EDUC 450C / ENVRES 231: Qualitative Interviewing

Instructor, Graduate School of Education & E-IPER, Stanford University

Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the course moves from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research. Offered as a Haas Center Cardinal Course.

Term: Winter; Units: 3; Grading: Letter; Level: Graduate

ENVRES 341: Theoretical Underpinnings of Environmental Behavior: Exploration and reflection

Instructor, Graduate School of Education & E-IPER, Stanford University

Human behavior is studied in many fields and disciplines at a range of scales, from the micro to the macro, with some focusing on the individual as the core, while others take a more critical approach. Theories and approaches from each can be considered in context with implications for the environment, resources, and sustainability-related issues. Using interdisciplinary frames, students in this doctoral-level seminar will apply various perspectives and lenses to advance their own empirical work through intensive, focused writing sessions. The intention is to provide a supportive structure such that students may advance their own in-progress research and ongoing writing grounded in behavioral science and social-ecological systems theories.

Terms: Aut, Win, Spr, Sum; Units 1-3; Repeatable; Level: PhD; By instructor permission only

EDUC 379 / ENVRES 255: Moral, Civic, and Environmental Education

Instructor, Graduate School of Education & E-IPER, Stanford University

An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. The course will discuss both in-school and beyond-schools ways in which young people can be educated for informed and constructive participation. Among the educational methods to be considered will be narrative treatments of exemplary figures in the moral, civic, and environmental domains.

Terms: Spr; Units: 3; co-instructor: William Damon (education); Grading: Letter/Credit; Level: Graduate

EDUC 332: The Theory and Practice of Environmental Education

Instructor, Graduate School of Education & E-IPER, Stanford University

This course considers the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today´s pressing environmental issues. Through readings, interactive group work, guest speakers, and field trips, we explore the purpose, design, and implementation of environmental education in formal and informal settings with youth and adult audiences. A quarter-long community-engaged learning project offers opportunities for experiencing environmental education in practice. Offered as a Haas Center Cardinal Course.

Term: Spring; Units: 3; Grading: Letter; Level: Graduate

EDUC 357: Science and Environmental Education in Informal Settings

Instructor, Graduate School of Education, Stanford University

Ever-expanding opportunities exist to learn about science and the environment in contexts outside the formal classroom, in settings such as zoos, museums, and science centers. How are issues around science and the environment presented in these contexts, how do people behave and learn in these contexts, and what messages do visitors take away from these settings? This course addresses the learning theories as well as empirical research that is conducted in such settings through readings, interactive activities, and guest speakers. Field trips and case studies of nearby informal science and environmental education providers add an experiential dimension to the course.

Term: Winter ; Units: 3-4 ; Grading: Letter or Credit/No Credit ; Level: Graduate

NRES 200: Sense of Place

Instructor, Emmett Interdisciplinary Program on Environment and Resources, Stanford University

How connected people feel to the place in which they live and the larger environment can have important implications for environmental behavior and community participation. This small, graduate-level seminar explores the sense of place literature, focusing on the discrete but overlapping concepts of place attachment, identity, and dependence, while also examining related elements such as the multi-dimensionality of place connections and concepts of cosmopolitanism in place relationships. Perspectives are included from a range of fields including anthropology, sociology, geography, and political science

Term: Winter (every few years); Units: 2; Grading: Letter; Level: PhD

ENVRES 205: Environmental Learning and Environmental Behavior

Instructor, Emmett Interdisciplinary Program on Environment and Resources, Stanford University

The course explores foundational and contemporary literature addressing environmental learning and environmental behavior, both as separate and intersecting concepts. This small, discussion-based seminar strives to develop a broader as well as deeper understanding of how environmental learning occurs in a variety of settings and within a range of audiences and how, and under what conditions, it might—or might not—contribute to environmental behavior

Term: Fall (every few years) ; Units: 2 ; Grading: Letter ; Level: PhD

ENVRES 330: Research Approaches to Environmental Problem Solving

Co-Instructor with Professor Peter Vitousek, Emmett Interdisciplinary Program on Environment and Resources, Stanford University

Explores development and implementation of interdisciplinary research in environment and resources, including developing research questions, creating a preliminary literature review, and writing a summer funding proposal. Course includes faculty panels on research design, research ethics, and publishing, as well as PhD student panels on proposal preparation and defense. Course structured around peer critique and iterative presentations of work in progress.

Term: Spring ; Units: 3 ; Grading: Letter ; Level: PhD

ENVRES 290: Capstone Project in Environment and Resources

Instructor, Graduate School of Education, Stanford University

In this course, EIPER joint M.S. students propose, conduct, and publicly present final capstone projects that demonstrate the integration of the M.S. in Environment and Resources degree with their professional (M.B.A., J.D., M.D.) degree. Students can take the capstone course during one quarter or can take it divided over two sequential quarters, depending on scope, scale, and timing of proposed project and resulting product.

Term: Variable (Fall, Winter) ; Units: 1-2 ; Grading: Letter ; Level: MS (Restricted to E-IPER Joint MS students); co-taught with E-IPER lecturers and Executive Committee faculty

EARTHSYS 176 / EARTHSYS 276: Open Space Management Practicum

Instructor, Graduate School of Education, Stanford University

The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in the San Francisco Bay Area Region poses numerous challenges and opportunities for regional conservation and environmental stewardship. This class addresses a particular challenge through a faculty-mentored, community-engaged research project focused on open space management. By focusing on a project driven by the needs of local organizations and carried out through engagement with the community--and with reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making--students explore the complexities of doing community-engaged research for conservation and open space preservation in the real world. Offered as a Haas Center Cardinal Course. 

Term: Variable; Units: 4-5; Grading: Letter or Credit/No Credit; Level: Graduate

Interdisciplinary Problem Solving: Applying Your Skills to the Case of Stormwater Runoff in Monterey Bay

Instructor, Short Course with the Center for Ocean Solutions and the Woods Institute for the Environment, Stanford University

Level: Graduate

For more information, visit https://juliastewart.org/blog-archive/.

Interdisciplinary Problem Solving: The Case of Mountain Lions at Jasper Ridge Biological Preserve

Faculty Sponsor, Short Course with the Woods Institute for the Environment, Stanford University

Level: PhD and Postdoctoral scholars

For more information, see this article.

Sophomore College: Evolution and Learning in Galapagos

Instructor, Short Course

Term: variable (offered occasionally) ; Units: (variable) ; Grading: Letter ; Level: Sophomore; (Restricted: By application); co-instructor: William Durham, Anthropology  (emeritus)

For more information, visit Professor Durham's course webpage and the Sophomore College course webpage.

Sophomore College: The Grand Canyon as Experienced from a Raft on the Colorado River

Instructor, Short Course with the Lane Center for the American West

Term: Sophomore College; Units: (variable); Grading: Letter; Level: Sophomore; (Restricted: By application); co-instructors: David Kennedy (history); Barton (Buzz) Thompson (law), David Freyberg (civil and environmental engineering)

For more information, see this article about the course and view student reports from 2011 here.