater Treatment Process Modeling
Coastal Contaminants
Modern Power Systems Engineering
Green House Gas Mitigation
Aquatic Chemistry
Water Chemistry Laboratory
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
Introduction to Human Exposure Analysis
Water, Health & Development in Africa
Advanced Field Methods in Water, Health and Development
Design for a Sustainable World
Air Pollution Fundamentals
Indoor Air Quality
Environmental Engineering Seminar
Earthquake Resistant Design and Construction
Introduction to Performance Based Earthquake Engineering
Structural Geology and Rock Mechanics
The Energy Seminar
Sustainable Built Environment Research
Oceanic Fluid Dynamics
Field Techniques in Coastal Oceanography
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
Performance-Based Earthquake Engineering
Exploring Research and Problem Solving Across the Sciences
Science in the News
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
Environmental Microbiology I
Environmental Microbiology I
Microbial Bioenergy Systems
Frontiers in Interdisciplinary Biosciences
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
Imagining the Oceans
Globally Emerging Zoonotic Diseases
African Americans and Social Movements
Federal Indian Law
Ethics and Politics of Public Service
The Anthropology of Race, Nature, and Animality
EARTHSCI 251
How to Build and Maintain a Habitable Planet: An Introduction to Earth System History
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
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
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
Renewable Energy Sources and Greener Energy Processes
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
Creating a Green Student Workforce to Help Implement Stanford's Sustainability Vision
Biology and Global Change
Human Society and Environmental Change
Earthquakes and Volcanoes
Ecology of the Hawaiian Islands
Earth Sciences of the Hawaiian Islands
Heritage, Environment, and Sovereignty in Hawaii
Building a Sustainable Society: New Approaches for Integrating Human and Environmental Priorities
Paleobiology
Evolutionary History of Terrestrial Ecosystems
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)
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
Marine Resource Economics and Conservation
Geomicrobiology
Sustainable Cities
Introduction to Physical Oceanography
The Evolving Sphere of Food Security
Environmental Geochemistry
Australian Ecosystems: Human Dimensions and Environmental Dynamics
Aquaculture and the Environment: Science, History, and Policy
California Coast: Science, Policy, and Law
Interdisciplinary Research Survival Skills
Specialized Writing and Reporting: Environmental Journalism
Seminar: Issues in Environmental Science, Technology and Sustainability
Principles and Practices of Sustainable Agriculture
Urban Agriculture in the Developing World
Ecological Farm Management
Food Matters: Agriculture in Film
Climate and Agriculture
Feeding Nine Billion
FEED the Change: Redesigning Food Systems
Social and Environmental Tradeoffs in Climate Decision-Making
Natural Hazards and Risk Communication
Directed Individual Study in Earth Systems
Honors Program in Earth Systems
Sustaining Action: Research, Analysis and Writing for the Public
Senior Capstone and Reflection
Senior Capstone and Reflection
Senior Capstone and Reflection
Fundamentals of Modeling
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
Soil and Water Chemistry
Geomicrobiology
Internship
The Evolving Sphere of Food Security
Antarctic Marine Geology
Aquaculture and the Environment: Science, History, and Policy
California Coast: Science, Policy, and Law
Interdisciplinary Research Survival Skills
Specialized Writing and Reporting: Environmental Journalism
Urban Agriculture in the Developing World
Food Matters: Agriculture in Film
Climate and Agriculture
Social and Environmental Tradeoffs in Climate Decision-Making
FEED Lab: Innovating in the Local Food System
FEED Lab: Innovating in the Local Food System
Master's Seminar
Directed Individual Study in Earth Systems
Earth Systems Book Review
M.S. Thesis
Stanford at Sea
Health and Healthcare Systems in East Asia
Health and Healthcare Systems in East Asia
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
Marine Resource Economics and Conservation
Regulatory Economics
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
EAST House Seminar: Current Issues and Debates in Education
EAST House Seminar: Current Issues and Debates in Education
Introduction to Public Service Leadership
Public Service Leadership Program Practicum
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
Science and Environmental Education in Informal Contexts
Science Literacy
Man versus Nature: Coping with Disasters Using Space Technology
Sustainable Energy Systems
Solar Energy Conversion,Solid State Physics II
Fundamentals of Energy Processes
Challenges and Practices in Crossdisciplinary Research and Teaching
EESS 10SC
EESS 12SC
EESS 38N
EESS 41N
EESS 42
EESS 43
EESS 46N
EESS 49N
EESS 56Q
EESS 57Q
EESS 61Q
EESS 101
EESS 105
EESS 106
EESS 111
EESS 112
EESS 117
EESS 118
EESS 141
EESS 146A
EESS 146B
EESS 148
EESS 151
EESS 152
EESS 155
EESS 156
EESS 158
EESS 162
EESS 164
EESS 173
EESS 179S
EESS 181
EESS 183
EESS 184
EESS 208
EESS 211
EESS 212
EESS 214
EESS 215
EESS 216
EESS 217
EESS 218
EESS 219
EESS 220
EESS 221
EESS 240
EESS 241
EESS 242
EESS 244
EESS 245
EESS 246A
EESS 246B
EESS 249
EESS 250
EESS 251
EESS 252
EESS 253S
EESS 256
EESS 258
EESS 259
EESS 260
EESS 262
EESS 263
EESS 270
EESS 273
EESS 280B
EESS 281
EESS 282
EESS 283
EESS 284
EESS 292
EESS 300
EESS 301
EESS 305
EESS 306
EESS 318
EESS 322A
EESS 322B
EESS 323
EESS 330
EESS 342
EESS 342B
EESS 342C
EESS 363F
EESS 385
EESS 398
EESS 400
Making Molehills out of Mountains: Energy and Development in Appalachia
Energy and the Environment
Renewable Energy Sources and Greener Energy Processes
Sustainable Energy for 9 Billion
Fundamentals of Petroleum Engineering
Flow Through Porous Media Laboratory
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
Oil and Gas Production Engineering
Optimization of Energy Systems
Undergraduate Research Problems
Special Topics in Energy and Mineral Fluids
Enhanced Oil Recovery
Geostatistics
Seismic Reservoir Characterization
Reservoir Characterization and Flow Modeling with Outcrop Data
Carbon Capture and Sequestration
Modeling Uncertainty in the Earth Sciences
Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties
Geothermal Reservoir Engineering
Energy Infrastructure, Technology and Economics
Oil and Gas Production Engineering
Optimization of Energy Systems
Fundamentals of Energy Processes
The Energy Seminar
The American West
Energy: Chemical Transformations for Production, Storage, and Use
Environmental Science and Technology
Fundamentals of Petroleum Engineering
Solar Decathlon
Sustaining Action: Research, Analysis and Writing for the Public
The Social Ocean: Ocean Conservation, Management, and Policy
Environmental Decision-Making and Risk Perception
Environmental Governance
Global Freshwater: Challenges and Opportunities
Graduate Practicum in Environment and Resources
Specialized Writing and Reporting: Environmental Journalism
Introduction to Environmental Science
Capstone Project Seminar in Environment and Resources
Environmental Research Design Seminar
Designing Environmental Research
Research Approaches for Environmental Problem Solving
Collaborating with the Future: Launching Large Scale Sustainable Transformations
Directed Research in Environment and Resources
Creating a Green Student Workforce to Help Implement Stanford's Sustainability Vision
Interdisciplinary Research Survival Skills
Prehonors Seminar
Interschool Honors Program in Environmental Science, Technology, and Policy
The Social Ocean: Ocean Conservation, Management, and Policy
Ethics and Politics of Public Service
Introduction to Global Justice
Moral Limits of the Market,Freedom and the Practical Standpoint
Introduction to Environmental Ethics
Introduction to Environmental Ethics
Critical Issues in International Women's Health
Imagining the Oceans
Predicting Volcanic Eruptions
Planetary Habitability, World View, and Sustainability
Man versus Nature: Coping with Disasters Using Space Technology
Earth on the Edge: Introduction to Geophysics
Exploring Geosciences with MATLAB
Understanding Natural Hazards, Quantifying Risk, Increasing Resilience in Highly Urbanized Regions
Ice, Water, Fire
Introductory Seismology
Remote Sensing of the Oceans
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation
Geodynamics: Our Dynamic Earth
Laboratory Methods in Geophysics
Global Tectonics
Tectonics Field Trip
Fluids and Flow in the Earth: Computational Methods
Journey to the Center of the Earth
Rock Physics for Reservoir Characterization
Near-Surface Geophysics
Undergraduate Research in Geophysics
Frontiers of Geophysical Research at Stanford: Faculty Lectures
Reservoir Geomechanics
Basic Earth Imaging
Environmental Soundings Image Estimation
Understanding Natural Hazards, Quantifying Risk, Increasing Resilience in Highly Urbanized Regions
Seismic Reservoir Characterization
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation
Structural Geology and Rock Mechanics
Report on Energy Industry Training
Introduction to Computational Earth Sciences
Rock Physics for Reservoir Characterization
Rock Physics
Journey to the Center of the Earth
3-D Seismic Imaging
Earthquake Seismology
Crustal Deformation
Crustal Deformation
Tectonophysics
Environmental Geophysics
Environmentalism, Literature and Cultural Criticism
GES 1A
GES 1B
GES 1C
GES 4
GES 5
GES 8
GES 12SC
GES 38N
GES 40N
GES 42N
GES 43Q
GES 46Q
GES 50Q
GES 55Q
GES 90
GES 101
GES 102
GES 103
GES 104
GES 105
GES 107
GES 110
GES 111
GES 115
GES 118
GES 122
GES 123
GES 128
GES 130
GES 131
GES 150
GES 151
GES 163
GES 170
GES 171
GES 180
GES 183
GES 184
GES 185
GES 190
GES 191
GES 192
GES 198
GES 199
GES 206
GES 207
GES 208
GES 210
GES 211
GES 212
GES 213
GES 214
GES 215
GES 221
GES 225
GES 228
GES 237
GES 238
GES 240
GES 246
GES 249
GES 250
GES 251
GES 252
GES 253
GES 254
GES 255
GES 257
GES 258
GES 259
GES 260
GES 262
GES 263
GES 266
GES 267
GES 270
GES 273
GES 277
GES 282
GES 284
GES 290
GES 291
GES 292
GES 299
GES 310
GES 311
GES 315
GES 328
GES 336
GES 340
GES 385
Business Models for Sustainable Energy
Business Collaboration to Promote a Sustainable Food System
Cleantech: Business Fundamentals and Public Policy
Sustainability as Market Strategy
The Role of Business in Sustainable Food Systems
Social Innovation through Corporate Social Responsibility
Global History: The Early Modern World, 1300 to 1800
World History of Science
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
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800
Famine in the Modern World
The Scientific Revolution
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science
Popular Culture and American Nature
The New Global Economy, Oil and Origins of the Arab Spring
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800
History Meets Geography
Famine in the Modern World
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science
The New Global Economy, Oil and Origins of the Arab Spring
Environmental History of Latin America
Environmental History of Latin America
Meta-research: Appraising Research Findings, Bias, and Meta-analysis,Topics in Quantitative Methods
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
Darwin, Evolution, and Galapagos
Conservation and Development Dilemmas in the Amazon
Parks and Peoples: Dilemmas of Protected Area Conservation in East Africa
The Colorado River: Water in the West as Seen from a Raft in the Grand Canyon
Building a Sustainable Society: New Approaches for Integrating Human and Environmental Priorities
Human Dimensions of Global Environmental Change: Resilence, Vulnerability, and Environmental Justice
Marine Resource Economics and Conservation
Conservation Biology: A Latin American Perspective
The Human-Plant Connection
Environmental Change and Emerging Infectious Diseases
Theory of Ecological and Environmental Anthropology
Ethnicity and Medicine
Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations
Current 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
Environment and Growth in Developing Countries,Viral Lifestyles
Parasites and Pestilence: Infectious Public Health Challenges
Disease control systems: epidemics, outbreaks, and 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,Evolution of Primate Intelligence
Ethics and Politics of Public Service,Medical Anthropology
Introduction to International Relations,Elementary Economics
Food and security
History of the International System
Introduction to Global Justice
Managing Global Complexity
Issues in International Economics
The Geopolitics of Energy
Managing Natural Resources In the Face of Climate Change and Other Stressors Workshop
Water Law and Policy
Sustainable Energy: Business Opportunities and Public Policy
Environmental Law and Policy
Environmental Law Clinic: Clinical Practice
Environmental Law Clinic: Clinical Methods
Environmental Law Clinic: Clinical Coursework
Advanced Environmental Law Clinic
Energy Technologies for a Sustainable Future
Thermodynamic Evaluation of Green Energy Technologies
Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution
Solar Cells
Principles, Materials and Devices of Batteries
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
Good Products, Bad Products
Green Design Strategies and Metrics
Design for Sustainability
Internal Combustion Engines
Turbine and Internal Combustion Engines
Fuel Cell Science and Technology
Good Products, Bad Products
Turbine and Internal Combustion Engines
Energy Systems I: Thermodynamics
Energy Systems II: Modeling and Advanced Concepts
Energy Systems III: Projects
Combustion Fundamentals
Collaborating with the Future: Launching Large Scale Sustainable Transformations
Fuel Cell Seminar
Human Rights and Health
Design for Service Innovation
Photographing Nature
Humans and Viruses I
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 for a Postindustrial Economy
Global Work
FEED the Change: Redesigning Food Systems
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
Sustainable Product Development and Manufacturing
Health Policy Modeling
Climate Policy Analysis
Energy Policy Analysis
Voluntary Social Systems
Decision Analysis II: Professional Decision Analysis
Decision Analysis Applications: Business Strategy and Public Policy
Federal Indian Law
Current Controversies in Women's Health
Design for Extreme Affordability
Design for Extreme Affordability
Social and Environmental Determinants of Health
Social and Environmental Determinants of Health
Justice and Climate Change
The Animal-Human Relationship: Interdisciplinary Perspectives
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
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
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
Introduction to International Relations
The Federal Government and the West
Politics of Energy Efficiency
The American West
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 Public Policy
Ethics and Politics of Public Service
Economic Policy Analysis
Policy and Climate Change
Law and Public Policy
Technology Policy
Technology Policy
Religion and the Environment: The Moral Meanings of Nature
African Americans and Social Movements
Social Movements and Collective Action
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
Ethics and Public Policy
Science Technology & Environmental Justice
Science, Technology and Politics
Healthcare in Haiti and other Resource Poor Countries
Utopia and Reality: Introduction to Urban Studies
Introduction to Urban Design: Contemporary Urban Design in Theory and Practice
Urban Culture in Global Perspective
Urban Sustainability: Long-Term Archaeological Perspectives
Ethics and Politics of Public Service
Urban Youth and Their Institutions: Research and Practice,Spatial Approaches to Social Science
Land Use Control
Sustainable Cities
Sustainable Urban and Regional Transportation Planning
Total Units0

Courses

EARTHSYS 4. How to Build and Maintain a Habitable Planet: An Introduction to Earth System History. 4 Units.

Introduction to the history of the Earth, with a focus on processes that maintain or threaten habitability. Principles of stratigraphy, correlation, the geological timescale, the history of biodiversity, and the interpretation of fossils. The use of data from sedimentary geology, geochemistry, and paleontology to test theories for critical events in Earth history such as mass extinctions. One half-day field trip.
Same as: GS 4

EARTHSYS 9. Community-Based Internship Preparation Seminar. 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 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 all assignments for 1 unit of credit. Students planning to take a community-based internship in future years are welcome to enroll.
Same as: 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 12SC. Environmental and Geological Field Studies in the Rocky Mountains. 2 Units.

The Rocky Mountain area, ecologically and geologically diverse, is being strongly impacted by changing land-use patterns, global and regional environmental change, and societal demands for energy and natural resources. This three-week field program emphasizes coupled environmental and geological problems in the Rocky Mountains and will cover a broad range of topics including the geologic origin of the American West from three billion years ago to the recent; 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 that are related to changing land-use patterns and increased demand for its abundant natural resources. These broad topics are integrated into a coherent field study by examining 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 mountainous region of Teton National Park, and the economic and environmental problems associated with gold mining and extraction of oil and gas in areas adjoining these national parks. 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, and horseback riding in the Dubois area of Wyoming. Students must arrive in Salt Lake City on Monday, Sept. 1. (Hotel lodging will be provided for the night of Sept. 1, and thereafter students will travel as a Sophomore College group.) We will return to campus on Sunday, Sept. 21. Sophomore College Course: Application required, due noon, April 7, 2015. 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 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 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 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. Renewable Energy Sources and Greener Energy Processes. 3 Units.

The energy sources that power society are rooted in fossil energy although energy from the core of the Earth and the sun is almost inexhaustible; but the rate at which energy can be drawn from them with today's technology is limited. The renewable energy resource base, its conversion to useful forms, and practical methods of energy storage. Geothermal, wind, solar, biomass, and tidal energies; resource extraction and its consequences. Recommended: MATH 21 or 42.
Same as: ENERGY 102

EARTHSYS 103. Understanding Energy. 3 Units.

Energy is one of the world's main drivers of opportunity and development for human beings. 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 #1 source of greenhouse gas emissions. This course surveys key aspects of each energy resource, including significance and potential conversion processes and technologies, drivers and barriers, policy and regulatory environment, and social, economic, and environmental impacts. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass, hydroelectric, wind, solar, photovoltaics, geothermal, and ocean energy, with cross-cutting topics including electricity, storage, climate change, sustainability, green buildings, energy efficiency, transportation, and the developing world. Understanding Energy is part of a trio of inter-related courses aimed at gaining an in-depth understanding of each energy resource - from fossil fuels to renewable energy. The other two classes are CEE107W/207W Understanding Energy - Workshop, and CEE 107F/207F Understanding Energy -- Field Trips. Note that this course was formerly called Energy Resources (CEE 173A/207A & EARTHSYS 103). Prerequisites: Algebra. May not be taken for credit by students who have completed CEE 107S.
Same as: CEE 107A, CEE 207A

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 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 nnhttps://pangea.stanford.edu/research/CDFM/CourseDescriptions/GP_113_announcement.pdf.
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 to 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 the main drivers, core features and challenges of 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" measures, and 21st century leadership. Critical perspectives, lectures and student-led discussions guide analysis of innovations within public, private and civic sectors globally, with emphasis on Latin America.

EARTHSYS 122. Paleobiology. 4 Units.

Introduction to the fossil record with emphasis on marine invertebrates. Major debates in paleontological research. The history of animal life in the oceans. Topics include the nature of the fossil record, evolutionary radiations, mass extinctions, and the relationship between biological evolution and environmental change. Fossil taxa through time. Exercises in phylogenetics, paleoecology, biostratigraphy, and statistical methods.
Same as: GS 123, GS 223B

EARTHSYS 127. GIS for good: Applications of GIS for International Development and Humanitarian Assistance. 3-4 Units.

This service-learning course exposes students to geographic information systems (GIS) as a tool for exploring alternative solutions to complex environmental and humanitarian issues in the international arena. The project-based, interdisciplinary structure of this class gives primary emphasis to the use of GIS for field data collection, mapping, analysis and visualization that allows for multi-criteria assessment of community development. Those with no prior GIS experience will be required to take an introductory GIS workshop hosted by the Geospatial Center in Branner Library during the first two weeks of class.
Same as: ESS 122, ESS 222

EARTHSYS 128. Evolutionary History of Terrestrial Ecosystems. 4 Units.

The what, when, and how do we know it regarding life on land¿including plants, fungi, invertebrates, and vertebrates (yes, dinosaurs)¿and 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.
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.
Same as: BIO 128

EARTHSYS 135. Podcasting the Anthropocene. 3 Units.

Identification and interview of Stanford researchers to be featured in an audio podcast. Exploration of interviewing techniques, audio storytelling, audio editing, and podcasting as a newly emerging media platform. Individual and group projects. Group workshops focused on preparation, review, and critiques of podcasts.
Same as: EARTHSYS 235

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.
Same as: ESS 164

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: 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 164 or CEE 262D, or consent of instructor.
Same as: EARTHSYS 246B, ESS 146B, ESS 246B, GEOPHYS 146B, GEOPHYS 246B

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 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 156M. Marine Resource Economics and Conservation. 5 Units.

Economic and ecological frameworks to understand the causes of and potential solutions to marine resource degradation. Focus on conservation of marine biodiversity and ecosystem-based management. Applications include: commercial and recreational fisheries, marine reserves, and offshore energy production.
Same as: ECON 156, HUMBIO 111M

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 163E. International Climate Negotiations: Unpacking the Road to Paris. 3 Units.

Interested in what's going on with international climate negotiations, why it has proven so difficult to reach a meaningful agreement? Wondering whether or not another UN agreement is even a meaningful part of climate policy in 2015? This course traces the history of climate negotiations from the very first awareness of the problem of climate change, through the Kyoto Protocol and Copenhagen Accord, to the current state of international negotiations in the lead-up to the 21st Conference of the Parties meeting in Paris in December 2015. The course covers fundamental concepts in climate change science and policy, international law and multilateral environmental agreements, as well as key issues of climate finance, climate justice, equity, adaptation, communication, and social movements that together comprise the subjects of debate in the negotiations. We will discuss all the key facets of what¿s being negotiated in Paris and prepare students to follow the outcome of the negotiation in detail. Students also participate in a three-day mock conference of the parties. By application only.
Same as: CEE 163E, CEE 263E, EARTHSYS 263E

EARTHSYS 163F. Groundwork for COP21. 1 Unit.

This course will prepare undergraduate and coterm students to participate in 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 graduate student mentors. Please note: Along with EARTHSYS/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.
Same as: CEE 163F, CEE 263F, EARTHSYS 263F

EARTHSYS 164. Introduction to Physical Oceanography. 4 Units.

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 164, CEE 262D, ESS 148

EARTHSYS 168. The Evolving Sphere of Food Security. 2 Units.

This seminar delves into a comprehensive new volume on food security written by an all-Stanford team of nineteen faculty and researchers. It explores the interconnections of food security with energy, water, climate, health, and national security, and examines the role of food and agricultural policies and their consequences in countries at different stages of development. Led by the editor of the book, with participation of several of the authors from across many disciplines. Prerequisite: ECON 106. Admission is by application.
Same as: EARTHSYS 268

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 173. Aquaculture and the Environment: Science, History, and Policy. 3 Units.

Can aquaculture feed billions of people without degrading aquatic ecosystems or adversely impacting local communities? Interdisciplinary focus on aquaculture science and management, international seafood markets, historical case studies (salmon farming in Chile, tuna ranching in the Mediterranean, shrimp farming in Vietnam), current federal/state legislation. Field trip to aquaculture farm and guest lectures. By application only - instructor consent required. Contact gerhart@stanford.edu or dhklinger@stanford.edu prior to first day of class.
Same as: EARTHSYS 273, ESS 173, ESS 273

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

Same as LAW 514. Interdisciplinary. The legal, science, and policy dimensions of managing California's coastal resources. Coastal land use and marine resource decision making. The physics, chemistry, and biology of the coastal zone, tools for exploring data from the coastal ocean, and the institutional framework that shapes public and private decision making. Primarily for graduate students; upper-level undergraduates may enroll with permission of instructor. Students will be expected to participate in field trips.
Same as: CEE 175A, CEE 275A, EARTHSYS 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: The Peninsula Open Space Practicum: Community-Based Environmental Research for Open Space Management, or have consent of the instructors.

EARTHSYS 177. Interdisciplinary Research Survival Skills. 2 Units.

Learning in interdisciplinary situations. Framing research questions. Developing research methods that benefit from interdisciplinary understanding. Writing for multiple audiences and effectively making interdisciplinary presentations. Discussions with interdisciplinary experts from across campus regarding interdisciplinary research projects.
Same as: EARTHSYS 277, ENVRINST 177, ENVRINST 277

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

(Graduate students register for COMM / ENVRES 277C.) Practical, collaborative, writing-intensive course in science-based environmental journalism. Science and journalism students learn how to identify and write engaging stories about environmental issues and science, how to assess the quality and relevance of environmental news, how to cover the environment and science beats effectively, and how to build bridges between the worlds of journalism and science. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, ENVRES 200 or consent of instructor. Admissions by application only, available from thayden@stanford.edu.
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 180B. 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 280B

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 182. Ecological Farm Management. 1 Unit.

A project-based course emphasizing `ways of doing¿ in sustainable agricultural systems based at the new Stanford Educational Farm. Students will work individually and in small groups on farm projects of their choice facilitated and guided by the Educational Farm Director. Potential projects include: orchards, compost systems, pastured poultry, beekeeping, medicinal herbs, mushroom cultivation, native plants, etc.
Same as: ESS 282

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 184. Climate and Agriculture. 3-4 Units.

The effects of climate change on global agriculture and food security, and the effects of agriculture on climate change. An overview of different lines of evidence used to measure impacts and adaptations, and to quantify future impacts, risks, and adaptation needs for agro-ecosystems and society. Enrollment limited to 25; priority to juniors, seniors, and graduate students. Prerequisites: ECON 106/206 or permission of instructor.
Same as: EARTHSYS 284, ESS 184, ESS 284

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

Introductory course in design thinking and food system analysis offered through the FEED Collaborative. Targeted at upper-class undergraduates, this course provides a series of diverse, primarily hands-on experiences (design projects, field work, and storytelling) in which students both learn and apply the process of human-centered design to projects of real consequence in the food system. Students will also develop knowledge and basic tools for working effectively in teams and for analyzing complex systems. The goal of this course is to develop the creative confidence of students and, in turn, to work collaboratively with thought leaders in the local food system to design innovative solutions to the challenges they face. Admission is by application: 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. Introduction to 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 range and scope of research and practice in environmental communication. Intended for senior undergraduates and above with a background in environmental science and policy. Prerequisite: Earth Systems core (EARTHSYS 111 and EARTHSYS 112) or equivalent.
Same as: EARTHSYS 291

EARTHSYS 195. Natural Hazards and Risk Communication. 3 Units.

Introduction to the science behind natural hazards, the risks associated with these hazards, and effective methods of communicating them to a variety of audiences. Examination of methods of translation and communication. Investigation of the relative effectiveness of these methods for increasing preparedness and resiliency to natural hazards. Satisfies the Earth Systems WIM requirement.

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. Sustaining Action: Research, Analysis and Writing for the Public. 3 Units.

Preference to graduate students and senior undergraduates in environmental, natural and social sciences, engineering, journalism. Students help produce and publish SAGE, an eco advice column, by choosing, researching, and answering questions about sustainable living submitted by Stanford alumni and the general public. Prerequisite: admission by application, available from instructor, thayden@stanford.edu. (Meets Earth Systems WIM requirement).

EARTHSYS 205. Navigating Wicked Marine Problems. 3 Units.

Commercial shipping is essential to international trade, consumer goods and the global economy, but can impact the marine environment. Vessel traffic schemes often overlap with important marine areas, creating unintended pressures and impacts to marine ecosystems, including whales. Ship strikes are a threat to endangered whales, and ship noise can affect important mating and feeding behavior. In this course, the issue of whale and vessel interactions will be used as a case study to help students identify threats, pressures, and policy responses of a complex, or "wicked," ocean-based problem. In project teams, students will complete a Pressure State Response analysis of the problem, with the goal of developing practical and professional skills necessary to participate in complex marine planning and decision-making in their post-graduate careers. Students will gain an opportunity to network with experts, scientists and professionals who have experience on the primary themes of the course. The deadline for enrollment for this course is Feb. 23. Contact lhgood@stanford.edu with interest.

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 210C. 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 235. Podcasting the Anthropocene. 3 Units.

Identification and interview of Stanford researchers to be featured in an audio podcast. Exploration of interviewing techniques, audio storytelling, audio editing, and podcasting as a newly emerging media platform. Individual and group projects. Group workshops focused on preparation, review, and critiques of podcasts.
Same as: EARTHSYS 135

EARTHSYS 238. Land Use. 3 Units.

(Same as LAW 338.) This course focuses on the pragmatic (rather than theoretical) aspects of contemporary land use law and policy, including: nuisance as a land use tool and foundation for modern land use law; use and abuse of the "police power" (the legal basis for land use control); zoning flexibility; vested property rights, development agreements, and takings; redevelopment; growth control; and direct democracy. We explore how land use decisions affect environmental quality and how land use decision-making addresses environmental impacts. Special Instructions: All graduate students from other departments are encouraged to enroll, and no pre-requisites apply. Student participation is essential. Roughly two-thirds of the class time will involve a combination of lecture and classroom discussion. The remaining time will engage students in case studies based on actual land use issues and disputes. Elements used in grading: Attendance, class participation, writing assignments, and final exam.

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: 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 164 or CEE 262D, or consent of instructor.
Same as: EARTHSYS 146B, ESS 146B, ESS 246B, GEOPHYS 146B, GEOPHYS 246B

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. (WIM).

EARTHSYS 263E. International Climate Negotiations: Unpacking the Road to Paris. 3 Units.

Interested in what's going on with international climate negotiations, why it has proven so difficult to reach a meaningful agreement? Wondering whether or not another UN agreement is even a meaningful part of climate policy in 2015? This course traces the history of climate negotiations from the very first awareness of the problem of climate change, through the Kyoto Protocol and Copenhagen Accord, to the current state of international negotiations in the lead-up to the 21st Conference of the Parties meeting in Paris in December 2015. The course covers fundamental concepts in climate change science and policy, international law and multilateral environmental agreements, as well as key issues of climate finance, climate justice, equity, adaptation, communication, and social movements that together comprise the subjects of debate in the negotiations. We will discuss all the key facets of what¿s being negotiated in Paris and prepare students to follow the outcome of the negotiation in detail. Students also participate in a three-day mock conference of the parties. By application only.
Same as: CEE 163E, CEE 263E, EARTHSYS 163E

EARTHSYS 263F. Groundwork for COP21. 1 Unit.

This course will prepare undergraduate and coterm students to participate in 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 graduate student mentors. Please note: Along with EARTHSYS/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.
Same as: CEE 163F, CEE 263F, EARTHSYS 163F

EARTHSYS 268. The Evolving Sphere of Food Security. 2 Units.

This seminar delves into a comprehensive new volume on food security written by an all-Stanford team of nineteen faculty and researchers. It explores the interconnections of food security with energy, water, climate, health, and national security, and examines the role of food and agricultural policies and their consequences in countries at different stages of development. Led by the editor of the book, with participation of several of the authors from across many disciplines. Prerequisite: ECON 106. Admission is by application.
Same as: EARTHSYS 168

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 273. Aquaculture and the Environment: Science, History, and Policy. 3 Units.

Can aquaculture feed billions of people without degrading aquatic ecosystems or adversely impacting local communities? Interdisciplinary focus on aquaculture science and management, international seafood markets, historical case studies (salmon farming in Chile, tuna ranching in the Mediterranean, shrimp farming in Vietnam), current federal/state legislation. Field trip to aquaculture farm and guest lectures. By application only - instructor consent required. Contact gerhart@stanford.edu or dhklinger@stanford.edu prior to first day of class.
Same as: EARTHSYS 173, ESS 173, ESS 273

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

Same as LAW 514. Interdisciplinary. The legal, science, and policy dimensions of managing California's coastal resources. Coastal land use and marine resource decision making. The physics, chemistry, and biology of the coastal zone, tools for exploring data from the coastal ocean, and the institutional framework that shapes public and private decision making. Primarily for graduate students; upper-level undergraduates may enroll with permission of instructor. Students will be expected to participate in field trips.
Same as: CEE 175A, CEE 275A, EARTHSYS 175

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 277. Interdisciplinary Research Survival Skills. 2 Units.

Learning in interdisciplinary situations. Framing research questions. Developing research methods that benefit from interdisciplinary understanding. Writing for multiple audiences and effectively making interdisciplinary presentations. Discussions with interdisciplinary experts from across campus regarding interdisciplinary research projects.
Same as: EARTHSYS 177, ENVRINST 177, ENVRINST 277

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

(Graduate students register for COMM / ENVRES 277C.) Practical, collaborative, writing-intensive course in science-based environmental journalism. Science and journalism students learn how to identify and write engaging stories about environmental issues and science, how to assess the quality and relevance of environmental news, how to cover the environment and science beats effectively, and how to build bridges between the worlds of journalism and science. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, ENVRES 200 or consent of instructor. Admissions by application only, available from thayden@stanford.edu.
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 284. Climate and Agriculture. 3-4 Units.

The effects of climate change on global agriculture and food security, and the effects of agriculture on climate change. An overview of different lines of evidence used to measure impacts and adaptations, and to quantify future impacts, risks, and adaptation needs for agro-ecosystems and society. Enrollment limited to 25; priority to juniors, seniors, and graduate students. Prerequisites: ECON 106/206 or permission of instructor.
Same as: EARTHSYS 184, ESS 184, ESS 284

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: Innovating in the Local Food System. 3-4 Units.

Offered through the FEED Collaborative, this graduate-level course combines experiential learning in human-centered design, systems thinking and social entrepreneurship. Students will learn and apply these skills to projects that may include: sustainable food and farming technology, disruptive models of production and distribution, food justice, and/or the behavioral economics of eating. Students will benefit from close interaction with the teaching team, working on a multidisciplinary team of their peers, support from industry-leading project sponsors, and the varied perspectives of guest speakers. The goal of this course is to develop the creative confidence of students and, in turn, to work collaboratively with thought leaders in the local food system to design innovative solutions to the challenges they face. Admission is by application: http://feedcollaborative.org/classes/.

EARTHSYS 289B. FEED Lab: Innovating in the Local Food System. 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. Introduction to 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 range and scope of research and practice in environmental communication. Intended for senior undergraduates and above with a background in environmental science and policy. Prerequisite: Earth Systems core (EARTHSYS 111 and EARTHSYS 112) or equivalent.
Same as: EARTHSYS 191

EARTHSYS 292. Multimedia Environmental Communication. 3 Units.

Theory and practice of effective, accurate and engaging use of photography and audio and web video production in environmental communication. Emphasis on group project work and peer critiquing in each modality, including some out-of-class work time. Limited class size, preference to Earth Systems Master's students.

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.

EARTHSYS 294. Environmental Communication Capstone. 5 Units.

Group-project based course focused on applying the skills and theoretical understanding gained through the Environmental Communication Master of Arts in Earth Systems 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, such as the implementation of the new student farm; a specific research group¿s laboratory or expedition work; or an topic or concept of interest across research groups, such as climate change adaptation or marine conservation. Restricted to students enrolled in the Environmental Communication Master of Arts in Earth Systems, or by permission of the instructor.

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.

.

EARTHSYS 323. Stanford at Sea. 16 Units.

(Graduate students register for 323H.) Five weeks of marine science including oceanography, marine physiology, policy, maritime studies, conservation, and nautical science at Hopkins Marine Station, followed by five weeks at sea aboard a sailing research vessel in the Pacific Ocean. Shore component comprised of three multidisciplinary courses meeting daily and continuing aboard ship. Students develop an independent research project plan while ashore, and carry out the research at sea. In collaboration with the Sea Education Association of Woods Hole, MA. Only 6 units may count towards the Biology major.
Same as: BIOHOPK 182H, BIOHOPK 323H, EESS 323