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Courses offered by the Urban Studies Program are listed under the subject code URBANST on the Stanford Bulletin's ExploreCourses web site.

The Urban Studies program treats urbanism as an interdisciplinary field; it brings together students, faculty, and outside specialists concerned with cities, and the impacts of cities on society and people's lives. The Urban Studies major encourages students to inquire deeply into the nature of cities and the techniques used to modify urban environments. It prepares students to address urbanization, and gives students a knowledge base and theoretical, analytical, and practical skills to understand urban social systems and effect social change.

Mission of the Undergraduate Program in Urban Studies

Cities are now home to more than half of humanity.  The mission of the undergraduate program in Urban Studies is to develop students' understanding of the nature of cities and their impact on the world. The dynamic and complex nature of cities challenges traditional disciplinary boundaries, so the program is interdisciplinary in nature, drawing from fields in the social sciences, the humanities, engineering, and education. Courses in the program focus on issues in contemporary urban society, and on the forces and practices that shape urban life. Courses also address how cities have changed over time and how they continue to change today in societies around the world. Through a comprehensive program that includes course work, community engagement, and independent research, a major in Urban Studies prepares students for careers and graduate study  in fields including architecture, business,  education, environmental planning, law, public policy, real estate development, social services, urban design, and urban planning.  It also prepares students to be critical thinkers, engaged citizens, and informed leaders who can help to transform cities for the better.

Learning Outcomes (Undergraduate)

The program expects its undergraduate majors to be able to demonstrate the following learning outcomes. These learning outcomes are used in evaluating students and the Program in Urban Studies. Students are expected to demonstrate ability:

  1. to formulate a research question and assess its significance in relation to one or more relevant scholarly or professional literatures and, where relevant, to theoretical writings.
  2. to collect data to answer the proposed research question.
  3. to analyze a problem and draw correct inferences using qualitative and/or quantitative analysis.
  4. to write clearly and persuasively.

Coterminal Programs for Urban Studies Majors

Undergraduates in Urban Studies may enter coterminal master's degree programs in a number of departments and schools in the University. In recent years, Urban Studies majors have developed coterminal programs in the fields of African Studies,  Anthropology, Civil and Environmental Engineering, Communication, Community Health and Prevention Research. Earth Systems, Education, Public Policy,  and Sociology. Information and applications for coterminal degree programs are available at Undergraduate Advising and Research. Students should discuss the coterminal program with a program director during their junior year.

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.

COVID-19-Related Degree Requirement Changes

For information on how Urban Studies degree requirements have been affected by the pandemic, see the "COVID-19 Policies tab" in this section of this bulletin. For University-wide policy changes related to the pandemic, see the "COVID-19 and Academic Continuity" section of this bulletin.

Bachelor of Arts in Urban Studies

The Urban Studies major requires students to complete five types of courses totaling at least 70 units:

  1. 18 units in the core (23 for those declaring before September 1, 2019)
  2. 9 units (minimum) of skills courses in at least 3 courses of 3 units each
  3. 20 units (minimum) in an area of concentration
  4. 3 units (minimum) of an approved Cardinal service-learning course or internship
  5. 10 units in the capstone sequence

If units in these categories total less then 70, the remaining units may be fulfilled by courses in other concentrations or in Urban Studies courses numbered 100 or higher (except URBANST 196, Senior Research in Public Service and URBANST 199 Senior Honors Thesis).

Majors must complete one prerequisite: ECON 1 Principles of Economics; this prerequisite course may be taken S/NC, as the units for this course do not count toward the 70 units required for the major. URBANST 196, Senior Research in Public Service URBANST 199 Senior Honors Thesis, and prerequisites for required courses and for electives also do not count towards the 70-unit minimum.

Urban Studies students interested in graduate school in business or urban planning are advised to obtain basic quantitative skills by completing MATH 19 Calculus, MATH 20 Calculus, and MATH 21 Calculus,  preferably before the junior year.

A course in statistical methods, such as STATS 60 Introduction to Statistical Methods: Precalculus, ECON 102A Introduction to Statistical Methods (Postcalculus) for Social Scientists or POLISCI 150A Data Science for Politics, is recommended for students interested in business or urban planning.

Urban Studies students are encouraged to spend at least one quarter studying overseas to learn how cities vary across societies. Some Urban Studies concentration courses, as well as electives, can be satisfied at Stanford overseas campuses. Courses offered overseas vary from year to year, and students should check in advance with Overseas Studies and Urban Studies concerning which courses meet Urban Studies requirements. Students may arrange to fulfill the service learning requirement through an internship placement at one of Stanford's overseas locations.

Courses counted toward the 70-unit graduation requirement for the major must be taken for a letter grade, and a minimum grade of 'C' is required. The only exceptions are Urban Studies courses numbered 100 and higher that are offered only on an S/NC basis, such as URBANST 201A Capstone Internship in Urban Studies. Students may count up to three non-Stanford courses, for a maximum of 15 units, toward the major. These units must first be approved by the Office of Transfer Credit in the Registrar's Office and subsequently approved by the Urban Studies program. Transfer credit is not awarded for internship. Students may not count more than 5 units of URBANST 197 Directed Reading, toward the major without permission of the Director. Qualified students may write a senior honors thesis and graduate with honors; see details in "Honors Program" below. Students interested in declaring Urban Studies as a major are required to meet first with the student services specialist and one of the program's advisers; they then declare the Urban Studies major on Axess.

Urban Studies Core

Urban Studies majors should complete URBANST 110 Introduction to Urban Studies, before Spring Quarter of the junior year. The following courses, totaling 18 units, are required (23 including Urbanst 111 for those declaring before September 1, 2019):

URBANST 110Introduction to Urban Studies4
URBANST 112The Urban Underclass4
URBANST 113Introduction to Urban Design: Contemporary Urban Design in Theory and Practice5
URBANST 114Urban Culture in Global Perspective5
or URBANST 142 Megacities
URBANST 111Political Power in American Cities (For those declaring before September 1, 2019)5


A minimum of 9 units in 3 courses of at least 3 units each are required and should be taken before the end of the junior year. The following courses are recommended for most Urban Studies majors.

SOC 180AFoundations of Social Research4
EARTHSYS 144Fundamentals of Geographic Information Science (GIS)5
or URBANST 124 Spatial Approaches to Social Science

The additional skills courses vary depending on a student's needs and interests. Student consult with an adviser to determine the best choice. Courses that fulfill the skills requirement are:

ANTHRO 91Method and Evidence in Anthropology5
ANTHRO 93BPrefield Research Seminar: Non-Majors5
ARCHLGY 125Archaeological Field Survey Methods3
CEE 31Accessing Architecture Through Drawing5
CEE 31QAccessing Architecture Through Drawing5
CEE 124XShaping the Future of the Bay Area3-5
CEE 130Architectural Design: 3-D Modeling, Methodology, and Process5
CEE 139Design Portfolio Methods4
EARTHSYS 142Remote Sensing of Land4
ECON 102AIntroduction to Statistical Methods (Postcalculus) for Social Scientists5
EDUC 123Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms3-5
ENGR 150Data Challenge Lab3-5
ESS 165Advanced Geographic Information Systems4
HUMBIO 82AQualitative Research Methodology3
HUMBIO 82BAdvanced Data Analysis in Qualitative Research3
MED 147Methods in Community Assessment, Evaluation, and Research3
MS&E 125Introduction to Applied Statistics4
PEDS 202CQualitative Research Methods and Study Design3
POLISCI 150AData Science for Politics5
POLISCI 150BMachine Learning for Social Scientists5
POLISCI 150CCausal Inference for Social Science5
SOC 180BIntroduction to Data Analysis4
STATS 60Introduction to Statistical Methods: Precalculus5
STATS 101Data Science 1015
URBANST 123BApproaching Research in the Community: Design and Methods3


Students must complete at least 20 units in one of the following concentrations:

  • Cities in Comparative and Historical Perspective,
  • Urban Education,
  • Urban Society and Social Change
  • Urban Sustainability
  • Self-Designed

Courses may not be double-counted within the major. 

Students should consult an adviser to develop a program that meets their intellectual goals; relevant courses not listed here,  may be counted toward the concentration with the prior consent of an adviser.

These concentrations are declared to the department; they are not declared on Axess, and they do not appear on the transcript or the diploma.

Cities in Comparative and Historical Perspective

Approximately half of the world’s population now lives in cities, and the proportion grows greater every day.  Urban issues cannot be understood in the context of a single nation or a single moment in time. This concentration draws on disciplinary approaches including anthropology, archaeology, art history, geography, and history to help students understand how cities have developed and how they relate to each other today. By placing urban issues in perspective, students improve their comprehension of the United States as well as the world, and of the present as well as the past.  

Students in this concentration are encouraged to study off campus, and preferably overseas, for at least one quarter. Many courses offered through the Overseas Studies Program can be counted toward the concentration. Similarly, internships offered at many of Stanford's overseas locations can be used to fulfill the Urban Studies internship requirement.

DLCL 100 CAPITALS: How Cities Shape Cultures, States, and People or URBANST 119, Ancient Urbanism (offered alternate years) is required for the cities in comparative and historical perspectives concentration:

The following courses may be counted toward the Cities in Comparative and Historical Perspective concentration:

AMSTUD 58QAmerican Landscapes of Segregation3-4
ANTHRO 39Sense of Place3
ANTHRO 42Megacities5
ANTHRO 108BGender in the Arab and Middle Eastern City5
ARTHIST 3Introduction to World Architecture5
ARTHIST 142Architecture Since 19004
ARTHIST 143AAmerican Architecture4
CEE 32GArchitecture Since 19004
CEE 33BJapanese Modern Architecture4
CEE 32RAmerican Architecture4
CLASSICS 83The Greeks4-5
CLASSICS 84The Romans3-5
CLASSICS 156Design of Cities3-5
CSRE 147DStudies in Music, Media, and Popular Culture: Music and Urban Film3-4
DLCL 100CAPITALS: How Cities Shape Cultures, States, and People3-5
EARTHSYS 112Human Society and Environmental Change4
ENGLISH 83NCity, Space, Literature3
ENGLISH 126AThe Country and the City: Mapping Nineteenth-Century British Literature5
FRENCH 140Paris: Capital of the Modern World4-5
HISTORY 62SFrom Runaway Wives to Dancing Girls: Urban Women in the Long Nineteenth Century5
HISTORY 106AGlobal Human Geography: Asia and Africa5
HISTORY 106BGlobal Human Geography: Europe and Americas5
HISTORY 150CThe United States in the Twentieth Century5
ME 120History and Ethics of Design3
OSPBER 30Berlin vor Ort: A Field Trip Module1
OSPBER 60Cityscape as History: Architecture and Urban Design in Berlin5
OSPCPTWN 16Sites of Memory3
OSPCPTWN 43Public and Community Health in Sub-Saharan Africa4
OSPFLOR 58Space as History: Social Vision and Urban Change4
OSPFLOR 71A Studio with a View: Drawing, Painting and Informing your Aesthetic in Florence4
OSPFLOR 115YBuilding the Cathedral and the Town Hall: Constructing and Deconstructing Symbols of a Civilization4
OSPMADRD 8ACities and Creativity: Cultural and Architectural Interpretations of Madrid4
OSPMADRD 60Integration into Spanish Society: Service Learning and Professional Opportunities4
OSPPARIS 92Building Paris: Its History, Architecture, and Urban Design4
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America5
OSPSANTG 71Santiago: Urban Planning, Public Policy, and the Built Environment5
POLISCI 110CAmerica and the World Economy5
REES 204Cities of Empire: An Urban Journey through Eastern Europe and the Mediterranean3-5
SINY 114Writing in the City4
SINY 116Off the iPhone and Into the City: Creating a Photography Project4
SINY 152Film: The City as Muse4
URBANST 27QThe Detective and the City3
URBANST 140FCasablanca - Algiers - Tunis : Cities on the Edge3-5
URBANST 141Gentrification5
URBANST 145International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development4-5
URBANST 147Archaeology of Human Rights5
URBANST 150From Gold Rush to Google Bus: History of San Francisco4
URBANST 156St. Petersburg: Imagining a City, Building a City1-2
URBANST 169Race and Ethnicity in Urban California4-5
URBANST 174Defining Smart Cities: Visions of Urbanism for the 21st Century3-4
URBANST 184Paris: Capital of the Modern World4-5

Urban Education

Providing education that is both high in quality and fair to all is one of the greatest challenges facing cities today. This concentration prepares students for careers in educational policy and practice.  It is a popular choice for students who have been admitted by the Stanford School of Education to pursue a coterminal master’s degree in the Stanford Teacher Education Program (STEP) or the Policy, Organization, and Leadership Studies Program (POLS).  Stanford undergraduates can apply to the Stanford Teacher Education Program (STEP) in their Junior or Senior year. 

Coterminal students applying to STEP are encouraged to takeEDUC 101 Introduction to Teaching and Learning before applying to the program.  Additionally, students interested in STEP Secondary (Single Subject) must demonstrate subject matter competency in their intended teaching area. Transcripts should reflect coursework in the intended teaching subject even if it was not a student’s undergraduate major.

For additional information please contact the STEP Admissions Officer at 723-2110, or consult the STEP web site.

The following course is required for the urban education concentration:

EDUC 112Urban Education3-5

The following courses may be counted toward the urban education concentration:

AFRICAST 111Education for All? The Global and Local in Public Policy Making in Africa3-5
EDUC 101Introduction to Teaching and Learning4
EDUC 103ATutoring: Seeing a Child through Literacy3-4
EDUC 103BRace, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices3-5
EDUC 107Education and Inequality: Big Data for Large-Scale Problems3-5
EDUC 123Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms3-5
EDUC 131Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities3-5
EDUC 148Inglés Personal: Coaching Everyday Community English1-5
EDUC 149Theory and Issues in the Study of Bilingualism3-5
EDUC 195AOrigins and Legacies of Educational Progressivism: A Community Engaged Learning Course3-5
EDUC 201History of Education in the United States3-5
EDUC 202Introduction to International and Comparative Education3
EDUC 204Introduction to Philosophy of Education3
EDUC 220CEducation and Society4-5
EDUC 220DHistory of School Reform: Origins, Policies, Outcomes, and Explanations3-5
EDUC 221APolicy Analysis in Education4-5
EDUC 277Education of Immigrant Students: Psychological Perspectives4
EDUC 283Child Development In and Beyond Schools2
HUMBIO 142Adolescent Development3-4
or PSYCH 60 Introduction to Developmental Psychology

Urban Society and Social Change

Many students are drawn to Urban Studies by their desire to understand and address the unique problems confronting cities today.  This concentration focuses on issues in contemporary urban society, and on the tools and concepts that can bring about change to improve urban life.  Courses focus on a diverse range of issues, from public health crises to racial and class inequality.  Students also learn how community action, urban planning and design, and organizations in nonprofit, for-profit, and government sectors address these challenges. This concentration prepares students to enter graduate programs concerned with urban affairs, community service, and public policy, and to work with local governmental agencies and for-profit and nonprofit organizations engaged in community service and development.

The following course is required for the urban society and social change concentration:

URBANST 156AThe Changing American City4

The following courses may be counted toward the urban society and social change concentration:

AFRICAST 111Education for All? The Global and Local in Public Policy Making in Africa3-5
AMSTUD 58QAmerican Landscapes of Segregation3-4
ANTHRO 32Theories in Race and Ethnicity: A Comparative Perspective5
ASNAMST 123Asian Americans and Environmental Justice3-5
CEE 32APsychology of Architecture3
CEE 32BDesign Theory4
CEE 124SSustainable Urban Systems Seminar1
CEE 131AProfessional Practice: Mixed-Use Design in an Urban Setting4
CEE 141AInfrastructure Project Development3
CEE 141BInfrastructure Project Delivery3
CEE 246Venture Creation for the Real Economy3-4
CEE 265FEnvironmental Governance and Climate Resilience3
CSRE 157PSolidarity and Racial Justice4-5
CSRE 196CIntroduction to Comparative Studies in Race and Ethnicity5
EARTHSYS 105Food and Community: Food Security, Resilience and Equity2-3
ECON 150Economic Policy Analysis4-5
ECON 155Environmental Economics and Policy5
EDUC 107Education and Inequality: Big Data for Large-Scale Problems3-5
ENGR 150Data Challenge Lab3-5
HISTORY 106AGlobal Human Geography: Asia and Africa5
HISTORY 106BGlobal Human Geography: Europe and Americas5
HUMBIO 122SSocial Class, Race, Ethnicity, and Health4
HUMBIO 128Community Health Psychology4
LAW 7003Cities in Distress3
LINGUIST 55NLanguage in the City3
MS&E 180Organizations: Theory and Management4
or SOC 160 Formal Organizations
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America5
OSPSANTG 71Santiago: Urban Planning, Public Policy, and the Built Environment5
PEDS 150Social and Environmental Determinants of Health3
POLISCI 121LRacial-Ethnic Politics in US5
POLISCI 31QJustice and Cities3
POLISCI 147PThe Politics of Inequality5
POLISCI 220Urban Policy Research Lab5
POLISCI 236Theories and Practices of Civil Society, Philanthropy, and the Nonprofit Sector5
PUBLPOL 135Regional Politics and Decision Making in Silicon Valley and the Greater Bay Area4
SINY 101The New York City Seminar5
SINY 134The Urban Home Project4
SINY 162Sustainable and Resilient Urban Systems in NYC3-4
SOC 3America: Unequal4
SOC 14NInequality in American Society4
SOC 45QUnderstanding Race and Ethnicity in American Society4
SOC 118Social Movements and Collective Action4
SOC 135Poverty, Inequality, and Social Policy in the United States3-4
SOC 140Introduction to Social Stratification3
SOC 145Race and Ethnic Relations in the USA4
SOC 146Introduction to Comparative Studies in Race and Ethnicity5
SOC 157Ending Poverty with Technology5
SOC 160Formal Organizations4
SOC 164Immigration and the Changing United States4
SOC 166Mexicans, Mexican Americans, and Chicanos in American Society5
URBANST 20Exploring Urbanism in San Francisco: Three Urban Adventures to Better Understand Cities1-2
URBANST 103CHousing Visions3
URBANST 104Civic Dreams, Human Spaces: Designing Cities for People4
URBANST 107Introduction to Urban and Regional Planning3
URBANST 109Physics of Cities3
URBANST 123Approaching Research and the Community2-3
URBANST 125Shades of Green: Redesigning and Rethinking the Environmental Justice Movements3-5
URBANST 126Spirituality and Nonviolent Urban and Social Transformation3
URBANST 126AEthics and Leadership in Public Service3-4
URBANST 130Urban Development and Governance3
URBANST 131VIP: Very Impactful People - Social Innovation & the Social Entrepreneur1
URBANST 132Concepts and Analytic Skills for the Social Sector4
URBANST 133Social Enterprise Workshop4
URBANST 134Justice and Cities5
URBANST 138Smart Cities & Communities4
URBANST 141Gentrification5
URBANST 145International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development4-5
URBANST 148Who Owns Your City?: Institutional Real Estate Seminar3
URBANST 164Sustainable Cities4-5
URBANST 165Sustainable Urban and Regional Transportation Planning4-5
URBANST 168Housing & Community Development--Policy and Practice3
URBANST 169Race and Ethnicity in Urban California4-5
URBANST 170Urban Policy Research Lab5
URBANST 171Urban Design Studio5
URBANST 173The Urban Economy4
URBANST 174Defining Smart Cities: Visions of Urbanism for the 21st Century1
URBANST 178The Science and Practice of Effective Advocacy3-5
URBANST 179The Social Life of Neighborhoods4
URBANST 183Team Urban Design Studio5

Urban Sustainability

The  Urban Sustainability concentration provides the basis for a holistic understanding of cities through the lens of environmental and social sustainability. By combining coursework in urban studies, history, sociology, and design with the STEM fields (science, technology, engineering and mathematics), students in the Urban Sustainability concentration are exposed to the environmental and infrastructural aspects of cities, as well as to issues of human development,  public policy, and social equity.

Students in the concentration acquire a foundation in sustainability concepts and skills for research and professional practices.  The Urban Sustainability concentration helps prepare students to serve as social change agents in future roles as scholars, urban planners, designers, entrepreneurs, public servants, and advocates, to address the most pressing issues of urban development and its human impacts in cities around the world.

The following course is required for the urban sustainability concentration:

EARTHSYS 112Human Society and Environmental Change4

The following courses may be counted toward the Urban Sustainability Concentration. Students must select at least one course from each of the following categories:

  1. environmental sustainability
  2. social sustainability
  3. project-based courses.
Environmental Sustainability

Environmental sustainability refers to the biosphere, environmental planning and policy, natural resource planning and development, sustainable building design, and urban infrastructure systems.

CEE 64Air Pollution and Global Warming: History, Science, and Solutions3
CEE 100Managing Sustainable Building Projects4
CEE 107AUnderstanding Energy3-5
CEE 124SSustainable Urban Systems Seminar1
CEE 165CWater Resources Management3
CEE 171Environmental Planning Methods3
CEE 172Air Quality Management3
CEE 176AEnergy Efficient Buildings3-4
CEE 177XEngineering and Sustainable Development: Toolkit1-3
CEE 199DUrban Water Supply and Management1
CEE 243Intro to Urban Sys Engrg3
CEE 265FEnvironmental Governance and Climate Resilience3
CEE 308Topics in Disaster Resilience Research1
CHEMENG 60QEnvironmental Regulation and Policy3
EARTHSYS 10Introduction to Earth Systems4
EARTHSYS 41NThe Global Warming Paradox3
EARTHSYS 101Energy and the Environment3
EARTHSYS 104The Water Course4
EARTHSYS 188Social and Environmental Tradeoffs in Climate Decision-Making1-2
ECON 17NEnergy, the Environment, and the Economy3
ECON 155Environmental Economics and Policy5
ENGR 90Environmental Science and Technology3
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America5
SINY 162Sustainable and Resilient Urban Systems in NYC3-4
URBANST 155EPTopics in Writing & Rhetoric: Introduction to Environmental Justice: Race, Class, Gender and Place4
URBANST 174Defining Smart Cities: Visions of Urbanism for the 21st Century3-4
Social Sustainability

Social sustainability refers to land use planning and its human impacts, distribution of public goods, human-centered design, human and community development, citizen participation, and social equity.

ASNAMST 123Asian Americans and Environmental Justice3-5
EARTHSYS 105Food and Community: Food Security, Resilience and Equity2-3
ENVRES 221New Frontiers and Opportunities in Sustainability1
PEDS 150Social and Environmental Determinants of Health3
POLISCI 31QJustice and Cities3
SINY 122The Agile City4
SOC 3America: Unequal4
SOC 135Poverty, Inequality, and Social Policy in the United States3-4
URBANST 103CHousing Visions3
URBANST 104Civic Dreams, Human Spaces: Designing Cities for People3
URBANST 107Introduction to Urban and Regional Planning3
URBANST 125Shades of Green: Redesigning and Rethinking the Environmental Justice Movements3-5
URBANST 130Urban Development and Governance3
URBANST 138Smart Cities & Communities4
URBANST 147Archaeology of Human Rights5
URBANST 156AThe Changing American City4
URBANST 165Sustainable Urban and Regional Transportation Planning4-5
URBANST 168Housing & Community Development--Policy and Practice3
URBANST 169Race and Ethnicity in Urban California4-5
URBANST 170Urban Policy Research Lab5
URBANST 173The Urban Economy4
URBANST 174Defining Smart Cities: Visions of Urbanism for the 21st Century3-4
Project-Based Courses

Project-based courses enable students to work on a real-life urban sustainability issue in collaboration with local and international community partners.  Students grapple with sustainability concepts while practicing community engagement and capacity building, fluency in crosscultural collaboration, human-centered design thinking, and developing a sense of one's place in relation to global society and the praxis of urban sustainability. 

CEE 124Y
or cee 124z
CEE 177XEngineering and Sustainable Development: Toolkit1-3
URBANST 145International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development4-5
URBANST 164Sustainable Cities4-5
URBANST 171Urban Design Studio5
URBANST 183Team Urban Design Studio5

Students interested in pursuing the concentration in urban sustainability should meet with an Urban Studies adviser to determine an appropriate course of study.  Consult the Urban Studies website or see an adviser for sample course plans in this concentration.

Self-Designed Concentration

Students who wish to concentrate in an area of urban studies other than one of the above concentrations must complete the Urban Studies core, skills, and capstone requirement, and design additional units to bring the total to at least 70 units. The self-designed portion of the major should concentrate on a particular area of urban study, such as urban health care or urban technologies.  Additional units must be approved by both the Director of Urban Studies and an academic adviser who is a member of the Academic Council and has expertise in the particular area of interest to the student. A proposal for a self-designed concentration should include a list of courses and a description of how each course meets the student's educational objectives. A proposal for a self-designed concentration must be accompanied by a letter to the Director of Urban Studies indicating that the academic adviser has examined and approved the student's plan.

Students pursuing a self-designed concentration must submit proposals for approval by the Director of Urban Studies by the beginning of the third quarter of the student's sophomore year. Applications received after that deadline are not considered. Students interested in designing their own concentration are strongly encouraged to meet with the Director of Urban Studies before the end of fall quarter of their sophomore year.

Service Learning

Urban Studies students are required to engage in a service learning experience as part of their course of study.  Students can fulfill their service learning requirement in two ways:

  1. enroll in an approved course such as URBANST 164, URBANST 145, URBANST 141SINY 101, or 
  2. complete an independent internship with a government   agency or non-profit/community organization relevant to the major, while enrolled in  URBANST 201A Capstone Internship in Urban Studies before Autumn Quarter of the senior year.

Students planning to carry out an internship should consult with the Assistant Director for Community Based Learning no later than Winter Quarter of junior year and complete the internship before Autumn Quarter of senior year, or three quarters before graduation. Students who intern for a private sector organization may receive credit for URBANST 194, but cannot use URBANST 201A credits to meet the capstone requirement.  Urban Studies majors who wish to receive academic credit for additional internship work may enroll in URBANST 194. Students may not count more than 7 units of internship credit, including URBANST 194 Internship in Urban Studies and URBANST 201A Capstone Internship in Urban Studies, toward their major. Students can consult the Haas Center for Public Service for other courses with internship placements at community organizations.


All majors are required to complete a sequence of two seminars, totaling 10 units, in which students design a senior project, and write the results of their project. The capstone seminars can be used to satisfy the Writing in the Major requirement and to complete some work on an honors thesis.   URBANST 202A Junior Seminar: Preparation for Research, should be taken in the junior year, and URBANST 203 SENIOR SEMINAR in the senior year. Students who plan to be away during Winter Quarter of their junior year are advised to take URBANST 202A Junior Seminar: Preparation for Research in the Winter Quarter of their sophomore year.

URBANST 202AJunior Seminar: Preparation for Research5

Honors Program

The honors program offers qualified students an opportunity to conduct independent research and to write a thesis summarizing the results. Before being accepted to the honors program in Urban Studies, a student must:

  1. declare a major in Urban Studies and complete at least 30 of the 70 required units including all prerequisites and core classes
  2. complete URBANST 202A Junior Seminar: Preparation for Research (offered Winter Quarter)
  3. have an overall GPA of 3.3 and a GPA of at least 3.5 in Urban Studies
  4. submit an application, including a one-page abstract and the signatures of an adviser and, if applicable, a second reader. If the adviser is not a member of Stanford's Academic Council, the student must have a second reader who is an Academic Council member. The application must be submitted to the program office no later than April 30 of the junior year, and it must then be approved by the Director of the Urban Studies honors program.

Honors students are expected to complete a portion of their honors work in URBANST 203 SENIOR SEMINAR, in Autumn Quarter. Additionally, they must register for 5-10 units total in URBANST 199 Senior Honors Thesis, over the course of their senior year. The units of URBANST 199 Senior Honors Thesis are in addition to the 70-units required for the major. Honors students are required to present their theses at the Senior Colloquium in Spring Quarter of senior year.

To graduate with honors, students must receive a grade of at least 'A-' in the honors work and have a GPA of at least 3.5 in courses for the Urban Studies major at the time of graduation.

COVID-19-Related Degree Requirement Changes

For information on how Urban Studies degree requirements have been affected by the pandemic, see the "COVID-19 Policies tab" in this section of this bulletin. For University-wide policy changes related to the pandemic, see the "COVID-19 and Academic Continuity" section of this bulletin.

Minor in Urban Studies

The minor in Urban Studies is designed to introduce students to several disciplinary approaches to the study of cities, and provides the opportunity to explore one of four specialized options:

  • Cities in comparative and historical perspective
  • Urban education
  • Urban society and social change
  • Urban sustainability

The minor in Urban Studies requires completion of seven courses for a letter grade, including the four core courses, the required course in the student's chosen concentration area, and two additional course in that option as listed in the "Bachelor of Arts in Urban Studies" section of this bulletin.

COVID-19 Policy Changes to Degree Requirements

On this page: Winter QuarterSpring QuarterDoctoral Programs (if applicable)

For a complete overview of academic policy changes related to the COVID-19 pandemic, see the "COVID-19 and Academic Continuity" section of this bulletin.

In response to the COVID-19 pandemic in 2020, Stanford University made a number of emergency changes to policies and procedures that impacted Winter and Spring quarters 2019-20. Those changes, as they relate to degree programs, are compiled on this page. These changes reflect the disruption that students and instructors experienced when the University transitioned to online learning on March 9, 2020, in addition to the disruption to the Stanford community caused by the pandemic itself.

Winter Quarter 2019-20

The Committee on Undergraduate Standards and Policy (C-USP) and the Committee on Graduate Studies (C-GS) approved an exception for Winter Quarter 2019-20 to permit students to request late class withdrawals and/or changes to class grading basis to CR/NC (for those classes that had CR/NC as an option).

Undergraduate Degree Requirements

Grading Requirements

Urban Studies counts any Winter Quarter 2019-20 class in which the student received a final grade of 'CR' towards undergraduate degree requirements that otherwise require a letter grade.

Other Requirements

If a student has difficulty completing an undergraduate degree requirement due to the COVID-19 pandemic, (e.g., a study abroad requirement, a laboratory research requirement), the student should consult with Michael Kahan, Co-Director of Program on Urban Studies, then the Student Services Officer, to identify academic options to fulfill degree requirements.

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Spring Quarter 2019-20

The Faculty Senate approved a policy requiring that all undergraduate and graduate classes in Spring Quarter 2019-20 be offered only on the 'S/NC' (Satisfactory/No Credit) grading basis.

Undergraduate Degree Requirements

Grading Requirements

Urban Studies counts any Spring Quarter 2019-20 class in which the student received a final grade of ‘S’ towards undergraduate degree requirements that otherwise require a letter grade. 

The program also accepts ECON 1V Principles of Economics as a program prerequisite, in addition to ECON 1 Principles of Economics.

Other Requirements

If a student has difficulty completing an undergraduate degree requirement due to the COVID-19 pandemic, (e.g., a study abroad requirement, a laboratory research requirement), the student should consult with Michael Kahan, Co-Director of Program on Urban Studies, then the Student Services Officer, to identify academic options to fulfill degree requirements.

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Director: Tomás Jiménez (Sociology)

Director of Undergraduate Studies: Tomás Jiménez (Sociology)

Co-Director of Undergraduate Studies:  Michael Kahan (Senior Lecturer, Sociology)

Executive Committee: David Grusky (Sociology), Michael Lepech, (Civil and Environmental Engineering), Jennifer Trimble (Classics)

Affiliated Faculty: Michelle Anderson (Law), Arnetha Ball (Education), Eric Bettinger (Education), Scott Bukatman (Art and Art History), Samuel Chiu (Management Science and Engineering),  Rebecca Diamond (Business), Paulla Ebron (Anthropology), Paula Findlen (History), James Fishkin (Communication), Shelley Fisher Fishkin (English), Charlotte Fonrobert (Religious Studies), Richard Ford (Law), Zephyr Frank (History), Angela Garcia (Anthropology), Sharad Goel (Management Science and Engineering), David Grusky (Sociology), Thomas Hansen (Anthropolgy), Allyson Hobbs (History), Ian Hodder (Anthropology), Jackelyn Hwang (Sociology), Miyako Inoue (Anthropology), Rishee Jain (Civil and Environmental Engineering), S. Lochlann Jain (Anthropology),Tomás Jiménez (Sociology), David Labaree (Education, Emeritus), Kincho Law (Civil and Environmental Engineering),  Michael Lepech (Civil and Environmental Engineering), Raymond Levitt (Civil and Environmental Engineering),   Tanya Luhrmann (Anthropology), Ramón Martínez (Education), Pamela Matson (Earth, Energy, and Environmental Sciences), Doug McAdam (Sociology, Emeritus), Raymond McDermott (Education), Daniel McFarland (Education),  William McLennan (Business), Ian Morris (Classics), Clayton Nall (Political Science), Josiah Ober (Classics, Political Science), Leonard Ortolano (Civil and Environmental Engineering), Nicholas Ouellette (Civil and Environmental Engineering), Grant Parker (Classics), Peggy Phelan (Theater and Performance Studies), Sean Reardon (Education), Rob Reich (Political Science), Jonathan Rodden (Political Science), Jonathan Rosa (Education), Michael Rosenfeld (Sociology),  Walter Scheidel (Classics), Michael Shanks (Classics), Forrest Stuart (Sociology), Jennifer Trimble (Classics),  Fred Turner (Communication),  Guadalupe Valdes (Education), Barbara Voss (Anthropology),  Ali Yaycioglu (History),  Steve Zipperstein (History)

Lecturers: Juan Miguel Arias, Deland Chan, Brian Coyne, Melanie Edwards, Dehan Glanz, David Gonzalez, Michael Kahan, Patricia Karlin-Neumann, Lawrence Litvak, Carol McKibben, Laura Scher, Frederic Stout, Mark Wolfe

Overseas Studies Courses in Urban Studies

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.

OSPBER 30Berlin vor Ort: A Field Trip Module1
OSPBER 60Cityscape as History: Architecture and Urban Design in Berlin5
OSPCPTWN 16Sites of Memory3
OSPCPTWN 43Public and Community Health in Sub-Saharan Africa4
OSPFLOR 58Space as History: Social Vision and Urban Change4
OSPFLOR 71A Studio with a View: Drawing, Painting and Informing your Aesthetic in Florence4
OSPFLOR 115YBuilding the Cathedral and the Town Hall: Constructing and Deconstructing Symbols of a Civilization4
OSPMADRD 8ACities and Creativity: Cultural and Architectural Interpretations of Madrid4
OSPMADRD 60Integration into Spanish Society: Service Learning and Professional Opportunities4
OSPPARIS 92Building Paris: Its History, Architecture, and Urban Design4
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America5
OSPSANTG 71Santiago: Urban Planning, Public Policy, and the Built Environment5
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America5
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America5


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

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

URBANST 20. Exploring Urbanism in San Francisco: Three Urban Adventures to Better Understand Cities. 1-2 Unit.

What makes San Francisco distinctive as a city? How have designers, architects, builders and planners shaped the city, and how does their work affect San Francisco and its people? This Urban Studies pop-up class will introduce students to the unique architecture and urbanism of San Francisco. A series of three guided walking tours will provide an insider's perspective on the City's most interesting neighborhoods and will also explore core themes and topics in the field of urban design. An informal 90 minute on-campus discussion and slideshow of student-generated imagery (on the Thursday evening following each tour) will allow for an expanded conversation about the urban environment. This course is intended for freshmen and sophomores.

URBANST 25Q. The Origins of the Modern American City, 1865-1920. 3 Units.

Are we living in a new Gilded Age? To answer this question, we go back to the original Gilded Age, as well as its successor, the Progressive Era. How did urban Americans around the turn of the twentieth century deal with stark inequalities of class, race, ethnicity, gender, and sexuality? And what can we learn from their struggles for our own time? Students use primary and secondary sources in digital and print formats. Possible field trip to San Francisco.
Same as: AMSTUD 25Q, HISTORY 55Q

URBANST 27Q. The Detective and the City. 3 Units.

This seminar will analyze the social reality of three historic cities (London in the 1880s and 90s, San Francisco in the 1920s and 30s, and contemporary Shanghai) through the prism of popular crime fiction featuring three great literary detectives (Arthur Conan Doyle's Sherlock Holmes, Dashiell Hammett's Sam Spade, and Qiu Xiaolong's Chief Inspector Chen). As a student in this course, you will explore why crime fiction is so popular, why the fear of crime is so much a part of modern urban culture, and why the police detective and the private investigator have become iconic code heroes of pulp fiction, movies, TV shows, and even video games. If you take this class, you will have the opportunity to write a paper and present your research on one of the classic literary detectives or on one of today's related manifestations of the same impulse in mass-market tales of superheroes, vampires, and the zombie apocalypse.

URBANST 83N. City, Space, Literature. 3 Units.

This course presents a literary tour of various cities as a way of thinking about space, representation, and the urban. Using literature and film, the course will explore these from a variety of perspectives. The focus will be thematic rather than chronological, but an attempt will also be made to trace the different ways in which cities have been represented from the late nineteenth century to recent times. Ideas of space, cosmopolitanism, and the urban will be explored through films such as The Bourne Identity and The Lunchbox, as well as in the writings of Arthur Conan Doyle, Walter Mosley, Virginia Woolf, James Joyce, Fiston Mwanza Mujila, Karen Tei Yamashita, and Mohsin Hamid, among others.
Same as: ENGLISH 83N

URBANST 100A. Capital or Community: Housing Inequality in the Bay Area. 1 Unit.

How has housing policy played a role in the marginalization of various groups in the United States? Are there concrete ways of addressing the current housing crisis in the Bay Area? How are individuals such as Stanford students affected by housing, and how do they impact it? This one unit course aims to explore ideas about housing inequality as they intersect with marginalized groups in the Bay Area, including immigrants and people of color. We will begin the class by looking at the history of urban planning and housing policy in various cities to look at how housing issues have played a role in the nature of marginalized groups, and how that affects these groups to this day. We¿ll explore major cities such as New York and Chicago before examining the history of San Francisco. We¿ll later focus on current housing inequality issues in the Bay Area and a look at what community organizations have done to address these issues. By the end of this course, students will have an understanding of the intersections that come with housing rights issues, especially as it relates to the Bay Area. The course is open to all students from all backgrounds and interests. Students do not need to have any kind of particular disciplinary training or specific knowledge about housing or the social landscape of different marginalized groups in order to partake in the class and the trip.

URBANST 101. Public Service Internship Preparation. 1 Unit.

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

URBANST 102. Social and Urban Development in Beijing: Field Observation & Service Learning. 4 Units.

In this course, we explore China's urban and social development through the lens of Beijing. We investigate issues such as land use and land rights, housing, education, migrants in cities, and the repercussions of unequal development and a frayed social safety net. BOSP students will communicate and share their unique perspective with students at the Stanford home campus who are also studying China's urbanization. While in Beijing, BOSP students will also have the opportunity to participate in documentary fieldwork: observing the city and its patterns of life, participating in field trips, and completing a service project with a Beijing community organization. Students will come away with an up-close view of the social implications of China's rapid economic and urban growth, and the ability to put a human face on the challenges of development. Note: Course is open to Stanford-in-Beijing students.

URBANST 103. Digital Humanities and African American History Black History in the Age of the Digital Database. 1 Unit.

The focus of this workshop is on the social and cultural histories and present conditions relating to social movements and the role of leaders and heroes in urban settings. The workshop seeks to foster historical consciousness of past struggles for justice through collective action as well as to introduce students to a diverse range of leaders of contemporary social justice movements. Additionally, as an underpinning concept, the course explores the changing meaning and importance of social and cultural heroes through history, literature, and music. Workshop activities will divided between sessions with guest speakers and classes held to discuss background concepts and material.
Same as: CSRE 13

URBANST 103C. Housing Visions. 3 Units.

This course provides an introduction to American Housing practices, spanning from the Industrial Age to the present. Students will examine a range of projects that have aspired to a range of social, economic and/or environmental visions. While learning about housing typologies, students will also evaluate the ethical role that housing plays within society. The course focuses on the tactical potentials of housing, whether it is to provide a strong community, solve crisis situations, integrate social services, or encourage socio-economic mixture. Students will learn housing design principles and organizational strategies, and the impact of design on the urban environment. They will discuss themes of shared spaces and defensible spaces; and how design can accommodate the evolving demographics and culture of this country. For example, how can housing design address the changing relationship between living and working? What is the role of housing and ownership in economic mobility? These issues will be discussed within the context the changing composition of the American population and economy. n nThis course will be primarily discussion-based, using slideshows, readings and field trips as a departure points for student-generated conversations. Each student will be asked to lead a class discussion based on his/her research topic. Students will evaluate projects, identifying which aspects of the initial housing visions were realized, which did not, and why. Eventually, students might identify factors that lead to ¿successful¿ projects, and/or formulate new approaches that can strengthen or redefine the progressive role of housing: one inclusive of the complex social, economic, and ethical dimensions of design.
Same as: CEE 33C

URBANST 104. Civic Dreams, Human Spaces: Designing Cities for People. 3 Units.

Cities and real estate generate lively public discussions, passionate community meetings, and political shouting matches. But how does a project actually get proposed and built? We explore the key actors and influencers in the urban built environment, ranging from urban planners to real estate developers to community advocates. This intensive experience aims to deepen our insights about stakeholders, so that we gain a more empathetic understanding of how a city is built, and identify potential opportunities for improving the process of urban intervention and regeneration to be more responsive to citizens and responsible to society. Enrollment by application only. Find more info and apply at (Cardinal Course certified by the Haas Center). Course meets at the in Studio 2.

URBANST 105. The Hipster and the City: Race, Ethnicity, Hip-Hop, and Gentrification in Oakland. 4 Units.

This course introduces undergraduate students to the theory and methods of the geospatial approaches to urban problems like gentrification through urban storytelling, i.e.,listening to the stories that people tell about their experience in the city and interpreting these narratives with the aforementioned tools and analytical framework. nn Using social media, History pin software, Detour (Walking Tours,) and other spatial theory and technical learning methodologies including Google Street view and Tagging collectives, we will take Walking Tours through Oakland to understand gentrification. Students will select one of five areas of Oakland and interview people and record their stories. This is a course that is place-based audio storytelling with the Detour software that is used in Stanford¿s Media X department.nn As an urban storyteller, the student learns that stories are place-based. Next, the student learns how to find a Narrator, who can tell the story, and; finally, the student must discover what the story really is.nn We will meet the President of SPUR, an important lobbying organization for Oakland. We will also visit rapper and political leader, Boots Reily, and Radio DJ JR, visit with the Oakland Mayor, Libby Schaaf, and finally an interview with Crazy Kyle, who is self-described as a ¿White Negro.¿ nn Thus, the Urban Storyteller is both an observer and a participant who speaks to us about race, ethnicity, hip-hop, and gentrification in the American City, such as Oakland. The Corner is the place-based site for the intersection of oral and digital culture. But the Walking Tour is more dynamic.

URBANST 106. City, Society, Literature- 19th Century Histories. 4 Units.

This course examines the rise of modern cities through an analysis of urban society and the imaginative literature of the 1800s.
Same as: HISTORY 206A, HISTORY 306A

URBANST 107. Introduction to Urban and Regional Planning. 3 Units.

An investigation into urban planning as a democratic practice for facilitating or mitigating change in society and the built environment. We will engage in professional planning practices in focused sessions on transportation, design, housing, environmental policy, demographic research, community organizing and real estate development. Strong emphasis on developing an understanding of the forces that shape urban and regional development, including cultural trends, real estate and labor economics, climate change and the environment, and political organizing and power dynamics.

URBANST 108. Grassroots Community Organizing: Building Power for Collective Liberation. 3-5 Units.

Taught by long-time community organizer, Beatriz Herrera. This course explores the theory, practice and history of grassroots community organizing as a method for developing community power to promoting social justice. We will develop skills for 1-on-1 relational meetings, media messaging, fundraising strategies, power structure analysis, and strategies organizing across racial/ethnic difference. And we will contextualize these through the theories and practices developed in the racial, gender, queer, environmental, immigrant, housing and economic justice movements to better understand how organizing has been used to engage communities in the process of social change. Through this class, students will gain the hard skills and analytical tools needed to successfully organize campaigns and movements that work to address complex systems of power, privilege, and oppression. As a Community-Engaged Learning course, students will work directly with community organizations on campaigns to address community needs, deepen their knowledge of theory and history through hands-on practice, and develop a critical analysis of inequality at the structural and interpersonal levels. Placements with community organizations are limited. Enrollment will be determined on the first day through a simple application process. Students will have the option to continue the course for a second quarter in the Winter, where they will execute a campaign either on campus or in collaboration with their community partner.
Same as: AFRICAAM 100, CSRE 100, FEMGEN 100X

URBANST 108B. Gender in the Arab and Middle Eastern City. 5 Units.

What are the components of gendered experience in the city, and how are these shaped by history and culture? How do meanings attributed to Islam and the Middle East obscure the specificity of women¿s and men¿s lives in Muslim-majority cities? This course explores gender norms and gendered experience in the major cities of Arab-majority countries, Iran and Turkey. Assigned historical and sociological readings contextualize feminism in these countries. Established and recent anthropological publications address modernity, mobility, reproduction, consumption, and social movements within urban contexts. Students will engage with some of the key figures shaping debates about gender, class, and Islam in countries of the region typically referenced as North Africa and the Middle East (MENA). They will also evaluate regional media addressing concerns about gender in light of the historical content of the course and related political concepts.
Same as: ANTHRO 108B, FEMGEN 108B

URBANST 108H. Housing Affordability Crisis in California: Causes, Impacts, and Solutions. 4 Units.

This course will divided into three sections that when combined provide 1) the overall narrative of the precedents and adverse impacts of the worldwide, US west coast and California housing crises and the frameworks for California to create a balanced housing market without causing extreme displacement; 2) an overview of the planning, regulatory and development environments in California along with an opportunities/threats analysis to illuminate current opportunities to achieve a balanced housing market; and 3) an overview of the federal, state, regional and local housing policy environments and areas of policy work addressing and responding to the California housing crisis.

URBANST 109. Physics of Cities. 3 Units.

An introduction to the modern study of complex systems with cities as an organizing focus. Topics will include: cities as interacting systems; cities as networks; flows of resources and information through cities; principles of organization, self-organization, and complexity; how the properties of cities scale with size; and human movement patterns. No particular scientific background is required, but comfort with basic mathematics will be assumed. Prerequisites: MATH 19 and 20, or the equivalent.
Same as: CEE 6

URBANST 110. Introduction to Urban Studies. 4 Units.

Today, for the first time in history, a majority of people live in cities. By 2050, cities will hold two-thirds of the world¿s population. This transformation touches everyone, and raises critical questions. What draws people to live in cities? How will urban growth affect the world¿s environment? Why are cities so divided by race and by class, and what can be done about it? How do cities change who we are, and how can we change cities? In this class, you will learn to see cities in new ways, from the smallest everyday interactions on a city sidewalk to the largest patterns of global migration and trade. We will use specific examples from cities around the world to illustrate the concepts that we learn in class. The course is intended primarily for freshmen and sophomores.
Same as: HISTORY 107

URBANST 111. Political Power in American Cities. 5 Units.

The major actors, institutions, processes, and policies of sub-state government in the U.S., emphasizing city general-purpose governments through a comparative examination of historical and contemporary politics. Issues related to federalism, representation, voting, race, poverty, housing, and finances. Political Science majors taking this course to fulfill the WIM requirement should enroll in POLISCI 121.
Same as: AMSTUD 121Z, POLISCI 121, PUBLPOL 133

URBANST 111A. The Politics of the American City. 4 Units.

This course will focus on American urban politics ¿- the distinctive nature of local government, its relationship to state government and the separation of powers between states and the federal government. Certain theories about political decision-making and power sharing will be explored. We will try to develop a national perspective on the political dynamics of urban governments and we will probe certain policy areas such as economic development to understand how political choice is embedded within the allocation of resources to meet human needs. The growing transformation among American urban areas due to the rise of the global economy will also be examined. The course will be composed of lectures, class discussions and graded exercises.

URBANST 112. The Urban Underclass. 4 Units.

(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Same as: CSRE 149A, SOC 149, SOC 249

URBANST 113. Introduction to Urban Design: Contemporary Urban Design in Theory and Practice. 5 Units.

Comparative studies in neighborhood conservation, inner city regeneration, and growth policies for metropolitan regions. Lect-disc and research focusing on case studies from North America and abroad, team urban design projects. Two Saturday class workshops in San Francisco: 2nd and 4th Saturdays of the quarter. Terms: Win | Units: 5 | UG Reqs: GER:DBSocSci | Grading: Letter (ABCD/NP).

URBANST 114. Urban Culture in Global Perspective. 5 Units.

Core course for Urban Studies majors. A majority of the world's population now live in urban areas and most of the rapid urbanization has taken place in mega-cities outside the Western world. This course explores urban cultures, identities, spatial practices and forms of urban power and imagination in Asia, Africa and Latin America.nParticipants will be introduced to a global history of urban development that demonstrates how the legacies of colonialism, modernization theory and global race thinking have shaped urban designs and urban life in most of the world. Students will also be introduced to interpretative and qualitative approaches to urban life that affords an understanding of important, if unquantifiable, vectors of urban life: stereotypes, fear, identity formations, utopia, social segregation and aspirations.
Same as: ANTHRO 126

URBANST 121. Public Scholarship & Social Change. 2 Units.

Introduces students to the diverse ways of ¿doing¿ public/community-engaged scholarship, including public interest and public policy-oriented research, design research, social entrepreneurship, activist/advocacy and community-based research models. Through a multidisciplinary set of case studies of actual research/action projects in the US and abroad, students will compare and assess research models in terms of methodological approach, academic rigor, control and ownership of the research process, means and modes of data dissemination, researcher subjectivity, depth of community partnership, and relative potential for sustainable, long-term community impact. The course material is designed to provide students with a broad framework and context to imagine how to produce their own scholarship/research as a form of public service and social transformation.

URBANST 122. Ethics and Politics of Public Service. 3-5 Units.

Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Same as: CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D

URBANST 122Z. Ethics and Politics in Public Service. 4 Units.

This course examines ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine and teaching. What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?.
Same as: CSRE 133P, POLISCI 133Z, PUBLPOL 103Z

URBANST 123. Approaching Research and the Community. 2-3 Units.

Comparative perspective on research with communities and basic overview of research methodologies, with an emphasis on the principles and practices of doing community-based research as a collaborative enterprise between academic researchers and community members. How academic scholarship can be made useful to communities. How service experiences and interests can be used to develop research questions in collaboration with communities and serve as a starting point for developing senior theses or other independent research projects. Through the coursework, students are encouraged to develop a draft proposal for an actual community-based research project. The course is highly recommended for students planning to apply for community-based summer research fellowships through the Haas Center for Public Service (Community-based Research Fellowship Program). Students who complete the course will be given priority for these fellowships. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Same as: CSRE 146A

URBANST 123B. Approaching Research in the Community: Design and Methods. 3 Units.

This course focuses on issues of research design and how to select specific methodological strategies to assure ethical and effective partnership-based research. In this course, students will plan for their own participation in a CBRF project. Topical themes will include best practice strategies for (a) defining and selecting community problems or issues to be addressed, (b) generating relevant and useful research questions, (c) choosing specific means and methods for data collection [e.g., surveys, interviews, focus groups, etc.], (d) storing, organizing and analyzing data, (e) reflecting on and critiquing research findings, and (f) carrying out dissemination in ways that can be expected to enhance community power and advance community development. Students will be provided with opportunities to workshop their respective projects-in-development, (e.g., developing and sharing research questions, data collection instruments, strategies for engaging community constituents as co-researchers, etc.). This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students.
Same as: CSRE 146B

URBANST 124. Spatial Approaches to Social Science. 5 Units.

This multidisciplinary course combines different approaches to how GIS and spatial tools can be applied in social science research. We take a collaborative, project oriented approach to bring together technical expertise and substantive applications from several social science disciplines. The course aims to integrate tools, methods, and current debates in social science research and will enable students to engage in critical spatial research and a multidisciplinary dialogue around geographic space.
Same as: ANTHRO 130D, ANTHRO 230D, POLISCI 241S

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

Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Same as: CSRE 125E, EARTHSYS 125, EARTHSYS 225

URBANST 126. Spirituality and Nonviolent Urban and Social Transformation. 3 Units.

A life of engagement in social transformation is often built on a foundation of spiritual and religious commitments. Case studies of nonviolent social change agents including Rosa Parks in the civil rights movement, César Chávez in the labor movement, and WIlliam Sloane Coffin in the peace movement; the religious and spiritual underpinnings of their commitments. Theory and principles of nonviolence. Films and readings. Service learning component includes placements in organizations engaged in social transformation. Service Learning Course (certified by Haas Center).
Same as: CSRE 162A, RELIGST 162X

URBANST 126A. Ethics and Leadership in Public Service. 3-4 Units.

This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Same as: CSRE 126C, EDUC 126A, ETHICSOC 79

URBANST 127. Community Planning Workshop. 4-5 Units.

Students work in teams to conduct research, analyze and evaluate alternatives, and make recommendations for possible solutions to local community development issues. Students work with community partners to blend theory and practice to accomplish a community based project.

URBANST 128. Community Mapping Practicum. 4 Units.

Students will use mapping techniques to explore community planning and policy issues in Redwood City. Focusing on building other skills including teamwork, writing, and oral communication. GIS is not a prerequisite.

URBANST 130. Urban Development and Governance. 3 Units.

Introduction to urban planning, policy, politics, and governance by a lecture team from SPUR. Focus on the U.S., California, and the Bay Area.
Same as: CEE 136, CEE 236, PUBLPOL 130, PUBLPOL 230

URBANST 131. VIP: Very Impactful People - Social Innovation & the Social Entrepreneur. 1 Unit.

Invited lecture series. Perspectives and endeavors of entrepreneurs and thought leaders who address social needs in the U.S. and internationally through private, for-profit and nonprofit organizations or public institutions. The lecture and Q&A is from 5:30 to 6:30 p.m., followed by an optional discussion period with the speaker including dinner.

URBANST 132. Concepts and Analytic Skills for the Social Sector. 4 Units.

How to develop and grow innovative not-for-profit organizations and for-profit enterprises which have the primary goal of solving social and environmental problems. Topics include organizational mission, strategy, market/user analysis, communications, funding, recruitment and impact evaluation. Perspectives from the field of social entrepreneurship, design thinking and social change organizing. Opportunities and limits of using methods from the for-profit sector to meet social goals. Focus is on integrating theory with practical applications, including several case exercises and simulations.One-day practicum where students advise an actual social impact organization. Enrollment limited to 20. Prerequisite:consent of instructor. Email
Same as: EARTHSYS 137

URBANST 133. Social Enterprise Workshop. 4 Units.

Social Enterprise Workshop: A team based class to design solutions to social issues. In the class students will identify issues they are interested in, such as housing, food, the environment, or college access. They will join teams of like-minded students. Working under the guidance of an experienced social entrepreneur, together they will develop a solution to one part of their issue and write a business plan for that solution. The class will also feature guests who are leaders in the field of social entrepreneurship who will share their stories and help with the business plans. The business plan exercise can be used for both nonprofits and for-profits. Previous students have started successful organizations and raised significant funds based on the business plans developed in this class. There are no prerequisites, and students do not need to have an idea for a social enterprise to join the class. Enrollment limited to 20. May be repeated for credit.
Same as: EARTHSYS 133

URBANST 134. Justice and Cities. 5 Units.

Cities have most often been where struggles for social justice happen, where injustice is most glaring and where new visions of just communities are developed and tested. This class brings political theories of justice and democracy together with historical and contemporary empirical work on city design, planning, and policies to ask the following questions: What makes a city just or unjust? How have people tried to make cities more just? What has made these efforts succeed or fail? Each session will include a case study of a particular city, largely with a focus on the United States. Students will develop research projects examining a city of their choice through the lens of a particular aspect of justice and injustice.
Same as: POLISCI 233

URBANST 136. The Sharing Economy. 3 Units.

The rapid growth of the sharing economy, sometimes also called the peer to peer economy, is made possible by the ubiquity of smart phones, inefficiency of ownership, and measures designed to create and measure trust among participants. The course will explore not only the rapid rise of certain companies but also the shadow side of commercialized relationships. We will examine the economics and development consequences of the sharing economy, primarily with an urban focus, along an emphasis on the design of platforms and markets, ownership, the nature of work, environmental degradation and inequality.
Same as: PUBLPOL 136

URBANST 137. Innovations in Microcredit and Development Finance. 3 Units.

The role of innovative financial institutions in supporting economic development, the alleviation of rural and urban poverty, and gender equity. Analysis of the strengths and limits of commercial banks, public development banks, credit unions, and microcredit organizations both in the U.S. and internationally. Readings include academic journal articles, formal case studies, evaluations, and annual reports. Priority to students who have taken any portion of the social innovation series: URBANST 131, 132, or 133. Recommended: ECON 1A or 1B.
Same as: PUBLPOL 137

URBANST 138. Smart Cities & Communities. 4 Units.

A city is essentially an organism, a complex system of systems and it inhabitants. A nexus of forces - IoT, data, systems of insight, and systems of engagement - present an unprecedented opportunity to increase the efficiency of urban systems, improve the efficacy of public services, and to assure the resiliency of the community against both chronic stresses and acute shocks.nnThe course will provide you with an understanding of the foundational elements of a smart city and address the breadth of systems that comprise it: built infrastructure, energy, water, transportation, food production/distribution, and public/social services. Case studies will be used to illustrate the approaches, benefits, and risks involved. It will discuss what IT can and cannot do, and most importantly given the control and privacy implications of many ¿smart¿ IT systems, what the smart city should and should not do. nnPanel discussions and guest speakers from the public sector and industry leading technology providers will give students an opportunity to engage with the architects and operators of Smart Cities.

URBANST 138SI. Scaling Impact with VIP. 2 Units.

Social entrepreneurship is innovating new ways to create social value. This course will focus on the challenges of scaling social enterprises during the many stages of maturity. This class will act an adjunct (auxiliary, complementary) class to VIP: Very Impactful People Speaker Series (URBANST 131). VIP speakers will stay after their lectures to provide insight on their experience in scaling, be it through detailed case studies or structured Q&A discussion. Note: students do not need to separately register for Urban Studies 131. The two credit units for this course is inclusive of the one credit unit a student would otherwise receive for Urban Studies 131.

URBANST 140. Urban Ethnography. 5 Units.

Ethnographic research and writing focuses on the ways our lives are shaped by interacting forces such as history, political economy, and creative cultural practices. In the last fifty years, more and more cultural anthropology has been carried out in urban contexts, due to both urbanization around the world and changes in anthropology as a field. This seminar focuses on careful reading and analysis of book-length ethnographies about urban cultures, people and dynamics to consider what the theory and methodological tools of anthropology have to offer us as we seek to better understand ¿the city.¿ Readings include a variety of approaches to ethnographic research in and/or about cities, with a mix from different eras and about different cities around the world.
Same as: ANTHRO 102

URBANST 140F. Casablanca - Algiers - Tunis : Cities on the Edge. 3-5 Units.

Casablanca, Algiers and Tunis embody three territories, real and imaginary, which never cease to challenge the preconceptions of travelers setting sight on their shores. In this class, we will explore the myriad ways in which these cities of North Africa, on the edge of Europe and of Africa, have been narrated in literature, cinema, and popular culture. Home to Muslims, Christians, and Jews, they are an ebullient laboratory of social, political, religious, and cultural issues, global and local, between the nineteenth and twenty-first centuries. We will look at mass images of these cities, from films to maps, novels to photographs, sketching a new vision of these magnets as places where power, social rituals, legacies of the Ottoman and French colonial pasts, and the influence of the global economy collude and collide. Special focus on class, gender, and race.

URBANST 141. Gentrification. 5 Units.

Neighborhoods in the Bay Area and around the world are undergoing a transformation known as gentrification. Middle- and upper-income people are moving into what were once low-income areas, and housing costs are on the rise. Tensions between newcomers and old timers, who are often separated by race, ethnicity, or sexual orientation, can erupt; high rents may force long-time residents to leave. In this class we will move beyond simplistic media depictions to explore the complex history, nature, causes and consequences of this process. Students will learn through readings, films, class discussions, and engagement with a local community organization. (Cardinal Course certified by the Haas Center).
Same as: AFRICAAM 241A, CSRE 141

URBANST 141A. Gentrification and Schools: Urban Structure and the Remaking of Cities. 3-4 Units.

This course is designed to help students develop a more sophisticated understanding of educational inequality in the contemporary U.S. city. This course will survey existing literature about the intersection of gentrification and urban schooling, focusing on policies and practices that gave rise to the current urban condition, theory and research about urban redevelopment, collateral consequences for schools and communities, and how these issues relate to the structure and governance of urban schools as well as to the geography of opportunity more broadly.
Same as: CSRE 291, EDUC 390

URBANST 142. Megacities. 5 Units.

In this course we will examine the meaning, processes, and challenges of urbanization. Through a series of targeted readings across history and geography and through the study of varied means of representation (anthropology, literature, cartography, film, etc), the class will analyze the ways in which urban forms have come into being and created, met, and/or ignored challenges such as disease, water, transport, religious and class conflict, colonialism, labor, and trade. Students will read anthropology in conjunction with other disciplines (literature, urban planning, public health, architecture, and economics) to learn the ways in which ethnographies of immigration, urban poverty, class disparity, economic development and indicators, noise, and transportation substantively augment our understandings of how people live within globalization.
Same as: ANTHRO 42, ARTHIST 242B, LIFE 142

URBANST 144. Cities and Citizens in the Middle East. 4 Units.

This course will explore historical formation of cities and citizens in the Eastern Mediterranean since the 19th century.We will explore urban development, economy, social classes and local politics with a focus Egypt and Turkey and in particular two world-historical cities, Cairo and Istanbul. Drawing on history, cultural anthropology, geography and sociology disciplines, we will examine how urban space in Egypt and Turkey have reconfigured through histories of colonialism, nationalism, developmentalism and globalization. Rural to urban immigration, informality, gendered places, consumption, urban regeneration, local politics and branding the city will be the themes of our discussion. We will study these themes in relation to two main questions: How do spatial changes engender new social practices and redefine cultural difference?; How do power struggles at the intersection of local and global interests shape urban change? It will be of interest for urban studies majors and other students at all levels who would like to study urban struggles and change in Turkey, Egypt, the Middle East and the Global South.
Same as: ANTHRO 149A

URBANST 145. International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development. 4-5 Units.

(formerly IPS 274) 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 for details. Prerequisites: consent of the instructor(s).
Same as: CEE 126, EARTHSYS 138, INTLPOL 274

URBANST 146. Retaking the Commons: Public Space and Heritage for Sustainable Cities. 3-4 Units.

As cities develop and grow, green spaces, heritage sites, parks, and historic neighborhoods have come under increasing pressure. While common pool resources are held in the public trust, who governs them? Who advocates for them, and who enjoys them? Using economic, social, environmental and cultural lenses, this course explores how maintaining civic spaces, protecting heritage resources, and re-imagining the role of ¿public goods¿ in the life of a city can yield more sustainable and beneficial outcomes. We also consider best practices from UNESCO and UN HABITAT, and the crucial role of citizenship and democracy. Recommended field work in Hong Kong in September 2017.

URBANST 147. Archaeology of Human Rights. 5 Units.

This introductory seminar provides a critical vantage point about human rights discourse from an archaeological perspective. The seminar is organized around four main questions: (1) Is cultural heritage a human right? (2) What are archaeologists learning about how the material and temporal dimensions of power and resistance? (3) How is archaeological evidence being used in investigations of human rights violations? (4) Can research about the past shape the politics of the present? Topics to be discussed include archaeological research on mass internment, colonialism, enslavement and coerced labor, ethnic cleansing, homelessness, gender discrimination, indigenous rights, and environmental justice.
Same as: ANTHRO 112A

URBANST 148. Who Owns Your City?: Institutional Real Estate Seminar. 3 Units.

A hands-on introductory seminar designed to allow students to understand and interact with all aspects of the realnnestate investment process, including property development, local government interplay, value creation, assetnnmanagement, financial analysis, and capital markets.nnCourse activities will include asset tours, case studies, and project deep dives.nnThis class is intended for all students looking to better understand real estate as an investment asset class and anncritical part of the modern global economy. Course material will be appropriate for students interested in a variety ofnndisciplines, including Urban Studies - history, design, government, or community interests; institutional investment,nninvestment banking/consulting, construction/engineering, and general finance/economics.

URBANST 150. From Gold Rush to Google Bus: History of San Francisco. 4 Units.

This class will examine the history of San Francisco from Native American and colonial settlement through the present. Focus is on social, environmental, and political history, with the theme of power in the city. Topics include Native Americans, the Gold Rush, immigration and nativism, railroads and robber barons, earthquake and fire, progressive reform and unionism, gender, race and civil rights, sexuality and politics, counterculture, redevelopment and gentrification. Students write final project in collaboration with ShapingSF, a participatory community history project documenting and archiving overlooked stories and memories of San Francisco. (Cardinal Course certified by the Haas Center).
Same as: AMSTUD 150X, HISTORY 252E

URBANST 152. Building Modernity: Urban Planning and European Cities in the Twentieth Century. 5 Units.

This seminar explores the history of urban planning in twentieth-century Europe. We will discuss visions of ideal cities and attempts at their implementation in the context of democratic and authoritarian systems as well as capitalism and socialism. Through case studies from eastern and western Europe--from Berlin in Germany to Nowa Huta in Poland--we will examine how broader historical trends played out in, and were shaped by, specific local circumstances. The seminar is intended for advanced undergraduate students.
Same as: HISTORY 237C

URBANST 153. CAPITALS: How Cities Shape Cultures, States, and People. 3-5 Units.

This course takes students on a trip to major capital cities, at different moments in time: Renaissance Florence, Golden Age Madrid, Colonial Mexico City, Enlightenment and Romantic Paris, Existential and Revolutionary St. Petersburg, Roaring Berlin, Modernist Vienna, and bustling Buenos Aires. While exploring each place in a particular historical moment, we will also consider the relations between culture, power, and social life. How does the cultural life of a country intersect with the political activity of a capital? How do large cities shape our everyday experience, our aesthetic preferences, and our sense of history? Why do some cities become cultural capitals? Primary materials for this course will consist of literary, visual, sociological, and historical documents (in translation); authors we will read include Boccaccio, Dante, Sor Juana, Montesquieu, Baudelaire, Gogol, Irmgard Keun, Freud, and Borges. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade.
Same as: COMPLIT 100, DLCL 100, FRENCH 175, GERMAN 175, HISTORY 206E, ILAC 175, ITALIAN 175

URBANST 155EP. Topics in Writing & Rhetoric: Introduction to Environmental Justice: Race, Class, Gender and Place. 4 Units.

Environmental justice means ensuring equal access to environmental benefits and preventing the disproportionate impacts of environmental harms for all communities regardless of gender, class, race, ethnicity or other social positions. This introductory course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today from Standing Rock to Flint, Michigan. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others.
Same as: CSRE 132E, EARTHSYS 194, PWR 194EP

URBANST 156. St. Petersburg: Imagining a City, Building a City. 1-2 Unit.

St. Petersburg, the world's most beautiful city, was designed to display an 18th-century autocrat's power and to foster ties between Russia and the West - on the tsar's terms. It went through devastating floods and a deadly siege; it birthed the "Petersburg myth," poems and prose that explore the force of the state and the individual's ability to resist. This class addresses the struggle between the authorities and the inhabitants; the treacherous natural environment; the city as a node in national and international networks of communication; the development of urban transportation networks; and the supply of goods. NOTE: This course is required of students attending the overseas seminar to St. Petersburg in September 2018.Class times to be determined upon the availability of all enrolled students. Please contact instructor(s) via email if you have any questions.
Same as: SLAVIC 155

URBANST 156A. The Changing American City. 4 Units.

After decades of decline, U.S. cities today are undergoing major transformations. Young professionals are flocking to cities instead of fleeing to the suburbs. Massive increases in immigration have transformed the racial and ethnic diversity of cities and their neighborhoods. Public housing projects that once defined the inner city are disappearing, and crime rates have fallen dramatically. Do these changes signal the end of residential segregation and urban inequality? Who do these changes benefit? This course will explore these issues and strategies to address them through readings and discussion, analyzing a changing neighborhood in a major city in the Bay Area in groups (which will include at least one site visit), and studying a changing neighborhood or city of their choice for their final project. The course does not have pre-requisites.
Same as: CSRE 156, SOC 156A, SOC 256A

URBANST 160. Environmental Policy and the City in U.S. History. 5 Units.

Looks at the historical backgrounds of current issues in urban environmental policy, including waste, transportation, air pollution, and other major issues. Covers the period 1800 to the present. Explores the relevance of historical scholarship.

URBANST 161. U.S. Urban History since 1920. 5 Units.

The end of European immigration and its impact on cities; the Depression and cities; WW II and the martial metropolis; de-industrialization; suburbanization; African American migration; urban renewal; riots, race, and the narrative of urban crisis; the impact of immigration from Asia, Latin America, and Africa; homelessness; the rise of the Sunbelt cities; gentrification; globalization and cities. Final project is history of a San Francisco neighborhood, based on primary sources and site visit.

URBANST 162. Managing Local Governments. 4 Units.

In-the-trenches approach. Issues in leading and managing local governments in an era of accelerating and discontinuous change. Focus is on practical strategies related to financing, public services impacted by increasing demand and revenue constraints, the politics of urban planning, private-public partnerships, public sector marketing, entrepreneurial problem solving, promoting a learning and risk-taking organizational culture, and developing careers in local government. Enrollment limited to 25; preference to Urban Studies majors.

URBANST 163. Land Use Control. 4 Units.

Methods of land use control related to the pattern and scale of development and the protection of land and water resources. Emphasis is on the relationship between the desired land use goal and geographical landscape, physical externalities, land use law, and regulatory agencies. Topics include the historical roots of modern land use controls; urban reforms of the 19th century; private ownership of land; zoning; local, state, and federal land use regulation; and land trusts preservation. Smart growth, environmental impact consideration, private property rights, and special purpose agencies are related to current issues.

URBANST 164. 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. (Cardinal Course certified by the Haas Center.).
Same as: EARTHSYS 160

URBANST 165. Sustainable Urban and Regional Transportation Planning. 4-5 Units.

Environmental, economic, and equity aspects of urban transportation in 21st-century U.S. Expanded choices in urban and regional mobility that do not diminish resources for future generations. Implications for the global environment and the livability of communities.

URBANST 166. East Palo Alto: Reading Urban Change. 5 Units.

Examines the changes in East Palo Alto's built environment, economy, and civil society since the 1990s. Focus on environmental activism, sustainability, and environmental justice issues. Students use archived film footage to analyze the history.

URBANST 167. Green Mobilities for the Suburbs of the Future. 3 Units.

Much of the recent academic discussion of the future of urban mobility has stressed the likelihood of a concentration of all urban functions in dense urban centers. The need for sustainability, so the argument goes, will make cities ¿more like Manhattan¿ with high-rise clustering, residences close to work, pedestrian and bicycle pathways, and a heavy emphasis on mass transit. But a recent US Census report indicates that center-city urban growth in America has begun to level off while suburbs continue to grow vigorously, and the suburban residential option remains highly attractive both to the established middle-class populations in the advanced industrial nations and to the emerging middle-classes in Asia and Latin America. As a result, the real urban sustainability challenge of the future will be the task of greening the suburbs with the use of mobility policies that are necessarily very different from those needed in dense urban centers. In addition, the automobile industry will face two very different design and marketing challenges ¿ one for center cities and quite another for more spatially diffuse suburbs.Working together, students in this undergraduate seminar will explore these issues, hear from suburban planners and developers concerned about sustainability challenges, and engage in the re-design of suburbs and suburban mobility options for the future.

URBANST 168. Housing & Community Development--Policy and Practice. 3 Units.

How federal, state and local governments have worked with private and nonprofit sector actors in creating housing, as well as downtown, waterfront and neighborhood development. Legal and financial mechanisms, tax policy, reuse of historic structures, affordable shelter.
Same as: PUBLPOL 158

URBANST 169. Race and Ethnicity in Urban California. 4-5 Units.

Historical development and the social, cultural, and political issues that characterize large cities and suburbs where communities of color make up majority populations. Case studies include cities in Los Angeles, Santa Clara, and Monterey counties. Comparisons to minority-majority cities elsewhere in the U.S. Service Learning Course (certified by Haas Center).
Same as: AFRICAAM 169A, AMSTUD 169, CSRE 260

URBANST 170. Urban Policy Research Lab. 5 Units.

This collaborative reading and research seminar considers the numerous ways that governments conduct social policy by shaping and remaking geographic places. Representative topics include: housing aid programs, exclusionary zoning, controls on internal migration and place of residence, and cars' role in cities. Students will contribute to faculty field research on the consequences of these policies for economic, social, and political outcomes. Prerequisites: None.
Same as: POLISCI 220, PUBLPOL 225

URBANST 171. Urban Design Studio. 5 Units.

The practical application of urban design theory. Projects focus on designing neighborhood and downtown regions to balance livability, revitalization, population growth, and historic preservation.
Same as: CEE 131D

URBANST 173. The Urban Economy. 4 Units.

Applies the principles of economic analysis to historical and contemporary urban and regional development issues and policies. Explores themes of urban economic geography, location decision-making by firms and individuals, urban land and housing markets, and local government finance. Critically evaluates historical and contemporary government policies regulating urban land use, housing, employment development, and transportation. Prerequisite: Econ 1A or permission of instructor.
Same as: PUBLPOL 174

URBANST 174. Defining Smart Cities: Visions of Urbanism for the 21st Century. 3-4 Units.

Technological innovations have and will disrupt all domains of urban life, from housing to healthcare to city management to transportation. This seminar is aimed at future technologists, entrepreneurs, policymakers, and urban planners to define and evaluate the smartness of a city through three lenses: technology, equity, and policy. Through readings, seminar discussions, guest speakers, and a final project, we will explore how a smart city can leverage technology for a higher quality of life, less inequality in access to services, and tighter human communities. You will come away with a framework for understanding how to maximize the social good of emerging technologies. Course material is appropriate for students from all disciplines. Students who enroll in the course for 4 units will participate in an off-campus field component during Spring Break.
Same as: CEE 125, CEE 225

URBANST 176. New Technologies and Urban Change. 3 Units.

Cities are always changing, most times gradually, but sometimes very rapidly and with significant effects on urban space, form, culture, and society. Among the forces that have historically driven urban change are the dynamics of immigration, both local and international, and the impacts of new technologies. These two forces are closely related. Indeed, acting as a magnet for increased immigration may itself be one of the most important impacts of techno-logical innovation on urban development. The purpose of this course is to explore the way new technologies have impacted -- and continue to impact -- urban society. The first half of the course will consist of a series of lectures and discussions of how technologies have changed cities in the past: in the ancient world, in the early industrial period, and in the period of the twentieth-century regional metropolis. The second half of the course will consist of weekly oral reports by 3-4-person student working groups researching specific examples of how current and still-emerging new technologies are transforming cities and city life today and how those changes may need to be addressed by either new public policies and/or new personal or community accommodations.

URBANST 177. Utopia and Reality in Modern Urban Planning. 3 Units.

Although the word utopia was not coined by Thomas More until 1516, the idea of utopia is as old as the idea of the city itself. Visions of a perfect society or at least a better world, variously defined have always motivated builders of cities and guided their plans. And in the 19th and 20th centuries, a series of bold utopian proposals were central to the birth, development, and practice of a modern urban planning profession that continues to shape the urban world as we enter the 21st century. This course will examine the work of the classic urban utopian visionaries Ebenezer Howard's garden cities, Arturo Soria y Mata's linear cities, Le Corbusier's skyscrapers in a park, and Frank Lloyd Wright's Broadacre City within the larger context of the social critiques to be found in the vast literature of utopia everything from Edward Bellamy's Looking Backward of 1888 and Ernest Callenbach's Ecotopia of 1975 to the many contemporary visions of cyber-cities, autonomous technologies, online communities, and previously unimagined modalities of social progress and personal liberation. Bring your imagination.

URBANST 178. The Science and Practice of Effective Advocacy. 3-5 Units.

How can purposeful collective action change government policy, business practices and cultural norms? This course will teach students about the components of successful change campaigns and help develop the practical skills to carry out such efforts. The concepts taught will be relevant to both issue advocacy and electoral campaigns, and be evidence-based, drawing on lessons from social psychology, political science, communications, community organizing and social movements. The course will meet twice-a-week for 90 minutes, and class time will combine engaged learning exercises, discussions and lectures. There will be a midterm and final. Students will be able to take the course for 3 or 5 units. Students who take the course for 5 units will participate in an advocacy project with an outside organization during the quarter, attend a related section meeting and write reflections. For 5 unit students, the section meeting is on Tuesdays, from 3:00 to 4:00 p.m.
Same as: CSRE 178P, PUBLPOL 178

URBANST 179. The Social Life of Neighborhoods. 3-5 Units.

How do neighborhoods come to be? How and why do they change? What is the role of power, money, race, immigration, segregation, culture, government, and other forces? In this course, students will interrogate these questions using literatures from sociology, geography, and political science, along with archival, observational, interview, and cartographic (GIS) methods. Students will work in small groups to create content (e.g., images, audio, and video) for a self-guided ¿neighborhood tour,¿ which will be added to a mobile app and/or website.
Same as: AFRICAAM 76B, CSRE 176B, SOC 176, SOC 276

URBANST 183. Team Urban Design Studio. 5 Units.

This new class offers an exciting variation on the 'individual project' studio format. Students work as a team to propose a single consensus solution to a real-world design challenge. This collaborative studio experience more closely reflects the creative process in the design and planning professions where a group of individuals works together to brainstorm, shape, develop, and illustrate a community design solution. There are a number of benefits to this team-oriented approach: it is a more nurturing environment for students that do not have design backgrounds, it allows for more peer-to-peer learning, and it takes best advantage of varied student skill sets. But perhaps the greatest benefit is that a team of students working together on a common project will be able to develop a more comprehensive solution than any one student working alone. This means that the class "deliverable" at the end of quarter could be detailed enough to be of significant value to a stakeholder or client group from the larger community. This studio class, working under the guidance of an experienced instructor, functions like a design firm in providing professional-grade deliverables to real-world community design "clients'.
Same as: CEE 131E

URBANST 184. Paris: Capital of the Modern World. 4-5 Units.

This course explores how Paris, between the eighteenth and twentieth centuries, became the political, cultural, and artistic capital of the modern world. It considers how the city has both shaped and been shaped by the tumultuous events of modern history- class conflict, industrialization, imperialism, war, and occupation. It will also explore why Paris became the major world destination for intellectuals, artists and writers. Sources will include films, paintings, architecture, novels, travel journals, and memoirs. Course taught in English with an optional French section.
Same as: FRENCH 140, FRENCH 340, HISTORY 230C

URBANST 185. Detroit: Race, Capital, and Urban History. 3 Units.

This course is an introduction to the urban history of Detroit and a mobilization of that history as a lens through which to study intersections of race, capital, and urban space in the American city. Readings will deal with a set of themes and concepts that open onto explorations of both the specificity of Detroit and larger American urban dynamics.nnThe course will provide students with a basic background in urban studies and, more specifically, with concepts, terms, and language with which to understand and explore relations between race, capitalism, property, and development in urban space; the spatialization of inequality and exclusion; the refraction of urban life and experience by race, ethnicity, and class; the ¿decline¿ and ¿renewal¿ of U.S. cities; and modes of contesting and expanding the right to the city. Most broadly, the course will offer students tools to critically interpret narratives of the American city, U.S. urban policy, and projects attempting to engage, respond to, or solve urban problems.
Same as: CSRE 185S

URBANST 187. Housing Justice Research Lab. 1-3 Unit.

In this course, students will contribute to ongoing community-based research projects focused on housing justice in the Bay Area. Students will work directly with local community organizations working in advocacy, legal aid, and community research. Projects may include interviews, historical research, surveys, case studies, participant observation, media analysis, and writing op-eds. Students will have the opportunity to select from research projects developed by the community partners and instructors. Students that want to engage in an alternative project should consult with the instructors. Students are encouraged to enroll for multiple quarters to develop more substantial projects and deeper relationships with community partners.
Same as: CSRE 99

URBANST 188. Exploring Urbanism in San Francisco: Three Urban Adventures to Better Understand Cities. 1-2 Unit.

This Urban Studies pop-up class will introduce students to the unique architecture and urbanism of San Francisco. A series of three guided walking tours will provide an insider's perspective on the City's most interesting neighborhoods and will also explore core themes and topics in the field of urban design. An informal 90 minute on-campus discussion and slideshow of student-generated imagery (on the Thursday evening following each tour) will allow for an expanded conversation about the urban environment. This course is intended for freshmen and sophomores considering the Urban Studies major. Instructor permission is required to enroll, please contact Danno Glanz ,

URBANST 189. Urban Sustainability Collaborative. 3-5 Units.

Project-based course open to undergraduate and graduate students from all disciplines. Seminar topics will cover theories and practices of urban sustainability, community planning and engagement strategies, practices of cross-cultural collaboration, delivery of urban infrastructure and services, and achieving equitable sustainability outcomes in underserved communities. Students will also engage in a real-world urban sustainability projects in collaboration with multi-sector professionals. Students who enroll in the course for 5 units will participate in an off-campus field trip during Spring Break. Prerequisites: consent of the instructor.

URBANST 190. Urban Professions Seminar. 1 Unit.

Workshop. Contemporary practice of urban design and planning, community development, urban education, public service law, and related fields. Topics depend partly on student interests. Bay Area professionals lecture and respond to questions concerning their day-to-day work, impressions of their field, and the academic background recommended for their work.

URBANST 194. Internship in Urban Studies. 2-4 Units.

For Urban Studies majors only. Students organize an internship in an office of a government agency, a community organization, or a private firm directly relevant to the major. Reading supplements internship. Paper summarizes internship experience and related readings.

URBANST 195. Special Projects in Urban Studies. 1-5 Unit.


URBANST 196. Senior Research in Public Service. 1-3 Unit.

Limited to seniors approved by their departments for honors thesis and admitted to the year-round Public Service Scholars Program sponsored by the Haas Center for Public Service. What standards in addition to those expected by the academy apply to research conducted as a form of public service? How can communities benefit from research? Theory and practice of research as a form of public service readings, thesis workshops, and public presentation of completed research. May be repeated for credit. Corequisite: 199.
Same as: EDUC 196

URBANST 197. Directed Reading. 1-5 Unit.


URBANST 199. Senior Honors Thesis. 1-10 Unit.


URBANST 201. Preparation for Senior Project. 5 Units.

First part of capstone experience for Urban Studies majors pursuing an internship-based research project or honors thesis. Assignments culminate in a research proposal, which may be submitted for funding. Students also identify and prepare for a related internship, normally to begin in Spring Quarter in URBANST 201B or in Summer. Research proposed in the final assignment may be carried out in Spring or Summer Quarter; consent required for Autumn Quarter research. Service Learning Course (certified by Haas Center).
Same as: SOC 201

URBANST 201A. Capstone Internship in Urban Studies. 3 Units.

Restricted to Urban Studies majors. Students work at least 80 hours with a supervisor, establish learning goals, and create products demonstrating progress. Reflection on service and integration of internship with senior research plans. Must be completed by start of Winter Quarter senior year. May continue for additional quarter as 194. Service Learning Course (certified by Haas Center). Corequisite: URBANST 201 or consent of instructor.

URBANST 201B. Capstone Internship Seminar. 3-4 Units.

Students carry out an internship of at least 80 hours with a community organization or government agency. Class meets weekly to discuss related issues, including ethics of service, combining service and research, navigating organizational dynamics, and setting and accomplishing internship goals. Students submit internship agreement and internship-related deliverables, and give in-class presentations.

URBANST 202A. Junior Seminar: Preparation for Research. 5 Units.

Required of all juniors in Urban Studies planning on writing an honors thesis . Students write a research prospectus and grant proposal, which may be submitted for funding. Research proposal in final assignment may be carried out in Spring or Summer Quarter; consent required for Autumn Quarter research.


Conclusion of capstone sequence. Students write a substantial paper based on the research project developed in 202. Students in the honors program may incorporate paper into their thesis. Guest scholar chosen by students. Sociology majors who are seniors may take SOC 204 as their sole Writing In the Major class, as a substitute for SOC 200, with no prerequisites required.