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Office: Y2E2 Building, Suite 226
Mail Code: 4210
Phone: (650) 723-6117
Email: ampetti@stanford.edu
Web Site: http://eiper.stanford.edu

Courses offered by the Emmett Interdisciplinary Program in Environment and Resources are listed under the subject code ENVRES on the Stanford Bulletin's ExploreCourses web site.

Mission of the Program

The Emmett Interdisciplinary Program in Environment and Resources develops the knowledge, skills, perspectives, and ways of thinking needed to understand and help solve the world's most significant environmental and resources sustainability challenges. E-IPER strives to be a model for interdisciplinary graduate education. E-IPER offers a Ph.D. in Environment and Resources, a Joint M.S. exclusively for students in Stanford's Graduate School of Business or Stanford Law School, and a Dual M.S. for students in the School of Medicine or a Ph.D. program in another department. E-IPER's home is the School of Earth, Energy & Environmental Sciences; affiliated faculty come from all seven Stanford schools.

Graduate Programs in Environment and Resources

The University’s basic requirements for the M.S. and Ph.D. degrees are discussed in the “Graduate Degrees” section of this bulletin. The E-IPER Ph.D. and M.S. degrees are guided by comprehensive requirements created with faculty and student input and approved by E-IPER's Executive Committee. To access the current Ph.D. and M.S. degree requirement documents, see the E-IPER web site.

Learning Outcomes (Graduate)

Completion of the Ph.D. and M.S. degrees in Environment and Resources provides students with the knowledge, skills, perspectives, and ways of thinking needed to understand and help solve the world's most significant environmental and resources sustainability challenges.

Master of Science in Environment and Resources

For information on the University's basic requirements for the master's degree, see the "Graduate Degrees" section of this bulletin.

The Master of Science degree, offered as a joint master's degree or a dual master's degree, is an option only for: M.B.A. students in the Graduate School of Business; J.D. students in the Stanford Law School; M.D. students in the School of Medicine; students pursuing a Ph.D. in another Stanford department; and for E-IPER Ph.D. students who do not continue in the Ph.D. degree program.

Joint Master's Degree

Students enrolled in a professional degree program in Stanford's Graduate School of Business or the Stanford Law School are eligible to apply for admission to the Joint M.S. in Environment and Resources Degree program. Enrollment in the joint M.S. program allows students to pursue an M.S. degree concurrently with their professional degree and to count a defined number of units toward both degrees, resulting in the award of Joint M.B.A. and M.S. in Environment and Resources degree or a Joint J.D. and M.S. in Environment and Resources degree.

The joint M.S.-M.B.A degree program requires a total of 129 units: 84 units for the M.B.A. and 45 units for the M.S. (compared to 100 units for the M.B.A. plus 45 units for the M.S. as separate degrees) to be completed over approximately eight academic quarters.

The joint M.S.-J.D. degree program requires a minimum of 113 units; additional units may be necessary to satisfy all requirements. The J.D. degree requires 111 units (minimum of 80 Law units and 31 non-Law units) and the M.S. degree requires 45 units. The joint degree allows up to 43 overlapping units: 31 non-Law units allowed within the J.D. degree plus 12 professional school units allowed within the M.S. degree. The joint M.S.-J.D. may be completed in three years.

Each student's program of study focuses on a specific track (see "Joint M.S. and Dual M.S. Course Tracks" below), and is subject to the approval of the student's faculty adviser and E-IPER staff. The joint degree is conferred when the requirements for both the E-IPER M.S. and the professional degree program have been met.

In addition to requirements for the professional degree, all joint M.S. students are required to complete 45 units within the parameters outlined below and must achieve a 'B' (3.0) grade point average in all letter-graded courses taken toward the M.S. degree. Professional school letter-graded courses are not included in the E-IPER GPA calculation. The student must complete at least 23 units at the 200-level or above. Courses numbered 1 to 99 are not allowable. For application information, see the Admissions page on the E-IPER website.

  1. Required Courses: An introductory core course and a capstone project seminar: 

    Units
    ENVRES 280Introduction to Environmental Science2
    ENVRES 290Capstone Project Seminar in Environment and Resources *1-3

    * The capstone project integrates the student's professional and M.S. degrees and must be taken for a minimum of 3 units, or a maximum of 4 units, over one or two quarters.

  2. Track Courses: A minimum of four letter-graded courses from one M.S. course track. Track courses must be taken for a minimum of 3 units. Specific track courses are listed below in the "Joint M.S. and Dual M.S. Course Tracks" section.
    1. Cleantech
    2. Climate and Atmosphere
    3. Energy
    4. Freshwater
    5. Global, Community, and Environmental Health
    6. Land Use and Agriculture
    7. Oceans and Estuaries
    8. Sustainable Built Environment
    9. Sustainable Design
  3. Elective Courses: At least four 3-5 unit letter-graded elective courses at the 100-level or higher. Elective courses may be taken from the student's selected course track, another course track, or elsewhere in the University, provided that they are relevant to the student's environment and resources course of study.

There are additional restrictions on course work used to fulfill the joint M.S. degree requirements:

  • A maximum of 5 units from courses that are identified as primarily consisting of guest lectures, such as the Energy Seminar, may be counted toward the Joint M.S. degree.
  • A maximum of 5 units of individual study courses, directed reading and/or independent research units (such as ENVRES 398 Directed Reading in Environment and Resources or ENVRES 399 Directed Research in Environment and Resources) may be counted toward the joint M.S. degree. One individual study course, if taken for 3-5 letter-graded units, may be counted as one of the four elective courses.
  • A maximum of 12 units from approved courses related to environmental and resource fields, from any professional school, may be counted toward the joint M.S. degree. One approved professional school course may be counted as one of the four electives.

Dual Master's Degree

Students in the School of Medicine or students pursuing a Ph.D. in another Stanford department may apply to pursue the M.S. in Environment and Resources dual degree. For the dual degree, students must meet the University's minimum requirements for their M.D. or Ph.D. degree and also complete an additional 45 units for the M.S. in Environment and Resources. Completion of the M.S. typically requires at least three quarters of study in addition to the time required for the student's other degree. For additional information, see the E-IPER web site.

Each student's program of study focuses on a specific track (see "Joint M.S. and Dual M.S. Course Tracks" below), and is subject to the approval of the student's faculty adviser and E-IPER staff. The two degrees are conferred when the requirements for both the E-IPER M.S. and the other degree program have been met. For application information, see the Admissions page on the E-IPER website.

In addition to requirements for the M.D. or Ph.D. degree, students are required to complete 45 units within the parameters outlined below and must achieve a 'B' (3.0) grade point average in all letter-graded courses taken toward the M.S. degree. The student must complete at least 23 units at the 200-level or above. Courses numbered 1 to 99 are not allowable.

  1. Required Courses: completion of a required introductory core course and a capstone project seminar:
    Units
    ENVRES 280Introduction to Environmental Science2
    ENVRES 290Capstone Project Seminar in Environment and Resources (see '2' below)1-3
  2. The Capstone Project integrates the student's professional/Ph.D. and M.S. degrees and must be taken for a minimum of 3 units in one quarter, or a maximum of 4 units, over one or two quarters.

  3. Track Courses: completion of a minimum of four letter-graded courses from one M.S. Course Track. Track courses must be taken for a minimum of 3 units. Specific track courses are listed below under Joint M.S. and Dual M.S. Course Tracks.
    • Cleantech
    • Climate and Atmosphere
    • Energy
    • Freshwater
    • Global, Community, and Environmental Health
    • Land Use and Agriculture
    • Oceans and Estuaries
    • Sustainable Built Environment
    • Sustainable Design
  4. Elective Courses: completion of at least four additional 3-5 unit letter-graded elective courses at the 100-level or higher. Elective courses may be taken from the student's selected course track, another course track, or elsewhere in the University, provided that they are relevant to the student's environment and resources course of study.

There are additional restrictions on course work used to fulfill the dual M.S. degree requirements:

  • A maximum of 5 units from courses that are identified as primarily consisting of guest lectures, such as the Energy Seminar may be counted toward the dual M.S. degree.
  • A maximum of 5 units of individual study courses, directed reading, and independent research (such as ENVRES 398 Directed Reading in Environment and Resources or ENVRES 399 Directed Research in Environment and Resources) may be counted toward the Dual M.S. degree. One individual study course, if taken for 3-5 letter-graded units, may be counted as one of the four elective courses.
  • A maximum of 12 units from approved courses related to the environmental and resource fields, from any professional school, may be counted toward the dual M.S. degree. One approved professional school course may be counted as one of the four electives.

Joint M.S. and Dual M.S. Course Tracks

Students should consult the Stanford Bulletin's ExploreCourses web site to view the course description, class schedule, location, eligibility, and prerequisites for all courses. Course track information and other recommended courses are also available on the E-IPER web site.

Cleantech

Units
APPPHYS 219Solid State Physics Problems in Energy Technology3
BIOE 355Advanced Biochemical Engineering3
CEE 176AEnergy Efficient Buildings3-4
CEE 176BElectric Power: Renewables and Efficiency3-4
CEE 207AUnderstanding Energy3-5
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 272RModern Power Systems Engineering3
CEE 274AEnvironmental Microbiology I3
CEE 274BMicrobial Bioenergy Systems3
CHEMENG 274Environmental Microbiology I3
CHEMENG 355Advanced Biochemical Engineering3
CHEMENG 456Microbial Bioenergy Systems3
ECON 155Environmental Economics and Policy5
EE 293ASolar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution3-4
ENERGY 253Carbon Capture and Sequestration3-4
ENERGY 267Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties3
ENERGY 269Geothermal Reservoir Engineering3
ENERGY 293ASolar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution3-4
ENERGY 293CEnergy from Wind and Water Currents3
MATSCI 302Solar Cells3
MATSCI 303Principles, Materials and Devices of Batteries3
MATSCI 316Nanoscale Science, Engineering, and Technology3
ME 260Fuel Cell Science and Technology3

Climate and Atmosphere

Units
BIO 117Biology and Global Change4
BIO 238Ecosystem Services: Frontiers in the Science of Valuing Nature3
CEE 172Air Quality Management3
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 263AAir Pollution Modeling3-4
CEE 263BNumerical Weather Prediction3-4
CEE 263CWeather and Storms3
CEE 263DAir Pollution and Global Warming: History, Science, and Solutions3
CEE 278AAir Pollution Fundamentals3
CEE 278CIndoor Air Quality2-3
EARTHSYS 111Biology and Global Change4
ECON 155Environmental Economics and Policy5
ENERGY 253Carbon Capture and Sequestration3-4
ESS 111Biology and Global Change4
ESS 246AAtmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation3
ESS 246BAtmosphere, Ocean, and Climate Dynamics: the Ocean Circulation3
MS&E 294Climate Policy Analysis3

Energy

Units
APPPHYS 219Solid State Physics Problems in Energy Technology3
CEE 176AEnergy Efficient Buildings3-4
CEE 176BElectric Power: Renewables and Efficiency3-4
CEE 207AUnderstanding Energy3-5
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 226EAdvanced Topics in Integrated, Energy-Efficient Building Design2-3
CEE 255Introduction to Sensing Networks for CEE3-4
CEE 256Building Systems4
CEE 272RModern Power Systems Engineering3
EARTHSYS 101Energy and the Environment3
EARTHSYS 102Fundamentals of Renewable Power3
ECON 155Environmental Economics and Policy5
EE 293ASolar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution3-4
EE 293BFundamentals of Energy Processes3
ENERGY 101Energy and the Environment3
ENERGY 102Fundamentals of Renewable Power3
ENERGY 104Sustainable Energy for 9 Billion3
ENERGY 120Fundamentals of Petroleum Engineering3
ENERGY 226Thermal Recovery Methods3
ENERGY 227Enhanced Oil Recovery3
ENERGY 253Carbon Capture and Sequestration3-4
ENERGY 267Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties3
ENERGY 269Geothermal Reservoir Engineering3
ENERGY 271Energy Infrastructure, Technology and Economics3
ENERGY 291Optimization of Energy Systems3-4
ENERGY 293ASolar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution3-4
ENERGY 293BFundamentals of Energy Processes3
ENERGY 293CEnergy from Wind and Water Currents3
ENGR 120Fundamentals of Petroleum Engineering3
GEOPHYS 208Unconventional Reservoir Geomechanics3
GS 253Petroleum Geology and Exploration3
MATSCI 256Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution3-4
MATSCI 302Solar Cells3
MATSCI 303Principles, Materials and Devices of Batteries3
MATSCI 316Nanoscale Science, Engineering, and Technology3
ME 260Fuel Cell Science and Technology3
ME 370AEnergy Systems I: Thermodynamics3
ME 370BEnergy Systems II: Modeling and Advanced Concepts4
ME 370CEnergy Systems III: Projects3-5
MS&E 243Energy and Environmental Policy Analysis3
MS&E 295Energy Policy Analysis3

Freshwater

Units
BIO 238Ecosystem Services: Frontiers in the Science of Valuing Nature3
CEE 101BMechanics of Fluids4
CEE 174AProviding Safe Water for the Developing and Developed World3
CEE 174BWastewater Treatment: From Disposal to Resource Recovery3
CEE 177Aquatic Chemistry and Biology4
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 260APhysical Hydrogeology4
CEE 260CContaminant Hydrogeology and Reactive Transport3
CEE 262AHydrodynamics3-4
CEE 262BTransport and Mixing in Surface Water Flows3-4
CEE 265ASustainable Water Resources Development3
CEE 265CWater Resources Management3
CEE 265DWater and Sanitation in Developing Countries1-3
CEE 266AWatersheds and Wetlands4
CEE 266BFloods and Droughts, Dams and Aqueducts4
CEE 266DWater Resources and Water Hazards Field Trips2
CEE 268Groundwater Flow3-4
CEE 270Movement and Fate of Organic Contaminants in Waters3
CEE 271APhysical and Chemical Treatment Processes3
CEE 271BEnvironmental Biotechnology4
CEE 273Aquatic Chemistry3
CEE 273AWater Chemistry Laboratory3
ECON 155Environmental Economics and Policy5
ESS 220Physical Hydrogeology4
ESS 221Contaminant Hydrogeology and Reactive Transport3

Global, Community, and Environmental Health

Units
ANTHRO 262Indigenous Peoples and Environmental Problems3-5
ANTHRO 266Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness3-5
ANTHRO 277Environmental Change and Emerging Infectious Diseases4-5
ANTHRO 282Medical Anthropology4
BIO 117Biology and Global Change4
BIO 238Ecosystem Services: Frontiers in the Science of Valuing Nature3
CEE 174AProviding Safe Water for the Developing and Developed World3
CEE 174BWastewater Treatment: From Disposal to Resource Recovery3
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 260CContaminant Hydrogeology and Reactive Transport3
CEE 263AAir Pollution Modeling3-4
CEE 263DAir Pollution and Global Warming: History, Science, and Solutions3
CEE 265ASustainable Water Resources Development3
CEE 265CWater Resources Management3
CEE 265DWater and Sanitation in Developing Countries1-3
CEE 270Movement and Fate of Organic Contaminants in Waters3
CEE 272Coastal Contaminants3-4
CEE 274DPathogens and Disinfection3
CEE 276Introduction to Human Exposure Analysis3
CEE 277SDesign for a Sustainable World1-5
CEE 278AAir Pollution Fundamentals3
CEE 278CIndoor Air Quality2-3
EARTHSYS 111Biology and Global Change4
ECON 155Environmental Economics and Policy5
ESS 111Biology and Global Change4
ESS 221Contaminant Hydrogeology and Reactive Transport3
HUMBIO 153Parasites and Pestilence: Infectious Public Health Challenges4
HUMBIO 166Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context4

Land Use and Agriculture

Units
ANTHRO 266Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness3-5
ANTHRO 278Evolution and Conservation in Galapagos5
ANTHRO 363AAnthropology of Environmental Conservation5
BIO 117Biology and Global Change4
BIO 234Conservation Biology: A Latin American Perspective3
BIO 238Ecosystem Services: Frontiers in the Science of Valuing Nature3
BIO 375Field Ecology & Conservation4
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 275ACalifornia Coast: Science, Policy, and Law3-4
EARTHSYS 111Biology and Global Change4
EARTHSYS 155Science of Soils3-4
EARTHSYS 185Feeding Nine Billion4-5
EARTHSYS 187FEED the Change: Redesigning Food Systems2-3
EARTHSYS 206World Food Economy5
EARTHSYS 242Remote Sensing of Land4
EARTHSYS 256Soil and Water Chemistry3
EARTHSYS 276Open Space Management Practicum4-5
EARTHSYS 281Urban Agriculture in the Developing World3-4
EARTHSYS 289AFEED Lab: Food System Design & Innovation3-4
ECON 155Environmental Economics and Policy5
ECON 206World Food Economy5
ESS 111Biology and Global Change4
ESS 164Fundamentals of Geographic Information Science (GIS)3-4
ESS 206World Food Economy5
ESS 216Terrestrial Biogeochemistry3
ESS 256Soil and Water Chemistry3
ESS 262Remote Sensing of Land4
ESS 270Analyzing land use in a globalized world3
ESS 281Urban Agriculture in the Developing World3-4
HUMBIO 112Conservation Biology: A Latin American Perspective3
HUMBIO 166Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context4
IPS 274International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development4-5
URBANST 163Land Use Control4
URBANST 165Sustainable Urban and Regional Transportation Planning4-5

Oceans and Estuaries

Units
BIO 238Ecosystem Services: Frontiers in the Science of Valuing Nature3
BIO 274SHopkins Microbiology Course3-12
BIOHOPK 263HOceanic Biology4
BIOHOPK 272HMarine Ecology: From Organisms to Ecosystems5
BIOHOPK 273HMarine Conservation Biology4
BIOHOPK 274Hopkins Microbiology Course3-12
BIOHOPK 285HEcology and Conservation of Kelp Forest Communities5
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 262DIntroduction to Physical Oceanography4
CEE 272Coastal Contaminants3-4
CEE 274SHopkins Microbiology Course3-12
CEE 275ACalifornia Coast: Science, Policy, and Law3-4
EARTHSYS 241Remote Sensing of the Oceans3-4
EARTHSYS 252Marine Chemistry3-4
EARTHSYS 258Geomicrobiology3
ECON 155Environmental Economics and Policy5
ESS 244Marine Ecosystem Modeling3
ESS 246AAtmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation3
ESS 246BAtmosphere, Ocean, and Climate Dynamics: the Ocean Circulation3
ESS 251Biological Oceanography3-4
ESS 252Marine Chemistry3-4
ESS 253SHopkins Microbiology Course3-12
ESS 258Geomicrobiology3

Sustainable Built Environment

Units
CEE 100Managing Sustainable Building Projects4
CEE 174AProviding Safe Water for the Developing and Developed World3
CEE 174BWastewater Treatment: From Disposal to Resource Recovery3
CEE 176AEnergy Efficient Buildings3-4
CEE 176BElectric Power: Renewables and Efficiency3-4
CEE 224ASustainable Development Studio1-5
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 226EAdvanced Topics in Integrated, Energy-Efficient Building Design2-3
CEE 241AInfrastructure Project Development3
CEE 255Introduction to Sensing Networks for CEE3-4
CEE 256Building Systems4
CEE 265ASustainable Water Resources Development3
CEE 277LSmart Cities & Communities3
ECON 155Environmental Economics and Policy5
IPS 274International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development4-5
URBANST 163Land Use Control4
URBANST 165Sustainable Urban and Regional Transportation Planning4-5

Sustainable Design

Units
BIOE 281Biomechanics of Movement3
CEE 226Life Cycle Assessment for Complex Systems3-4
CEE 277SDesign for a Sustainable World1-5
EARTHSYS 187FEED the Change: Redesigning Food Systems2-3
EARTHSYS 289AFEED Lab: Food System Design & Innovation3-4
ECON 155Environmental Economics and Policy5
ENGR 210Perspectives in Assistive Technology (ENGR 110)1-3
ENVRES 240Environmental Decision-Making and Risk Perception1-3
ENVRES 380Innovating Large Scale Sustainable Transformations4
ME 206ADesign for Extreme Affordability4
ME 206BDesign for Extreme Affordability4
ME 216AAdvanced Product Design: Needfinding3-4
ME 281Biomechanics of Movement3
ME 283Introduction to Biomechanics and Mechanobiology3
ME 315The Designer in Society3
ME 316BProduct Design Master's Project2-6

Master of Science

In exceptional circumstances, students in E-IPER's Ph.D. program may opt to complete their training with a Master of Science degree. There is no direct admission to the M.S. degree program. Requirements for the M.S. include:

  1. Completion of a minimum of 45 units at or above the 100-level, of which 23 units must be at or above the 200-level. Courses numbered 1 to 99 are not allowable.
  2. Completion of the E-IPER Ph.D. core curriculum, with a letter grade of 'B' or higher in each course:    
Units
ENVRES 300Introduction to Resource, Energy and Environmental Economics3
ENVRES 315Environmental Research Design Seminar1
ENVRES 320Designing Environmental Research3-4
ENVRES 330
ENVRES 398
Research Approaches for Environmental Problem Solving
and Directed Reading in Environment and Resources
4-13

Additional courses may be chosen in consultation with the student's lead advisers. Students must maintain at least a 'B' (3.0) grade point average in all courses taken for the M.S. degree. The M.S.degree does not have an M.S. with thesis option. Students may write a M.S. thesis, but it is not formally recognized by the University.

Doctor of Philosophy in Environment and Resources

For information on the University's basic requirements for the Ph.D. degree, see the "Graduate Degrees" section of this bulletin.

E-IPER updates the Ph.D. requirements annually, laying out the structure of advising meetings, core courses, program activities, and milestones that guide students' progress. Each student works with a faculty advising team from different research areas to design a course of study that allows the student to develop and exhibit:

  1. understanding of analytical tools and research approaches for interdisciplinary problem solving, and a mastery of those tools and approaches central to the student's thesis work
  2. depth of knowledge in at least two distinct fields of inquiry; and
  3. interdisciplinary breadth as determined by faculty advisers and student.

Program-specific Ph.D. requirements, including a timeline to achieve milestones, are outlined in detail in the current year requirements and are summarized below:

  1. In the first year, completion of the Ph.D. core course sequence:1
    Units
    ENVRES 300Introduction to Resource, Energy and Environmental Economics3
    ENVRES 315Environmental Research Design Seminar1
    ENVRES 320Designing Environmental Research3-4
    ENVRES 330
    ENVRES 398
    Research Approaches for Environmental Problem Solving
    and Directed Reading in Environment and Resources
    4-13
    1

     Students who took EARTH 300 in previous years may also count this toward the requirement.

  2. Fields of Inquiry: Fulfillment of depth in the student's two chosen fields of inquiry through courses, research, and/or independent studies as determined by the student and his/her faculty advisers and committee members. Fields of inquiry are the central focus of a student's dissertation research. Students have the freedom to define and choose the fields of inquiry in which they develop depth of understanding through the course of their Ph.D. program and which are distinct enough to ensure that the student's research is interdisciplinary. Each field of inquiry must correspond to a specific faculty adviser. As part of the qualifying exam, each student is required to submit a detailed essay describing:

    • the two fields of inquiry, explaining the development of these fields, and their relationship to the larger disciplines from which they are drawn;

    • how rigor is understood and achieved in these fields;

    • the importance and applicability of these fields to the student's research questions; and

    • how the student's work will combine these two fields of inquiry to produce an interdisciplinary research project that demonstrates scholarly rigor.

  3. Demonstration of interdisciplinary breadth of knowledge that is more broadly related to environment and resources in the form of courses, independent study, and/or evidence of proficiency through prior course work or experience. Fulfillment of the interdisciplinary breadth requirement must be certified by the student's lead faculty advisers and committee members.
  4. Completion of quarterly meetings with advisers during the first year, and at minimum, annual meetings thereafter.
  5. Submission of a candidacy plan for review at the second-year committee meeting of the minds and subject to the approval of the student's committee and E-IPER's faculty director. The candidacy plan should document how the student has fulfilled the program requirements to date and include a summary of research ideas and a list of faculty who might serve as qualifying exam committee members.
  6. Completion of the oral qualifying exam and completion of the requirements for candidacy, including at least 25 letter-graded graduate course units (200 level and above) with at least a 'B' (3.0) average. The qualifying exam committee must include the student's two lead advisers and two to three other faculty members with expertise in the student's research area. The majority of the qualifying exam committee should be members of the Academic Council; the chair of the committee must be an Academic Council member and may not be one of the student's two lead advisers. In exceptional cases, the committee may include a member-at-large who is not a Stanford faculty member as a fourth or fifth member.
  7. Completion of a written dissertation, approved by the student's dissertation reading committee consisting of the student's lead advisers and at least one other member, and passage of the University oral examination in defense of the dissertation following the guidelines outlined in the "Graduate Degrees" section of this bulletin. The University oral examination committee comprises the student's two lead advisers, at least two additional members, and a chair whose academic appointment is in a department outside that of the lead advisers. Normally, all committee members are Academic Council members; appointment of a non-Academic Council member must be petitioned and approved by the faculty director.

In addition to the requirements listed above, all Ph.D. students must:

  1. Serve as a teaching assistant (TA) for at least one quarter in a course with a discussion section or with an opportunity to lecture in at least two class sessions, in any department or program, including but not limited to ENVRES 320 Designing Environmental Research or ENVRES 330 Research Approaches for Environmental Problem Solving. Seminars, including Introductory Seminars, may not be used to fulfill this requirement. Students should fulfill the teaching requirement by the end of the third year unless they obtain a firm commitment from a faculty member to TA a future course.
  2. On an ongoing basis, submit grant proposals for external funding, defined as fellowship and/or research funds provided by a government agency, a private foundation, or a University entity other than E-IPER or the School of Earth, Energy and Environmental Sciences.
  3. Participate each year in a Spring Quarter Annual Review in which the student and lead advisers submit progress reports for review by the E-IPER Academic Guidance Committee.

Faculty Director: Peter Vitousek (Biology)

Associate Director: Susannah Barsom

Faculty: Mark Algee-Hewitt (English), Nicole Ardoin (Education, Woods Institute for the Environment), Patrick Archie (Stanford Educational Farm), Kevin Arrigo (Earth System Science, Woods Institute for the Environment), Kenneth J. Arrow (Economics, emeritus), Gregory Asner (Global Ecology, Carnegie Institution), Shilajeet Banerjee (School of Earth, Energy & Environmental Sciences, Woods Institute for the Environment), William Barnett (Business), Michele Barry (Medicine, Woods Institute for the Environment), Eran Bendavid (Medicine, Woods Institute for the Environment), Sally M. Benson (Energy Resources Engineering, Global Climate and Energy Program, Woods Institute for the Environment), Sarah L. Billington (Civil and Environmental Engineering), Barbara Block (Biology, Woods Institute for the Environment), Alexandria Boehm (Civil and Environmental Engineering, Woods Institute for the Environment), Adam Brandt (Energy Resources Engineering, Woods Institute for the Environment), Marshall Burke (Earth System Science, Woods Institute for the Environment), Jef Caers (Energy Resources Engineering), Ken Caldeira (Global Ecology, Carnegie Institution), Margaret Caldwell (Packard Foundation), Karen Casciotti (Earth System Science), Page Chamberlain (Earth System Science), Craig S. Criddle (Civil and Environmental Engineering, Woods Institute for the Environment), Larry B. Crowder (Biology , Woods Institute for the Environment), Mark Cullen (Medicine, Woods Institute for the Environment), Lisa Curran (Anthropology, Woods Institute for the Environment), Gretchen C. Daily (Biology, Woods Institute for the Environment), Jennifer Davis (Civil and Environmental Engineering, Woods Institute for the Environment), Giulio De Leo (Biology), Noah Diffenbaugh (Earth System Science, Woods Institute for the Environment), Rodolfo Dirzo (Biology, Woods Institute for the Environment), Robert B. Dunbar (Earth System Science, Woods Institute for the Environment), William H. Durham (Anthropology, Woods Institute for the Environment), Anne Ehrlich (Biology), Paul Ehrlich (Biology, Woods Institute for the Environment), Gary Ernst (Geological Sciences, emeritus), Walter Falcon (Woods Institute for the Environment, Freeman Spogli Institute for International Studies, emeritus), Scott Fendorf (Earth System Science, Woods Institute for the Environment), James Ferguson (Anthropology), Christopher B. Field (School of Earth, Energy and Environmental Sciences, Woods Institute for the Environment), Martin Fischer (Civil and Environmental Engineering), Zephyr Frank (History), David Freyberg (Civil and Environmental Engineering, Woods Institute for the Environment), Oliver Fringer (Civil and Environmental Engineering, Woods Institute for the Environment), Tadashi Fukami (Biology), Margot Gerritsen (Energy Resources Engineering), Steven Gorelick (Earth System Science, Woods Institute for the Environment), Mark Granovetter (Sociology, Woods Institute for the Environment), Elizabeth Hadly (Biology, Woods Institute for the Environment), Dan Iancu (Business), Mark Jacobson (Civil and Environmental Engineering, Woods Institute for the Environment), James Holland Jones (Earth System Science, Woods Institute for the Environment), Terry Karl (Political Science), David Kennedy (History, Woods Institute for the Environment), Donald Kennedy (Biology, Woods Institute for the Environment, emeritus), Julie Kennedy (Earth System Science, Woods Institute for the Environment), Brian Knutson (Psychology, Woods Institute for the Environment), Charles D. Kolstad (Stanford Institute for Economic Policy Research, Precourt Institute for Energy, Woods Institute for the Environment), Jeffrey Koseff (Civil and Environmental Engineering, Woods Institute for the Environment), Anthony Kovscek (Energy Resources Engineering), Desiree LaBeaud (Medicine), Eric Lambin (Earth System Science, Woods Institute for the Environment), Michael Lepech (Civil and Environmental Engineering, Woods Institute for the Environment), Hau Lee (Business, Woods Institute for the Environment), Raymond Levitt (Civil and Environmental Engineering, Woods Institute for the Environment), David Lobell (Earth System Science, Woods Institute for the Environment), Stephen P. Luby (Medicine, Woods Institute for the Environment, Woods Institute for the Environment), Richard Luthy (Civil and Environmental Engineering, Woods Institute for the Environment), Janet Martinez (Law), Gilbert M. Masters (Civil and Environmental Engineering, emeritus, Woods Institute for the Environment), Pamela Matson (Dean, School of Earth, Energy & Environmental Sciences, Woods Institute for the Environment), Douglas McAdam (Sociology), Daniel McFarland (Education), Michael D. McGehee (Materials Science and Engineering, Woods Institute for the Environment), Lynn Meskell (Anthropology, Woods Institute for the Environment), Anna Michalak (Global Ecology, Carnegie Institution), Fiorenza Micheli (Biology, Woods Institute for the Environment), Dale T. Miller (Business), Grant Miller (Medicine), Stephen Monismith (Civil and Environmental Engineering, Woods Institute for the Environment), Harold Mooney (Biology, Woods Institute for the Environment, emeritus), Erin Mordecai (Biology), Clayton Nall (Political Science), Rosamond Naylor (Earth System Science, Woods Institute for the Environment), Leonard Ortolano (Civil and Environmental Engineering, Woods Institute for the Environment), Stephen Palumbi (Biology, Woods Institute for the Environment), Kabir Peay (Biology), Erica Plambeck (Business, Woods Institute for the Environment), Walter W. Powell (Education), Dariush Rafinejad (Management Science and Engineering), Ram Rajagopal (Civil and Environmental Engineering), Hayagreeva Rao (Business), Stefan J. Reichelstein (Business, Woods Institute for the Environment), Dan Reicher (Business), Thomas N. Robinson (Medicine, Woods Institute for the Environment), Robert Sapolsky (Biology), Debra Satz (Philosophy), Gary Schoolnik (Medicine, Woods Institute for the Environment), Kenneth Schultz (Political Science), Richard Scott (Sociology), Krish Seetah (Anthropology), Baba Shiv (Business), Deborah Sivas (Law, Woods Institute for the Environment), Sarah A. Soule (Business), Stephen Stedman (Freeman Spogli Institute for International Studies, Woods Institute for the Environment), Jenny Suckale (Geophysics, Woods Institute for the Environment), James Sweeney (Management Science and Engineering, Precourt Energy Efficiency Center, Woods Institute for the Environment), Leif Thomas (Earth System Science), Barton Thompson (Law, Woods Institute for the Environment), Shripad Tuljapurkar (Biology), Peter Vitousek (Biology, Woods Institute for the Environment), Michael Wara (Law, Woods Institute for the Environment), Jeremy Weinstein (Political Science), John Weyant (Management Science and Engineering, Precourt Energy Efficiency Center, Woods Institute for the Environment), Richard White (History, Woods Institute for the Environment), Michael Wilcox (Anthropology), Mikael Wolfe (History), Mark Zoback (Geophysics)

Courses

ENVRES 220. The Social Ocean: Ocean Conservation, Management, and Policy. 1-2 Unit.

This interdisciplinary seminar examines current ocean issues and ideas through a series of readings, discussions, and guest lecturer presentations of seminal works about the complex relationships of human beings to the marine world. Through the lenses offered by several classic and contemporary readings and multimedia sources, we will examine and reinterpret the challenges of marine resource management, synergies between local, national and international marine policies, and current approaches to developing solutions to these challenges. This seminar is open to all undergraduate and graduate students who will have the opportunity to dig deeper into the foundations of environmental thinking about the relationship of human beings and the sea.

ENVRES 221. New Frontiers and Opportunities in Sustainability. 1 Unit.

Interdisciplinary exploration of how companies, government and non-profit organizations address some of the world's most significant environmental & resource sustainability challenges. Each week we will explore with an experienced sustainability practitioner new frontiers and opportunities in clean tech, policy, energy, transportation, consumer goods, agriculture, food, and sustainable built environments.

ENVRES 222. Climate Law and Policy. 3 Units.

This course offers an interdisciplinary, graduate-level survey of historical and current efforts to regulate emissions of greenhouse gases in the United States. Students will read primary legal documents¿including statutes, regulations, and court cases¿in order to evaluate the forces and institutions shaping American climate policy. Although the class will focus on the intersection of climate policy and the legal system, no specific background in law is necessary.

ENVRES 225. E-IPER Current Topics Seminar. 1 Unit.

For E-IPER Ph.D and Joint M.S. students only. Weekly presentations of E-IPER students' research and other program-related projects. Occasional guest speakers. Individual or team presentation, active participation, and regular attendance required for credit. May be taken for credit a maximum of two times.

ENVRES 230. Field Survey Data Collection & Analysis. 3 Units.

In this course we will examine a range of issues related to the collection and analysis of survey data. Topics will include initiating a survey, designing an instrument, conducting enumeration, converting data from questionnaires to digital files, data analysis, empirical modeling and presenting results. Technical components will also be highly focused on application and implementation, and while prior training in econometrics would be useful, it will not be a prerequisite. The course will be tailored so that some of the specific topics covered will be based on the needs and interests of the students.

ENVRES 240. Environmental Decision-Making and Risk Perception. 1-3 Unit.

Mobilizing successful conservation efforts to mitigate climate change and preserve both local and global ecosystems requires a new way of thinking. This course will investigate the barriers to pro-environmental behavior and the heuristics and biases that cloud our ability to respond effectively to environmental problems, using insights from behavioral economics, neuroeconomics, and environmental risk perception. Emphasis on interdisciplinary applications of recent research, and implications for environmental policymaking and persuasive messaging.

ENVRES 250. Environmental Governance. 2-3 Units.

How do we work together to solve environmental problems? Across the globe, who has a voice, and who ultimately decides how to balance conservation and development? How do we build governance institutions that facilitate both environmental sustainability and social equity? This seminar on environmental governance will focus on the challenges and opportunities for managing common-pool resources, like fisheries, forests, and water. Because managing environmental resources is often about managing people, we will explore the motivations underlying human behavior towards the environment. We will discuss how institutions encode our cultural values and beliefs, and how we can reshape these institutions to achieve more sustainable outcomes. Coursework includes foundational readings and a pragmatic exploration of case studies. Teaching cases address topics in community-based conservation, international protected areas, market-based approaches, coping with environmental risk, and other themes. Interested undergraduate and graduate students from any discipline are welcome.

ENVRES 270. Graduate Practicum in Environment and Resources. 1-5 Unit.

Opportunity for E-IPER students to pursue areas of specialization in an institutional setting such as a laboratory, clinic, research institute, governmental agency, non-governmental organization, or multilateral organization. Meets US CIS requirements for off-campus employment with endorsement from designated school official.

ENVRES 276. Water Resources: Culture and Context. 3-5 Units.

Students in this discussion-based seminar will examine both the social and environmental challenges of managing California¿s freshwater resources. The multidisciplinary team of instructors will introduce a range of textual sources - engineering, cartographic, art historical, and ecological, to name a few - and the class will engage directly with Cantor¿s `Art of Water¿ exhibition as well as local feats of water infrastructure. Students will gain historically-grounded insights through tailored weekly assignments and develop creative solutions for freshwater security as the final project.
Same as: AMSTUD 276

ENVRES 280. Introduction to Environmental Science. 2 Units.

For E-IPER Joint M.S. students only. This course functions as a gateway for E-IPER Joint M.S. students to learn about the variety of environmental science conducted by the program's affiliated faculty. Topics include oceans, green chemistry, water policy, energy, and others. Students engage in problem solving related to the application of science to business, law, and the conservation of natural resources.

ENVRES 290. Capstone Project Seminar in Environment and Resources. 1-3 Unit.

Required for and limited to E-IPER Joint M.S. students. Propose, conduct and publicly present final individual or team projects demonstrating the integration of professional (M.B.A., J.D., or M.D.) and M.S. in Environment and Resources degrees. Presentation and submission of final product required. 3 total units required; can all be taken during one quarter or divided over two sequential quarters.

ENVRES 300. Introduction to Resource, Energy and Environmental Economics. 3 Units.

Required core course restricted to first year E-IPER Ph.D. students. Examination of environmental, energy and natural resource management problems through the lens of economics, with an emphasis on hands-on practical problem-solving. Topics include market failure, cost-benefit analysis, finance, risk & uncertainty, non-market valuation, regulation, green accounting, rent, renewable resources, exhaustible resources, including energy, and biodiversity. Prerequisite: proficiency in multivariate calculus. Knowledge of basic microeconomics helpful but not essential.

ENVRES 315. Environmental Research Design Seminar. 1 Unit.

Required core course restricted to first year E-IPER Ph.D. students. Series of faculty presentations and student-led discussions on interdisciplinary research design as exemplars of the research design theories discussed in ENVRES 320. Designing Environmental Research. Topics parallel the ENVRES 320 syllabus. Corequisite: ENVRES 320.

ENVRES 320. Designing Environmental Research. 3-4 Units.

Required core course restricted to first year E-IPER Ph.D. students. Research design options for causal inference in environmentally related research. Major philosophies of knowledge and how they relate to research objectives and design choices. Identification of critical elements within a broad range of research designs. Evaluation of the types of research questions for which different designs are suited, emphasizing fit between objectives, design, methods, and argument. Development of individual research design proposals, including description and justification understandable to a non-specialist.

ENVRES 330. Research Approaches for Environmental Problem Solving. 3 Units.

Required core course restricted to first year E-IPER Ph.D. students. How to develop and implement interdisciplinary research in environment and resources. Assignments include development of research questions, a preliminary literature review, and a summer funding proposal. Course is structured on peer critique and student presentations of work in progress. Corequisite: ENVRES 398 with a faculty member chosen to explore a possible dissertation topic.

ENVRES 340. E-IPER PhD Writing Seminar. 1-2 Unit.

Required core course restricted to second-year E-IPER PhD students. Actively pursue one or more writing goals relevant to this stage in their graduate studies in a structured setting. Set specific writing goals, create and follow a plan for reaching these goals, and receive substantive feedback on their written products from their peers. Examples of writing products include, but are not limited to, the student's dissertation proposal, E-IPER Fields of Inquiry essay, a literature review, or a grant or fellowship application. By the end of the course, students are expected to have completed or have made substantial progress toward their writing goal.

ENVRES 380. Innovating Large Scale Sustainable Transformations. 4 Units.

This class establishes innovation of systemic transformations as a crucial leadership modality. It gives students the mindsets, theoretical framework, and hands-on experience in shaping innovative interventions that bring about scaled and profound transformations in the face of complex multi-factorial challenges. Students are immersed in the Deep Change Methodology, which combines systems thinking, strategy, design thinking, behavioral sciences, resilience theory, diffusion theory, decision theory, and a theoretical framework around scaled multistake-holder interventions. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create sustainability and resilience on environmental, societal, and economic fronts. This project-based team-based class challenges students to find solutions for complex real world challenges. Consent of instructor required.
Same as: SUST 230

ENVRES 398. Directed Reading in Environment and Resources. 1-10 Unit.

Under supervision of an E-IPER affiliated faculty member on a subject of mutual interest. Joint M.S. students must submit an Independent Study Agreement for approval. May be repeat for credit.

ENVRES 399. Directed Research in Environment and Resources. 1-15 Unit.

For advanced graduate students. Under supervision of an E-IPER affiliated faculty member. Joint M.S. students must submit an Independent Study Agreement for approval.

ENVRES 801. TGR Project. 0 Units.

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ENVRES 802. TGR Dissertation. 0 Units.

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