Professional Documents
Culture Documents
2010-11
ACCREDITATION
Stanford University is accredited by the Accrediting Commission for Senior Colleges and Univer-
sities of the Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; (510) 748-9001. In addition, certain programs of the University have
specialized accreditation. For information, contact the Office of the University Registrar.
"Core Commitment to Institutional Capacity—The institution functions with clear purposes, high
levels of institutional integrity, fiscal stability, and organizational structures to fulfill its purposes.
For more information, see the University's WASC Accreditation web site.
Also, see the President Hennessy's statement (pdf) on Stanford's fulfilment of the Core Commit-
ments to Institutional Capacity and Educational Effectiveness.
NONDISCRIMINATION POLICY
Stanford University admits qualified students of any race, color, national or ethnic origin, sex,
age, disability, religion, sexual orientation, and gender identity to all the rights, privileges, pro-
grams, and activities generally accorded or made available to students at the University. Consis-
tent with its obligations under the law, it prohibits discrimination, including harassment, against
students or applicants for admission, or employees or applicants for employment on the basis of
race, color, national or ethnic origin, sex, age, disability, religion, sexual orientation, gender iden-
tity, or any other characteristic protected by applicable law in the administration of its educational
policies, admissions policies, scholarships and loan programs, and athletic and other University-
administered programs. The following person has been designated to handle inquiries regarding
this policy: the Director of the Diversity and Access Office, Mariposa House, 585 Capistrano
Way, Stanford University, Stanford, CA 94305-8230; (650) 723-0755 (voice), (650) 723-1216
(TTY), (650) 723-1791 (fax), equal.opportunity@stanford.edu (email).
THE FUNDAMENTAL STANDARD
Students at Stanford are expected to know, understand, and abide by the Fundamental Standard, which is the University’s basic statement
on behavioral expectations articulated in 1896 by Stanford’s first President, David Starr Jordan, as follows:
Students are expected to show both within and without the University such respect for order, morality, personal honor, and the rights of
others as is demanded of good citizens. Failure to do this will be sufficient cause for removal from the University.
See the "Judicial Affairs and Student Conduct" section of this bulletin for further information on The Fundamental Standard and The Hon-
or Code.
HONOR CODE
STANFORD BULLETIN
The Honor Code is the University’s statement on academic integrity. It is essentially the application of the Fundamental Standard to aca-
demic matters. Provisions of the Honor Code date from 1921, when the honor system was established by the Academic Council of the Univer-
sity Faculty at the request of the student body and with the approval of the President.
The Honor Code reads:
A. The Honor Code is an undertaking of the students, individually and collectively:
1. that they will not give or receive aid in examinations; that they will not give or receive unpermitted aid in class work, in the prepara-
tion of reports, or in any other work that is to be used by the instructor as the basis of grading;
2. that they will do their share and take an active part in seeing to it that others as well as themselves uphold the spirit and letter of the
Honor Code.
B. The faculty on its part manifests its confidence in the honor of its students by refraining from proctoring examinations and from taking
unusual and unreasonable precautions to prevent the forms of dishonesty mentioned above. The faculty will also avoid, as far as practi-
cable, academic procedures that create temptations to violate the Honor Code.
C. While the faculty alone has the right and obligation to set academic requirements, the students and faculty will work together to establish
optimal conditions for honorable academic work.
See the "Judicial Affairs and Student Conduct" section of this bulletin for further information on The Fundamental Standard and The Hon-
or Code.
Courses of Instruction are available at the Stanford Bulletin's ExploreCourses web site.
A non-official pdf of the Bulletin and pdfs of individual sections of the Bulletin are made avail-
able for download in September; these pdfs are produced once in September and are not updated
to reflect corrections or changes made during the academic year.
REGISTRAR'S OFFICE
The Stanford Bulletin is an online publication of the Office of the University Registrar, Stanford University.
Address:
Office of the University Registrar
630 Serra Street
Suite 120
Stanford University
Stanford, California 94305-6032
Students with questions or issues should contact the Student Services Center or file a help ticket with Stanford's HelpSU system. Alumni,
staff, or the general public may also file a help ticket to request the Registrar's Office assistance or to ask for information.
Additional information on Stanford University can be obtained through Stanford’s web site at http://www.stanford.edu.
Telephone number for all University departments: Area code: (650) 723-2300
CONTENTS
The Fundamental Standard ......................................................... 2 Examinations ............................................................................ 49
Honor Code ................................................................................. 2 Grading Systems....................................................................... 50
Current Information and Accuracy Statement ............................ 2 Academic Standing................................................................... 52
Registrar's Office ........................................................................ 2 Student Academic Grievance Procedure .................................. 53
ACADEMIC CALENDAR 2010-11 ..................... 3 UNDERGRADUATE EDUCATION ........................... 56
AUTUMN QUARTER 2010-11................................................. 3 Stanford Introductory Studies................................................... 56
WINTER QUARTER 2010-11................................................... 3 Bing Overseas Studies Program ............................................... 59
SPRING QUARTER 2010-11 .................................................... 4 Undergraduate Advising and Research .................................... 60
SUMMER QUARTER 2010-11 ................................................. 4 Center for Teaching and Learning............................................ 61
Academic Calendar 2011-12....................................................... 4 GRADUATE EDUCATION ............................... 62
STANFORD BULLETIN .................................... 5 Graduate Policy ........................................................................ 62
Contents ...................................................................................... 5 Competitive Graduate Fellowship Programs............................ 63
STANFORD'S MISSION ................................... 9 Graduate Student Diversity....................................................... 63
A Brief History of Stanford ........................................................ 9 Cross-School Learning Opportunities ...................................... 63
Leland and Jane Stanford............................................................ 9 GRADUATE SCHOOL OF BUSINESS ................. 64
The Case for a Liberal Education ............................................... 9 SCHOOL OF EARTH SCIENCES ....................... 65
Stanford Lands and Architecture ................................................ 9 Undergraduate Programs in Earth Sciences ............................. 65
Current Perspectives ................................................................. 10 Graduate Programs in Earth Sciences....................................... 65
Stanford People ......................................................................... 10 Earth Systems ........................................................................... 67
Looking Ahead.......................................................................... 10 Emmett Interdisciplinary Program in Environment and
UNIVERSITY GOVERNANCE AND ORGANIZATION11 Resources (E-IPER).................................................................. 71
The Board of Trustees............................................................... 11 Energy Resources Engineering................................................. 77
Executive Officers..................................................................... 11 Environmental Earth System Science....................................... 84
The President............................................................................. 12 Geological and Environmental Sciences .................................. 85
Committees and Panels Appointed by the President ................ 12 Geophysics................................................................................ 90
The Provost ............................................................................... 12 SCHOOL OF EDUCATION .............................. 93
Schools of the University.......................................................... 12 Honors Program in Education (Undergraduate) ....................... 94
The Academic Council.............................................................. 12 Minor in Education (Undergraduate)........................................ 94
Committees of the Academic Council ...................................... 13 Coterminal Bachelor's and Master's Program in Education ..... 95
Associated Students of Stanford University (ASSU) ............... 13 Master of Arts in Education...................................................... 95
ADMISSION AND FINANCIAL AID .................. 14 Stanford Teacher Education Program (STEP).......................... 96
Undergraduate Admission......................................................... 14 Doctoral Degrees in Education................................................. 96
Nonmatriculated Study (Undergraduate) .................................. 14 Ph.D. Minor in Education......................................................... 96
Graduate Admission.................................................................. 14 SCHOOL OF ENGINEERING ............................ 97
Visas.......................................................................................... 16 Undergraduate Programs in the School of Engineering ........... 97
Holds and Rescission ................................................................ 16 Graduate Programs in the School of Engineering .................. 114
Undergraduate Financial Aid.......................................................... 17 Overseas Studies Courses in Engineering .............................. 116
Graduate Financial Aid ............................................................. 18 Aeronautics and Astronautics ................................................. 117
TUITION, FEES, AND HOUSING ..................... 19 Bioengineering........................................................................ 120
Undergraduate Tuition .............................................................. 19 Chemical Engineering ............................................................ 123
Graduate Student Tuition .......................................................... 20 Civil and Environmental Engineering .................................... 127
International Students ............................................................... 20 Institute for Computational and Mathematical Engineering .. 132
Application Fee ......................................................................... 20 Computer Science................................................................... 135
ASSU Fees ................................................................................ 20 Electrical Engineering ............................................................ 140
Document Fee ........................................................................... 21 Management Science and Engineering................................... 144
Campus Health Service Fee ...................................................... 21 Materials Science and Engineering ........................................ 148
Health Insurance ....................................................................... 21 Mechanical Engineering ......................................................... 152
Special Fees............................................................................... 21 SCHOOL OF HUMANITIES AND SCIENCES ...... 159
Payments ................................................................................... 21 African and African American Studies................................... 160
Meal Plans................................................................................. 22 African Studies ....................................................................... 163
Refunds ..................................................................................... 22 American Studies.................................................................... 165
Tuition Refund Schedule .......................................................... 22 Anthropology.......................................................................... 168
Housing ..................................................................................... 23 Applied Physics ...................................................................... 175
TRANSFER WORK ........................................ 25 Archaeology............................................................................ 176
Undergraduate Transfer Work .................................................. 25 Art and Art History................................................................. 179
Graduate Residency Transfer Credit......................................... 25 Astronomy .............................................................................. 187
UNDERGRADUATE DEGREES AND PROGRAMS ....... 26 Athletics, Physical Education, and Recreation ....................... 188
Degree Programs....................................................................... 26 Biology ................................................................................... 190
Degree Requirements................................................................ 27 Biology, Hopkins Marine Station ........................................... 198
Biophysics............................................................................... 198
French and Italian ................................................................... 255 Art History (ARTHIST) Courses ............................................434
German Studies....................................................................... 265 Art Studio (ARTSTUDI) Courses ...........................................443
History .................................................................................... 268 Asian American Studies (ASNAMST) Courses......................446
History and Philosophy of Science and Technology .............. 279 Athletics, Physical Education, and Recreation (ATHLETIC)
Human Biology....................................................................... 280 Courses ....................................................................................447
Iberian and Latin American Cultures...................................... 283 Biochemistry (BIOC) Courses ................................................451
Individually Designed Majors and Individually Designed Bioengineering (BIOE) Courses..............................................453
Honors Program in Humanities .............................................. 287 Biology (BIO) Courses............................................................457
Interdisciplinary Studies in Humanities.................................. 288 Biology, Hopkins Marine Station (BIOHOPK) Courses ........466
Division of International, Comparative and Area Studies...... 288 Biomedical Informatics (BIOMEDIN) Courses......................469
International Policy Studies .................................................... 290 Biophysics (BIOPHYS) Courses.............................................471
International Relations............................................................ 293 Cancer Biology (CBIO) Courses.............................................472
Jewish Studies......................................................................... 297 Catalan Language (CATLANG) Courses ...............................473
Language Center ..................................................................... 299 Center for Teaching and Learning (CTL) Courses..................473
Latin American Studies .......................................................... 303 Chemical Engineering (CHEMENG) Courses........................475
Linguistics............................................................................... 307 Chemical Systems Biology (CSB) Courses ............................479
Division of Literatures, Cultures, and Languages .................. 310 Chemistry (CHEM) Courses ...................................................480
Mathematical and Computational Science ............................. 312 Chicana/o Studies (CHICANST) Courses...............................483
Mathematics............................................................................ 314 Chinese General (CHINGEN) Courses ...................................484
Medieval Studies..................................................................... 317 Chinese Language (CHINLANG) Courses .............................486
Modern Thought and Literature.............................................. 318 Chinese Literature (CHINLIT) Courses..................................489
Music ...................................................................................... 320 Civil and Environmental Engineering (CEE) Courses............491
Philosophy .............................................................................. 326 Classics Art/Archaeology (CLASSART) Courses..................506
Physics .................................................................................... 332 Classics General (CLASSGEN) Courses ................................507
Political Science...................................................................... 337 Classics Greek (CLASSGRK) Courses...................................509
Psychology.............................................................................. 342 Classics History (CLASSHIS) Courses...................................510
Public Policy ........................................................................... 346 Classics Latin (CLASSLAT) Courses.....................................510
Religious Studies .................................................................... 351 Communication (COMM) Courses .........................................511
Russian, East European and Eurasian Studies ........................ 354 Comparative Literature (COMPLIT) Courses.........................517
Science, Technology, and Society .......................................... 357 Comparative Medicine (COMPMED) Courses.......................522
Slavic Languages and Literatures ........................................... 360 Comparative Studies in Race and Ethnicity (CSRE) Courses.523
Sociology ................................................................................ 366 Computational and Mathematical Engineering (CME) Courses526
Statistics .................................................................................. 371 Computer Science (CS) Courses .............................................529
Symbolic Systems................................................................... 374 Dance (DANCE) Courses........................................................542
Urban Studies.......................................................................... 380 Developmental Biology (DBIO) Courses ...............................544
Stanford in Washington .......................................................... 385 Division of Literatures, Cultures, and Languages (DLCL)
SCHOOL OF LAW ...................................... 385 Courses ....................................................................................545
Joint and Dual Degrees in Law............................................... 386 Drama (DRAMA) Courses......................................................546
Courses in Law ....................................................................... 386 Earth Systems (EARTHSYS) Courses....................................552
SCHOOL OF MEDICINE .............................. 387 Earth, Energy, and Environmental Sciences (EEES) Courses 558
Undergraduate Programs in the School of Medicine.............. 387 East Asian Studies (EASTASN) Courses................................559
M.S. and Ph.D. Programs in the School of Medicine............. 387 Economics (ECON) Courses...................................................559
M.D. Program in the School of Medicine............................... 387 Education (EDUC) Courses ....................................................567
Multiple-Degree Programs in the School of Medicine........... 387 Electrical Engineering (EE) Courses.......................................586
Biochemistry........................................................................... 388 Energy Resources Engineering (ENERGY) Courses..............597
Center for Biomedical Ethics.................................................. 389 Engineering (ENGR) Courses .................................................602
Biomedical Informatics........................................................... 389 English (ENGLISH) Courses ..................................................606
Cancer Biology ....................................................................... 392 Environment and Resources (ENVRES) Courses...................615
Chemical and Systems Biology .............................................. 393 English for Foreign Students (EFSLANG) Courses ...............616
Comparative Medicine............................................................ 394 Environmental Earth System Science (EESS) Courses...........618
Developmental Biology .......................................................... 394 Ethics in Society (ETHICSOC) Courses.................................622
Genetics .................................................................................. 395 Feminist Studies (FEMST) Courses........................................624
Health Research and Policy .................................................... 396 Film Studies (FILMSTUD) Courses .......................................625
Immunology............................................................................ 397 Film, Practice of (FILMPROD) Courses.................................629
Microbiology and Immunology .............................................. 399 French General (FRENGEN) Courses ....................................630
Molecular and Cellular Physiology ........................................ 400 French Language (FRENLANG) Courses ..............................632
Neurobiology .......................................................................... 401 French Literature (FRENLIT) Courses ...................................633
Neurosciences ......................................................................... 401 Genetics (GENE) Courses.......................................................635
Obstetrics and Gynecology..................................................... 402 Geological and Environmental Sciences (GES) Courses........638
CONTENTS
Interdisciplinary Studies in Humanities (HUMNTIES) Courses696 Statistics (STATS) Courses .................................................... 893
International Policy Studies (IPS) Courses............................. 697 Structural Biology (SBIO) Courses ........................................ 898
International Relations (INTNLREL) Courses ....................... 699 Structured Liberal Education (SLE) Courses ......................... 899
Introduction to the Humanities (IHUM) Courses ................... 701 Surgery (SURG) Courses ....................................................... 899
Italian General (ITALGEN) Courses...................................... 703 Symbolic Systems (SYMSYS) Courses ................................. 901
Italian Language (ITALLANG) Courses................................ 704 Tibetan Language (TIBETLNG) Courses .............................. 902
Italian Literature (ITALLIT) Courses..................................... 706 Urban Studies (URBANST) Courses ..................................... 903
Japanese General (JAPANGEN) Courses............................... 706 Writing and Rhetoric, Program in (PWR) Courses ................ 904
Japanese Language (JAPANLNG) Courses ........................... 708 CENTERS, LABORATORIES, AND INSTITUTES . 914
Japanese Literature (JAPANLIT) Courses ............................. 710 Center for Space Science and Astrophysics ........................... 915
Jewish Studies (JEWISHST) Courses..................................... 711 Freeman Spogli Institute for International Studies (FSI) ....... 915
Korean General (KORGEN) Courses ..................................... 715 Woods Institute for the Environment: Goldman Interschool
Korean Language (KORLANG) Courses ............................... 715 Honors Program in Environmental Science, Technology, and
Latin American Studies (LATINAM) Courses....................... 716 Policy ...................................................................................... 916
Law, Nonprofessional (LAWGEN) Courses .......................... 716 LIBRARIES AND COMPUTING RESOURCES ...... 916
Linguistics (LINGUIST) Courses........................................... 717 Stanford University Libraries and Academic Information
Management Science and Engineering (MS&E) Courses ...... 723 Resources................................................................................ 916
Master of Liberal Arts (MLA) Courses .................................. 733 Coordinate Libraries ............................................................... 916
Materials Science and Engineering (MATSCI) Courses ........ 733 Hoover Institution on War, Revolution and Peace ................. 917
Mathematical and Computational Science (MCS) Courses.... 737 Information Technology Services (IT Services)..................... 917
Mathematics (MATH) Courses............................................... 738 THE CONTINUING STUDIES PROGRAM .......... 918
Mechanical Engineering (ME) Courses.................................. 744 Master of Liberal Arts Program.............................................. 918
Medicine (MED) Courses ....................................................... 757 Summer Session...................................................................... 919
Medicine Interdisciplinary (INDE) Courses ........................... 762 STUDENT AFFAIRS .................................... 920
Medieval Studies (MEDVLST) Courses ................................ 764 Student Services Center.......................................................... 920
Microbiology and Immunology (MI) Courses........................ 765 Dean of Student Life............................................................... 920
Modern Thought and Literature (MTL) Courses.................... 766 Dean of Educational Resources .............................................. 920
Molecular and Cellular Physiology (MCP) Courses............... 766 Office of Accessible Education (OAE) .................................. 920
Music (MUSIC) Courses ........................................................ 767 Career Development Center ................................................... 920
Native American Studies (NATIVEAM) Courses.................. 776 Community Centers ................................................................ 921
Neurobiology (NBIO) Courses ............................................... 776 Graduate Life Office............................................................... 921
Neurology and Neurological Sciences (NENS) Courses........ 777 Haas Center for Public Service............................................... 921
Neurosciences Program (NEPR) Courses............................... 778 Bechtel International Center ................................................... 922
Neurosurgery (NSUR) Courses .............................................. 778 Judicial Affairs and Student Conduct ..................................... 922
Obstetrics and Gynecology (OBGYN) Courses ..................... 779 Old Union ............................................................................... 923
Ophthalmology (OPHT) Courses............................................ 779 Office of Residential Education.............................................. 923
Orthopedic Surgery (ORTHO) Courses.................................. 780 Office of Student Activities .................................................... 923
Overseas Seminars (OSPGEN) Courses ................................. 780 Tresidder Memorial Union ..................................................... 923
Overseas Studies: Australia (OSPAUSTL) Courses............... 781 Vaden Health Center............................................................... 923
OTHER SERVICES AND PROGRAMS ............... 925
Overseas Studies Consortium in Barcelona—CASB
(OSPBARCL) ......................................................................... 782
Overseas Studies: Beijing (OSPBEIJ) Courses ...................... 782 Bookstore................................................................................ 925
Diversity and Access Office ................................................... 925
Overseas Studies: Berlin (OSPBER) Courses ........................ 783
Stanford Conference Services................................................. 925
Overseas Studies: Cape Town (OSPCPTWN) Courses.......... 784
Ombuds................................................................................... 925
Overseas Studies: Florence (OSPFLOR) Courses .................. 786
Police Services........................................................................ 926
Office for Religious Life ........................................................ 926
Overseas Studies Consortium in Kyoto—KCJS (OSPKYOCT)
Courses.................................................................................... 788
Overseas Studies: Kyoto—SCTI (OSPKYOTO) Courses...... 789 Stanford Alumni Association ................................................. 926
Stanford Events....................................................................... 926
Overseas Studies: Madrid (OSPMADRD) Courses................ 789
Awards and Honors ................................................................ 927
Overseas Studies: Moscow (OSPMOSC) Courses ................. 791
Exchange Programs and Cross-enrollment Agreements ........ 928
Overseas Studies: Oxford (OSPOXFRD) Courses ................. 792
Overseas Studies: Paris (OSPPARIS) Courses....................... 794 NONACADEMIC REGULATIONS .................... 931
Overseas Studies: Santiago (OSPSANTG) Courses............... 796 Nondiscrimination Policy ....................................................... 931
Pathology (PATH) Courses .................................................... 797 ADA (Americans with Disabilities Act)/Section 504 Grievance
Philosophy (PHIL) Courses .................................................... 799 Procedure (Student) ................................................................ 931
Physics (PHYSICS) Courses .................................................. 813 Title IX of the Education Amendments of 1972 .................... 932
Political Science (POLISCI) Courses ..................................... 819 Title VI of the Civil Rights Act of 1964................................. 932
Portuguese Language (PORTLANG) Courses ....................... 830 Grievances .............................................................................. 932
Psychology (PSYCH) Courses................................................ 831 Student Non-Academic Grievance Procedure ........................ 933
Public Policy (PUBLPOL) Courses........................................ 839 Ownership and Use of Stanford Name and Trademarks ........ 934
On October 1, 1891, more than 400 enthusiastic young men and STANFORD LANDS AND
women were on hand for opening day ceremonies at Leland Stan-
ford Junior University. They came from all over: many from Cali-
fornia, some who followed professors hired from other colleges
ARCHITECTURE
and universities, and some simply seeking adventure in the West. The campus occupies what was once Leland Stanford's Palo
They came to seize a special opportunity, to be part of the pioneer Alto Stock Farm and the favorite residence of the Stanford family.
class in a brand new university. They stayed to help turn an ambi- The Stanfords purchased an existing estate in 1876 and later ac-
tious dream into a thriving reality. As a pioneer faculty member quired much of the land in the local watershed for their stock farm,
recalled, "Hope was in every heart, and the presiding spirit of free- orchards, and vineyards.
dom prompted us to dare greatly." The name of the farm came from the tree El Palo Alto, a coast
For Leland and Jane Stanford on that day, the University was redwood (Sequoia sempervirens), that still stands near the north-
the realization of a dream and a fitting tribute to the memory of west corner of the property on the edge of San Francisquito Creek.
their only son, who died of typhoid fever weeks before his 16th Many years ago, one of the winter floods that periodically rushed
birthday, at an age when many young men and women were plan- down the arroyo tore off one of its twin trunks, but half of the ven-
ning their college education. erable old tree lives on, a gaunt and time-scarred monument.
From the beginning, it was clear that Stanford would be differ- Named in 1769 by Spanish explorers, El Palo Alto has been the
ent. It was coeducational at a time when single-sex colleges were University's symbol and the centerpiece of its official seal.
the norm. It was non-sectarian when most private colleges were The Stanfords gave their farm to the University in the Founding
still affiliated with a church. And it offered a broad, flexible pro- Grant of 1885. They personally financed the entire cost of the con-
gram of study while most schools insisted on a rigid curriculum of struction and operation of the University until 1903, when surviv-
classical studies. Though there were many difficulties during the ing founder Jane Stanford, who performed heroically in keeping
first months (housing was inadequate, microscopes and books were the University functioning during difficult times following Leland
late in arriving from the East), the first year foretold greatness. As Senior's death in 1893, turned over control to the Board of Trus-
Jane Stanford wrote in the summer of 1892, "Even our fondest tees. The founding gift has been estimated at $25 million, not in-
hopes have been realized." cluding the land and buildings.
What manner of people were this man and this woman who had The general concept for the University grounds and buildings
the intelligence, the means, the faith, and the daring to plan a major was conceived by Frederick Law Olmsted, the designer of Central
university in Pacific soil, far from the nation's center of culture? Park in New York. A brilliant young Boston architect, Charles
Allerton Coolidge, further developed the concept in the style of his
late mentor, Henry Hobson Richardson. The style, called Rich-
ardsonian Romanesque, is a blend of Romanesque and Mission
Revival architecture. It is characterized by rectilinear sandstone
CURRENT PERSPECTIVES programs for children in nearby East Palo Alto, the Hunger Pro-
ject, and the Arbor Free Clinic.
In the athletic arena, Stanford students have enjoyed tremen-
In other ways, the University has changed tremendously on its dous success as well. Stanford fields teams in 35 Division I varsity
way to recognition as one of the world's great universities. At the sports. Of Stanford's 97 NCAA team titles, 80 have been captured
hub of a vital and diverse Bay Area, Stanford is less than an hour's since 1980, placing Stanford at the top among the nation's most
drive or Caltrain trip south of San Francisco and just a few miles title-winning schools during that time. In 2009-10, Stanford won
north of the Silicon Valley, an area dotted with computer and high national championships in men's volleyball, women's tennis, and
technology firms largely spawned by the University's faculty and women's lightweight rowing. In 1999-2000, Stanford became the
graduates. On campus, students and faculty enjoy new libraries, first school in Pac-10 history to win conference championships in
modern laboratories, sports facilities, and comfortable residences. football, men's basketball, and baseball in the same year. Athletic
Contemporary sculpture, as well as pieces from the Iris and B. success has reached beyond The Farm, as well, with 48 Stanford
Gerald Cantor Center for Visual Arts at Stanford University's ex- athletes and coaches taking part in the 2008 Olympics in Beijing.
tensive collection of sculpture by Auguste Rodin, can be found Intramural and club sports are also popular; over 1,000 students
throughout the campus, providing unexpected pleasures at many take part in the club sports program, while participation in the
turns. intramural program has reached 9,000 with many active in more
The Cantor Center opened in January 1999. The center includes than one sport.
the historic Leland Stanford Junior Museum building, the Rodin Stanford graduates can be found in an extraordinary variety of
Sculpture Garden and a new wing with spacious galleries, audito- places: in space (Sally Ride, '73, Ph.D. '78, was the first American
rium, cafe, and bookshop. At the Stanford University Medical woman in space); on the news (Ted Koppel, M.A. '62, created the
Center, world-renowned for its research, teaching, and patient care, successful program Nightline); Broadway (David Henry Hwang,
scientists and physicians are searching for answers to fundamental '79, received a Tony Award for his celebrated work, M. Butterfly);
questions about health and disease. Ninety miles down the coast, at in San Francisco live theater (Carey Perloff, '80, artistic director of
Stanford's Hopkins Marine Station on the Monterey Bay, scientists the American Conservatory Theater); at the helm of major corpora-
are working to better understand the mechanisms of evolution and tions (Scott McNealy, '80, founded Sun Microsystems, Sergey
ecological systems. Brin, M.S. '95, and Larry Page, M.S. '98, founded Google, and
The University is organized into seven schools: Earth Sciences, Chih-yuan (Jerry) Yang, '94, and David Filo, '90, founded Yahoo);
Education, Engineering, the Graduate School of Business, Hu- and on the U.S. Supreme Court (two Stanford graduates, Anthony
manities and Sciences, Law, and Medicine. In addition, there are Kennedy, '58, and Stephen Breyer, '59, currently sit on the high
more than 30 interdisciplinary centers, programs, and research court; Sandra Day O'Connor, '50, J.D. '52, recently retired from the
laboratories including: the Hoover Institution on War, Revolution high court, and William Rehnquist, '48, J.D.'52, served until his
and Peace; the Freeman Spogli Institute for International Studies; death in 2005).
the Woods Institute for the Environment; the SLAC National Ac-
celerator Laboratory; and the Stanford Program for Bioengineer-
ing, Biomedicine, and Biosciences (Bio-X), where faculty from LOOKING AHEAD
many fields bring different perspectives to bear on issues and prob-
lems. Stanford's Bing Overseas Studies Program offers under- In her address to the Board of Trustees in July 1904, Jane Stan-
graduates in all fields remarkable opportunities for study abroad, ford said, "Let us not be afraid to outgrow old thoughts and ways,
with campuses in Australia, Beijing, Berlin, Florence, Kyoto, Ma- and dare to think on new lines as to the future of the work under
drid, Moscow, Oxford, Paris, and Santiago. our care." Her thoughts echo in the words of Stanford President
John Hennessy, who said in his message in the 2002 Annual Re-
STANFORD PEOPLE port, "Our bold entrepreneurial spirit has its roots in the founders
and our location in the pioneering West. In 1904, Jane Stanford
defined the challenge for the young University ... Each generation
By any measure, Stanford's faculty, which numbers approxi- at Stanford has taken this to heart and boldly launched new efforts,
mately 1,900, is one of the most distinguished in the world. It in- from the classroom to the laboratory ... We will continue to inno-
cludes 16 living Nobel laureates, 4 Pulitzer Prize winners, 19 Na- vate and invest in the future ... The pioneering spirit that led the
tional Medal of Science winners, 135 members of the National founders and early leaders to ‘dare to think on new lines' continues
Academy of Sciences, 251 members of the American Academy of to guide us."
Arts and Sciences, 88 members of the National Academy of Engi-
neering, and 30 members of the National Academy of Education.
Yet beyond their array of honors, what truly distinguishes Stanford
faculty is their commitment to sharing knowledge with their stu-
dents. The great majority of professors teach undergraduates both
in introductory lecture classes and in small freshman, sophomore,
and advanced seminars.
Enrollment in Autumn Quarter 2009 totaled 15,319, of whom
6,878 were undergraduates and 8,441 were graduate students. Like
•
James G. Coulter, Founding Partner, TPG Capital, LP, San
Francisco, CA
Lauren B. Dachs, President, S.D. Bechtel, Jr. Foundation, San
ORGANIZATION •
Francisco, CA
Steven A. Denning, Chairman, General Atlantic LLC, Green-
wich, CT
Web site: http://www.stanford.edu/about/administration/ • Bruce W. Dunlevie, General Partner, Benchmark Capital,
THE PRESIDENT •
•
Administrative Panel on Biosafety
Administrative Panel on Human Subjects in Medical Research-
The Founding Grant prescribes that the Board of Trustees shall 01
appoint the President of the University and that the Board shall • Administrative Panel on Human Subjects in Medical Research-
give to the President the following powers: 03
• To prescribe the duties of the professors and teachers. • Administrative Panel on Human Subjects in Medical Research-
• To prescribe and enforce the course of study and the mode and 04
manner of teaching. • Administrative Panel on Human Subjects in Medical Research-
• Such other powers as will enable the President to control the 05
educational part of the University to such an extent that the • Administrative Panel on Human Subjects in Medical Research-
President may justly be held responsible for the course of 06
study therein and for the good conduct and capacity of the pro- • Administrative Panel on Human Subjects in Medical Research-
fessors and teachers. 07
The President is also responsible for the management of finan- • Administrative Panel on Human Subjects in Medical Research-
cial and business affairs of the University, including operation of 08
the physical plant. • Administrative Panel on Human Subjects in Non-Medical
The President is responsible for the safety of the campus and Research-02
may take reasonable steps to protect the University including, but • Administrative Panel on Laboratory Animal Care
not limited to, barring people from campus who disrupt the normal • Administrative Panel on Radiological Safety
business operations of the University or who present a threat to the
safety of the University community. In extraordinary circum-
stances, the President may permanently discontinue students who
present a threat to the health and safety of the University commu-
THE PROVOST
nity. The Provost, as the chief academic and budget officer, adminis-
The President appoints the following, subject to confirmation ters the academic program (instruction and research in schools and
by the Board: Provost, Vice President for Business Affairs and other academic units) and University services in support of the
Chief Financial Officer, Chief Executive Officer of Stanford Man- academic program (including budgeting and planning, land and
agement Company, Vice President for Alumni Affairs and Presi- buildings, libraries and information resources, and student affairs).
dent of Stanford Alumni Association, Vice President for Develop- In the absence or inability of the President to act, the Provost be-
ment, Vice President for Public Affairs, Vice President and Gen- comes the Acting President of the University. The Provost shares
eral Counsel, Vice President for the SLAC National Accelerator with the President conduct of the University’s relations with other
Laboratory, and Vice President for Land, Buildings, and Real Es- educational institutions, groups, and associations.
tate.
For additional information, see the Office of the President web
site. SCHOOLS OF THE UNIVERSITY
COMMITTEES AND PANELS The program of instruction in the University is organized into
seven schools: Graduate School of Business, School of Earth Sci-
APPOINTED BY THE PRESIDENT ences, School of Education, School of Engineering, School of
Humanities and Sciences, Stanford Law School, School of Medi-
cine.
University Committees are appointed by and are primarily re- The deans of the schools report to the Provost.
sponsible to the President. Such committees deal with matters on
which the responsibility for recommendation or action is clearly
diffused among different constituencies of the University. In ac-
cordance with the Report on the Committee Structure of the Uni-
THE ACADEMIC COUNCIL
versity, Academic Council members are appointed to University Web Site: http://academiccouncil.stanford.edu/
Committees on nomination of the Senate Committee on Commit- According to the Articles of Organization of the Faculty, origi-
tees and student members on nomination of the Associated Stu- nally adopted by the Board of Trustees in 1904 and revised in
ASSOCIATED STUDENTS OF
STANFORD UNIVERSITY (ASSU)
Web Site: http://assu.stanford.edu
All registered students are members of the ASSU. They are go-
verned by the ASSU Constitution and Bylaws, which was last
revised and approved by student vote in April 2007.
Executive—The President and Vice President serve as the chief
executives and representatives for the Association. The Financial
Manager acts as business manager of the ASSU, CEO of Stanford
Student Enterprises (SSE), and controller of the Students’ Organi-
ADMISSION AND as the University considers relevant in the particular case) at the
end of any quarter of enrollment.
Students interested in nonmatriculated status during the Au-
FINANCIAL AID tumn, Winter, and Spring quarters should contact the Office of the
University Registrar, not the Office of Undergraduate Admission.
Note: newly admitted Stanford students (that is, those admitted to a
Stanford degree program) are not eligible to enroll for nonmatricu-
lated study for any quarter, except with the permission of the Vice
UNDERGRADUATE ADMISSION Provost for Undergraduate Education (or his or her designee) un-
der extenuating circumstances.
Stanford’s undergraduate community is drawn from throughout
ADMISSION AND FINANCIAL AID
GRADUATE ADMISSION
M.D. programs in Medicine). Application instructions may be which they have been admitted. Nonmatriculated students receive
found at http://gradadmissions.stanford.edu. academic credit for courses satisfactorily completed and may ob-
For admission to the following programs, apply directly via the tain an official transcript. As a general proposition, they may use
web sites below. University facilities and services. In classes of limited enrollment,
Business—Admission information is available for the M.B.A., students in degree programs have priority. Nonmatriculated stu-
Sloan Master's Program, and Ph.D. programs at dents may apply for housing but have a low priority for assignment
http://www.gsb.stanford.edu/admissions/. All applications must be and are not guaranteed housing. No fellowships, assistantships, or
submitted electronically. Stanford loans are available for nonmatriculated students. Nonma-
Law—Applicants for the JD degree should see the Law School triculated students are not eligible for a leave of absence.
Admissions web site at Nonmatriculated students who later apply for admission to a
http://www.law.stanford.edu/program/degrees/jd/jd_application/. degree program must meet the standard admission requirements
Applicants for LLM, JSM, JSD, and MLS degrees will find in- and should not anticipate special priority because of work com-
structions at pleted as a nonmatriculated student. Students who are admitted to a
http://www.law.stanford.edu/program/degrees/advanced/applicatio degree program may apply a maximum of 15 units of nonmatricu-
n/. These applications are submitted to the Director of Admissions, lated study toward the residency requirement for a master’s degree
School of Law, Stanford University, Stanford, CA 94305-8610. and 30 units for the Engineer or Ph.D. degree, subject to the ap-
The Law School Admissions Test is required. proval of the degree granting department.
M.D. Program—Applicants should see the M.D. admissions Application forms for nonmatriculated status during the regular
web site at http://med.stanford.edu/md/admissions or, for addi- academic year are available from Graduate Admissions, Office of
tional information about the M.D. program, write to Stanford Uni- the University Registrar, 630 Serra Street, Suite 120, Stanford, CA
versity School of Medicine, Office of M.D. Admissions, 251 Cam- 94305-6032. Deadlines for applying are included with the forms
pus Drive, MSOB X3C01, Stanford, CA 94305-5404. The Ameri- and are generally required two months before the start of the quar-
can Medical College Application Service (AMCAS) application is ter.
available at http://aamc.org. Applications and transcripts must be Applicants interested in nonmatriculated student status for the
received by AMCAS by October 15. The Medical College Admis- Summer Quarter only should contact the Summer Session Office,
sions Test is required. 482 Galvez Mall, Stanford, CA 94305-6079.
Coterminal Master’s Program—Interested Stanford under-
graduates should contact directly the department in which they POSTDOCTORAL SCHOLARS
wish to pursue a master’s degree and must adhere to the applica- Postdoctoral scholars are trainees in residence at Stanford Uni-
tion deadlines described above. versity pursuing advanced studies beyond the doctoral level in
preparation for an independent career. Postdoctoral scholars are
NONMATRICULATED STUDY (GRADUATE appointed for a limited period of time and may participate in Stan-
STUDENTS) ford research projects and/or may be supported by external awards
Eligibility for consideration for nonmatriculated enrollment is or fellowships. In all cases, their appointment at Stanford is for the
restricted to two groups of applicants: purpose of advanced studies and training under the sponsorship of
1. Stanford alumni who wish to return to Stanford to take courses a Stanford faculty member.
that are prerequisites for Medical School admission, such as Postdoctoral appointments require initial full-time engagement
undergraduate Biology or Chemistry courses, are eligible to in the designated research or study and are generally restricted to
apply for nonmatriculated status. An application form, applica- those who have earned a terminal degree such as Ph.D. or J.D.
tion fee, statement of purpose, and three letters of recommen- within the last three years or a medical degree such as M.D.,
dation are required. The decision to admit or deny is made by M.B.B.S., or D.D.S. within the last six years. Requests for excep-
the Director of Graduate Admissions on the basis of relevant tions for individuals who are beyond these limits, or have not been
factors, including a 3.0 GPA and positive letters of recommen- actively engaged in research as their primary effort, must include a
dation. written statement from the sponsoring faculty member indicating
Applicants who graduated from other universities are what additional training outside the primary area of effort the indi-
not eligible to take the prerequisites for Medical School at vidual plans to receive, and the reasons for which the exception is
Stanford. requested. Postdoctoral scholars are appointed at Stanford for fixed
2. Individuals who hold a bachelor’s degree or equivalent and terms, typically one year but that may eventually total up to four
wish to take courses in a specific department that allows non- years, and are subject to a strict five-year rule (that is, that the total
degree students are eligible to apply for nonmatriculated status. postdoctoral appointment period is not to exceed a total of five
An application form, application fee, statement of purpose, years of postdoctoral research experience at all institutions com-
original transcripts, and three letters of recommendation are bined). In cases of combined training, only the years of active re-
required. The decision to admit or deny is made by the chair of search at the postdoctoral level are counted for salary and other
the department in which they wish to take courses and con- purposes. Postdoctoral scholars who begin a second postdoctoral
veyed in writing to the Graduate Admissions Office. Appli- appointment in a new field may have training extended to a maxi-
cants are notified of the decision by Graduate Admissions in mum total of up to six years. Postdoctoral scholars may request
the Office of the University Registrar. temporary reductions in effort and pay due to temporary family or
other conditions.
Students who are granted nonmatriculated status are charged
department in which they wish to study or check for postdoctoral employer as a participating company of the Stanford Center for
openings at http://postdocs.stanford.edu/prospects/index.html. For Professional Development. For more information, see
more information, see http://postdocs.stanford.edu. http://scpd.stanford.edu, or phone (650) 725-3000.
VISITING RESEARCHERS
In limited instances, it is to the benefit of Stanford faculty to VISAS
permit persons who have not yet obtained a Ph.D. (or its foreign
equivalent) or who are not recognized experts in their fields to In order to register as students, Stanford University requires
engage in research on the Stanford campus using Stanford research that all those who are not U.S. citizens or U.S. registered perma-
facilities. Such instances include students at other universities who nent residents must obtain and maintain an appropriate visa status
are engaged in graduate-level research in a field of interest to the for their stay in the United States. The types of student visas spon-
faculty member, a person doing a laboratory rotation as part of a sored by Stanford include the following:
larger research study or grant, or employees of companies who are 1. Student Visa (F-1), obtained with an I-20 Certificate of Eligi-
conducting research which requires specialized equipment avail- bility issued by Stanford University. The graduate student on
able only at Stanford. an F-1 visa must enroll in a full course of study. The accompa-
In these instances, they may be eligible to apply to register as nying spouse or child enters on an F-2 visa. F-2 visa holders
nonmatriculated graduate students in the visiting researcher cate- may not hold employment or engage in business under any cir-
gory for one year. Invited persons must be qualified to conduct cumstances. The F-2 spouse of an F-1 student may not engage
research at a level comparable to that of other Stanford graduate in full-time study, and the F-2 child may only engage if the
students, and the research must be of benefit to Stanford as well as study is in an elementary or secondary school (kindergarten
to the visitor. Application for Admission forms for visiting re- through twelfth grade). The F-2 spouse and child may engage
searchers are submitted to Graduate Admissions, Office of the in study that is avocational or recreational in nature.
University Registrar by the department issuing the invitation. 2. Exchange Visitor Visa (J-1), obtained with a DS-2019 Certifi-
Visiting researchers pay the Permit for Services Only (PSO) cate of Eligibility issued by Stanford University or a sponsor-
rate and may waive the University’s student medical insurance ing agency. This visa is required for graduate students spon-
plan only if they have comparable coverage with another carrier sored by certain agencies, foundations, and governments. In
and submit proof of the comparable coverage prior to the term start some cases, exchange visitors must leave the United States at
date. They are not permitted to enroll in or audit any courses, but the conclusion of their programs, may not change to non-
in quarters they are registered as visiting researchers they are eligi- student visa status, and may not apply for permanent residency
ble for the usual student benefits of nonmatriculated student status. in the United States until they have returned to their home
However, in a few instances, visiting researchers may be invited to countries for at least two years. The accompanying spouse or
apply for nonmatriculated graduate non-degree student status. child of an exchange visitor enters on a J-2 visa and may, in
Once non-degree student status is granted, they must pay the regu- some cases, obtain permission to work. J-2 dependents can ap-
lar tuition rate and will be eligible to enroll in courses. It is impor- ply for an Employment Authorization document from U.S. Ci-
tant to note, however, that permission to enroll in any specific class tizenship and Immigration Services in order to be employed in
is not guaranteed in the non-degree approval process. Information the U.S. There is no regulatory restriction on study for J-2 de-
on nonmatriculated non-degree student eligibility requirements and pendents.
application forms can be obtained from Graduate Admissions, The Certificate of Eligibility (I-20/DS-2019) is issued to an
Office of the University Registrar. admitted student after receipt of certification of adequate financial
Visiting researchers may apply for housing, but have a low pri- support. An F-1 student transferring from another U.S. school must
ority for assignments. No Stanford fellowships, assistantships, or obtain a new I-20 document from Stanford and complete a transfer
Stanford loans are available for visiting researchers. Stanford can- process at the Bechtel International Center no later than 15 days
not certify visiting researchers for deferment of U.S. educational after the effective date of the transfer. A J-1 student transferring
loans. Citizens of other countries who enter the United States to be from another U.S. school must obtain a new DS-2019 document
visiting researchers at Stanford must have a DS-2019 Certificate from Stanford and complete a transfer process at the Bechtel Inter-
(to apply for a J-1 visa) issued by the Bechtel International Center national Center no later than 30 days after the effective date of the
and must register each quarter, including Summer Quarter, to transfer.
maintain their visa status. Information on visas is sent to admitted graduate students in the
See also the Research Policy Handbook, Procedures for Regis- Welcome to Stanford guide, mailed by Graduate Admissions, Of-
tering Visiting Researchers (RPH 9.7) at http://rph.stanford.edu/9- fice of the University Registrar. Information on visas for postdoc-
7.html. toral scholars and visiting researchers is available at the Bechtel
International Center web site http://stanford.edu/dept/icenter.
HONORS COOPERATIVE PROGRAM
The Honors Cooperative Program (HCP) is a part-time gradu-
ate program offered by Stanford University. It allows working
HOLDS AND RESCISSION
professionals, who may be eligible for tuition support through their
employer, an opportunity to earn a graduate degree in any of the By applying for admission to Stanford University academic
programs, applicants certify that the information they provide in
degree during the investigation into any such matter. APPLICANT DOCUMENTS
Students with unmet financial (or other university) obligations U.S. citizens and U.S. registered permanent residents who wish
resulting in the placement of a hold on their registration cannot to be considered for all available funding administered by Stanford
receive a transcript, statement of completion, degree certificate, or should submit the following documents:
diploma until the hold is released. 1. Free Application for Student Aid (FAFSA): file online at
http://fafsa.ed.gov. Stanford's school code is 001305. Fresh-
UNDERGRADUATE FINANCIAL AID man applicants who are California residents must file the
FAFSA and submit a GPA Verification Form to the California
Student Aid Commission (CSAC) by March 2, 2011, for Cal
The University has a comprehensive need-based financial aid Grant consideration.
program for its undergraduates who meet various conditions set by 2. CSS PROFILE application: file online at
federal and state governments, the University, and other outside http://profileonline.collegeboard.com. Stanford's school code is
agencies. Students are admitted without consideration of their fi- 4704.
nancial circumstances, except in the case of international students. 3. Copies of parents' 2010 W-2 forms. Continuing students
In awarding its own funds, the University assumes that students should submit copies directly to the FAO. New applicants
and their parents accept the first and primary responsibility for should submit signed copies of their parents' 2010 federal tax
meeting educational costs. Stanford's policy generally is to exclude returns and W-2 forms to the CSS IDOC service.
undergraduates from being considered financially independent of U.S. citizens and U.S. registered permanent residents who wish
their parents for University-administered scholarship aid unless a to apply only for federal aid consideration do not need to file the
student is an orphan, a ward of the court, or at least 25 years of CSS PROFILE; they should file the FAFSA and submit tax docu-
age. Spouses of married undergraduate students share in the re- ments directly to the FAO.
sponsibility to meet educational costs. New International students should submit the CSS PROFILE
Stanford expects financial aid applicants to apply for and use application online at http://profileonline.collegeboard.com. The
resources from state, federal, and private funding sources, contrib- Certification of Finances form available from our web site should
ute from their earnings during nonenrollment periods (for example, be submitted directly to the FAO. Canadians should also submit
summer), and use earnings from part-time employment during the tax documents as listed above. Continuing international students
academic year to meet educational expenses. If Stanford deter- will be asked to submit the International Student Financial Aid
mines that an applicant and his or her family cannot meet these Application and Certification of Finances directly to the FAO.
expenses, the University may offer financial aid funds to help meet Students whose application materials are filed after the priority
these costs. filing deadlines or who have not secured all external need-based
The amount of scholarship or grant funds offered to students is funds such as Pell and Cal Grants can expect higher amounts of
determined by the difference between the comprehensive cost of student responsibility in their financial aid packages.
attendance (including tuition, fees, room, board and allowances for Applicants and their parents are required to submit accurate and
books, supplies, personal expenses, and travel) and the amount the complete information on all application documents. The University
student and parents can reasonably be expected to contribute to- participates in the U.S. Department of Education's Quality Assur-
ward educational costs based on family financial circumstances. ance Program to evaluate the accuracy of aid application data. As
Scholarships from outside sources may change the University's part of this program, the FAO may request additional documenta-
financial aid award. When a student receives outside scholarships, tion to verify reported data. Students who fail to submit the re-
these funds reduce or eliminate the student's responsibility to con- quested documentation will have their financial aid funds withheld
tribute from job earnings. If the total in outside scholarships ex- or canceled and their future registration placed on hold. Financial
ceeds the student's responsibility (approximately $4,750 in most aid awards may change as a result of the verification process.
cases), the University then reduces institutional scholarship, dollar
for dollar, by any additional amount. NOTIFICATION DATES
Students are considered for University scholarship eligibility In December, the FAO notifies Restrictive Early Action appli-
during their first four years of undergraduate enrollment. The Fi- cants who apply by the November filing date of their estimated
nancial Aid Office (FAO) considers applicants for University financial aid award. The FAO notifies freshman applicants who
UNDERGRADUATE TUITION
Graduate 11-18 units $12,900
and Sciences, Law, Medicine, and Graduate Business are allowed
Graduate 8-10 units $8,390
a maximum of 6 transfer (quarter) units.
Graduate Engineering 11-18 units $13,740
Stanford University is required to certify only those courses
that meet minimum graduation requirements. Courses not directly Graduate Engineering 8-10 units $8,930
related to a student's degree program or courses beyond those re- Graduate School of Business, first year MBA $17,706
quired for a specific degree program are not certified. Graduate School of Business, second year $17,107
MBA
Stanford participates in the Yellow Ribbon provision of the
School of Medicine (M.D. Program—FY $14,732
Post 9/11 GI Bill (Ch. 33). If a student qualifies for Chapter 33 2011 and beyond)*
benefits at the 100% level, the student will receive additional fund- School of Medicine (M.D. Program—FY $15,531
ing through the Yellow Ribbon Program. Under this program, 2010 and earlier)*
Stanford provides an annual award of $3,000 to supplement the Stanford Law School $14,960
Chapter 33 base tuition benefit. The VA matches Stanford's Yel-
low Ribbon contribution, so the student receives a combined total *Ph.D. students in the Biomedical Sciences and in Graduate Business are assessed the
of $6,000 in additional funds. The amount of the institutional con- regular graduate tuition rate.
tribution is higher (up to $7,500) for graduate students enrolling at For complete tuition information, see the Registrar's tuition
Graduate School of Business. web site at
http://studentaffairs.stanford.edu/registrar/students/tuition-fees_10-
11.
Regular tuition fees apply to the undergraduate Overseas Stud-
ies and Stanford in Washington programs. For Summer Quarter
tuition rates and policies, see
http://studentaffairs.stanford.edu/registrar/students/summer-
tuition_10-11.
A coterminal student is subject to graduate tuition assessment
and adjustment policies once graduate standing is reached. Coter-
minal students should see the student policies and procedures for
tuition assessment, as described under "Residency and Unit Re-
quirements in Coterminal Programs" in the “Graduate Degrees”
section of this bulletin.
Eligibility for registration at reduced tuition rates is described
below. Tuition exceptions may also be made for illness, disability,
pregnancy, new-parent relief, or other instances at the discretion of
the University. No reduction in tuition charges is made after the
first two weeks of the quarter.
All students are advised, before registering at less than the reg-
ular full-tuition rate, to consider the effects of that registration on
their degree progress and on their eligibility for financial aid and
awards, visas, deferment of student loans, and residency require-
ments.
The University reserves the right to change at any time, without
prior notice, tuition, room fees, board fees, or other charges.
UNDERGRADUATE TUITION
During Autumn, Winter, and Spring quarters, undergraduates
are expected to register at the regular full-tuition rate.
During Summer Quarter, Stanford undergraduates may register
on a unit-basis (minimum 3 units). For Summer Quarter tuition
rates and policies, see
http://registrar.stanford.edu/students/finances/summer.htm.
The following reduced-tuition categories can be requested by
matriculated undergraduate students in the final stages of their
degree program:
1. Permit to Attend for Services Only (PSO)—Undergraduates
completing honors theses, clearing incompletes, or requiring a
registration status, and who meet the PSO conditions listed in the
"Special Registration Statuses (Undergraduate)" section of this
requirements, and meet the Graduation Quarter conditions listed in Each quarter, TGR students must enroll in the 801 (for mas-
the "Special Registration Statuses (Undergraduate)" section of this ter’s and Engineer students) or 802 (for doctoral students)
bulletin. The Graduation Quarter rate is $100 per quarter in 2010- course in their department for zero units, in the appropriate
11. section for their adviser. TGR students register at a special
tuition rate: $2,517 per quarter in 2010-11. TGR students
may enroll in up to 3 units of course work per quarter at this
GRADUATE STUDENT TUITION tuition rate. Within certain restrictions, TGR students may
enroll in additional courses at the applicable unit rate. The
Matriculated graduate students are expected to enroll for at additional courses cannot be applied toward degree require-
least eight units during the Autumn, Winter, and Spring quarters. ments since all degree requirements must be complete in or-
Schools and departments may set a higher minimum. During the der to earn TGR status.
Autumn, Winter, and Spring quarters, matriculated graduate stu- 2. Graduate Tuition Adjustment—Graduate students who need
dents in most departments may register at the reduced 8-, 9-, or 10- fewer than 8 units to complete degree requirements or to qual-
unit tuition rate if their enrollment plans are accepted by their de- ify for TGR status, may register for one quarter on a unit basis
partments. Students in the Stanford Law School, in the MBA pro- (3 to 7 units) to cover the deficiency. This status may be used
gram in the Graduate School of Business, or the M.D. program in only once during a degree program. For per-unit tuition rates,
the School of Medicine, should consult appropriate school officers see the Registrar's tuition web site at
about tuition reduction eligibility. http://registrar.stanford.edu/students/finances.
Graduate students who are enrolled in more than one graduate 3. Graduation Quarter—Registration is required for the term in
degree at Stanford, where each program charges a different tuition, which a student submits a dissertation or has a degree con-
are charged: ferred. Students who meet the conditions listed in the "Gradua-
1. the tuition associated with a degree in the doctoral/professional tion Quarter" section of this bulletin are eligible to be assessed
category, if the other degree is in the master's category. Those a special tuition rate of $100 for the quarter in which they are
degrees in the doctoral or professional category for tuition pur- receiving a degree.
poses are the Ph.D., D.M.A., J.S.D., M.D., and J.D. degrees.
Those degrees in the master's category for tuition purposes are
the Engineer, M.A., M.S., M.P.P., M.B.A., M.F.A., L.L.M.,
INTERNATIONAL STUDENTS
M.L.S., and J.S.M. degrees.
2. the higher tuition rate, if both degrees are in the same category. F-1 or J-1 visas are required by the U.S. Department of Home-
3. a University-approved tuition rate if the student is in a special land Security. International students must be registered as full-time
program for which specific tuition agreements have been ap- students during the academic year. Summer Quarter registration is
proved by the Faculty Senate (e.g., all joint degree programs not required unless the I-20/DS-2019 notes the Summer Quarter as
(JDPs) or the Master of Science in Medicine program). the start date. International graduate students comply with immi-
Honors Cooperative students register at the per-unit rate. gration regulations while enrolled for partial tuition if their Stan-
During the Summer Quarter registration is not required by ford fellowships or assistantships require part-time enrollment, if
Stanford University and does not substitute for registration during they are in TGR status, or if they are in the final quarter of a de-
the academic year. Students are required to be enrolled Summer gree program. Nonmatriculated international students must register
Quarter if, during that quarter, they will meet any of the criteria for at least 8 units.
listed in the "Enrollment Requirements" section of the "Graduate
Degrees" section of this bulletin. Graduate students who do enroll
Summer Quarter may reduce their enrollment to a minimum of one APPLICATION FEE
unit (charged on a per-unit basis, with a minimum tuition charge at
the 1-3 unit rate) unless the terms of a fellowship or other financial Contact the Undergraduate Admission Office for information
support, or of their particular degree program, require a higher about the undergraduate application fee and the Graduate Admis-
level of enrollment. TGR students who enroll in summer pay the sion section of the Office of the University Registrar for the cur-
TGR rate and must enroll in the required zero-unit course. Students rent graduate application fee. Application fees for the School of
in the schools of Law, Business, or the M.D. program should con- Law, the School of Medicine, and the Graduate School of Business
sult appropriate school officers regarding summer enrollment re- vary by program. Fees are payable at the time of application and
quirements. Students possessing an F1 or J1 student visa may be are not refundable.
subject to additional course enrollment requirements in order to
retain their student visas.
Tuition exceptions may also be available for students who are ASSU FEES
faculty spouses, regular Stanford employees, or full-time educators
in the Bay Area. The Associated Students of Stanford University (ASSU) fees
Nonmatriculated graduate students pay the same tuition rates as are established by student vote in Spring Quarter. Fees directly
matriculated students, but must register for at least 8 units. Visiting fund activities of student organizations and not operations of
researchers pay the Permit for Services Only (PSO) rate; they may ASSU. The 2010-11 fees are:
not enroll in or audit courses. Within certain restrictions, postdoc- • Undergraduates—$111 per quarter
DOCUMENT FEE
only, regardless of the number of degrees a student may ultimately
pursue. It covers the cost of a variety of University administrative PAYMENTS
services such as enrollment and degree certification, course drops
and adds done in Axess before published deadlines, diplomas, By accepting Stanford's offer of admission and enrolling in
official transcripts and their production, and credential files main- classes, each student accepts responsibility for paying all debts to
tained by the Career Development Center. the University, including tuition and fees, for which he or she is
The document fee for students admitted to new degree or non- liable.
degree programs in 2010-11 is $200. Charges and credits from offices within the University are ag-
gregated in a student’s individual account and presented on the
University bill. Student Financial Services sends the University bill
CAMPUS HEALTH SERVICE FEE electronically to students monthly via Stanford ePay. Students may
view their account online 24 hours a day, seven days a week, via
All students enrolled on the main Stanford campus are required Stanford ePay at http://axess.stanford.edu. Payments should be
to pay the Campus Health Service Fee. The Campus Health Serv- made online through Stanford ePay. If necessary, the bill and a
ice Fee covers most of the services provided by Vaden Health payment stub may be printed from Stanford ePay.
Center, including primary care medical visits, psychological evalu- Term fees, such as tuition, fees, room, board, and health insur-
ation and short-term therapy at Counseling and Psychological Ser- ance, are due and must be received by the 15th of the month. On-
vices (CAPS), and health and wellness programs. The services line payments via Stanford ePay can be made up to midnight PST
provided by Vaden Health Center are not covered by Cardinal on the 15th of the month. Mailed payments must be postmarked by
Care or a student's private health insurance. More information and 5:00 p.m. on the 15th of the month.
answers to questions about the fee can be found at After the start of the term, adding units may result in additional
http://vaden.stanford.edu/fees/index. tuition charges. Other fees, such as room damage repair charges,
petition fees, late fees, lab fees, library fees, DMCA file-sharing
related fees and other miscellaneous fees, are due after they are
HEALTH INSURANCE billed.
An individual's registration as a Stanford student constitutes his
The University requires all registered students to carry medical or her agreement to make timely payment of all amounts due.
insurance to provide coverage for services not provided by Vaden FORMS OF PAYMENT
Health Center. Students are enrolled in and charged for the Stan- Stanford's standard method of payment is electronic check
ford student health insurance plan, Cardinal Care, unless they have (eCheck) using the online service, Stanford ePay. No fee is associ-
completed waiver procedures by the waiver deadline. ated with eCheck. See
For complete information on health insurance, see http://fingate.stanford.edu/students/universbill/resources/stanford_
http://vaden.stanford.edu/insurance/. epay.html for ePay payment instructions. If online payment is im-
Those who carry medical insurance through an alternate carrier possible, students may mail or deliver payment to the Student Ser-
are generally eligible for waiver of the Stanford student health vices Center.
insurance plan. For information on waiver procedures, see Stanford accepts the following forms of payment: Stanford
http://vaden.stanford.edu/insurance/using_your_own.html#waive. ePay eCheck, personal check, cashier’s check, money order, trav-
elers checks in U.S. funds drawn on U.S. banks, cash, and wire
SPECIAL FEES transfer (recommended for foreign students,
http://fingate.stanford.edu/students/universbill/payment_methods.h
see
the philosophy that living and learning are integrated and that for- may be given. Alternatively, the University may determine that
mal teaching, informal learning, and personal support in residences students receive refunds on the same basis as those receiving
are integral to a Stanford education. Meals play a key role in this leaves of absence, or on some other appropriate basis.
mission of community building, leading, and learning. Therefore,
residents of specially designated University residence halls (Bran- LEAVES OF ABSENCE
ner, Crothers/ Crothers Memorial, Florence Moore, Lakeside, A student in good standing who desires or is required to take a
Manzanita, Murray, Ricker, Stern, Toyon, Wilbur, and Yost) are leave of absence from the University after the first day of instruc-
required to participate in a Stanford Dining meal plan. Stanford tion, but before the end of the first 60 percent of the quarter (term
Dining is committed to excellence by providing meal plans that withdrawal deadline), may file a petition for a leave of absence and
offer significant value, the highest quality, and maximum flexibil- tuition refund with the Student Services Center. A leave of absence
ity of dining across campus. after the first 60 percent of the quarter (term withdrawal deadline)
Stanford Dining serves 19 meals each week: breakfast, lunch is only granted for approved health and emergency reasons. For
and dinner, Monday through Friday, and brunch and dinner on the more information on leaves of absence, undergraduates should see
weekends. There are three meal plans to choose from: 19 the "Leaves of Absence and Reinstatement (Undergraduate)" sec-
meals/week, 14 meals/week plus Meal Plan Dollars, and 10 tion of this bulletin, and graduate students should see the "Leaves
meals/week plus Meal Plan Dollars. of Absence and Reinstatement (Graduate)" section of this bulletin.
Up to 50 Meal Plan Dollars are carried over into the following
quarter for those enrolled in a Stanford Dining Meal Plan during ROOM AND MEAL PLAN REFUNDS
the following quarter. This includes Autumn to Winter, Winter to Students assigned to a University residence are subject to the
Spring, Spring to Summer, and Summer to Autumn quarters). terms of the University Residence Agreement, and are required to
Meal plans are billed on a quarterly basis, and the cost is de- live in University Housing for the full duration of their signed
termined by the number of service days in each quarter. Meal Plan contract. The text of the University Residence Agreement is avail-
Dollars provided as part of the 14 meal/week and 10 meal/week able at http://www.stanford.edu/dept/rde/shs/res_agree.htm.
plans also vary, depending on the number of days in each quarter. Room refunds are made only when students move out of the
Stanford meal plan rates are available at the Stanford Dining residence system and graduate from or cease to be enrolled at the
web site. University. Eligibility for refunds is listed in the Residence
Agreement and in the online termination form at
REFUNDS http://onlinetoc.stanford.edu. Filing a termination of occupancy
form and moving out of Student Housing does not necessarily
entitle a student to a refund. Students in all-male fraternities or all-
Students who withdraw from the University before the end of a female sororities are billed directly by the fraternity or sorority,
term may be eligible to receive refunds of portions of their tuition and refunds are arranged between the student and the fraternity or
under certain limited circumstances. sorority.
A meal plan refund is based on the date when a student moves
ANNULLED REGISTRATION out of University residence and is approved under conditions as
Students who take a leave of absence or summer annulment specified in the Residence Agreement. If a student uses the meal
from the University voluntarily before the first day of instruction plan after that date, an additional daily charge incurs.
may have their registrations annulled. Tuition is refunded in full. Any decision to refund prepaid room and meal plan charges or
Such students are not included in University records as having to waive liability for deferred charges is made at the sole discretion
registered for the term and new students do not secure any privi- of the University. Students with questions about refunds should
leges for admission for any subsequent quarter as returning stu- contact Housing Assignments for room refunds or the central of-
dents. An annulment does not automatically cancel health coverage fice of Stanford Dining for residential meal plan refunds.
unless the annulment is granted before the first day of instruction.
Financial aid recipients should be aware that a proportion of any
refund is returned to the various sources of aid. TUITION REFUND SCHEDULE
CANCELLATION OF REGISTRATION OR Students who take an approved leave of absence or summer an-
SUSPENSION FOR CAUSE nulment are eligible for a tuition refund during the first 60 percent
Students who have their registrations canceled or are suspended of the quarter, until the term withdrawal deadline. Refunds are
calculated on a per diem basis (including weekends and University
from the University for cause generally receive refunds on the
holidays) starting the first day of instruction of each quarter. Tui-
same basis as those receiving leaves of absence unless otherwise
specified. A student whose registration is canceled less than one tion is charged on a daily basis (including weekends and holidays)
week after the first day of instruction for an offense committed through the first 60 percent of the quarter (term withdrawal dead-
line). After the first 60 percent of the quarter (term withdrawal
during a preceding quarter receives a full refund of tuition fees.
deadline), students are liable for the full amount of tuition that they
were charged. Health insurance charges are not refundable after
the first day of instruction.
HOUSING
Tuition tion is responsible for the administration of local undergraduate
residence offices.
Graduate Engr. 8-9-10 $108.90 $120.68 $124.03 $165.37
Unit Rate
HOUSING RATES
Last Date for Tuition Nov. 8. Feb. 17, May 11, July 23, Complete information on housing is available at
Refund 2010 2011 2011 2011 http://housing.stanford.edu. Campus housing rates are generally
below local area market rents.
For example: an undergraduate, who was charged the tuition • See undergraduate housing to apply for 2010-11 housing; rates
rate of $12,900 for Autumn Quarter, becomes ill and informs the are available at
Student Services Center on the 10th day of the quarter that he or
http://housing.stanford.edu/ugrad/ugrad_rates_10.htm.
she wants to take a leave of absence. If the petition is approved, the
student is charged for 10 days of tuition (10 days x $157.32 per • See graduate housing to apply for 2010-11 housing; rates are
day) or $1,573.20. available at
Separate schedules exist for students paying the medical, law, http://www.stanford.edu/dept/rde/shs/pdfs/grad_rates_10.pdf.
graduate business, or summer session rates. These 2010-11 sched- All rates are per student and include utilities and coinless laun-
ules are available at the Registrar's tuition web page at dry. Room rates are charged quarterly on the University Bill. In-
http://studentaffairs.stanford.edu/registrar/students/tuition-fees_10- formation on payment options and procedures is discussed in hous-
11. ing assignment information from Housing Assignments and is
Tuition refunds are calculated based on the date that the stu- available in complete detail from the Student Services Center, 2nd
dent's leave of action petition is submitted. floor of Tresidder Memorial Union, 459 Lagunita Drive, Stanford
Students may not be entitled to any financial aid credits such as University, Stanford, CA 94305-6036.
federal loans or University scholarships or grants that were previ- A quarterly house dues fee for students is generally determined
ously placed on their accounts. The Financial Aid Office can con- by the local residence staff and/or residents of the house and may
firm any amounts that may have been withdrawn from a student’s be included with room and board charges on their University Bill.
account as a result of not being enrolled. Students who live in housing are automatically assessed a tele-
The amount refundable based on the criteria outlined above, an communications fee on their University Bill that covers in-room
overpayment of fees, or financial aid awards in excess of fees is network connections and a land-line phone with basic telephone
presented on the University bill in Stanford ePay. Refunds are service.
processed routinely throughout the term. Refunds may be re-
quested via HelpSU (http://helpsu.stanford.edu, request category UNDERGRADUATE RESIDENCES
Student Services, request type University Bill/Student Account), or Approximately 95 percent of undergraduates live in University
in person or by phone at the Student Services Center. housing, not counting students studying abroad during the aca-
Direct deposit is Stanford University's standard method for demic year. All freshmen and transfers are required to live in Uni-
providing student refunds. Students are advised to maintain up-to- versity residences for educational reasons and are automatically
date direct deposit details in Axess for fast, convenient receipt of assigned housing following admission.
funds. Students who have not established direct deposit receive a Residence assignments for continuing undergraduates are made
check mailed to the mailing address as recorded in Axess. Checks on the basis of an annual lottery, called the Draw, and quarterly
for those without a mailing address are sent to the permanent home waiting lists. Undergraduates are guaranteed four years of Univer-
address. Checks cannot be picked up on campus as they are mailed sity housing (two or three years for transfer students based on their
from a Wells Fargo processing center. entering class standing) if:
Tuition payments made to the University under certain specific 1. they are in compliance with the University housing agreement
tax benefit programs prohibit tuition refunds to the student or do- and University polices
nor. For more information about these programs, contact the Stu- 2. they apply by the appropriate Draw deadlines
dent Services Center. 3. and, they are willing to live anywhere on campus.
Undergraduate residences include traditional residence halls,
HOUSING language and culture residences, crosscultural theme houses, stu-
dent-managed and cooperative houses, apartments, suites, fraterni-
ties, and sororities.
University housing is available to enrolled Stanford students.
Student Housing, a division of Residential and Dining Enterprises, GRADUATE RESIDENCES
is responsible for: managing, maintaining, and cleaning the physi-
cal plant of student residences; assigning students to housing; and Web Site: http://www.stanford.edu/dept/rde/shs/grad/apply_10.htm
operating the regional housing front desks. Information on Univer- Assignment to Graduate Residences—Over 57 percent of ma-
sity housing assignments, options, policies, application procedures, triculated graduate students live in Stanford student housing. Resi-
and deadlines may be obtained from Housing Assignments online dence assignments are made on the basis of an annual lottery and
at http://studenthousing.stanford.edu, by mail or in person at 630 quarterly waiting lists. New matriculated students are guaranteed
Serra Street, Suite 110, Stanford University, Stanford, CA 94305- University housing if:
6034, by telephone at (650) 725-2810, or by email at housingas- 1. they are in compliance with the University housing agreement
signments@lists.stanford.edu. Information regarding off-campus and University policies;
students are given five additional years of limited priority for hous-
ing. Limited priority years are not automatically cumulative, so
students do not receive additional years of limited priority for sub-
sequent degrees. If a student completes a master’s program and
then moves to a doctoral program, they receive four additional
limited priority years, which is the difference between the alloca-
tion for a master’s and a doctoral program. Students who live in
residences that are open year-round and who remain in continuous
occupancy in their rooms or apartments may renew their contracts
annually if they meet certain eligibility requirements. Students who
live in residences that are open only during the academic year, or
who want to change residences, re-enter the lottery each year. Ap-
proximately 80% of continuing student applicants are assigned
housing each year.
Single graduate students may request assignment to graduate
apartments and residence halls, or to spaces in six undergraduate
cooperative houses.
Couples without children may request assignment to either fur-
nished or unfurnished one-bedroom apartments. Couple housing is
available to students who are married and to students who have a
same-sex or opposite-sex domestic partner. At Stanford University,
a domestic partnership is defined as an established, long-term part-
nership with an exclusive mutual commitment in which the part-
ners share the necessities of life and ongoing responsibility for
their common welfare.
One-, two-, and three-bedroom apartments (furnished and un-
furnished) are provided for students with children, based on the
number of dependents. Housing for students with children is avail-
able to married couples, domestic partners, and single parents who
have dependent children living with them. Housing is not provided
for extended families, including the parents and siblings of stu-
dents, or live-in day care staff.
COMMUNITY HOUSING
Community Housing maintains computerized listings of private
rooms, houses, and apartments in surrounding communities that
are available to students who want to live off-campus. Students
must make rental arrangements directly with landlords. Informa-
tion on community housing may be obtained from Community
Housing at http://offcampus.stanford.edu, by mail or in person at
630 Serra Street, Suite 110, Stanford University, Stanford, CA
94305-6034, by telephone at (650) 723-3906, or by email at com-
munityhousing@lists.stanford.edu. During early September, tem-
porary accommodations are available in student residence halls at a
modest charge for students searching for off-campus housing for
Autumn Quarter. Contact Stanford Conference Services for more
information at (650) 725-1429.
DEGREES AND without overlapping courses are not eligible for the B.A.S., but
may apply to have a secondary major recorded on their transcripts.
(See "The Major" in the "Undergraduate Degrees and Programs"
DEGREE REQUIREMENTS
ter's program after these deadlines must apply through the regular clear and effective English prose. Words are the vehicles for
graduate admissions process. thought, and clear thinking requires facility in writing and speech.
To apply for admission to a coterminal master's program, stu- The Language Requirement ensures that every student gains a
dents must submit to the prospective graduate department the fol- basic familiarity with a foreign language. Foreign language study
lowing: coterminal application, statement of purpose, preliminary extends the student's range of knowledge and expression in signifi-
program proposal, two letters of recommendation from Stanford cant ways, providing access to materials and cultures that other-
professors, and a current Stanford transcript. Graduate Record wise would be out of reach.
Examination (GRE) scores or other requirements may be specified The General Education Requirements provide guidance toward
by the prospective department. the attainment of breadth and stipulate that a significant share of a
For coterminal students, the quarter following completion of 12 student's work must lie outside an area of specialization. These
full-tuition undergraduate quarters is identified as the first graduate requirements ensure that every student is exposed to different ideas
quarter for tuition assessment. Beginning with this quarter, coter- and different ways of thinking. They enable the student to ap-
minal students are subject to graduate student policies and proce- proach and to understand the important ways of knowing how to
dures (including those described in the "Graduate Degrees" section assess their strengths and limitations, their uniqueness, and, no less
of this bulletin) in addition to undergraduate minimum progress important, what they have in common with others.
standards. These policies include continuous registration or leaves Depth, the intensive study of one subject or area, is provided
of absence for quarters not enrolled and minimal progress guide- through specialization in a major field. The major relates more
lines. specifically to a student's personal goals and interests than do the
In the first graduate quarter, a coterminal student is assigned an general requirements outlined above. Stanford's curriculum pro-
adviser in the master's department for assistance in planning a vides a wide range of standard majors through its discipline-
program of study to meet the requirements for the master's degree. oriented departments, a number of interdisciplinary majors in addi-
The plan is outlined on the Program Proposal for a Master's De- tion to department offerings, and the opportunity for students to
gree, which is approved by the master's department by the end of design their own major programs.
the first graduate quarter. Authorizations for master's programs Elective courses, which are not taken to satisfy requirements,
expire three calendar years from the first graduate quarter. An play a special role in tailoring the student's program to individual
extension requires review of academic performance by the depart- needs. For most students, such courses form a large portion of the
ment. work offered for a degree. Within the limitations of requirements,
The specific University residency, unit requirement, and addi- students may freely choose any course for which previous studies
tional policies for a bachelor's/master's program are described un- have prepared them.
der Coterminal Programs Residency Requirement in the "Graduate Following are more detailed descriptions of these various re-
Degrees" section of this bulletin. For University application forms, quirements and the rationales upon which they are based.
see
http://studentaffairs.stanford.edu/registrar/publications#Coterm. GENERAL EDUCATION REQUIREMENTS
Conferral of each degree is applied for separately by the dead-
lines given in the Academic Calendar at PURPOSE
http://studentaffairs.stanford.edu/registrar/academic-calendar. The The General Education Requirements are an integral part of
master's degree must be conferred simultaneously with, or after, undergraduate education at Stanford. Their purpose is: 1) to intro-
the bachelor's degree. duce students to a broad range of fields and areas of study within
the humanities, social sciences, natural sciences, applied sciences,
and technology; and 2) to help students prepare to become respon-
DEGREE REQUIREMENTS sible members of society. Whereas the concentration of courses in
the major is expected to provide depth, the General Education
Requirements have the complementary purpose of providing
A LIBERAL EDUCATION breadth to a student's undergraduate program. The requirements
As do all major universities, Stanford provides the means for its are also intended to introduce students to the major social, histori-
undergraduates to acquire a liberal education, an education that cal, cultural, and intellectual forces that shape the contemporary
broadens the student's knowledge and awareness in each of the world.
major areas of human knowledge, that significantly deepens under- Fulfillment of the General Education Requirements in itself
standing of one or two of these areas, and that prepares him or her does not provide a student with an adequately broad education any
for a lifetime of continual learning and application of knowledge to more than acquiring the necessary number of units in the major
career and personal life. qualifies the student as a specialist in the field. The major and the
The undergraduate curriculum at Stanford allows considerable General Education Requirements are meant to serve as the nucleus
flexibility. It permits each student to plan an individual program of around which the student is expected to build a coherent course of
study that takes into account personal educational goals consistent study by drawing on the options available among the required and
with particular interests, prior experience, and future aims. All elective courses.
programs of study should achieve some balance between depth of Information regarding courses that have been certified to fulfill
knowledge acquired in specialization and breadth of knowledge the General Education Requirements, and regarding a student's
acquired through exploration. Guidance as to the limits within status in meeting these requirements, is available at the Student
which that balance ought to be struck is provided by the Univer- Services Center. Course planning and advising questions related to
matriculated undergraduates who entered Stanford in Autumn ject area within the General Education Requirements; the one ex-
Quarter 2004-05 or later. ception is that a course may be certified to fulfill an Education for
The purpose of these modifications was 1) to give students a Citizenship subject area in addition to a Disciplinary Breadth sub-
fuller and more articulate understanding of the purposes of the ject area.
requirements and of a liberal arts education that these requirements Courses that have been certified as meeting the requirements
embody; 2) to make a place in the curriculum for ethical reasoning are identified throughout this bulletin with the notational symbols
to help make students aware of how pervasive ethical reasoning listed below. A comprehensive list of certified courses also appears
and value judgments are throughout the curriculum, and 3) to pro- in the Time Schedule of Classes for that quarter.
vide some greater freedom of choice by reducing the GERs by one Introduction to the Humanities
course. IHUM-1 (formerly GER:1a): first-quarter course
IHUM-2 (formerly GER:1b): second-quarter course
AREA REQUIREMENTS IHUM-3 (formerly GER:1c): third-quarter course
The following structure for General Education Requirements Disciplinary Breadth
became effective with the 2005-06 entering freshman and transfer DB-EngrAppSci (formerly GER:2b): Engineering and Applied
class: Sciences
Introduction to the Humanities—one quarter introductory DB-Hum (formerly GER:3a): Humanities
courses followed by two quarter thematic sequences. DB-Math (formerly GER:2c): Mathematics
Introduction to the Humanities builds an intellectual foundation DB-NatSci (formerly GER:2a): Natural Sciences
in the study of human thought, values, beliefs, creativity, and cul- DB-SocSci (formerly GER:3b): Social Sciences
ture. Courses introduce students to methods of inquiry in the hu- Education for Citizenship
manities: interdisciplinary methods in Autumn Quarter and disci- EC-AmerCul (formerly GER:4b): American Cultures
pline-based methods in Winter and Spring quarters. EC-GlobalCom (formerly GER:4a): Global Community
EC-Gender (formerly GER:4c):Gender Studies
Disciplinary Breadth—requirement satisfied by completing five EC-EthicReas (GER:4d): Ethical Reasoning
courses of which one course must be taken in each subject area.
Disciplinary Breadth gives students educational breadth by Students who matriculated Autumn Quarter 2004-05 or later
providing experience in the areas of Engineering and Applied Sci- are subject to the revised General Education Requirements effec-
ences, Humanities, Mathematics, Natural Sciences, and the Social tive Autumn Quarter 2005-06. Students who matriculated Autumn
Sciences. Quarter 2003-04 or earlier remain on the old General Education
Requirements, but may elect to change to the new system. Students
Education for Citizenship—requirement satisfied by completing interested in electing the revised GER system should contact the
two courses in different subject areas; or completing two Discipli- Student Services Center. No further changes are allowed once a
nary Breadth courses which also satisfy different Education for student has elected to move to the new system.
Citizenship subject areas.
Education for Citizenship provides students with some of the CREDIT TRANSFER
skills and knowledge that are necessary for citizenship in contem- Students may propose that work taken at another college or
porary national cultures and participation in the global cultures of university be accepted in fulfillment of a General Education Re-
the 21st century. Education for Citizenship is divided into four quirement. In such cases, the Office of the University Registrar's
subject areas: Ethical Reasoning, the Global Community, Ameri- Degree Progress section determines, after appropriate faculty con-
can Cultures, and Gender Studies. sultation, whether the work is comparable to any of the specifically
certified courses or course sequences.
Ethical Reasoning—Courses introduce students to the perva-
siveness, complexity, and diversity of normative concepts and LANGUAGE REQUIREMENT
judgments in human lives, discuss skeptical concerns that arise
about normative practices, review ways in which people have en- To fulfill the Language Requirement, undergraduates are re-
gaged in ethical reflection, and consider ethical problems in light quired to complete one year of college-level study or the equiva-
of diverse ethical perspectives. lent in a foreign language. Students may fulfill the requirement in
any one of the following ways:
The Global Community—Courses address the problems of the 1. Complete three quarters of a first-year, 4-5 units language
emerging global situation. They may compare several societies in course at Stanford or the equivalent at another recognized post-
time and space or deal in depth with a single society, either con- secondary institution subject to current University transfer cre-
temporary or historical, outside the U.S. Challenges of note: eco- dit policies. Language courses at Stanford may be taken with
nomic globalization and technology transfer; migration and immi- the credit/no credit grading basis to fulfill the requirement.
gration; economic development, health; environmental exploitation
and preservation; ethnic and cultural identity; and international 2. Score 4 or 5 on the Language Advanced Placement (AP) test in
forms of justice and mediation. one of the following languages: Chinese, French, German,
American Cultures—Courses address topics pertaining to the Japanese, Latin, or Spanish. Advanced Placement (AP) tests in
history, significance, and consequences of racial, ethnic, or relig- foreign literature do not fulfill the requirement.
ious diversity in the culture and society of the U.S. Challenges of
note: equity in education; employment and health; parity in legal
DEGREE REQUIREMENTS
number of quarters of college-level language study at Stan- ford departments electing to accept the Advanced Placement (AP)
ford or the equivalent elsewhere, or by retaking the diag- credit are bound by these University policies:
nostic test at a later date and placing out of the require- 1. Credit is usually granted for an AP score of 4 or 5. Usually, 10
ment. quarter units are awarded (but occasionally fewer than 10). No
Written placements are offered online throughout the summer more than 10 quarter units may be given for performance in a
in Chinese, French, German, Italian, Japanese, Russian, Spanish, single examination.
and Spanish for home background speakers. 2. Whether credit is to be given for an AP score of 3 is a matter
For a full description of Language Center offerings, see the for departmental discretion; up to 10 units may be awarded.
"Language Center" section of this bulletin under the school of 3. No credit may be authorized for an AP score lower than 3.
Humanities and Sciences. Performance on an AP exam can indicate the appropriate
placement for continuing course work in that subject at Stanford. If
WRITING AND RHETORIC REQUIREMENT students enroll in courses at Stanford for which they received
All instructors at Stanford University expect students to express equivalent AP credit, the duplicating AP credit will be removed.
themselves effectively in writing and speech. The Writing and The chart below shows the current AP credit and placement poli-
Rhetoric requirement helps students meet those high expectations. cies.
All candidates for the bachelor's degree, regardless of the date A maximum of 45 quarter units of Advanced Placement (AP),
of matriculation, must satisfy the Writing and Rhetoric require- transfer credit, and/or other external credit (such as International
ment. Transfer students are individually reviewed at the time of Baccalaureate) may be applied toward the undergraduate degree.
matriculation by the Office of the University Registrar's Degree More than 45 units of AP, transfer, and other external credit may
Progress section and, if necessary, the Program in Writing and appear on the Stanford University transcript; however, only 45
Rhetoric (PWR) as to their status with regard to the requirement. units can be applied to the minimum units required for the under-
The current Writing and Rhetoric requirement, effective begin- graduate degree. Stanford University policies on AP and other
ning 2003, includes courses at three levels. The first two levels are external credit are subject to review and change on an annual basis.
described in more detail below. Writing-intensive courses that Subjects not listed on this chart are not eligible for AP credit at
fulfill the third level, the Writing in the Major (WIM) requirement, Stanford University.
are designated under individual department listings. Further information is available from the Student Services Cen-
All undergraduates must satisfy the first-level Writing and Rhe- ter or at http://studentaffairs.stanford.edu/registrar/students/ap.
toric requirement (WR 1) in one of three ways:
1. PWR 1: a course emphasizing writing and research-based ar-
gument.
2. SLE: writing instruction in connection with the Structured
Liberal Education program.
3. Transfer credit approved by the Office of the University Regis-
trar's Degree Progress section for this purpose.
All undergraduates must satisfy the second-level Writing and
Rhetoric Requirement (WR 2) in one of four ways:
1. PWR 2, a course emphasizing writing, research, and oral pres-
entation of research.
2. SLE: writing and oral presentation instruction in connection
with the Structured Liberal Education program.
3. A course offered through a department or program certified as
meeting the WR 2 requirement by the Writing and Rhetoric
Governance Board. These courses are designated as Write-2.
4. Transfer credit approved by the Office of the University Regis-
trar for this purpose.
A complete listing of PWR 1 courses is available each quarter
on the UAL web site at
http://ual.stanford.edu/AP/univ_req/PWR/Courses, and at the PWR
office in Sweet Hall, Third Floor. Complete listings of PWR 2 and
Write-2 courses are available to students on the UAL web site the
quarter before they are scheduled to complete the WR 2 require-
ment.
For a full description of the Program in Writing and Rhetoric
(PWR), see the "Writing and Rhetoric" section of this bulletin
under the Vice Provost of Undergraduate Education.
Students who matriculated prior to Autumn 2003 should con-
sult previous issues of the Stanford Bulletin or the PWR office to
determine what requirements apply.
guage
Computer Science A 4,5
credit are expected to be made well in advance of the internship.
CS 106B or 106X 5
Computer Science AB 4,5
Credit should be arranged within departmental rules for directed
CS 106B, 106X, or 107 5
French (Language)1 5 reading or independent study and should meet the usual depart-
Take placement exam if 10
ment standards. No transfer credit is awarded for internships.
continuing in this lan-
guage UNDERGRADUATE TRANSFER WORK
German (Language)1 5 Take placement exam if 10
continuing in this lan-
Academic credit for work done elsewhere may be allowed to-
guage
ward a Stanford bachelor's degree under the following rules and
conditions:
Japanese (Language 5 Take placement exam if 10 1. Credit may be granted for work completed at institutions in the
and Culture)1 continuing in this lan- U.S. only if the institutions are accredited.
guage 2. Study in institutions outside the U.S., when validated by ex-
Latin (Literature or 4,5 Take placement exam if 10 amination results, tutorial reports, or other official evidence of
Virgil)1 continuing in this lan- satisfactory work, may be credited toward a Stanford bache-
guage lor's degree, subject to the approval of the credit evaluator and
Physics B 5 PHYSICS 25 8 the appropriate departments.
4 PHYSICS 23 and 25 4 3. Credit is officially allowed only after the student has been
Physics C unconditionally admitted to Stanford.
Mechanics only 4,5 PHYSICS 43 and 45 4. Credit is allowed for work completed at institutions in the U.S.
or PHYSICS 23 and 25 4 only on the basis of an official transcript received by the Reg-
3 PHYSICS 41, 43, and 45 istrar at Stanford directly from the institution where the credit
or PHYSICS 23 and 25 4 was earned.
E&M only 4,5 PHYSICS 41 and 45 5. Credit from another institution may be transferred for courses
or PHYSICS 21 and 25 5 which are substantially equivalent to those offered at Stanford
3 PHYSICS 41, 43, and 45 University on the undergraduate level, subject to the approval
or PHYSICS 21 and 25 4 of the credit evaluator. A maximum of 20 quarter units may
Both Parts 4,5 PHYSICS 45 represent courses which do not parallel specific undergraduate
or PHYSICS 25 9 courses at Stanford, again, subject to the approval of the credit
3 PHYSICS 41, 43, and 45 evaluator as to quality and suitability.
or PHYSICS 25 8 6. Course work cannot duplicate, overlap, or regress previous
Spanish (Language)1 5 Take placement exam if 10 work.
continuing in this lan- 7. Transfer course work cannot count towards secondary school
guage diploma and/or graduation requirements.
1 A score of 4 or 5 on this test fulfills the Language Requirement. A score of 5 is 8. To fulfill GER requirements through transfer work, the course
required to receive 10 units of credit.
must match a specific Stanford course that fulfills the same
Stanford University awards advanced placement credit for cer- GER requirement, be a minimum of three quarter units, and be
tain International Baccalaureate and international advanced place- taken for a letter grade.
ment subject examinations. The international test subjects must 9. The credit allowed at Stanford for one quarter's work may not
match the content of the College Entrance Examination Board exceed the number of units that would have been permissible
(CEEB) Advanced Placement test subjects that receive advanced for one quarter if the work had been done at Stanford; for work
placement credit. done under a system other than the quarter system, the permis-
sible maximum units are calculated at an appropriate ratio of
ACTIVITY COURSES equivalence.
For undergraduates, a maximum of 8 units of credit earned in 10. Credit is allowed at Stanford for work graded 'A,' 'B,' 'C,' or
activity courses, regardless of the offering department or if ac- 'Pass' (where 'Pass' is equivalent to a letter grade of 'C' or
cepted as transfer units, count towards the 180 (225 if dual degrees above), but not for work graded 'D' or below.
are being pursued) units required for the bachelor's degree. All 11. No more than 45 (90 for transfer students) quarter units of
activity courses are offered on a satisfactory/no credit basis. credit for work done elsewhere may be counted toward a ba-
chelor's degree at Stanford.
COURSES TAKEN ON SATISFACTORY/NO 12. Credit earned in extension, correspondence, and online courses
CREDIT OR CREDIT/NO CREDIT BASIS is transferable only if the university offering the courses allows
A maximum of 36 units of credit (including activity courses) that credit toward its own bachelor's degree. Such credit is lim-
taken at Stanford or its overseas campuses for a "CR" or "S" grade ited to a maximum of 45 quarter units for extension courses, a
may be applied towards the 180 (225 if dual degrees are being maximum of 15 quarter units for correspondence and online
pursued) units required for the bachelor's degree. The maximum study, and a maximum of 45 quarter units for the combination
for transfer students is 27 units. of extension, correspondence, and online courses.
Departments may also limit the number of satisfactory or credit 13. Credit earned in military training and service is not transfer-
courses accepted towards the requirements for a major. Satisfac- able to Stanford, unless offered by an accredited college or
tory/Credit courses applied towards a minor may be similarly lim-
DEGREE REQUIREMENTS
registration status on the Last Units Out of Residence petition. (115-125 units); and, to avoid intellectual parochialism, a major
Refer to the Special Registration Status section of the bulletin for a program should not require a student to take more than about one-
description of theses statuses. An application to graduate should be third of his or her courses from within a single department.
submitted through Axess. Major requirements in cognate subjects essential to the struc-
ture of a given major should be counted as part of the major pro-
CONCURRENT ENROLLMENT gram in applying these guidelines. Department or school require-
Students may enroll concurrently at Stanford and at another ments designed to provide extra disciplinary breadth should not be
college or university. The following policies apply to concurrent counted.
enrollment: For a limited number of qualified students, many departments
1. Students may not exceed 20 quarter units between both and programs offer special programs leading to degrees with hon-
schools. This is the same unit maximum for undergraduates at ors. A student may apply to the major department or program for
Stanford. (One semester credit or hour generally equals 1.5 acceptance into the honors program. Demands on the student may
quarter units.) vary, but all honors programs encourage creative, independent
2. Satisfactory academic progress is determined only by Stanford work at an advanced level in addition to the major requirements.
courses and units. Transfer work completed at other institu- The guidelines set forth here are deliberately general; imple-
tions is not considered in this calculation. mentation must take into account the specific needs of a student's
3. Students are expected to submit a Request for Transfer Credit program and the nature of the discipline or disciplines involved.
Evaluation for pre-approval of transfer credit prior to enrolling The exercise of responsibility in achieving the desired educational
in the transfer institution. balance belongs first with the student, who, after all, has the
strongest interest in the value of his or her education. It belongs
THE MAJOR secondarily to departments and major programs, which must set
The primary purpose of the major is to encourage each student the requirements of competence in the many majors offered.
to explore a subject area in considerable depth. This in-depth study
complements the breadth of study promoted by the General Educa-
MULTIPLE MAJORS
tion Requirements and, in many cases, by a student's choice of Although most students declare only one major, a student may
electives. Work in depth permits practice in critical analysis and formally declare more than one major within a single bachelor's
the solving of problems. Because of its depth, such study also pro- degree (B.A., B.S., or B.A.S.) program. The student may do that
vides a sense of how knowledge grows and is shaped by time and either at the time of initial major declaration or, as may be more
circumstances. advisable given the planning required to complete more than one
The structure of a major should be a coherent reflection of the major, by amending the original declaration. The student's major
logic of the discipline it represents. Ideally, the student should be departments or programs have access routinely to all information
introduced to the subject area through a course providing a general pertinent to that student's academic record (for example, course
overview, and upper-division courses should build upon lower- and grade information), and each is expected to provide advising
division courses. The course of study should, if feasible, give the and other assistance. Students may pick up appropriate information
student the opportunity and responsibility of doing original, crea- regarding major declarations from the Student Services Center. To
tive work in the major subject. Benefits of the major program are be awarded a bachelor's degree with multiple majors, the student
greatest when it includes a culminating and synthesizing experi- must fulfill the following requirements:
ence such as a senior seminar, an undergraduate thesis, or a senior 1. Formally declare all majors through Axess to the Office of the
project. University Registrar.
2. Satisfy the requirements of each major without applying any
REQUIREMENTS course towards the requirements of more than one major or
Undergraduates must select a major by the end of their sopho- any minor unless:
more year. All undergraduate major programs listed in this bulle- a. overlapping courses constitute introductory skill require-
tin, except for certain honors degree programs that require applica- ments (for example, introductory math or a foreign lan-
tion and admission in advance, are open to all students. Students guage);
may use Axess to declare, drop, or exchange a major at any time. b. overlapping courses enable the student to meet school re-
In some departments or programs, though, a late change could quirements (for example, for two majors within the School
easily result in extending the period of undergraduate study. Stu- of Engineering). Currently, only the School of Engineering
dents who have applied to graduate, or who wish to declare an has school requirements for its undergraduate majors.
individually designed major, and coterminal students must use Students pursuing multiple majors must complete a multiple
printed forms to select or change a major. Students requiring assis- major program form indicating which courses they plan to apply
tance should contact the Student Services Center. For academic toward each major and any minor(s). Departments must certify that
advising regarding majors, students should consult the Under- the plan of study meets all requirements for the majors and any
graduate Academic Life Office (UAL). minor(s) without unallowable overlaps in course work; the School
Check individual department or program listings in this bulletin of Engineering Dean's office certifies this information in any case
for the undergraduate degrees offered and for specific major re- involving an Engineering major or minor. To facilitate advance
quirements. If an area of study has no baccalaureate degree, that planning, multiple major program forms are available at any time
discipline is not available as a regular undergraduate major. from the Registrar's forms web site. The Major-Minor and Multiple
ogy
Geophysics 43-45 15 min. 58 - GEOPHYS 185
School of Engineering
Aeronautics and Astronau- 56-58 39 95-97 - AA 190
tics
Architectural Design 40 60 100 - CEE 100
Atmosphere/Energy 50 51-53 101-103 - STS 110
Bioengineering 51 46-50 98-100 - BIO 44X
Biomechanical Engineering 42-63 49-64 103-116 - BIO 44X
Biomedical Computation 51-65 47-56 109-114 Two quarters guided ENGR 199W, CS
research 191W, 272
Chemical Engineering min. 70 50 min. 120 - CHEMENG 185A
Civil Engineering min. 57 min. 59 min. 116 - CEE 100
Computer Systems Engi- 40-47 42-67 104112 senior project CS 181,
neering 191W,194,294W
Computer Science min. 29 min. 32 96-106 senior project CS 181,
191W,194,294W
Electrical Engineering 45 68 113 - ENGR 102E and EE
108A
Engineering Physics min. 45 min. 48 min. 93 at least 50 units in Engi- EE 108A and ENGR
neering Fundamentals 102E, ME 203 and
and Depths must be engi- ENGR 102M, MATSCI
neering units- 161, 164, PHYSICS 107
Environmental Engineering min. 57 min. 59 min. 116 - CEE 100
Individually Designed Ma- 41 40 90-107 - see adviser
jor
Management Science and 46-79 45-60 96-134 senior project MS&E
Engineering 152W,193W,197
Materials Science and Engi- min. 53 min. 50 min 103 - MATSCI 161, 164
neering
Mechanical Engineering 61-65 45 106-110 - ENGR 102M, ME
103D, and ME 203
Product Design 58-59 48 106-107 - ENGR 102M, ME
103D, and ME 203
School of Humanities and Sciences
African and African Ameri- 50 10 60 AAAS thesis seminar AFRICAAM 105
can Studies
American Studies 20-25 35-40 60 - AMSTUD 160
Anthropology 15 50 65 foreign language 1st qtr. ANTHRO 90A,
at 2nd-year level ANTHRO 90B,
ANTHRO 90C
Archaeology 45 20 65 ARCHLGY 103 -
Art - - - ARTHIST 1 -
Art History - 61 61 library orientation, junior -
seminar
Film and Media Studies 8 65 65 library orientation, senior FILMSTUD 101
seminar
Studio Art - 65 65 library orientation, ad- -
vanced seminar
Asian American Studies 55 5 60 CSRE senior seminar See CSRE
Biology min . 41 min. 47 90-105 fields of study have dif- BIO 44X,44Y,145;
ferent unit ranges BIOHOPK 44Y,175H
DEGREE REQUIREMENTS
East Asian Studies 75 1 76 Capstone course; over- CHINGEN 133;
seas studies in E. Asian JAPANGEN 138
country 1 quarter; senior
essay
Economics - 80 80 - ECON 101
English - 70 70 - ENGLISH 160
w/ Creative Writing - 70 70 dept. approval -
w/ Interdisciplinary 20 55 75 dept. approval and inter- -
Emphasis disciplinary paper
w/ Interdepartmental 16-20 50 66-70 20 units in foreign lang. -
Emphasis lit.; dept. approval
w/ Philosophy 20-35 49-60 69-95 - -
Feminist Studies 45 18 core 63 focus statement; practi- FEMST 153
cum
French and Italian - - - - -
French max. 24 32 above #100 56 above - FRENLIT
#100 130,131,132,133
French and English max. 24 32 above #100 56 above 4 Eng. Lit. courses -
Literatures #100
French and Italian max. 24 32 above #100 56 above 4 Ital. Lit. courses -
Literatures #100
French and min. 21 32 above #100 65 Gateway course; Cap- -
Philosophy stone
Italian max. 28 32 above #100 60 above - ITALLANG
#100 127,128,129
Italian and English max. 28 32 above #100 60 above 4 Eng. Lit. courses -
Literatures #100
Italian and French max. 28 32 above #100 60 above 4 Fr. Lit. courses -
Literatures #100
Italian and min. 21 32 above #100 65 Gateway course; Cap- -
Philosophy stone
German Studies 0-25 35-60 60 3 above #130 GERLIT 127,137
German and min. 21 min. 39 65 Gateway course; Cap- -
Philosophy stone
History - 63-65 63-65 3 from #200-298 HISTORY 209S
Human Biology min. 10 min. 39 min. 87 Internship HUMBIO 4B
Iberian and Latin American max. 30 30 60 Core courses ILAC 120, ILAC 159
Cultures
International Relations 55-70 0-10 70 2 yr. foreign lang; Over- HISTORY 102;
seas studies 1 qtr. POLISCI 110C,D,247R;
INTNLREL 140A,C,
163
Jewish Studies 75-77 - 75-77 - See CSRE
(Individually Designed)
Linguistics - 50 50 foreign lang. at 6th- LINGUIST 150
quarter level, junior re-
search paper
Mathematical & Computa- - - 73-78 - MATH 109,110,120,
tional Science STATS 166
Mathematics up to 15 units 49 64 - MATH
109,110,120,171
Music - 67 66-76 piano-proficiency and 2 from: MUSIC 140-
ear-training exam 149, 190H, 251
Native American Studies 55 5 60 CSRE senior seminar See CSRE
Philosophy - 55 55 course in 194 series PHIL 80
Philosophy and min. 15 min. 47 65 Gateway course; 194 -
Literature
Philosophy and - 60 60 3 seminars; 20 units in PHIL 80 or RELIGST
senior colloquium
Science, Technology, & 37 32 69 min. 15 units in technical STS 110; CS 181;
Society (B.A.) literacy min. 20 units in COMM 120; HISTORY
concentration 140A; MS&E 193W
Science, Technology, & 50 32 82 min. 50 units in technical STS 110; CS 181;
Society (B.S.) depth COMM 120; HISTORY
140A; MS&E 193W
Slavic Languages and Lit- - - - - SLAVLIT 146
eratures
Russian Language 0-10 46-56 56 1st- and 2nd- year Rus- -
& Literature sian
Russian Language, 12-20 36-39 56 1st- and 2nd- year Rus- -
Culture, & History sian
Russian Literature 21 40 67 Gateway course; Cap- -
& Philosophy stone
Sociology - 45-60 60 - SOC 200, 202
Symbolic Systems 66-81 4 70-85 - PHIL 80
Urban Studies 41 min. 32 73 25 units in concentration; URBANST 203
capstone courses
Major Course Approval Form is required for graduation for stu- Programs which do not offer undergraduate degrees may also
dents with multiple majors or a minor. The form should besubmit- make proposals to their cognizant deans to establish a minor. Re-
ted to the Student Services Center by the first day of the quarter of quirements for each minor are described in the individual depart-
intended graduation. ment or program listings in this bulletin.
If the pursuit of multiple majors unduly delays an undergradu- Students may not overlap (double-count) courses for complet-
ate's progress through Stanford, the University reserves the right to ing major and minor requirements, unless:
limit a student to a single major. 1. Overlapping courses constitute introductory skill requirements
When students cannot meet the requirements of multiple majors (for example, introductory math or a foreign language), or
without overlaps, the secondary major, may be relevant. 2. Overlapping courses enable the student to meet school re-
quirements (for example, for a major within the School of En-
SECONDARY MAJOR gineering and a minor). Currently, only the School of Engi-
In some cases, students may complete course requirements for neering has school requirements for its undergraduate majors.
more than one major, but they may not meet the requirements out- Undergraduates use Axess to declare or drop a minor. The Ma-
lined for the multiple major option. For example, the student may jor-Minor and Multiple Major Course Approval Form is required
develop a course plan in which courses requisite for one major for graduation for students with a minor.
overlap with requirements for another. In these cases, the student Students with questions about declaring minors or double-
may declare a secondary major which results in the transcript bear- counting courses towards combinations of majors and/or minors
ing an annotation that the course requirements for that major have should consult with the departments or programs involved or the
also been met. Secondary majors are not listed on the diploma. Student Services Center. For academic advising regarding minors,
students should consult the Undergraduate Advising and Research
UNDERGRADUATE MINOR Office (UAR).
pertaining to only a subset of advanced degrees are described in one year or four quarters, is approved only in unusual circum-
the “Degree-Specific Requirements” section. stances. Extension requests must be made before the expiration of
See the “Graduate Programs” section of each department’s list- the original leave of absence. Leaves of absence for graduate stu-
ing for specific department degree requirements. Additional infor- dents may not exceed a cumulative total of two years (eight quar-
mation on professional school programs is available in the bulle- ters including summer quarters).
tins of the Graduate School of Business, the School of Law, and An involuntary leave of absence can be imposed in circum-
the School of Medicine. stances in which a student:
• presents a substantial risk of harm to self or others or is failing
ENROLLMENT REQUIREMENTS to carry out substantial self-care obligations; or
Graduate students must enroll in courses for all terms of each • significantly disrupts the educational or other activities of the
academic year (Autumn, Winter, and Spring quarters) from the University community; or
admission term until conferral of the degree. The only exception to • is unable to participate meaningfully in educational activities;
this requirement occurs when the student is granted an official or
leave of absence. Failure to enroll in courses for a term during the • requires a level of care from the University community that
academic year without taking a leave of absence results in denial exceeds the resources and staffing that the University can rea-
of further enrollment privileges unless and until reinstatement to
sonably be expected to provide for the student’s well-being.
the degree program is granted and the reinstatement fee paid. Reg- Students whose circumstances warrant a review under the In-
istration in Summer Quarter is not required and does not substitute voluntary Leave of Absence Policy, will be apprised, in writing, of
for registration during the academic year. Students possessing an University concerns and will be provided an opportunity to re-
F-1 or J-1 student visa may be subject to additional course enroll- spond to concerns in writing or in person or via telephone before a
ment requirements in order to retain their student visas. review committee convened by the Dean of Student Life. Students
In addition to the above requirement for continuous registration placed on involuntary leave of absence can appeal an unfavorable
during the academic year, graduate students are required by the decision to the Vice Provost for Student Affairs. The University
University to be registered: can condition a student’s return to registered student status on such
1. In each term during which any official department or Univer- requirements as the University deems appropriate in the individual
sity requirement is fulfilled, including qualifying exams or the case (such as, in the case of a leave for medical reasons, proof of
University oral exam. The period between the last day of final treatment of an interview with a provider at Vaden or CAPS or its
exams of one term and the day prior to the first day of the fol- designee). The Involuntary Leave of Absence Policy is available
lowing term is considered an extension of the earlier term. on the Dean of Student Life’s web site.
2. In any term in which a University dissertation/thesis is submit- Students on leave of absence are not registered at Stanford and,
ted or at the end of which a graduate degree is conferred. therefore, do not have the rights and privileges of registered stu-
3. Normally, in any term in which the student receives financial dents. They cannot fulfill any official department or University
support from the University. requirements during the leave period.
4. In any term for which the student needs to use University fa- Students on leave may complete course work for which an 'In-
cilities. complete' grade was awarded in a prior term and are expected to
5. For international students, in any term of the academic year comply with the maximum one-year time limit for resolving in-
(summer may be excluded) for which they have non- completes; a leave of absence does not stop the clock on the time
immigrant status (i.e., a J-1 or F-1 visa). limit for resolving incompletes.
Individual students may also find themselves subject to the reg- When a student is granted (or placed on) a leave of absence af-
istration requirements of other agencies (for example, external ter the beginning of the term, courses in which the student was
funding sources such as federal financial aid). Course work and enrolled after the drop deadline appear on the student's transcript
research are expected to be done on campus unless the department and show the symbol 'W' (Withdraw).
gives prior approval for study in absentia. Students who fail to be either enrolled by the final study list
LEAVES OF ABSENCE AND deadline or approved for a leave of absence by the start of a term
are required to apply for reinstatement through the Graduate Ad-
REINSTATEMENT (GRADUATE) missions office before they can return to the same degree program.
Graduate students who do not meet the requirement for con- The decision to approve or deny reinstatement is made by the stu-
tinuous registration during the academic year must obtain an ap- dent's department or program. Departments are not obliged to ap-
proved leave of absence, in advance, for the term(s) they will not prove reinstatements of students. Reinstatement decisions are
be registered. The leave of absence must be reviewed for approval made at the discretion of the department or the program and may
by the chair or director of graduate studies of the student's major be based on the applicant's academic status when last enrolled,
department and, if the student is in the United States on a foreign activities while away from campus, the length of the absence, the
student visa, by the Bechtel International Center. The granting of a perceived potential for successful completion of the program, and
leave of absence is at the discretion of the department and subject the ability of the department to support the student both academi-
to review by the Office of the University Registrar. The University cally and financially, as well as any other factors or considerations
may condition its approval of a petition for leave of absence on the regarded as relevant by the department or program.
student's meeting such requirements as the University deems ap- Reinstatement information is available from the Graduate Ad-
propriate in the individual case for the student to be eligible to missions office. A fee is required. Reinstatement applications must
GENERAL REQUIREMENTS
automatic one quarter extension of University and departmental M.L.A.
requirements and academic milestones, with the possibility of up Engineer2 90 45
to three quarters by petition under unusual circumstances. Women M.B.A., M.P.P.3 90 04
graduate students supported by fellowships, teaching assistant- Ph.D., D.M.A.5 135 45
ships, and/or research assistantships are excused from regular TA M.D. 235 90
or RA duties for a period of six weeks during which they continue J.D.6,7 109 45
to receive support. Students do not receive a stipend or salary if M.L.S., L.L.M., J.S.M.7 35 04
none was received previously, but are eligible for the academic J.S.D.7 44 04
accommodation period and the one quarter extension of academic
milestones. For more information and a complete statement of the 1. The University has authorized the granting of the M.A.T.,
policy, see http://stanford.edu/group/gap/5-9. Ed.S. and Ed.D degrees, but they are not being offered.
2. Up to 45 units completed at Stanford toward a M.A. or M.S.
RESIDENCY POLICY FOR GRADUATE degree or accepted as transfer credit in an Engineering disci-
pline may be used toward the 90 unit residency requirement
STUDENTS for the Engineer degree. At least 45 units of work at Stanford
Each type of graduate degree offered at Stanford (for example, are necessary to complete the 90 residency units for the Engi-
Master of Science, Doctor of Philosophy) has a residency require- neer degree.
ment based on the number of academic units required for the de- 3. Enrollment in the M.P.P. program is limited to candidates who
gree. These residency requirements and the maximum allowable have earlier been accepted to another Stanford graduate degree
transfer units for each degree type are listed below. program.
The unit requirements for degrees can represent solely course 4. Students eligible for Veterans Affairs educational benefits
work required for the degree or a combination of course work, should refer to the Veterans Benefits section of “Admissions
research, and a thesis or dissertation. Academic departments and and Financial Aid” in this bulletin.
schools offering degrees may establish unit requirements that are 5. Up to 45 units completed at Stanford toward a M.A. or M.S.
higher than the minimum University residency requirement, but degree or accepted as transfer credit may be used toward the
they may not have a residency requirement that is lower than the 135 unit residency requirement for the Ph.D. or D.M.A. de-
University standard. In addition to the University’s residency re- gree. At least 90 units of work at Stanford are necessary to
quirement based on a minimum number of units for each degree, complete the 135 residency units for the Ph.D. or D.M.A. de-
the School of Medicine and the Graduate School of Business may gree.
establish residency requirements based on the number of quarters 6. The Academic Senate approved these residency requirements
of full-time registration in which students are enrolled to earn a on February 4, 2010, effective for the 2009-10 academic year.
degree. However, in no case may a student earn fewer units than 7. J.D. students entering prior to the Autumn Quarter 2009-10
the University minimum for each degree. All residency require- must take the equivalent of 86 semester units.
ments are published in the Stanford Bulletin. Students should con-
sult the Stanford Bulletin or their academic department to deter- COTERMINAL PROGRAMS RESIDENCY
mine if their degree program has residency requirements that ex- REQUIREMENT
ceed the minimum. The University minimum requirements for the coterminal
Students eligible for Veterans Affairs educational benefits bachelor’s/master’s program are 180 units for the bachelor’s de-
should refer to "Veterans' Educational Benefits" in the “Admis- gree plus 45 (or higher departmental requirement, as determined
sions and Financial Aid” section of this bulletin. by each graduate department) unduplicated units for the master’s
It is Stanford University’s general policy that units are applica- degree. The requirements for the coterminal program with dual
ble toward only one degree. Units may not normally be duplicated undergraduate degrees are 225 units for the two bachelor’s de-
or double-counted toward the residency requirement for more than grees, and 45 units for the master’s degree. For the 45-unit Univer-
one degree. Exceptions to this general policy for specified combi- sity minimum for the master’s degree, all courses must be at or
nations of degree types, known as Joint Degree Programs, may be above the 100 level and 50 percent must be courses designated
approved by agreement of the Faculty Senate and the deans of the primarily for graduate students (typically at least at the 200 level).
schools affected, with review by the Committee on Graduate Stud- Department requirements may be higher. Units for a given course
ies. See the "Joint Degree Programs" section of this bulletin for may not be counted to meet the requirements of more than one
additional information. degree, that is, no units may be double-counted. No courses taken
Only completed course units are counted toward the residency more than two quarters prior to admission to the coterminal mas-
requirement. Courses with missing, incomplete, in progress, or ter’s program may be used to meet the 45-unit University mini-
failing grades do not count toward the residency requirement. mum requirement for the master’s degree.
Courses from which a student has formally withdrawn do not
count toward the residency requirement. Tuition Rate for Graduate Engineering—The tuition rate for
Terminal Graduate Registration (TGR) is available to graduate graduate Engineering is higher than for undergraduate programs.
students who have met all of the conditions listed in the "TGR" Students enrolled in a coterminal program in the School of Engi-
section of this bulletin. neering begin to pay the higher graduate Engineering tuition rate
This policy is effective for students who enter graduate pro- after 12 full-tuition undergraduate quarters.
grams beginning in the Autumn Quarter of the 2001-02 academic
GENERAL REQUIREMENTS
and are described in their respective school bulletins.) sions in the student’s file.
Graduate students enrolled for 11 or more units must pass at 5. Provide students the opportunity to examine their department
least 8 units per term by the end of each term. Those registered for files, if requested.
fewer than 11 units must pass at least 6 units per term by the end of 6. Provide students with information on their rights to appeal
each term, unless other requirements are specified in a particular under the Student Academic Grievance Procedure. See the
case or for a particular program. "Student Academic Grievance Procedure" section of this bulle-
In addition, graduate students must maintain a 3.0 (B) grade tin.
point average overall in courses applicable to the degree. Careful records of department decisions safeguard the rights of
Department requirements for minimum progress that set a both students and faculty.
higher standard for units to be completed, or a higher or lower
standard for grade point average to be maintained, take precedence ADDITIONAL SPECIFICS FOR DEGREES
over the University policy; any such different standards must be WITH CANDIDACY
published in the Stanford Bulletin.
Before Candidacy—The committee may vote to dismiss a stu-
Students identified as not meeting the requirements for mini-
dent who is not making minimum progress or completing require-
mum progress and timely and satisfactory completion of require-
ments in a timely and satisfactory way before review for admission
ments are reviewed by their departments to determine whether the
to candidacy. Before considering dismissal, the committee should
problem lies with administrative matters such as reporting of
communicate with the student (which may include a meeting with
grades or with academic performance. Students have the opportu-
the student) concerning his or her academic performance and how
nity to explain any special circumstances. Approval for continua-
to correct deficiencies, where such deficiencies are deemed cor-
tion in the degree program is contingent on agreement by the stu-
rectable.
dent and department to a suitable plan to maintain appropriate
progress in subsequent quarters. Dismissal of graduate students is At the Review for Candidacy—In a review for admission to
addressed in separate guidelines. candidacy, if the committee votes not to recommend the student
Graduate students who have been granted Terminal Graduate for admission to candidacy, the vote results in the dismissal of the
Registration (TGR) status must enroll each term in the TGR course student from the program. The department chair, or Director of
(801 for master’s and Engineer programs or 802 for doctoral pro- Graduate Studies, or the student’s adviser shall communicate the
grams) in their department in the section appropriate for the ad- department’s decision to the student in writing and orally. The
viser. An ‘N’ grade signifying satisfactory progress must be re- student may submit a written request for reconsideration. The
ceived each quarter to maintain registration privileges. An ‘N-’ committee shall respond in writing to the request for reconsidera-
grade indicates unsatisfactory progress. The first ‘N-’ grade consti- tion; it may decline to reconsider its decision.
tutes a warning. A second consecutive ‘N-’ grade normally causes During Candidacy—When a student admitted to candidacy is
the department to deny the student further registration until a writ- not making minimum progress or not completing University, de-
ten plan for completion of degree requirements has been approved partment, or program requirements in a timely and satisfactory
by the department. Subsequent ‘N-’ grades are grounds for dis- manner, the student’s adviser, the Director of Graduate Studies, or
missal from the program. department chair, and other relevant faculty should meet with the
student. A written summary of these discussions shall be sent to
GUIDELINES FOR DISMISSAL OF the student and the adviser and added to the student’s department
GRADUATE STUDENTS FOR ACADEMIC file. The summary should specify the student’s academic deficien-
REASONS cies, the steps necessary to correct them (if deemed correctable),
Admission to graduate programs at Stanford is highly selective. and the period of time that is allowed for their correction (normally
It is anticipated that every admitted student will be able to fulfill one academic quarter). At the end of the warning period, the com-
the requirements for the advanced degree. This document provides mittee should review the student’s progress and notify the student
guidelines to be used in the unusual circumstance that a depart- of its proposed actions. If the student has corrected the deficien-
ment must consider dismissal of a graduate student for academic cies, he or she should be notified in writing that the warning has
reasons. These guidelines apply to all advanced degree programs been lifted.
except those in the schools of Law and Business, the STEP pro- If the deficiencies are not deemed correctable by the committee
gram in the School of Education, and the M.D. program in the (for example, the failure of a required course or examination, or a
School of Medicine, which follow guidelines issued by the respec- pattern of unsatisfactory performance) or if, at the end of the warn-
tive schools. ing period, the student has not in the view of the committee cor-
The principal conditions for continued registration of a gradu- rected the deficiencies, the committee may initiate proceedings for
ate student are the timely and satisfactory completion of the Uni- dismissal. The student shall be notified, in writing, that the case of
versity, department, and program requirements for the degree, and dismissal will be considered at an impending committee meeting.
fulfillment of minimum progress requirements. The guidelines that The student has the right to be invited to attend a portion of the
follow specify procedures for dismissal of graduate students who scheduled meeting to present his or her own case; a student may
are not meeting these conditions. In such cases, a departmental also make this case to the committee in writing.
committee (hereafter “the committee”), whether the department’s After full discussion at the committee meeting, the committee,
committee of the faculty or other committee authorized to act on without the student present, shall review the case and vote on the
issue of dismissal. The student shall be sent a written summary of
DEGREE-SPECIFIC REQUIREMENTS
or admission (if applying to a different program). Both applica-
tions require payment of a fee.
MASTER OF BUSINESS
ADMINISTRATION
DEGREE-SPECIFIC The degree of Master of Business Administration (M.B.A.) is
conferred on candidates who have satisfied the requirements estab-
lished by the faculty of the Graduate School of Business and the
REQUIREMENTS general requirements for advanced degrees. Full particulars con-
cerning the school requirements are found on the M.B.A. program
web site of the Graduate School of Business. The M.B.A. must be
MASTER OF ARTS AND MASTER OF completed within the time limit for completion of the master’s
SCIENCE degree.
In addition to completing the general requirements for ad-
vanced degrees and the specified program requirements, candi- MASTER OF FINE ARTS
dates for the degree of Master of Arts (M.A.) or Master of Science In addition to completing the general requirements for ad-
(M.S.) must outline an acceptable program of study on the Master's vanced degrees and the program requirements specified in the "Art
Degree Program Proposal and complete their degrees within the and Art History" section of this bulletin, candidates for the degree
time limit for completion of the master's degree. of Master of Fine Arts (M.F.A.) must outline an acceptable pro-
gram of study on the Master's Degree Program Proposal and com-
MASTER’S PROGRAM PROPOSAL plete their degrees within the time limit for completion of the mas-
Students pursuing an M.A., M.F.A., M.S., or M.P.P. degree are ter's degree.
required to submit an acceptable program proposal to their depart-
ment during the first quarter of enrollment. Coterminal students MASTER OF LIBERAL ARTS
must submit the proposal during the first quarter after admission to
The Master of Liberal Arts (M.L.A.) program is a part-time in-
the coterminal program. The program proposal establishes a stu- terdisciplinary master's program in the liberal arts for returning
dent’s individual program of study to meet University and depart- adult students. In addition to completing the general requirements
ment degree requirements. Students must amend the proposal for-
for advanced degrees, candidates for the degree of Master of Lib-
mally if their plans for meeting degree requirements change.
eral Arts (M.L.A.) must complete their degrees within five years,
In reviewing the program proposal or any subsequent amend- an exception to the rule specified above.
ment to it, the department confirms that the course of study pro-
posed by the student fulfills all department course requirements ENGINEER
(for example, requirements specifying total number of units,
course levels, particular courses, sequences, or substitutes). The In addition to completing the general requirements for ad-
department confirms that all other department requirements (for vanced degrees and the requirements specified by their department,
example, required projects, foreign language proficiency, or quali- candidates for the degree of Engineer must be admitted to candi-
fying exams) are listed on the form and that all general University dacy and must complete a thesis per the specifications below.
requirements (minimum units, residency, and so on) for the mas- CANDIDACY
ter’s degree will be met through the proposed program of study.
Students who fail to submit an acceptable proposal may be dis- The Application for Candidacy for Degree of Engineer is an
missed. agreement between the student and the department on a specific
program of study to fulfill degree requirements. Students must
TIME LIMIT FOR COMPLETION OF THE apply for candidacy by the end of the second quarter of the pro-
MASTER’S DEGREE gram. Honors Cooperative students must apply by the end of the
fourth quarter of the program. Candidacy is valid for five calendar
All requirements for a master’s degree must be completed with-
years.
in three years after the student’s first term of enrollment in the
master’s program (five years for Honors Cooperative students). THESIS
Students pursuing a coterminal master’s degree must complete A University thesis is required for the Engineer degree. Stu-
their requirements within three years of their first quarter of gradu- dents have the option of submitting the thesis electronically or via
ate standing. the paper process. Standards for professional presentation of the
The time limit is not automatically extended by a student’s thesis have been established by the Committee on Graduate Stud-
leave of absence. All requests for extension, whether prompted by ies. Directions for preparation of the thesis for electronic or paper
a leave or some other circumstance, must be filed by the student submission are available at the Office of the University Registrar
before the conclusion of the program’s time limit. Departments are dissertation/thesis web site at
not obliged to grant an extension. The maximum extension is one http://studentaffairs.stanford.edu/registrar/students/dissertation-
additional year. Extensions require review of academic progress thesis.
and any other factors regarded as relevant by the department, and The deadline for submission of theses for degree conferral in
approval by the department; such approval is at the department’s each term is specified by the University academic calendar. if
discretion. submitting via the paper process, three copies of the thesis, bearing
the approval of the adviser under whose supervision it was pre-
thesis is submitted, an Application to Graduate must be on file, all promise. Full particulars concerning requirements may be found at
department requirements must be complete, and candidacy must be http://www.law.stanford.edu/program/degrees/advanced.
valid through the term of degree conferral.
DOCTOR OF MUSICAL ARTS
MASTER OF LEGAL STUDIES The degree of Doctor of Musical Arts (D.M.A.) is conferred on
Admission to study for the Master of Legal Studies degree candidates who have satisfied the general requirements for ad-
(M.L.S.), a nonprofessional degree, is granted to students who hold vanced degrees, the program requirements specified in the “Music”
the Doctor of Philosophy (Ph.D.) or other nonlaw doctoral degree, section of this bulletin, and the candidacy requirement as described
or who have been admitted to a nonlaw doctoral program and have in the “Doctor of Philosophy” section.
completed a program of study amounting to 45 quarter units to-
ward the doctorate, and who meet an admission standard equiva-
DOCTOR OF MEDICINE
lent to that required of candidates for the Doctor of Jurisprudence Candidates for the degree of Doctor of Medicine (M.D.) must
degree. satisfactorily complete the required curriculum in medicine. The
The M.L.S. degree is conferred upon candidates who, in not requirements for the M.D. degree are detailed online at
fewer than two academic terms in residence and in not more than http://med.stanford.edu/md.
two consecutive academic years, successfully complete at least
three first-year courses in the first Autumn term plus an additional DOCTOR OF PHILOSOPHY
24 units of Law School work, including at least one course or se- The degree of Doctor of Philosophy (Ph.D.) is conferred on
minar requiring a research paper. All work shall conform to the candidates who have demonstrated to the satisfaction of their de-
rules and regulations of the University and the Stanford Law partment or school substantial scholarship, high attainment in a
School. particular field of knowledge, and the ability to do independent
investigation and present the results of such research. They must
MASTER OF LAWS satisfy the general requirements for advanced degrees, the program
The degree of Master of Laws (L.L.M.) is conferred upon can- requirements specified by their departments, and the doctoral re-
didates who have completed one academic year (35 quarter units) quirements described below. The option for a Ph.D. minor is also
in residence in accordance with the rules of the University and the described below, though it is not a Ph.D. requirement.
Stanford Law School. The degree is designed for foreign graduate
students trained in law and is available only to students with a CANDIDACY
primary law degree earned outside the United States. The L.L.M. Admission to a doctoral degree program is preliminary to, and
program offers students a choice of two areas of specialization: distinct from, admission to candidacy. Admission to candidacy for
Corporate Governance and Practice, or Law, Science, and Tech- the doctoral degree is a judgment by the faculty of the student’s
nology. potential to successfully complete the requirements of the degree
program. Students are expected to complete department qualifying
MASTER OF THE SCIENCE OF LAW procedures and apply for candidacy by the end of their second year
The degree of Master of the Science of Law (J.S.M.) is con- in the Ph.D. program. Honors Cooperative students must apply by
ferred upon candidates who have completed one academic year (35 the end of their fourth year.
quarter units) with distinction in accordance with the rules of the The Application for Candidacy specifies a departmentally ap-
University and the Stanford Law School proved program of study to fulfill degree requirements, including
The degree is primarily designed for those qualified students required course work, language requirements, teaching require-
who hold a J.D. or its equivalent and who are at the Stanford Law ments, dissertation (final project and public lecture-demonstration
School for independent reasons (for example, as teaching fellows) for D.M.A.), and University oral examination (for Ph.D.). At least
and who wish to combine work toward the degree with their pri- 3 units of work must be taken with each of four Stanford faculty
mary academic activities. Specially qualified lawyers, public offi- members. To reiterate, however, a student will only advance to
cials, academics, and other professionals who have worked outside candidacy if, in addition to the student's fulfilling departmental
the United States may apply for the degree through the Stanford prerequisites, the faculty makes the judgment that the student has
Program in International Legal Studies (SPILS). Additional infor- the potential to successfully complete the requirements of the de-
mation concerning requirements may be found at gree program.
http://www.law.stanford.edu/program/degrees/advanced. If the Ph.D. student is pursuing a minor, approval by the de-
partment awarding the minor is also required on the Application
DOCTOR OF JURISPRUDENCE for Candidacy.
The degree of Doctor of Jurisprudence (J.D.) is conferred on TIME LIMIT FOR COMPLETION OF A
candidates who satisfactorily complete courses in law totaling the DEGREE WITH CANDIDACY
number of units required under the current Faculty Regulations of
All requirements for the degree must be completed before can-
the Stanford Law School over not less than three academic years
didacy expires. Candidacy is valid for five years unless terminated
and who otherwise have satisfied the requirements of the Univer-
by the department (for example, for unsatisfactory progress). The
sity and the Stanford Law School.
time limit is not automatically extended by a student’s leave of
absence. All requests for extension, whether prompted by a leave
DEGREE-SPECIFIC REQUIREMENTS
ing as a teaching assistant) or assist a faculty member in research An approved doctoral dissertation is required for the Ph.D. and
(serving as a research assistant) for one or more quarters as part of J.S.D. degrees. The doctoral dissertation must be an original con-
their doctoral programs. Detailed information is included in the tribution to scholarship or scientific knowledge and must exem-
department sections of this bulletin. plify the highest standards of the discipline. If it is judged to meet
this standard, the dissertation is approved for the school or depart-
FOREIGN LANGUAGE REQUIREMENT ment by the doctoral dissertation reading committee. Each member
Some departments require a reading knowledge of one or more of the reading committee signs the signature page of the disserta-
foreign languages as indicated in department sections of this bulle- tion to certify that the work is of acceptable scope and quality. One
tin. Fulfillment of language requirements must be endorsed by the reading committee member reads the dissertation in its final form
chair of the major department. and certifies on the Certificate of Final Reading that department
and University specifications have been met.
UNIVERSITY ORAL EXAMINATION Dissertations must be in English. Approval for writing the dis-
Passing a University oral examination is a requirement of the sertation in another language is normally granted only in cases
Ph.D. and J.S.D. degrees. The purpose of the examination is to test where the other language or literature in that language is also the
the candidate’s command of the field of study and to confirm fit- subject of the discipline. Such approval is routinely granted for
ness for scholarly pursuits. Departments determine when, after dissertations in the Division of Literatures, Cultures, and Lan-
admission to candidacy, the oral examination is taken and whether guages, in accordance with the policy of the individual department.
the exam will be a test of knowledge of the field, a review of a Dissertations written in another language must include an extended
dissertation proposal, or a defense of the dissertation. The chair- summary in English.
person of a Stanford oral examination is appointed for this exami- Students have the option of submitting the dissertation elec-
nation only, to represent the interests of the University for a fair tronically or via the paper process. Directions for preparation of
and rigorous process. the dissertation for electronic or paper submission are available at
Students must be registered in the term in which the University the Office of the University Registrar dissertation web site at
oral examination is taken. The period between the last day of final http://studentaffairs.stanford.edu/registrar/students/dissertation-
exams of one term and the day prior to the first day of the follow- thesis. If submitting via the paper process, the signed dissertation
ing term is considered an extension of the earlier term. Candidacy copies and accompanying documents must be submitted to the
must also be valid. Office of the University Registrar on or before the quarterly dead-
The University Oral Examination Committee consists of at line indicated in the University's academic calendar. A fee is
least five Stanford faculty members: four examiners and the com- charged for the microfilming and binding of the paper dissertation
mittee chair from another department. All members are normally copies. If submitting via the electronic process the signed disserta-
on the Stanford Academic Council, and the chair must be a mem- tion signature page and title page must be submitted to the Student
ber. Emeritus faculty are also eligible to serve as examiners or Services Center and one final copy of the dissertation must be
chair of the committee. (A petition for appointment of an examin- uploaded, and approved by the Final Reader, on or before the quar-
ing committee member who is not on the Academic Council may terly deadline indicated in the University's academic calendar.
be approved by the chair of the department if that person contrib- There is no fee charged for the electronic submission process.
utes an area of expertise that is not readily available from the fac- Students must either be registered or on graduation quarter in
ulty.) The chair of the examining committee may not have a full or the term they submit the dissertation; see “Graduation Quarter” in
joint appointment in the adviser’s or student’s department, but may the "Graduate Degrees" section of this Bulletin for additional in-
have a courtesy appointment in the department. The chair can be formation. At the time the dissertation is submitted, an Application
from the same department as any other member(s) of the examina- to Graduate must be on file, all department requirements must be
tion committee and can be from the student’s minor department complete, and candidacy must be valid through the term of degree
provided that the student’s adviser does not have a full or joint conferral.
appointment in the minor department.
For Interdisciplinary Degree Programs (IDPs), the chair of the DOCTORAL DISSERTATION READING
examining committee may not have a full or joint appointment in COMMITTEE
the primary adviser's major department and must have independ- The doctoral dissertation reading committee consists of the
ence from the student and adviser. principal dissertation adviser and two other readers. At least one
The University Oral Examination form must be submitted to member must be from the student’s major department. Normally,
the department graduate studies administrator at least two weeks all members are on the Stanford Academic Council. The student’s
prior to the proposed examination date. The examination is con- department chair may, in some cases, approve the appointment of a
ducted according to the major department’s adopted practice, but it reader who is not on the Academic Council, if that person is par-
should not exceed three hours in length, and it must include a pe- ticularly well qualified to consult on the dissertation topic and
riod of private questioning by the examining committee. holds a Ph.D. or equivalent foreign degree. Former Stanford Aca-
Responsibility for monitoring appointment of the oral examina- demic Council members, emeritus professors, and non-Academic
tion chair rests with the candidate’s major department. Although Council members may thus on occasion serve on a reading com-
the department cannot require the candidate to approach faculty mittee. If they are to serve as the principal dissertation adviser,
members to serve as chair, many departments invite students and however, the appointment of a co-adviser who is currently on the
their advisers to participate in the process of selecting and contact- Academic Council is required. A non-Academic Council member
ing potential chairs. (including emeritus professors and former Academic Council
regulations at the time of degree conferral. Exceptions allowing not admitted to candidacy in finding an appropriate adviser.
two non-Academic Council members on the dissertation reading Students are obliged to follow department procedures for iden-
committee when a member of the committee becomes emeritus tifying advisers and committee members for their dissertation read-
may be granted by the department chair through the Petition for ing and orals examinations.
Doctoral Committee Members. Occasionally, a student’s research may diverge from the area of
competence of the adviser, or irreconcilable differences may occur
PH.D. MINOR between the student and the faculty adviser. In such cases, the
Students pursuing a Ph.D. may pursue a minor in another de- student or the faculty adviser may request a change in assignment.
partment or program to complement their Ph.D. program. This If the department decides to grant the request, every reasonable
option is not available to students pursuing other graduate degrees. effort must be made to pair the student with another suitable ad-
Ph.D. candidates cannot pursue a minor in their own major de- viser. This may entail some modification of the student’s research
partment or program. In rare cases, a Ph.D. student may complete project.
the requirements for more than one minor. In that case, 20 undu- In the rare case where a student’s dissertation research on an
plicated units must be completed for each minor. approved project is in an advanced stage and the dissertation ad-
Only departments that offer a Ph.D. may offer a minor, and viser is no longer available, every reasonable effort must be made
those departments are not required to do so. The minor should to appoint a new adviser, usually from the student’s reading com-
represent a program of graduate quality and depth, including core mittee. This may also require that a new member be added to the
requirements and electives or examinations. The department offer- reading committee before the draft dissertation is evaluated, to
ing the minor establishes the core and examination requirements. keep the reconstituted committee in compliance with the Univer-
Elective courses are planned by the students in conjunction with sity requirements for its composition.
their minor and Ph.D. departments.
The minimum University requirement for a Ph.D. minor is 20 TEACHING CREDENTIALS
units of course work at the graduate level (courses numbered 200 Stanford University is accredited by the California Commission
and above). If a minor department chooses to require those pursu- on Teacher Credentialing and the National Council for Accredita-
ing the minor to pass the Ph.D. qualifying or field examinations, tion of Teacher Education and is authorized to recommend candi-
the 20-unit minimum can be reduced. All of the course work for a dates for credentials. The University offers a complete training
minor must be done at Stanford. program for both Single (Secondary) and Multiple Subject (Ele-
Units taken for the minor can be counted as part of the overall mentary) teaching credentials. Upon completion of a Stanford
requirement for the Ph.D. of 135 units of graduate course work approved program, the credentials allow teachers to serve in Cali-
done at Stanford. Courses used for a minor may not be used also to fornia public schools.
meet the requirements for a master’s degree. Current Stanford undergraduates wishing to complete the re-
A Ph.D. minor form outlining a program of study must be ap- quirements for a teaching credential should apply to the coterminal
proved by the major and minor departments. This form is submit- program at the School of Education. All other applicants should
ted at the time of admission to candidacy and specifies whether apply directly to the Stanford Teacher Education Program (STEP)
representation from the minor department on the University oral at the School of Education.
examination committee is required.
AND STATEMENTS choose to close their classes to new enrollments at an earlier date.)
Courses or units may be added only if the revised program remains
within the normal load limits.
Courses or units may be dropped by students through the end of
the third week of classes, without any record of the course remain-
COMPLIANCE WITH UNIVERSITY ing on the student’s transcript. No drops are permitted after this
POLICIES/REGISTRATION HOLDS point.
Registration as a student constitutes a commitment by the stu- A student may withdraw from a course after the final study list
partment. Under certain circumstances, graduate students may while in good standing may enroll in the University for the subse-
register on a part-time basis. See the "Tuition, Fees, and Housing" quent quarter with the privileges of a returning student.
section of this bulletin. Students who wish to withdraw from the current quarter, or
from a quarter for which they have registered in advance and do
UNIT OF CREDIT not wish to attend, must file a leave of absence petition with the
Every unit for which credit is given is understood to represent Office of the University Registrar. Information on tuition refunds
approximately three hours of actual work per week for the average is available in the "Refunds" section of this bulletin.
student. Thus, in lecture or discussion work, for 1 unit of credit, An involuntary leave of absence can be imposed in circum-
one hour per week may be allotted to the lecture or discussion and stances in which a student:
two hours for preparation or subsequent reading and study. Where • presents a substantial risk of harm to self or others or is failing
the time is wholly occupied with studio, field, or laboratory work, to carry out substantial self-care obligations; or
or in the classroom work of conversation classes, three full hours • significantly disrupts the educational or other activities of the
per week through one quarter are expected of the student for each University community; or
unit of credit; but, where such work is supplemented by systematic • is unable to participate meaningfully in educational activities;
outside reading or experiment under the direction of the instructor, or
a reduction may be made in the actual studio, field, laboratory, or • requires a level of care from the University community that
classroom time as seems just to the department. exceeds the resources and staffing that the University can rea-
AUDITING sonably be expected to provide for the student’s well-being.
Students whose circumstances warrant a review under the In-
No person shall attend any class unless he or she is a fully reg- voluntary Leave of Absence Policy, will be apprised, in writing, of
istered student enrolled in the course or meets the criteria for audi- University concerns and will be provided an opportunity to re-
tors. Auditors are not permitted in courses that involve direct par- spond to concerns in writing or in person or via telephone before a
ticipation such as language or laboratory science courses, field review committee convened by the Dean of Student Life. Students
work, art courses with studio work, or other types of individualized placed on involuntary leave of absence can appeal an unfavorable
instruction. Auditors are expected to be observers rather than ac- decision to the Vice Provost for Student Affairs. The University
tive participants in the courses they attend, unless the instructors can condition a student’s return to registered student status on such
request attendance on a different basis. Stanford does not confer requirements as the University deems appropriate in the individual
credit for auditing, nor is a permanent record kept of courses case (such as, in the case of a leave for medical reasons, proof of
audited. Students who have been suspended are not permitted to treatment of an interview with a provider at Vaden or CAPS or its
audit. designee). The Involuntary Leave of Absence Policy is available
Auditors may not join classes for the first time after the Univer- on the Dean of Student Life’s web site.
sity's final study list deadline. Auditors are not eligible for other Students on leave of absence are not registered at Stanford and,
University services or privileges including housing, health insur- therefore, do not have the rights and privileges of registered stu-
ance (Cardinal Care), Vaden clinical services, and the University dents. They cannot fulfill any official department or University
health plan. The University Registrar reviews for approval any requirements during the leave period.
other services or privileges that may be sought. When a student is granted or placed on a leave of absence after
In all cases of auditing, the instructor’s prior consent and the the beginning of the term, courses in which the student was en-
Office of the University Registrar’s prior approval are required. rolled after the final study list deadline appear on the student’s
Further information is available from the Office of the University transcript and show the symbol 'W' (withdraw). For additional
Registrar. information regarding satisfactory academic progress, refer to the
"Academic Standing" section of this bulletin.
RELIGIOUS HOLIDAYS Students who have exceeded their eight quarters of approved
Students planning not to attend class or take an exam because leave, or who fail to submit a Leave of Absence petition by the
of a religious observance are expected to convey this information published deadline and otherwise do not submit a study list, must
to instructors in advance. The Office for Religious Life makes apply for reinstatement. The University is not obliged to approve
available to faculty, staff, and students a list of significant religious reinstatements of students. Applications for reinstatement are re-
observances at the beginning of each academic year. For further viewed by the Vice Provost for Undergraduate Education and are
information, contact the Deans for Religious Life at (650) 723- subject to the approval of the Faculty Senate Committee on Un-
1762 or see http://religiouslife.stanford.edu. dergraduate Standards and Policy or its designees. The Committee
or its designees may determine whether the application for rein-
LEAVES OF ABSENCE AND statement will be approved or not, and/or the conditions a student
REINSTATEMENT (UNDERGRADUATE) must meet in order to be reinstated. Reinstatement decisions may
be based on the applicant’s status when last enrolled, activities
Undergraduates are admitted to Stanford University with the while away from campus, the length of the absence, the perceived
expectation that they will complete their degree programs in a potential for successful completion of the program, as well as any
reasonable amount of time, usually within four years. Students other factors or considerations regarded as relevant to the Vice
have the option of taking a leave of absence for up to one year Provost for Undergraduate Education or the Committee.
upon filing a petition to do so with the Office of the University
RECORDS
TRANSCRIPTS spect. The University official will make arrangements for ac-
cess and notify the student of the time and place where the
Transcripts of Stanford records are issued by the Office of the records may be inspected. If the records are not maintained
University Registrar upon the student’s request when submitted in by the University official to whom the request was submit-
writing or via the online Axess system. There is no charge for offi- ted, that official shall advise the student of the correct official
cial transcripts. The courses taken in one quarter do not appear on to whom the request should be addressed.
any student’s transcript until after the final study list deadline. The 2. The right to request the amendment of the student’s education
University reserves the right to withhold transcripts or records of records that the student believes are inaccurate, misleading, or
students with unmet obligations to the University. otherwise in violation of the student’s privacy rights under
FERPA.
CERTIFICATION OF ENROLLMENT OR A student may ask the University to amend the record that he
DEGREES or she believes is inaccurate or misleading. The student
The Office of the University Registrar can provide oral or writ- should write the University official responsible for the record
ten confirmation of registration, enrollment, or degree status. The (with a copy to the University Registrar), clearly identify the
printed certification can be used whenever enrollment or degree part of the records he or she wants changed, and specify why
verification is required for car insurance, loan deferments, medical it should be changed.
coverage, scholarship purposes, and so on. Using Axess, students If the University decides not to amend the record as re-
are able to print an official certification at no charge. Certification quested by the student, the University will notify the student
of full- or part-time enrollment cannot be provided until after the of the decision and advise the student of his or her right to a
hearing regarding the request for amendment.
study list is filed.
Additional information regarding the hearing procedures is
Degrees are conferred quarterly, but diplomas are issued in ac-
provided to the student when notified of the right to a hear-
cordance to the distribution dates listed on the Registrar's Office ing.
web site at 3. The right to consent to disclosures of personally identifiable
http://studentaffairs.stanford.edu/registrar/students/obtain-diploma. information contained in the student’s education records, ex-
After conferral, the degree awarded to a student can be verified by cept to the extent that FERPA authorizes disclosure without
contacting the Office of the University Registrar for an official consent.
transcript, a certification form, or the National Student Clearing- FERPA contains various exceptions to the general rule that
house. Requests for transcripts must be made by the student in the University should not disclose education records without
writing or through Axess. seeking the prior written consent of the student. The follow-
Full-time enrollment for undergraduates is considered to be en- ing circumstances are representative of those in which educa-
rollment in a minimum of 12 units of course work per quarter at tion records (and information drawn from education records)
Stanford. Work necessary to complete units from previous quarters may be disclosed without the student's prior written consent:
does not count toward the 12 units necessary for full-time status in a. Upon request, the University may release Directory Infor-
the current quarter. Enrollment in 8 to 11 units is considered half- mation (see the "Directory Information" section of this bul-
time enrollment. Enrollment in 1 to 7 units is considered less-than- letin).
half-time, or part-time enrollment. During Summer Quarter, all b. School officials who have a legitimate educational interest
graduate students who hold appointments as research or teaching in a student's education record may be permitted to review
assistants are considered to be enrolled on at least a half-time ba- it. A school official is: a person employed by the Univer-
sis. sity in an administrative, supervisory, academic or re-
All undergraduates validly registered at Stanford are considered search, or support staff position (including law enforce-
to be in good standing for the purposes of enrollment certification. ment unit personnel and health staff); a person or company
Stanford uses the following definitions (in units) to certify the with whom the University has contracted (such as an attor-
enrollment status of graduate and professional students each quar- ney, auditor, or collection agent); a person serving on the
ter: Board of Trustees; or a student or volunteer serving on an
Graduate Business Law Medicine official committee (or representing a recognized student
(M.B.A., (M.D.) group), such as a disciplinary or grievance committee, or
Sloan) assisting another school official in performing his or her
Full time: 8 or more 11 or more 9 or more 9 or more tasks. A school official has a legitimate educational inter-
Half time: 6 or 7 6-10 6-8 6-8 est if the official needs to review an education record in
Part time: 5 or fewer 5 or fewer 5 or fewer 5 or fewer order to fulfill his or her responsibility to Stanford or to the
student.
TGR students enrolled in a course numbered 801 or 802 are c. The University discloses education records without con-
certified as full time. sent to officials of another school, in which a student seeks
As a general proposition, only information classified by the or intends to enroll, upon request of officials at that other
University as directory information (see the "Directory Informa- school.
tion" section of this bulletin) can be confirmed to inquirers other d. The University may choose to disclose education records
than the student. (and information drawn from education records) to either
process. (both now and in the future) of the student’s image or voice in
4. The right to file a complaint with the U.S. Department of Edu- photographs, video or audio capture, or electronic reproductions of
cation concerning alleged failures by the University to comply such classes and other campus and University activities.
with the requirements of FERPA. If any student in a class where such photographing or recording
The name and address of the office that administers FERPA is to take place does not wish to have his or her image or voice so
is: Family Policy Compliance Office, U.S. Department of used, the student should raise the matter in advance with the in-
Education, 400 Maryland Avenue, SW, Washington, DC structor.
20202-4605.
SHARING INFORMATION WITH PARENTS
STANFORD UNIVERSITY ID NUMBER
Students are encouraged to maintain an ongoing, open dialogue The Stanford University ID Number is assigned to each stu-
with parents throughout their careers at Stanford about academic dent’s academic record for unique identification. It is printed on
progress and personal development. Most student difficulties are the Stanford University ID card and on documents distributed by
resolved at Stanford without involving parents. The University the Office of the University Registrar and other administrative
does recognize, however, that there are some exceptional situations offices. It is a violation of University policy to use another’s Stan-
where parental involvement may be appropriate to assist a student ford University ID Number to misrepresent yourself in any way;
through a difficult circumstance. Under those circumstances, Stan- such use can result in loss of student privileges or other discipli-
ford may (but is not required to) choose to disclose information to nary action.
parents if permitted by law. SUNET ID
Under the Family Educational Rights and Privacy Act
(FERPA), Stanford is permitted to disclose information drawn The SUNet ID provides access to the Stanford University Net-
from education records to parents if one or more parent claims the work (SUNet) and its services, and identifies authorized users of
student as a dependent for federal tax purposes. Some laws, espe- these services. Each member of the Stanford electronic community
cially those relating to medical and mental health care, prohibit the creates a unique SUNet ID and SUNet ID password for
disclosure of information without the student's consent, even him/herself. SUNet IDs provide:
where the student is a tax dependent. • Axess services
• Email service
DIRECTORY INFORMATION • Storage space within Stanford’s distributed file system
The University regards the following items of information as • Usenet newsgroups
"directory information," that is, information that the University • World wide web services, including serving of personal web
may make available to any person upon specific request (and with- pages on the Leland system and access to Stanford Web Re-
out student consent):
sources
• Name* The SUNet ID together with SUNet ID password may serve in
• Date of birth place of a signature on electronic forms. The SUNet ID password
• Place of birth must remain confidential. It is a violation of University policy to
• Directory addresses and telephone numbers use another’s SUNet ID or SUNet ID password to misrepresent
• Email addresses yourself in any way; such use can result in loss of student privi-
• SUNet ID (as opposed to Stanford Student ID Number)* leges or other disciplinary action.
• Mailing addresses
• Campus office address (for graduate students) IDENTIFICATION CARDS
• Secondary or permanent mailing addresses The ID card serves as an identification card, an electronic key,
• Residence assignment and room or apartment number and a debit card, allowing cardholders to use services for which
• Specific quarters or semesters of registration at Stanford they have privileges, to enter certain facilities, and to make pur-
• Stanford degree(s) awarded and date(s) chases.
• Major(s), minor(s), and field(s) ID cards are available to registered students, faculty, academic
• University degree honors staff, and regular staff. Students obtain their ID cards at the Stu-
dent Services Center, Tresidder Union, 459 Lagunita Drive, 2nd
• Student theses and dissertations*
Floor (650) 498-CARD). Faculty and staff obtain ID cards at
• Participation in officially recognized sports or activities* George Forsythe Hall, 275 Panama Street, Room 190 (650-498-
• Weight and height of members of athletic teams* CARD).
• Institution attended immediately prior to Stanford Courtesy ID cards are available for spouses and domestic part-
• ID card photographs ners of the Stanford professoriate, academic staff, regular staff, and
For more information, see Stanford's FERPA web page at students. These cards may be obtained from the Stanford Card ID
http://studentaffairs.stanford.edu/registrar/students/ferpa. Office at Forsythe Hall. The spouse/partner courtesy ID card en-
Students may prohibit the release of any of the items listed ables use of some campus services during terms for which the
above (except those with an '*') by designating which items should student is registered.
not be released on the Privacy function of Axess. Students may Visiting Scholars who are on campus for a minimum of one
prohibit the release of all directory information listed above after quarter and contribute to Stanford’s mission by teaching or col-
EXAMINATIONS
graph not be released. Photographs can be designated as private Note—Students who believe that there are faculty who are vio-
using the Privacy function of Axess. lating End-Quarter policy should contact the Office of the Univer-
For more information, see http://campuscard.stanford.edu. For sity Registrar.
the complete policy on Stanford Identification Cards, see the Ad-
ministrative Guide, 28-4 (pdf). END-QUARTER EXAMINATIONS
Examinations are part of the process of education at the same
EXAMINATIONS time that they are a means to measure the student’s performance in
course work. Their structure, content, frequency, and length are to
be determined in accordance with the nature of the course and the
MIDTERMS material presented in it, subject only to the limitations contained
herein.
Classes that give midterm examinations outside of regular class
Great flexibility is available regarding the types of examina-
hours must:
tions that an instructor may choose to employ. Examinations, in-
1. announce the date and time during the first week of the aca- cluding final examinations, may be, for example, in-class essay
demic quarter, and
examinations, take-home essay examinations, objective examina-
2. provide reasonable alternative times to those students for
tions, oral examinations, or appropriate substitutes such as papers
whom these announced times are not convenient. or projects. Instructors may use any type of examination, paper, or
According to Honor Code interpretations and applications, dif-
project, or any combination thereof, guided only by the appropri-
ferent examinations may be given at these alternative times.
ateness of the types of examinations, papers, or projects for the
END-QUARTER POLICY STATEMENT material upon which the student is being examined.
When the final examination is an in-class examination, the fol-
The End-Quarter Period is a time of reduced social and extra- lowing regulations apply:
curricular activity preceding final examinations. Its purpose is to 1. A three-hour period is reserved during examination week for
permit students to concentrate on academic work and to prepare the final examination in each course of more than 2 units. This
for final examinations. examination period must be available for students, but not nec-
In Autumn, Winter, and Spring quarters, End-Quarter starts essarily in its entirety, if an in-class examination is given. In
seven full days (to begin at 12:01 a.m.) prior to the first day of courses with extraordinary meeting times, such that ambiguity
final exams. In Spring Quarter, final examinations begin on Friday; might exist as regards the period reserved for the final exami-
no classes are held on Thursday, the day before. In Summer Quar- nation, the schedule should be clarified and students informed
ter, this consists of the weekend and the four class days preceding no later than the end of the second week of the quarter.
the final examinations, which take place on Friday and Saturday of 2. Examinations in 1- or 2-unit courses must be completed by the
the eighth week. (See the Time Schedule for dates.) end of the last class meeting before the End-Quarter Period,
During the End-Quarter Period, classes are regularly scheduled except in Summer Quarter when examinations must be com-
and assignments made; this regular class time is used by instruc- pleted during the last regularly scheduled class session.
tors in whatever way seems best suited to the completion and
summation of course material. Instructors should neither make When the final examination or its appropriate substitute is not
extraordinary assignments nor announce additional course meet- an in-class examination (for example, when an instructor chooses
ings in order to "catch up" in course presentations that have fallen to employ a take-home examination, paper, or project in lieu of an
behind. They are free, however, and even encouraged to conduct in-class examination), the following regulations apply:
optional review sessions and to suggest other activities that might 1. The schedule and format of the final examination or its appro-
seem appropriate for students preparing for final examinations. priate substitute are made known not later than the end of the
No graded homework assignments, mandatory quizzes, or ex- second week of the quarter and, if changed subsequently, may
aminations should be given during the End-Quarter Period except: be only an option of the plan originally announced by the in-
1. In classes where graded homework assignments or quizzes are structor.
routine parts of the instruction process. 2. Although the instructor may ask students to return take-home
2. In classes with laboratories where the final examination will examinations early in the final examination period, the instruc-
not test the laboratory component. In such a case, the labora- tor may not call them due until the end of the regularly sched-
tory session(s) during the End-Quarter Period may be used to uled examination time for that course.
examine students on that aspect of the course. In submitting official Study Lists, students commit to all course
Major papers or projects about which the student has had rea- requirements, including the examination procedures chosen and
sonable notice may be called due in the End-Quarter Period. announced by the course instructor. In choosing courses, students
Take-home final examinations, given in place of the officially should take cognizance of the official schedule of final examina-
scheduled in-class examination, may be distributed in the End- tions announced on the Registrar's web site at
Quarter Period. Although the instructor may ask students to return http://studentaffairs.stanford.edu/registrar/final-exams. Students
take-home examinations early in the final examination period, the anticipating conflicts in final examination schedules should seek to
instructor may not call them due until the end of the regularly resolve these with the instructors involved before the Preliminary
scheduled examination time for that course. Such a policy respects Study List deadline at the beginning of the quarter. If accommoda-
the principle that students’ final examinations are to be scheduled tion cannot be made at that time, the student should revise his or
over a period of several days. her Study List before the Final Study List deadline at the end of the
GRADING SYSTEMS
work. No credit will be given until the course is com-
All courses offered by the Graduate School of Business are
pleted and a passing grade received. When a final grade
graded according to the following five-level scheme:
is received, all reference to the initial ‘I’ is removed.
H Honors. Work that is of truly superior quality.
‘I’ grades must be changed to a permanent notation or
HP High Pass. A passing performance, and one that falls
grade within a maximum of one year. If an incomplete
approximately in the upper quarter of passing grades.
grade is not cleared at the end of one year, it is changed
P Pass. A passing performance that falls in the center of the
automatically by the Office of the University Registrar to
distribution of all passing grades.
an ‘NP’ (not passed) or ‘NC’ (no credit) as appropriate
LP Low Pass. A passing performance that falls approxi-
for the grading method of the course. Students must re-
mately in the lower quarter of passing grades.
quest an incomplete grade by the last class meeting. Fac-
U Unsatisfactory. A failing performance. Work that does
ulty may determine whether to grant the request or not.
not satisfy the basic requirements of the course and is
Faculty are free to determine the conditions under which
deficient in significant ways.
the incomplete is made up, including setting a deadline
GNR The notation 'GNR' appears when no grade has been
of less than one year.
reported to the Registrar. The 'GNR' notation remains on
RP The notation ‘RP’ (meaning Repeated Course) replaces
the transcript until a grade has been reported (effective
the original grade recorded for a course when a student
Autumn Quarter 2009-10).
retakes a course. (See the "Repeated Courses" section of
GSB courses may receive grades of "+" (Pass) for courses tak-
this bulletin.)
en on a Pass-Fail basis, with "U" denoting a failing grade, "I" for
W The notation ‘W’ (meaning Withdraw) is recorded when
Incomplete, and "N" for a continuing grade. The grade of N is
a student withdraws from a course.
recorded in a course that spans more than a single quarter, where
* The ‘*’ symbol appears when no grade has been reported
the grade in an earlier quarter will be determined only later, after
to the Registrar for courses taken prior to 2001-02. The
the entire course sequence is complete..
‘*’ symbol remains on the transcript until a grade has
Prior to 2009-10, an asterisk (*) notation was placed when no
been reported (effective through Spring 2008-09).
grade was reported.
GNR The notation 'GNR' appears when no grade has been
reported to the Registrar. The 'GNR' notation remains on STANFORD LAW SCHOOL GRADES
the transcript until a grade has been reported. (Effective
beginning Autumn Quarter 2009-10.) Effective Autumn Quarter 2009-10, units earned in the Stan-
ford Law School are quarter units. Units earned in the Stanford
REPORTING OF GRADES Law School prior to 2009-10 were semester units. The following
grading system became effective in Autumn Semester 2008-09.
All grades should be reported within 96 hours after the time J.D. students who graduated in 2009 remained on the prior grading
and day reserved for the final examination, and in no case later system but all other students shifted to the new grading system.
than noon of the fourth day (including weekends) after the last day For more information, see
of the final examination period. http://law.stanford.edu/experience/studentlife/SLS_Student_Handb
In the case of degree candidates in Spring Quarter, final grades ook.pdf.
should be reported by noon of the day following the end of the H Honors (exceptional work, significantly superior to the
final examination period. average performance at the school)
P Pass (representing successful mastery of the course mate-
REVISION OF END-QUARTER GRADES rial)
When duly filed with the Office of the University Registrar, R Restricted credit (representing work that is unsatisfac-
end-quarter grades are final and not subject to change by reason of tory)
a revision of judgment on the instructor’s part; nor are grades to be F Fail (representing work that does not show minimally
revised on the basis of a second trial (for example, a new examina- adequate mastery of the material)
tion or additional work undertaken or completed after the end of MP Mandatory pass (representing P or better work)
the quarter). Changes may be made at any time to correct an actual N Continuing course
error in computation or transcription, or where some part of the I Incomplete
student’s work has been unintentionally overlooked; that is, if the * No grade reported
new grade is the one that would have been entered on the original GNR Grade not reported (effective Autumn Quarter 2009-10).
report had there been no mistake in computing and had all the The grading systems employed at the Stanford Law School
pertinent data been before the instructor, the change is a proper September 2001 through Spring 2009 were as follows. Under the
one. numerical system (with letter equivalents), the range of satisfactory
If a student questions an end-quarter grade based on the grading grades ran from 4.3 to 2.5 as outlined in the following distribution.
of part of a specific piece of work (for example, part of a test) on Below the grade of 2.5 was one level of restricted credit (2.2) and
the basis of one of the allowable factors mentioned in the preced- one level of failure (2.1). The number grades with letter equiva-
ing paragraph (for example, an error in computation or transcrip- lents were as follows:
tion, or work unintentionally overlooked, but not matters of judg-
4.3–4.2 A+ 3.4–3.2 B+ 2.2 Restricted Credit
ment as mentioned below), the instructor may review the entire
4.1–3.9 A 3.1–2.9 B 2.1 Failure
piece of work in question (for example, the entire test) for the pur- 3.8–3.5 A- 2.8–2.5 B-
performance of students in the M.D. program: amination period for each quarter) for each quarter for three con-
Pass (+) Indicates that the student has demonstrated to secutive quarters, and achieve and maintain a cumulative grade
the satisfaction of the department or teaching point average of at least 2.0 to attain good academic standing. (A
group responsible for the course that the stu- Stanford Summer Session quarter counts toward the three consecu-
dent has mastered the material taught in the tive quarter requirement if 11 or more units are completed). The C-
course. USP Subcommittee on Academic Standing may stipulate otherwise
Fail (-) Indicates that the student has not demonstrated by acting upon a petition for fewer units.
to the satisfaction of the department or teach- Full-time enrollment is considered to be enrollment in a mini-
ing group responsible for the course that the mum of 12 units of course work per quarter at Stanford. Under
student has mastered the material taught in the extenuating circumstances, students may petition to the C-USP
course. Subcommittee on Academic Standing to take fewer units. Work
Incomplete (I) Indicates that extenuating medical or personal necessary to complete units from previous quarters does not count
circumstances have prevented the student from toward the 12 units necessary for full-time enrollment in the cur-
completing the course requirements. This rent quarter. All students registering for fewer than 12 units should
grade is given when requested by the student consider the effects of that registration on their degree progress,
with the prior approval of an Advising Dean in visas, deferment of student loans, residency requirements, and their
the School of Medicine. eligibility for financial aid and awards.
Continuing (N) Indicates that the course has not concluded and All undergraduates validly registered at Stanford are considered
the student is continuing the course. to be in good standing for the purposes of enrollment certification
Exempt (Ex) Indicates a course that is exempted by exami- and athletic participation.
nation. No units are awarded. Units are granted for courses completed with grades 'A,' 'B,' 'C,'
GNR The notation 'GNR' appears when no grade has 'D,' 'Satisfactory' ('CR' or 'S'), and 'L.' Courses graded 'N' are
been reported to the Registrar. The 'GNR' nota- counted provisionally as units completed, provided the student
tion remains on the transcript until a grade has enrolls in the continuing segment of that course the following
been reported (effective Autumn Quarter 2009- quarter. When the course is completed, the student receives the
10). units for which he or she enrolled. No units are granted for a
In general, a ‘Fail’ grade can be cleared by repeating and pass- course in which the student receives an 'I' or an '*' ('GNR' replaces
ing the particular course or by other arrangement prescribed by the the '*' effective Autumn Quarter 2009-10) until the course is com-
department or teaching group. An ‘Incomplete’ grade can be made pleted satisfactorily and the final grade reported. No units are
up in a manner specified by the department or teaching group with- granted for a course in which the student receives a 'W'. (See the
in a reasonable time; if the deficiency is not made up within the "Grading Systems" section of this bulletin).
specified time, the ‘Incomplete’ grade becomes a ‘Fail’ grade. The Students who receive all 'W's as the result of a Leave of Ab-
opportunity to clear a ‘Fail’ grade or an ‘Incomplete’ grade cannot sence are subject to Academic Standing policies.
be extended to individuals who are not registered or eligible to The C-USP Subcommittee on Academic Standing in its discre-
register as students in the M.D. program. For more specific in- tion is empowered to place conditions on students on probation or
formation, see http://med.stanford.edu/md/curriculum/assessment- provisional registration in regard to enrollment and participation in
grading.html. programs and activities. In addition, students on probation or pro-
visional registration require approval in advance from Under-
graduate Advising and Research, Residential Education, and the
ACADEMIC STANDING Overseas Studies Program office or Stanford in Washington Pro-
gram office in order to participate in Stanford's Overseas Studies
Undergraduates matriculating in or after Autumn 1999 are re- Program or Stanford in Washington.
quired to adhere to the following academic standards. Academic performance of a student participating in a cotermi-
Undergraduates must maintain a minimum 2.0 cumulative GPA nal program, and whose undergraduate degree or degrees have not
and a quantitative unit requirement for good academic standing. In yet been conferred, is reviewed on a case-by-case basis in conjunc-
addition, a minimum 2.0 cumulative GPA is required for conferral tion with the graduate department or program in which the student
of a baccalaureate degree. is enrolled.
Undergraduates normally are expected to plan their academic UNDERGRADUATES MATRICULATING PRIOR TO
programs so that they can complete 180 units in four years (twelve AUTUMN 1999
quarters), including the requirements for a major and the General Note: Undergraduates matriculating prior to Autumn 1999 are
Education, Writing and Rhetoric, and Language Requirements. required to adhere to the academic standards described above but
Satisfactory academic progress is, on average, 45 units per aca- are exempt from the minimum 2.0 cumulative GPA requirement
demic year for four years leading to at least 180 units, a cumulative for academic standing purposes. However, departments can elect
grade point average of at least 2.0, and a baccalaureate degree. to require a minimum GPA for course work applicable to the major
While undergraduates are expected to register for a minimum and the minor. Refer to departmental literature for specific re-
of 12 units, they are required to complete at least 9 units each quar- quirements.
ter (by the end of the final exam period) and at least 36 units in
their most recent three quarters of Stanford enrollment (by the end
form the dean that the consultation is taking place and may the party against whose decision the grievance has
solicit his or her advice on how to ensure that adequate been filed) of that in writing, giving the grounds there-
steps are taken to achieve a fair result. Efforts should be fore and an estimate of when a disposition can be ex-
made to resolve the issues at an informal level without the pected. During summers and the winter closure, this
complaint escalating to the status of a formal grievance. time frame will nearly always be extended.
b. The Filing of the Grievance: d. The Filing of an Appeal:
1. If informal means of resolution prove unsatisfactory, 1. If the grievant is dissatisfied with the disposition of the
the student should set forth in writing a statement of grievance at the decanal level, either on substantive or
the decision that constitutes the subject matter of the on procedural grounds, he or she may appeal in writing
dispute, the grounds on which it is being challenged, to the Provost.
and the reasons why the grievant believes that the de- 2. The appeal must specify the particular substantive or
cision was improperly taken. The statement should al- procedural bases of the appeal (that is, the appeal must
so include a description of the remedy sought and the be made on grounds other than general dissatisfaction
informal efforts taken to date to resolve the matter. It is with the disposition) and must be directed only to is-
at this point that the complaint becomes a formal sues raised in the grievance as filed or to procedural er-
grievance. The written grievance should specifically rors in the grievance process itself, and not to new is-
address the matters set forth in the Standards for Re- sues. The appeal must contain the following:
view, as stated in Section 4 below. The grievance a. A copy of the original grievance and any other docu-
should include an allegation of any adverse effects on ments submitted by the grievant in connection therewith.
the grievant, known to the grievant at the time of fil- b. A copy of the determination made by the dean on that
ing. grievance.
2. The grievance document should be submitted to the c. A statement of why the reasons for the determination of
dean of the school in which the grievance arose; for a the dean are not satisfactory to the grievant. This state-
grievance concerning a decision of the University Reg- ment should specifically address the matters set forth in
istrar, the Vice Provost for Undergraduate Education, the Standards for Review in Section 4 below.
or of a Senate committee or subcommittee, the proce- 3. The grievant will file his or her appeal at the earliest
dures set forth herein for grievances and appeals shall practicable date after the grievant’s receipt of the de-
be modified as stated in Section 3 below. A grievance termination by the dean. Normally, no more than 30
must be filed in a timely fashion, that is, normally days should elapse between the transmittal of the
within 30 days of the end of the academic quarter in dean’s decision on the grievance and the filing of the
which the adverse decision occurred or should rea- appeal. Except in extraordinary circumstances, delay in
sonably have been discovered. Except in extraordinary filing an appeal will constitute grounds for rejection of
circumstances, delay in filing a grievance may will the appeal.
constitute grounds for rejection of the grievance. e. The Response to the Appeal:
c. The Response to the Grievance: 1. The Provost may attempt to resolve the matter infor-
1. The relevant dean willconsider the grievance. The dean mally, or refer the appeal, or any issue thereof, to any
may attempt to resolve the matter informally or make person (the "grievance appeal officer") who shall con-
whatever disposition of the grievance that he or she sider the matter and report to the Provost as the latter
deems appropriate. The dean may, in appropriate cas- directs. The Provost may also, in appropriate cases,
es, remand the grievance to a lower administrative lev- remand the matter to a lower administrative level (in-
el (including to the level at which the grievance arose) cluding to the level at which the grievance arose) for
for further consideration. further consideration.
2. The dean may also refer the grievance, or any issue 2. The Provost will inform the grievant (and the party
therein, to any person (the "grievance officer") who against whose decision the grievance has been filed) in
will consider the matter and report to the dean as the writing of any referral of the matter and will specify
latter directs. The dean will inform the grievant (and the matters referred, the directions to the person to
the party against whose decision the grievance has whom the referral is made (including the time frame
been filed) in writing of any referral of the matter and within which the person is to report back to the Pro-
will specify the matters referred, the directions to the vost), and the name of that person.
person or persons to whom the referral is made (in- 3. Should attempts be made to resolve the matter infor-
cluding the time frame within which the person is to mally not be successful, the Provost will decide the
report back to the dean), and the name of that person. appeal, and will notify the grievant (and the party
3. In undertaking the review, the dean or the grievance against whose decision the grievance has been filed) in
officer may request a response to the issues raised in writing of the disposition made of the grievance and
the grievance from any individuals believed to have in- the grounds for the disposition at the earliest practica-
formation considered relevant, including faculty, staff, ble date after his or her receipt of the appeal. The deci-
and students. sion of the Provost shall be final, unless the grievant
4. Should attempts to resolve the matter informally not be requests a further appeal to the President pursuant to
successful, the dean will decide the grievance, and will
sponsible for building partnerships with faculty, departments, pro- faculty from across the seven Schools of the University. Some of
grams, and schools to promote and sustain excellence in under- these courses satisfy University Requirements (IHUM, GER, and
graduate education at Stanford. It has a special focus on the aca- the Writing and Rhetoric Requirement) while others provide semi-
demic programs in the first and second year that engage students in nar opportunities for first- and second-year students. Special resi-
critical thinking and scholarly inquiry and that lay the foundations dential programs such as Structured Liberal Education and Sep-
for their subsequent fields of concentration and future achieve- tember Studies (Sophomore College, Arts Intensive, and Bing
ments. Other VPUE programs support upper class students in re- Honors College) expand SIS curricular opportunities for students.
search, the arts, overseas study, and writing. VPUE works to en- The Hume Writing Center, which manages writing services such
sure equity and accessibility for all students and to promote the as tutorials and workshops for all students, is also part of SIS.
core values of a liberal arts education. It seeks to help students INTRODUCTION TO THE HUMANITIES
create individually meaningful and coherent educational programs
by guiding them in their choice of courses, programs of study, and PROGRAM
extracurricular academic opportunities. VPUE fosters productive Director: Russell A. Berman
interactions between faculty and students and excellence in teach- Associate Director: Ellen Woods
ing through the provision of resources to departments and faculty Affiliated Faculty: Lanier Anderson (Philosophy), Chris Bobonich
for research with undergraduates, curriculum and pedagogical (Philosophy), Eavan Boland (English), Scott Bukatman (Art and
development, opportunities for mentoring, and small group semi- Art History), Steven Carter (Asian Languages), David Como
nars. (History), Adrian Daub (German Studies), Dan Edelstein
VPUE programs for first- and second-year students include (French and Italian), Harry Elam (Drama), Michele Elam (Eng-
New Student Orientation/Approaching Stanford, Introduction to lish), Zephyr Frank (History), Paul Harrison (Religious Stud-
the Humanities, Program in Writing and Rhetoric, Introductory ies), Robert Harrison (French and Italian), Ursula Heise (Eng-
Seminars, and Sophomore College. Programs for more advanced lish), Ian Hodder (Archaeology and Anthropology), Christian
students include the Bing Overseas Study Program, Writing in the Kaesser (Classics), Joshua Landy (French and Italian), Henry
Major, Arts Intensive Program, and Bing Honors College. Under- Lowood (University Libraries, Science and Technology), Marsh
graduate Advising and Research, the Center for Teaching and H. McCall, Jr. (Classics), Ian Morris (Classics), Alice Rayner
Learning, Diversity Outreach, and the Hume Writing Center serve (Drama), Eric Roberts (Computer Science), Orrin Robinson
undergraduates throughout their time at Stanford. The Office of the (German Studies), Janice Ross (Drama), Gabriella Safran
VPUE works closely with the Office of the Vice Provost for Stu- (Slavic Languages), Nariman Skakov (Slavic Languages), Jen-
dent Affairs and the Admissions Office. The Vice Provost for Un- nifer Summit (English), Kenneth Taylor (Philosophy), Blakey
dergraduate Education reports to the Provost. Vermeule (English), Barbara Voss (Archaeology and Anthro-
Policies governing undergraduate education are formulated by pology), Steven Weitzman (Religious Studies), Laura Wittman
Faculty Senate committees and voted into legislation by the Fac- (French and Italian), Tobias Wolff (English), Allen Wood (Phi-
ulty Senate. The Committee on Undergraduate Standards and Poli- losophy), Lee Yearley (Religious Studies), Mark Zoback (Geo-
cies (C-USP) addresses such topics as general education require- physics)
ments, grading, awards, advising, and teaching evaluation. The Lecturers: Sarah Allison, Lalaie Ameeriar, Nicholas Bauch, Kris-
Committee to Review Undergraduate Majors (C-RUM) oversees tin Boyce, Renu Cappelli, Bill Carter, Dan Contreras, John Cor-
the initiation and review of undergraduate degree programs. Com- bally, Zenon Culverhouse, Jon Daehnke, Matthew Daube, Wil-
mittee members include the Vice Provost for Undergraduate Edu- liam Elison, Jackie Feke, Catherine Flynn, Corinne Gartner,
cation or his delegated staff (ex-officio) and representatives from James Genone, William Goldman, Abby Heald, Andrew Hui,
the faculty at large, administration (such as the Office of the Uni- Michael Hunter, Ruth Kaplan, Kimberly Lewis, Tomas Matza,
versity Registrar), and students. The Associated Students of Stan- Liz Mullane, Christy Pichichero, Anne Pollok, Toma Roberts,
ford University (ASSU) nominations committee selects student Kathryn Lafrenz Samuels, Matthew Sayre, Jeffrey Schwegman,
members. The VPUE also maintains, by rule of the Faculty Senate, Janna Segal, Patricia Slatin, Melissa Stevenson, Anise Strong,
the Introduction to the Humanities Governance Board and the Natalya Sukhonos, Bulbul Tiwari, Candace West, Gabriel Wol-
Writing and Rhetoric Governance Board to oversee these Univer- fenstein, Joshua Wright, Zhaohua Yang, Kari Zimmerman
sity degree requirements. Finally, the Undergraduate Advisory Offices: Sweet Hall, Second Floor
Council (UGAC) was established by the Provost in 1996 to serve Mail code: 3068
as the main faculty advisory body for the Vice Provost for Under- Phone: (650) 723-0944
graduate Education. Email: ihumprogram@stanford.edu
Web Site: http://ual.stanford.edu/ihum
Courses offered by the Introduction to the Humanities Program
have the subject code IHUM and are listed in the "Introduction to
the Humanities Courses" section of this bulletin.
Introduction to the Humanities offers courses that satisfy a
three-quarter General Education Requirement (GER) for first-year
students. The purpose of the Introduction to the Humanities
(IHUM) requirement is to build an intellectual foundation in the
study of human thought, values, beliefs, creativity, and culture.
rhetoric and writing supplies a theoretical foundation as well as Phone: (650) 724-2405
practical lessons for how to teach writing and research most effec- Email: introsems@stanford.edu
tively. In the Winter and Spring, graduate students continue their Web Site: http://introsems.stanford.edu
pedagogical development through a series of workshops and semi-
nars focused on specific issues in the teaching of writing. Elements Introductory Seminars provide opportunities for first- and sec-
of the pedagogy program include class visits; group evaluation of ond-year students to work closely with faculty in an intimate and
writing assignments; workshops and lectures; a handbook on focused setting. These courses aim to intensify the intellectual
teaching; a library of teaching materials; a program web site with experience of the freshman and sophomore years by allowing stu-
links to other writing program sites; and individual work with dents to work with faculty members in a small group setting; intro-
mentors and peers. ducing students to the variety and richness of academic topics,
methods, and issues which lie at the core of particular disciplines;
PEER WRITING CONSULTANTS and fostering a spirit of mentorship between faculty and students.
The Program in Writing and Rhetoric offers PWR 195, a course Over 200 faculty from more than 60 departments take part in the
on the tutoring of writing for undergraduates chosen to serve as program. The courses provide department credit and most count
peer writing consultants in the Hume Writing Center and across towards an eventual major as well as fulfill General Education
the campus. Requirements (GERs).
Some faculty who have taught Freshman Seminars volunteer to
COMMUNITY WRITING PROJECT (CWP) continue working with their students through a formal advising
Students may elect to enroll in a section of PWR 1 or 2 desig- relationship during the students’ sophomore year.
nated as “CWP” on the PWR web site. Students in CWP sections Freshman Seminars and Sophomore Seminars and Dialogues
complete at least one project during the term (a grant proposal, are offered in many disciplines throughout the academic year.
pamphlet, news article, profile, or web site) for a local community Freshman preference seminars are typically given for 3-4 units to a
service agency. The program provides an orientation for each maximum of 16 students, and generally meet twice weekly. Al-
CWP section, including a description of participating agencies. though preference for enrollment is given to freshmen, sophomores
Community Writing Project assignments are then made in consul- and first-year transfer students may participate on a space-
tation with the instructor, the agencies, and the program. available basis and with the consent of the instructor. Sophomore
preference seminars and dialogues give preference to sophomores
STRUCTURED LIBERAL EDUCATION and first-year transfer students, but freshmen may participate on a
Director: Carolyn Lougee Chappell (History) space-available basis and with the consent of the instructor.
Assistant Director: Greg Watkins Sophomore preference seminars are given for 3-5 units to a maxi-
Lecturers: Yoon Sook Cha, Nicole Lopez, Jacob Mackey, Jeremy mum of 14 students, while sophomore preference dialogues take
Sabol, Greg Watkins the form of a directed reading, and are given for 1-2 units to a
Offices: Sweet Hall, Second Floor, and Florence Moore Hall maximum of 5 students.
Mail Code: 94305-8581 For a list of introductory seminars offered in 2010-11, as well
Phone: (650) 725-0102 as information for applying, see the Introductory Seminars online
Email: sle-program@stanford.edu catalog.
Web Site: http://sle.stanford.edu All seminars require a brief application. See Explore Courses,
The Program in Structured Liberal Education (SLE) is a year- the Stanford Introductory Seminars Course Catalogue published
long residence-based great works course that satisfies several re- each August, or the course webpage http://vcais.stanford.edu. Due
quirements at once: IHUM, Writing and Rhetoric (both PWR1 and dates for 2010-11 applications for both freshman and sophomore
PWR2), and the Disciplinary Breadth GER in Humanities. The preference courses are at 5pm on the following dates: Autumn
curriculum includes works of philosophy, literature, art, and music Quarter - September 6, 2010; Winter Quarter - November 29,
from the ancient world to the present. The program is interdiscipli- 2010; Spring Quarter - February 28, 2011.
nary in approach; it emphasizes intellectual rigor and individual- SEPTEMBER STUDIES
ized contact between faculty and students.
SLE has two fundamental purposes: to develop a student's abil- Director: Marvin Diogenes
ity to ask effective questions of texts, teachers, the culture, and Courses in September Studies at Stanford are characterized by
themselves; and to develop intellectual skills in critical reading, intense engagement. These residential programs allow students to
expository writing, logical reasoning, and group discussion. SLE return to campus three weeks prior to the beginning of Autumn
encourages students to live a life of ideas in an atmosphere that Quarter to work with faculty on a focused area of study or artistic
stresses critical thinking and a tolerance for ambiguity. Neither the practice. The programs are designed to facilitate mentoring rela-
instructors nor the curriculum provides ready-made answers to the tionships between faculty and students. Sophomore College par-
questions being dealt with; rather, SLE encourages a sense of intel- ticipants have completed their first year and are rising sophomores;
lectual challenge, student initiative, and originality. Arts Intensive participants are sophomores, juniors and seniors;
The residence hall is the setting for lectures and small group and Bing Honors College participants are seniors.
discussions. SLE enhances the classroom experience with other
educational activities, including a weekly film series, writing tuto- SOPHOMORE COLLEGE
rials, occasional special events and field trips, and a student- Offices: Sweet Hall, Second Floor
produced play each quarter. Mail code: 3068
rald M. Meier, Arjay Miller, James R. Miller III, William F. Consulting Professors: Anthony S. Bryk, H. Irving Grousbeck,
Miller, David B. Montgomery, George G. C. Parker,* Jerry I. Mark A. Wolfson
Porras, Evan L. Porteus,* Michael L. Ray, Henry S. Rowen, Acting Instructors: Leslie Chin, Richard Kass
Myron S. Scholes, William F. Sharpe, George P. Shultz, A. Mi- Visiting Professor: John Van Reenen
chael Spence, Venkataraman Srinivasan, James C. Van Horne, Visiting Associate Professor: Andrea Larson
Robert B. Wilson*; (Associate Professor) Andrea Shepard; (Se- Visiting Assistant Professor: Parag A. Pathak
nior Lecturers) David L. Bradford,* Steven Brandt, Kirk O. * Recalled to active duty.
Hanson; (Lecturer) Robert Augsburger The mission of the Graduate School of Business is to create
Dean: Garth Saloner ideas that deepen and advance the understanding of management
Senior Associate Deans: Glenn R. Carroll, Peter M. DeMarzo, and, with these ideas, develop innovative, principled, and insight-
Madhav Rajan, Daniel N. Rudolph ful leaders.
Associate Deans: Gale H. Bitter, Sharon J. Hoffman, Sharon A. The two-year Master of Business Administration (M.B.A.) de-
Marine, Claudia J. Morgan, Karen A. Wilson gree program is for students who aspire to contribute to society
Assistant Deans: Derrick Bolton, Pulin Sanghvi. Priya Singh, Rob- through leadership in business, government, and the nonprofit
ert Urstein sector. The general management curriculum rests on a foundation
Professors: Jennifer L. Aaker, Anat R. Admati, William P. Bar- of social science principles and management functions layered
nett, Mary E. Barth, Jonathan Bendor, Jonathan B. Berk, David with interdisciplinary themes of leadership, entrepreneurship,
W. Brady, Jeremy I. Bulow, Robert A. Burgelman, Glenn R. global management, and social responsibility. The M.B.A. curricu-
Carroll, Peter M. DeMarzo, J. Darrell Duffie, Yossi Feinberg, lum stresses breadth rather than depth, but includes options for
George Foster, Steven R. Grenadier, Deborah H. Gruenfeld, certificates in Global Management and Public Management. A
Michael T. Hannan, J. Michael Harrison, Chip Heath, Charles I. number of joint degree programs allow the M.B.A. to be combined
Jones, Daniel P. Kessler, Roderick M. Kramer, Keith Krehbiel, with degrees in the Schools of Education, Law, and Medicine, as
Ilan Kremer, David M. Kreps, Sunil Kumar, David F. Larcker, well as interdisciplinary degrees in Public Policy and Environ-
James M. Lattin, Edward P. Lazear, Charles M.C. Lee, Hau L. mental Studies. The primary criteria for admission are demon-
Lee, John G. McDonald, Maureen F. McNichols, Haim Men- strated leadership potential, intellectual vitality, and diversity
delson, Dale T. Miller, Margaret A. Neale, Charles A. O'Reilly among students. No specific undergraduate major or courses are
III, Paul Oyer, James M. Patell, Jeffrey Pfeffer, Paul C. Pflei- required for admission, but experience with analytic and quantita-
derer, Erica L. Plambeck, Madhav Rajan, Hayagreeva Rao, Ste- tive concepts is important. Some students enter directly following
fan J. Reichelstein, Peter C. Reiss, Condoleezza Rice, D. John undergraduate study, but most obtain one or more years of work
Roberts, Garth Saloner, Kathryn L. Shaw, Baba Shiv, Kenneth experience.
W. Shotts, Itamar Simonson, Kenneth J. Singleton, Andrzej The Stanford Sloan Program is an intensive, one-year course of
Skrzypacz, Jesper Sørensen, Sarah A. Soule, Larissa Z. Tiedens, study for middle management executives leading to the degree of
Lawrence W. Wein, Seungjin Whang, Stefanos Zenios, Jeffrey Master of Science in Management. Participants must have demon-
H. Zwiebel strated superior achievement and are normally sponsored by their
Associate Professors: Anne Beyer, Steven Callander, Michaela M. company.
Draganska, Francis J. Flynn, Wesley Hartmann, Ron Kasznik, Those interested in college teaching and research are served by
Phillip Leslie, Brian S. Lowery, Benoit Monin, Elizabeth Mul- the Doctor of Philosophy program.
len, Stefan Nagel, Harikesh S. Nair, Sridhar Narayanan, Mi- For detailed information on programs, curricula, and faculty,
chael Ostrovsky, Joseph D. Piotroski, Alan T. Sorensen, Ilya A. see the School’s web site at http://gsb.stanford.edu.
Strebulaev, Zakary L. Tormala, Tunay I. Tunca, S. Christian
Wheeler
Assistant Professors: John L. Beshears, Konstantinos Bimpikis,
Jules H. van Binsbergen, T. Renee Bowen, John-Paul Ferguson,
Ilan Guttman, Sharique Hasan, John W. Hatfield, Dan A. Iancu,
Joy Ishii, Dirk Jenter, Saumitra Jha, Uzma Khan, Arthur G.
Korteweg, Nicholas S. Lambert, Claire S.H. Lim, Ian Martin,
Maria Ogneva, Francisco Pérez-González, Monic J. Sun, Robert
P. Swinney, Ali Yurukoglu
Professor (Teaching): James A. Phills, Jr.
Acting Assistant Professor: Nir Halevy
Courtesy Professors: Eric P. Bettinger, Nicholas Bloom, Timothy
F. Bresnahan, M. Kate Bundorf, Geoffrey L. Cohen, Robert M.
Daines, Alan M. Garber, Warren H. Hausman, Ronald A. How-
ard, Mark G. Kelman, Larry Kramer, Jonathan D. Levin, Daniel
A. McFarland, Debra E. Meyerson, Paul R. Milgrom, Walter W.
Powell, Ilya Segal, Robert I. Sutton, Paul Yock
Lecturers: Douglas Abbey, Dick Allen, Laura K. Arrillaga-
Andreessen, Rick Aubry, Kirk D. Bowman, Scott Bristol, Anne
Casscells, Safra A. Catz, Patricia Chang, Robert B. Chess, Ste-
Courses offered by the Earth, Energy, and Environmental Sci- Program in Earth, Energy, and Environmental Sciences has the
ences Program are listed under the subject code EEES on the Stan- following requirements:
ford Bulletin's ExploreCourses web site. 1. Ph.D. students must complete EARTHSCI 300, Earth Sciences
Seminar, during their first quarter of enrollment.
The Earth, Energy, and Environmental Sciences Graduate Pro- 2. Students must complete a minimum of 13 courses, including
gram (EEES) is not accepting new students. The program contin- the three core courses and five courses from each of the two
ues to provide courses and advising for students already enrolled. areas of specialization. At least half of the ten non-core classes
The goal of Earth, Energy, and Environmental Sciences (EEES) must be at a 200 level or higher, and all must be taken for a let-
is to complement the disciplinary Earth Science and Engineering ter grade. Students obtaining their M.S. from within the pro-
programs offered within the departments of the School of Earth gram can apply all master’s units toward Ph.D. requirements.
Sciences and to train graduate students to integrate knowledge Students with an M.S. degree or other specialized training
from these disciplines through tools and methods needed to evalu- from outside EEES may be able to waive some of the non-core
ate the linkages among physical, chemical, and biological systems course requirements, depending on the nature of the prior
of the Earth, and understand the dynamics or evolution of these courses or training. The number and distribution of courses to
integrated systems and the resources they provide. be taken by these students is determined with input from the
Students in EEES must make significant headway in, and com- research advisers and academic oversight committee.
bine insights from, more than one scientific discipline. For exam- 3. Prior to the formation of a thesis committee, the student works
ple, a student whose goal is to understand the structure of the with research advisers and the academic oversight committee
Earth’s interior using computational methods might design a study to design a course of study with depth in at least two areas of
plan that includes high-level mathematics, numerical modeling, specialization and preparation in analytical methods and skills.
and geophysical imaging techniques. A student interested in water Students can select other courses from departments of the
management might integrate water flow analysis and modeling, School of Earth Sciences and other University departments as
geophysical imaging, geostatistics, and satellite remote sensing of appropriate. All courses must be approved by the student’s
changes in agricultural intensity and land use. A student interested thesis committee or by the academic oversight committee.The
in marine carbon cycling might use knowledge and tools from research advisers and academic oversight committee have pri-
numerical modeling, marine biogeochemistry and geochemistry, mary responsibility for the adequacy of the course of study.
oceanography, and satellite imaging. The key to the program is its 4. During Spring Quarter of each year, students must undergo an
academic flexibility and ability to exploit an increasingly interdis- annual review by their thesis committee to allow the commit-
ciplinary faculty, particularly in the School of Earth Sciences, but tee to monitor the progress of the student and make recom-
also in the greater Stanford community. mendations, where necessary.
5. Prior to taking the oral qualifying examination at or before the
GRADUATE PROGRAMS IN EARTH, end of the sixth academic quarter, the student must have com-
ENERGY, AND ENVIRONMENTAL pleted 24 units of letter-graded course work, developed a writ-
SCIENCES ten crossdisciplinary dissertation proposal suitable for submis-
sion to a funding organization, and selected a thesis committee.
The University’s basic requirements for the M.S. and Ph.D. de- 6. To be admitted to candidacy for the Ph.D. degree, the student
grees are discussed in the "Graduate Degrees" section of this bulle- must pass an oral qualifying examination. At least two of the
tin. minimum four-member examining committee must be faculty
within the School of Earth Sciences. During the exam, students
MASTER OF SCIENCE IN EARTH, present and defend their proposed thesis research work; the ex-
ENERGY, AND ENVIRONMENTAL am generally takes the form of a 20-30 minute presentation by
SCIENCES the student, followed by 1-2 hours of questioning.
7. The research advisers and two other faculty members comprise
The objective of the M.S. degree in Earth, Energy, and Envi-
the dissertation reading committee. Upon completion of the
ronmental Sciences is to prepare the student either for a profes-
thesis, the student must pass a University Oral Examination in
sional career or for doctoral studies.
defense of the dissertation.
Students in the M.S. degree program must fulfill the following
Additional information may be found in the Graduate Aca-
requirements: demic Policies and Procedures handbook at
1. Complete EARTHSCI 300, Earth Sciences Seminar, during http://gap.stanford.edu/.
their first quarter of enrollment.
2. Complete a 45-unit program of study, of which a minimum of
30 units must be course work, with the remainder consisting of
no more than 15 research units.
3. Course work units must be divided among two or more scien-
tific and/or engineering disciplines and can include the three
core courses required for the Ph.D. degree.
4. The program of study must be approved by the research ad-
viser and the academic oversight committee.
EARTH SYSTEMS
Caldwell (Law), Page Chamberlain (Environmental Earth Sys- ment and human health, sustainable agriculture, energy economics,
tem Science), Gretchen Daily (Biology), Jenna Davis (Civil and sustainable development, business and the environment, and ma-
Environmental Engineering), Mark Denny (Biology, Hopkins rine policy. Along with formal course requirements, Earth Systems
Marine Station), Noah Diffenbaugh (Environmental Earth Sys- students complete a 9-unit (270-hour) internship. The internship
tem Science), Rodolfo Dirzo (Biology), Robert B. Dunbar provides a hands-on academic experience working on a supervised
(Earth Systems, Environmental Earth System Science), William field, laboratory, government, or private sector project.
Durham (Anthropology), Anne Egger (School of Earth Sci- The following is an outline of the sequential topics covered and
ences), Gary Ernst (Geological and Environmental Sciences, skills developed in this major.
emeritus), Walter Falcon (Freeman Spogli Institute for Interna- 1. Fundamentals: The Earth Systems Program includes courses
tional Studies), Scott Fendorf (Environmental Earth System that describe the natural workings of the physical and biologi-
Science), Christopher Field (Department of Global Ecology, cal components of the Earth as well as courses that describe
Carnegie Institution), Christopher Francis (Environmental Earth the human activities that lead to change in the Earth system.
System Science), Zephyr Frank (History), David Freyberg Training in fundamentals includes introductory course work in
(Civil and Environmental Engineering), Margot Gerritsen (En- geology, biology, chemistry, physics, and economics. Depend-
ergy Resources Engineering), Deborah Gordon (Biology), Ste- ing on the Earth Systems track chosen, training may also in-
ven Gorelick (Environmental Earth System Science), Elizabeth clude introduction to the study of energy systems, microbiol-
Hadly (Biology), George Hilley (Geological and Environmental ogy, oceans, or soils.
Sciences), David Kennedy (History), Donald Kennedy (Biol- 2. System Interactions: Focus in these courses is on the funda-
ogy, Freeman Spogli Institute for International Studies, emeri- mental interactions among the physical, biological, and human
tus), Julie Kennedy (Earth Systems, Environmental Earth Sys- components of the Earth system. The dynamics of the interplay
tem Science), Rosemary Knight (Geophysics), Jeffrey Koseff between natural variation and human-imposed influences must
(Civil and Environmental Engineering), Anthony Kovscek (En- be understood to achieve effective solutions to environmental
ergy Resources Engineering), Eric Lambin (Environmental problems. Earth Systems courses that introduce students to the
Earth System Science), David Lobell (Environmental Earth Sys- dynamic and multiple interactions that characterize global
tem Science), Gilbert Masters (Civil and Environmental Engi- change problems include EARTHSYS 10, Introduction to
neering), Pamela Matson (Dean, School of Earth Sciences; Earth Systems, EARTHSYS 111, Biology and Global Change,
Freeman Spogli Institute for International Studies), Stephen and EARTHSYS 112, Human Society and Environmental
Monismith (Civil and Environmental Engineering), Harold Change. Competence in understanding system-level interac-
Mooney (Biology), Rosamond Naylor (Environmental Earth tions is critical to development as an Earth Systems thinker, so
System Science, Freeman Spogli Institute for International additional classes that meet this objective are excellent choices
Studies), Stephen Palumbi (Biology, Hopkins Marine Station), as electives.
Jonathan Payne (Geological and Environmental Sciences), Gary 3. Skills Development: Students take skills courses that help them
Schoolnik (Medicine), George Somero (Biology, Hopkins Ma- to recognize, quantify, describe, and help solve complex prob-
rine Station), James Sweeney (Management Science and Engi- lems that face society.
neering), Paul Switzer (Environmental Earth System Science, Field and laboratory methods can help students to recognize the
Statistics), Leif Thomas (Environmental Earth System Science), scope and nature of environmental change. For example, training
Barton Thompson (Law), Peter Vitousek (Biology; Interdisci- in satellite remote sensing and geographic information systems
plinary Program in Environment and Resources), Virginia Wal- allows students to monitor and analyze large-scale spatial patterns
bot (Biology), Mark Zoback (Geophysics) of change. This training is either required or recommended for all
Program Office: Yang and Yamazaki Environment and Energy tracks. EARTHSYS 189, Field Studies in Earth Systems, is also
(Y2E2) Building, Room 131 recommended.
Mail Code: 94305-4215 Quantification of environmental problems requires training in
Phone: (650) 725-7427 single and multivariable calculus, linear algebra, and statistics.
Email: deana@stanford.edu or emburns@stanford.edu Training in statistics is specific to the area of focus: geostatistics,
Web Site: http://pangea.stanford.edu/ESYS biostatistics, econometrics.
Courses offered by the Earth Systems Program are listed under Success in building workable solutions to environmental prob-
the subject code EARTHSYS on the Stanford Bulletin's Explore- lems is linked to the ability to effectively communicate ideas, data,
Courses web site. and results. Writing intensive courses (WIM) help students to
communicate complex concepts to expert and non-expert audi-
MISSION OF THE UNDERGRADUATE ences. All Stanford students must complete one WIM course in
PROGRAM IN EARTH SYSTEMS their major. The Earth Systems WIM course is EARTHSYS 260.
The Earth Systems Program is an interdisciplinary environ- Other Earth Systems courses also focus on effective written and
mental science major. Students learn about and independently oral communication and are recommended.
investigate complex environmental problems caused by human Effective solutions to environmental problems take into consid-
activities in interaction with natural changes in the Earth system. eration natural processes as well as human needs. Earth Systems
Earth Systems majors become skilled in those areas of science, emphasizes the importance of interdisciplinary analysis and im-
economics, and policy needed to tackle the globe’s most pressing plementation of workable solutions through the required 9-unit
environmental problems, becoming part of a generation of scien-
EARTH SYSTEMS
HUMBIO 112. Conservation Biology 4 URBANST 163. Land Use Control 4
BIOHOPK 173H. Marine Conservation Biology 3 URBANST 165. Sustainable Urban and Regional Transporta- 4-5
Ecology (choose two): tion Planning
BIO 101. Ecology 3 OCEANS
BIO 125. Ecosystems of California 3
BIO 136. Evolutionary Paleobiology 4 ADDITIONAL FOUNDATION AND BREADTH COURSES:
BIO 145. Behavioral Ecology 4 GES 8. The Oceans: An Introduction to the Marine Environ- 3
GES 123. Invertebrate Paleobiology 4 ment
PHYSICS 45. Light and Heat 4
Ecosystems and Society (choose one):
ANTHRO 115A. Environmental Crises and State Collapse: 3 Physics of the Sea:
Lessons from the Past CEE 164. Introduction to Physical Oceanography 4
ANTHRO 162. Indigenous Peoples and Environmental Prob- 3-5 Biological Oceanography (choose one):
lems
BIOHOPK 163H. Oceanic Biology 4
ANTHRO 165. Parks and Peoples: The Benefits and Costs of 5
Protected Area Conservation EESS 143. Marine Biogeochemistry 3-4
ANTHRO 166. Political Ecology of Tropical Land Use 3-5 Remote Sensing of the Ocean (choose one):
EARTHSYS 165. Promoting Behavior Change 4 EESS 141. Remote Sensing of the Ocean 4
EARTHSYS 180. Fundamentals of Sustainable Agriculture 3 EARTHSYS 144. Fundamentals of Geographic Information 4
HUMBIO 114. Environmental Change and Emerging Infec- 3-5 Science (GIS)
tious Diseases Additional Requirement (choose one):
HUMBIO 118. Theory of Ecological and Environmental 5
Anthropology • One quarter Stanford@SEA (EARTHSYS 323)
• One quarter abroad at the Stanford in Australia Program
ENERGY SCIENCE AND TECHNOLOGY • One quarter at the Hopkins Marine Station
ADDITIONAL FOUNDATION AND BREADTH COURSES: EARTH SYSTEM SCIENCE TRACK
PHYSICS 43. Electricity and Magnetism 4 Tailored interdisciplinary course of study constructed under the
PHYSICS 45. Light and Heat 4 guidance of program directors and the faculty adviser. See Associ-
Energy Resources and Technology: ate Director of Academics for additional information.
CEE 176A. Energy Efficient Buildings 3-4
CEE 176B. Electric Power: Renewables and Efficiency 3-4 UPPER-DIVISION ELECTIVES
EARTHSYS 101. Energy and the Environment 3 Two to three additional courses at the 100-level or above are
Choose one of the following: required. Electives allow students to personalize their curriculum
EARTHSYS 102. Renewable Energy Sources and Greener 3 by pursuing higher-level courses offered in their focus area, or by
Energy Processes incorporating new academic perspectives. Each must be a mini-
or EARTHSYS 103. Energy Resources 4-5 mum of three units and approved by an adviser. The following
Energy Fundamentals: courses are suggested but not required; this is not an exhaustive
ENGR 30. Engineering Thermodynamics 3 list.
Energy Policy (Choose one):
ANTHROSPHERE TRACK
EARTHSYS 147. Controlling Climate Change in the 21st 3
Century CEE 171. Environmental Planning Methods 4
MSE 243. Energy and Environmental Policy Analysis 3 CEE 266A. Watersheds and Wetlands 3
MSE 294. Climate Policy Analysis 3 CEE 266B. Floods and Droughts, Dams and Aqueducts 3
MSE 295. Energy Policy Analysis 3 CEE 266C. Water Resources and Water Hazards Field Trips 2
ECON 158. Antitrust and Regulation 5
LAND SYSTEMS ECON 165. International Economics 5
MS&E 241. Economic Analysis 3-4
ADDITIONAL FOUNDATION AND BREADTH COURSES:
PUBLPOL 103B. Ethics and Public Policy 5
EARTHSYS 144. Fundamentals of GIS 4 GSBGEN 339. Environmental Entrepreneurship 4
PHYSICS 45. Light and Heat 4
Choose six courses, with at least one from each grouping: BIOSPHERE TRACK
BIO 139. Biology of Birds 3
Land: BIO 175. Tropical Ecology and Conservation 5
BIO 125. Ecosystems of California 3 BIO 215. Biochemical Evolution 3
BIO 144. Conservation Biology 3-4 BIO 216. Terrestrial Biogeochemistry 3
EARTHSYS 180. Fundamentals of Sustainable Agriculture 3 BIOHOPK 161H. Invertebrate Zoology 5
EARTHSYS 189. Field Studies in Earth Systems 5 BIOHOPK 163H. Oceanic Biology 4
ECON 106. World Food Economy 5 BIOHOPK 164H. Marine Botany 4
EESS 155. Science of Soils 4 CEE 274E. Pathogens in the Environment 3
HISTORY 254. Popular Culture and American Nature 5 EARTHSYS 147. Controlling Climate Change in the 21st 3
Water: Century
CEE 101B. Mechanics of Fluids 4
4-5
CEE 175A. California Coast: Science, Policy, and Law include 9 units of thesis research. Integration of earth systems con-
3-4
GES 112. Mapping the Geological Environment 3
cepts is furthered by participation in EARTHSYS 290, the Mas-
GES 115. Engineering Geology Practice 3
ter’s Seminar.
GES 131. Environmental Earth Sciences II: Fluvial Systems 3 To apply, complete and return to the Earth Systems office an
and Landscape Evolution application that includes:
URBANST 132. Concepts and Analytic Skills for the Social 4 • a statement of purpose
Sector • a resume
OCEANS TRACK • a Stanford transcript
BIOHOPK 161H. Invertebrate Zoology 5 • two letters of recommendation, one of which must be from the
BIOHOPK 164H. Marine Botany 4 master’s adviser
EARTHSYS 175. The California Coast: Science, Policy, and 3-4 • a list of courses that fulfill degree requirements signed by the
Law Associate Director, Academics, and the master’s adviser.
SUMMARY OF COURSE REQUIREMENTS AND UNITS Applications must be submitted by the quarter preceding the
Earth Systems Introduction and Core 12 anticipated quarter of graduation. An application fee is assessed by
Required allied courses 41-62 the Registrar’s Office for coterminal applications.
Students may either:
TRACKS 1. complete 180 units required for the B.S. degree and then com-
Anthrosphere 19-30 plete the three quarters required for the M.S. degree
Biosphere 15-22 2. or, complete a total of 15 quarters during which the require-
Energy Science and Technology 18-22 ments of the degrees are fulfilled concurrently.
Land Systems 18-29 The student has the option of receiving the B.S. degree after
Oceans 10-12 completing that degree’s requirements or receiving two degrees
Upper-division electives 6-15 concurrently at the end of the master’s program.
Senior research or internship 9 These requirements must be fulfilled to receive an M.S. degree:
Senior seminar 3
Total units (depending on track, electives)
1. All requirements for the B.S. degree.
94-126
2. Further course work (and/or thesis research), all of which
HONORS PROGRAM should be at the 100-level or above, including 22 units at the
200-level or above, leading to further focus within the stu-
The honors program in Earth Systems provides students with dent’s track.
an opportunity to pursue individual research within a specific area 3. Participation in the Master’s Seminar (EARTHSYS 290).
or between areas of Earth Systems, through a year-long mentored The program consists of a minimum of 45 units of course work
research project with an Earth Systems-affiliated faculty member and/or thesis research, at least 22 of which must be at the 200-level
that culminates in a written thesis. or above.
To be admitted to the honors program, applicants must main- The student must devise a program of study that shows a level
tain a minimum GPA of 3.4 in Earth Systems course work. Poten- of specialization appropriate to the master’s level, as determined in
tial honors students should complete the EARTHSYS 111 and consultation with the adviser. The program should demonstrate
EARTHSYS 112 sequence by the end of the junior year. Qualified further specialization and focus within the student’s undergraduate
students apply in Spring Quarter of the junior year, or the fourth track. Students applying from an undergraduate major other than
quarter before graduation, by submitting a detailed research pro- Earth Systems or students applying for a coterminal M.S. in Envi-
posal and a brief statement of support from a faculty research ad- ronmental Earth System Science should meet with Julie Kennedy
viser. Students who elect to do an honors thesis should begin plan- or Deana Fabbro-Johnston for clarification.
ning no later than Winter Quarter of the junior year. With the adviser’s approval, 9 units may be in the form of re-
A maximum of 9 units is awarded for thesis research through search. This may culminate in the preparation of a master’s thesis;
EARTHSYS 199. Those 9 units may not substitute for any other however, a thesis is not required for the degree. Master’s students
required parts of the Earth Systems curriculum. All theses are must take part in the Spring Quarter Master’s Seminar,
evaluated for acceptance by the thesis faculty adviser and one ad- EARTHSYS 290, and have additional responsibilities appropriate
ditional member of the Earth Systems Committee of the Whole. to the master’s level (thesis presentation, modeling problems, and
Honors students are encouraged to present their research so on).
through the School of Earth Sciences Annual Research Review, University requirements for the coterminal M.A. are described
which highlights undergraduate and graduate research in the in the "Coterminal Bachelor's and Master's Degrees" section of this
school during the annual visit of the School of Earth Sciences ex- bulletin. For University coterminal degree program rules and Uni-
ternal Advisory Board. Faculty advisers are encouraged to sponsor versity application forms, see
presentation of student research results at professional society http://studentaffairs.stanford.edu/registrar/publications#Coterm.
meetings.
Students interested in a group-oriented, interdisciplinary honors OVERSEAS STUDIES COURSES IN EARTH
experience should investigate the Goldman Interschool Honors
Program in Environmental Science, Technology, and Policy, a
SYSTEMS
program of the School of Earth Sciences. More information on For course descriptions and additional offerings, see the listings
Goldman may be obtained by phoning (650) 725-2745. in the Stanford Bulletin's ExploreCourses web site
CLEANTECH FRESHWATER
APPPHYS 219. Solid State Physics and the Energy Challenge CEE 101B. Mechanics of Fluids
CHEMENG 274. Environmental Microbiology I CEE 177. Aquatic Chemistry and Biology
CHEMENG 355. Advanced Biochemical Engineering CEE 260A. Physical Hydrogeology
CHEMENG 454. Synthetic Biology and Metabolic Engineering CEE 260C. Contaminant Hydrogeology
CHEMENG 456. Metabolic Biochemistry of Microorganisms CEE 262A. Hydrodynamics
CEE 172P. Distributed Generation and Grid Integration of Renew- CEE 262B. Transport and Mixing in Surface Water Flows
ables CEE 262E. Lakes and Reservoirs
CEE 173A. Energy Resources CEE 264A. Rivers, Streams, and Canals
CEE 176A. Energy Efficient Buildings CEE 265A. Sustainable Water Resources Development
CEE 176B. Electric Power: Renewables and Efficiency CEE 265C. Water Resources Management
CEE 215. Goals and Methods of Sustainable Building Projects CEE 265D. Water and Sanitation in Developing Countries
CEE 226. Life Cycle Assessment for Complex Systems CEE 266A. Watersheds and Wetlands
CEE 275B. Process Design for Environmental Biotechnology CEE 266B. Floods and Droughts, Dams and Aqueducts
ENERGY 253. Carbon Capture and Sequestration CEE 266D. Water Resources and Water Hazards Field Trips
ENERGY 269. Geothermal Reservoir Engineering CEE 268. Groundwater Flow
MS&E 264. Sustainable Product Development and Manufacturing CEE 270. Movement and Fate of Organic Contaminants in Waters
MS&E 296. Sustainable Mobility: Improving Energy Efficiency CEE 271A. Physical and Chemical Treatment Processes
and Reducing CO2 Emissions from Transport CEE 273. Aquatic Chemistry
MS&E 491. Real-World Clean Energy Project Development CEE 273A. Water Chemistry Laboratory
MATSCI 302. Solar Cells CEE 275B. Process Design for Environmental Biotechnology
MATSCI 316. Nanoscale Science, Engineering, and Technology EARTHSYS 143. Climate Change in the West: A History of the
ME 221. Green Design Strategies Future
ME 222. Design for Sustainability EARTHSYS 233. California Climate Change Law and Policy
ME 260. Fuel Cell Science and Technology EARTHSYS 273. Aquaculture and the Environment: Science,
History, and Policy
LAND USE AND AGRICULTURE
BIO 101. Ecology GLOBAL, COMMUNITY, AND ENVIRONMENTAL
BIO 117. Biology and Global Change HEALTH
BIO 121. Biogeography ANTHRO 261A. Ecology, Nature, and Society: Principles in Hu-
BIO 125: Ecosystems of California man Ecology
BIO 144. Conservation Biology ANTHRO 262. Indigenous Peoples and Environmental Problems
BIO 206. Field Studies in Earth Systems ANTHRO 263. Conservation and Evolutionary Ecology
BIO 216. Terrestrial Biogeochemistry ANTHRO 266. Political Ecology of Tropical Land Use
BIO 264. Biosphere-Atmosphere Interactions ANTHRO 277. Environmental Change and Emerging Infectious
BIO 280. Fundamentals of Sustainable Agriculture Diseases
EARTHSYS 143. Climate Change in the West: A History of the ANTHRO 282. Medical Anthropology
Future ANTHRO 291C. Anthropological Methods in Ecology, Environ-
EARTHSYS 233. California Climate Change Law and Policy ment, Evolution
EARTHSYS 273. Aquaculture and the Environment: Science, ANTHRO 362. Conservation and Evolutionary Ecology
History, and Policy BIO 102. Demography: Health, Development, Environment
EARTHSYS 281. Concepts of Urban Agriculture BIO 117. Biology and Global Change
EARTHSYS 284. Climate and Agriculture CEE 260C. Contaminant Hydrogeology
EESS 155. Science of Soils CEE 263A. Air Pollution Modeling
EESS 162. Remote Sensing of Land Use and Land Cover CEE 263D. Air Pollution: From Urban Smog to Global Change
EESS 256. Soil Chemistry CEE 265A. Sustainable Water Resources Development
URBANST 163. Land Use Control CEE 265C. Water Resources Management
URBANST 165. Sustainable Urban and Regional Transportation CEE 265D. Water and Sanitation in Developing Countries
Planning CEE 270. Movement and Fate of Organic Contaminants in Waters
CEE 272. Coastal Contaminants
OCEANS AND ESTUARIES CEE 274D. Pathogens and Disinfection
BIO 274S. Hopkins Microbiology Course CEE 274E. Pathogens in the Environment
BIOHOPK 263H. Oceanic Biology CEE 276. Introduction to Human Exposure Analysis
BIOHOPK 271H. Ecological and Evolutionary Physiology CEE 276E. Environmental Toxicants
BIOHOPK 272H. Marine Ecology CEE 278A. Air Pollution Physics and Chemistry
BIOHOPK 285H. Ecology and Conservation of Kelp Forest CEE 278B. Atmospheric Aerosols
Communities CEE 278C. Indoor Air Quality
CEE 262D. Introduction to Physical Oceanography EARTHSYS 165. Promoting Behavior Change
CEE 272. Coastal Contaminants
ductory Seminars, may not be used to fulfill this requirement. SOC 364. Social Psychology of Organizations
Students should fulfill the teaching requirement by the end of SOC 366. Organization Studies: Theories and Analysis
the third year unless they obtain a firm commitment from a fa- SOC 367. Perspectives on Organization and Environment
culty member to TA a future course. SOC 377. Comparing Institutional Forms: Public, Private, and
2. On an ongoing basis, submit grant proposals for external fund- Nonprofit
ing, defined as fellowship and/or research funds provided by a
government agency, a private foundation, or a University en- ECONOMICS AND POLICY ANALYSIS BREADTH
tity other than E-IPER or the School of Earth Sciences. COURSES
3. Participate each year in a Spring Quarter annual review in One of the course sequences listed below, culminating in
which the student and lead advisers submit progress reports to ENVRES 243 (same as MS&E 243), satisfies the minimum
the E-IPER executive committee. breadth requirement. Students are advised to seek approval from
The following courses may be taken to satisfy the breadth re- their lead advisers in advance and are required to obtain their ad-
quirement in E-IPER's four focal areas. Updated lists are available visers' signatures on the breadth certification form as verification
at http://e-iper.stanford.edu/academic.phd.curriculum.php. Stu- that they have met this requirement.
dents should consult the Stanford Bulletin's Explore Courses web ECON 50 and 51. Economic Analysis I and II; and
site to determine the course schedule, location, eligibility, and MS&E/ENVRES 243
prerequisites. ECON 50. Economic Analysis I and ECON 155. Environmental
Economics and Policy; and MS&E/ENVRES 243
CULTURE AND INSTITUTIONS BREADTH COURSES ECON 202 or ECON 202N and ECON 203 or ECON 203N. Core
At least two courses are required. Students may choose a Economics; and MS&E/ENVRES 243
course not listed below provided it meets the criteria for this focal ECON 106. World Food Economy; and MS&E/ENVRES 243
area's subject knowledge. Students are advised to seek approval MS&E 241. Economic Analysis; and MS&E/ENVRES 243
from their lead advisers in advance and are required to obtain their MS&E 248. Economics of Natural Resources; and
advisers' signatures on the breadth certification form as verification MS&E/ENVRES 243
that they have met this requirement. PUBLPOL 301A. Microeconomics; and MS&E/ENVRES 243
ANTHRO 247. Nature, Culture, Heritage Possible substitutes for ENVRES 243:
ANTHRO 262. Indigenous Peoples and Environmental Problems ECON 250. Environmental Economics
CEE 265D. Water and Sanitation in Developing Countries ECON 251. Natural Resources and Energy
CEE 275 A. Law and Science of California Coastal Policy PUBLPOL 301B. Cost-Benefit Analysis and Evaluation
CEE 277C. Environmental Governance The same prerequisites listed above apply to PUBLPOL 301B,
EARTHSYS 112. Human Society and Global Change ECON 250, and ECON 251. PUBLPOL 301B focuses less on
EARTHSYS 224. Environmental Justice: Local, National, and environmental issues than ENVRES 243. Ph.D. students choosing
International Dimensions economics and policy analysis as one of their fields of inquiry are
ECON 228. Institutions and Organizations in Historical Perspec- encouraged to take ECON 202 or ECON 202N and ECON 203 or
tive ECON 203N, in addition to ENVRES 243, ECON 250, and/or
EDUC 332X. Theory and Practice of Environmental Education ECON 251.
EDUC 371X. Social Psychology and Social Change
HISTORY 376. Modern Brazil ENGINEERING AND TECHNOLOGY BREADTH
LAW 280. Toxic Harms COURSES
LAW 281. Natural Resources Law and Policy At least one course is required; this list represents examples of
LAW 306. Law, Economics and Politics of International Trade appropriate courses only. Students may choose a course not listed
LAW 338. Land Use below provided it meets the criteria for this focal area's subject
LAW 437. Water Law knowledge. Students are advised to seek approval from their lead
LAW 455. Energy Law advisers in advance and are required to obtain their advisers' signa-
LAW 603. Environmental Law and Policy tures on the breadth certification form as verification that they
LAW 604. Environmental Law Workshop have met this requirement.
LAW 656. International Conflict: Management and Resolution CEE 101B. Mechanics of Fluids
MS&E 252. Decision Analysis I CEE 161A. Rivers, Streams, and Canals
MS&E 383. Doctoral Seminar on Ethnographic Research CEE 172. Air Quality Management
POLISCI 351A. Foundations of Political Economy CEE 176A. Energy Efficient Buildings
POLISCI 362. New Economics of Organizations CEE 176B. Electric Power: Renewables and Efficiency
POLISCI 364. Theories of Political Institutions CEE 177. Aquatic Chemistry and Biology
POLISCI 436. Rational Choice CEE 201D. Computations in Civil and Environmental Engineering
POLISCI 440A. Theories in Comparative Politics CEE 207A. Energy Resources
POLISCI 440B. Comparative Political Economy CEE 215. Goals and Methods of Sustainable Building Projects
POLISCI 440C. Methods in Comparative Politics CEE 260A. Physical Hydrogeology
POLISCI 444. Comparative Political Economy: Advanced Indus- CEE 262B. Transport and Mixing in Surface Water Flows
trial Societies CEE 263A. Air Pollution Modeling
PSYCH 223. Social Norms CEE 264A. Rivers, Streams, and Canals
Total 176-185
ENGINEERING The following courses constitute the normal program leading to
The mission of the Energy Resources Engineering major is to a B.S. in Energy Resources Engineering. The program may be
provide students with the engineering skills and foundational modified to meet a particular student's needs and interests with the
knowledge needed to flourish as technical leaders within the en- adviser's prior approval.
ergy industry. Such skills and knowledge include resource assess-
ment, choices among energy alternatives, and carbon management, REQUIRED CORE IN ENERGY RESOURCES
as well as the basic scientific background and technical skills ENGINEERING
common to engineers. The curriculum is designed to prepare stu- The following courses constitute the core program in Energy
dents for immediate participation in many aspects of the energy Resources Engineering:
industry and graduate school. ENERGY 101. Energy Resources and the Environment 3
ENERGY 104. Technology in the Greenhouse: Options for 3
LEARNING OUTCOMES Reducing Greenhouse Gas Emissions
The department expects undergraduate majors in the program ENERGY 120. Fundamentals of Petroleum Engineering 3
to be able to demonstrate the following learning outcomes. These ENERGY 160. Modeling Uncertainty in the Earth Sciences 3
learning outcomes are used in evaluating students and the depart- ENERGY 199. Senior Project and Seminar in Energy Resources 4
(WIM)
ment's undergraduate program. Students are expected to:
Total 16
1. apply skills developed in fundamental courses to engineering
problems. MATHEMATICS:
2. research, analyze, and synthesize solutions to an original and • MATH 41. Single Variable Calculus
contemporary energy problem. • and MATH 42. Single Variable Calculus
3. work independently and as part of a team to develop and im- • or MATH 19. Calculus
prove engineering solutions. • and MATH 20. Calculus
4. apply written, visual, and oral presentation skills to communi- • and MATH 21. Calculus
cate scientific knowledge. • MATH 51. Linear Algebra and Differential Calculus of Sev-
BACHELOR OF SCIENCE IN ENERGY eral Variables
• or CME 100. Vector Calculus for Engineers
RESOURCES ENGINEERING • MATH 52. Integral Calculus of Several Variables
The four-year program leading to the B.S. degree provides a • or CME104. Linear Algebra and Partial Differential Equa-
foundation for careers in many facets of the energy industry. The tions for Engineers
curriculum includes basic science and engineering courses that • MATH 53. Ordinary Differential Equations with Linear Alge-
provide sufficient depth for a wide spectrum of careers in the en- bra
ergy and environmental fields. • or CME 102. Ordinary Differential Equations for Engi-
One of the goals of the program is to provide experience inte- neers
grating the skills developed in individual courses to address a sig-
nificant design problem. In ENERGY 199, taken in the senior year, SCIENCE:
student teams identify and propose technical solutions for an en- • CHEM 31A. Chemical Principles
ergy-resource related problem of current interest. • CHEM 31B. Chemical Principles II
• or CHEM 31X may be substituted for CHEM 31A,B
PROGRAM • CHEM 33. Structure and Reactivity
The requirements for the B.S. degree in Energy Resources En- • GES 1. Fundamentals of Geology
gineering are similar, but not identical, to those described in the • PHYSICS 41. Mechanics
"School of Engineering" section of this bulletin. Students must • PHYSICS 43. Electricity and Magnetism
satisfy the University general education, writing, and language
• PHYSICS 45. Light and Heat
requirements. The normal Energy Resources Engineering under-
graduate program automatically satisfies the University General • PHYSICS 46. Light and Heat Laboratory
Education Requirements (GERs) in the Disciplinary Breadth areas ENGINEERING FUNDAMENTALS:
of Natural Sciences, Engineering and Applied Sciences, and Ma- • CS 106A. Programming Methodology
thematics. • CS 106B. Programming Abstractions
Engineering fundamentals courses and Energy Resources Engi- • or CS 106X may be substituted for CS 106A,B
neering depth and elective courses must be taken for a letter grade. • ENGR 14. Applied Mechanics: Statics
The Energy Resources Engineering undergraduate curriculum
• ENGR 30. Engineering Thermodynamics
is designed to prepare students for participation in the energy in-
dustry or for graduate studies, while providing requisite skills to • ENGR 60. Engineering Economy
evolve as the energy landscape shifts over the next half century. • ME 70. Introductory Fluids Engineering
The program provides a background in mathematics, basic sci- • or CHEMENG 120A
ences, and engineering fundamentals such as multiphase fluid flow • Technology in Society, 1 course
in the subsurface. In addition, the curriculum is structured with
courses within the department are changed to ‘NP’ (not passed) at prerequisites for taking most graduate courses.
the end of the quarter after the one in which the course was given. The candidate must fulfill the following requirements:
This one quarter limit is a different constraint from the maximum 1. Register as a graduate student for at least 45 units.
one-year limit allowed by the University. 2. Submit a program proposal for the Master’s degree approved
Academic performance is reviewed each quarter by a faculty by the adviser during the first quarter of enrollment.
committee. At the beginning of the next quarter, any student not in 3. Complete 45 units with a grade point average (GPA) of at least
good academic standing receives a letter from the committee or 3.0. This requirement is satisfied by taking the core sequence,
department chair stating criteria that must be met for the student to selecting one of the seven elective sequences, an appropriate
return to good academic standing. If the situation is not corrected number of additional courses from the list of technical elec-
by the end of the quarter, possible consequences include termina- tives, and completing 6 units of master’s level research. Stu-
tion of financial support, termination of departmental privileges, dents electing the course work only M.S. degree are strongly
and termination from the University. encouraged to select an additional elective sequence in place of
Students funded by research grants or fellowships from the de- the research requirement. Students interested in continuing for
partment are expected to spend at least half of their time (a mini- a Ph.D. are expected to choose the research option and enroll
mum of 20 hours per week) on research. Continued funding is in 6 units of ENERGY 361. All courses must be taken for a
contingent upon satisfactory research effort and progress as deter- letter grade.
mined by the student’s adviser. After Autumn Quarter of the first 4. Students entering without an undergraduate degree in Petro-
year, students receive a letter from the department chair concern- leum Engineering must make up deficiencies in previous train-
ing their research performance. If problems are identified and they ing. Not more than 10 units of such work may be counted as
persist through the second quarter, a warning letter is sent. Prob- part of the minimum total of 45 units toward the M.S. degree.
lems persisting into a third quarter may lead to loss of departmen- Research subjects include certain groundwater hydrology and
tal support including tuition and stipend. Similar procedures are environmental problems, energy industry management, flow of
applied in subsequent years. non-Newtonian fluids, geothermal energy, natural gas engineering,
A balanced master’s degree program including engineering oil and gas recovery, pipeline transportation, production optimiza-
course work and research requires a minimum of one maximum- tion, reservoir characterization and modeling, carbon sequestration,
tuition academic year beyond the baccalaureate to meet the Uni- reservoir engineering, reservoir simulation, and transient well test
versity residence requirements. Most full-time students spend at analysis.
least one additional summer to complete the research requirement.
An alternative master’s degree program based only on course work RECOMMENDED COURSES AND
is available, also requiring at least one full tuition academic year to SEQUENCES
meet University residence requirements. The following list is recommended for most students. With the
M.S. students who anticipate continuing in the Ph.D. program prior special consent of the student’s adviser, courses listed under
should follow the research option. M.S. students receiving finan- technical electives may be substituted based on interest or back-
cial aid normally require two academic years to complete the de- ground.
gree. Such students must take the research option.
The degree of Engineer requires a comprehensive maximum- CORE SEQUENCE
tuition, two-year program of graduate study. This degree permits Subject and Catalog Number Units
more extensive course work than the master’s degree, with an em- ENERGY 175. Well Test Analysis 3
or ENERGY 130. Well Log Analysis 3
phasis on professional practice. All Engineer degree students re-
ENERGY 221. Fundamentals of Multiphase Flow 3
ceiving financial aid are limited to a 10-unit course load per quar-
ENERGY 222. Reservoir Engineering* 3
ter and need at least ten quarters of work to complete the degree.
ENERGY 246. Reservoir Characterization and Flow Model- 3
The Ph.D. degree is awarded primarily on the basis of comple- ing with Outcrop Data
tion of significant, original research. Extensive course work and a ENERGY 251. Thermodynamics of Equilibria† 3
minimum of 90 units of graduate work beyond the master’s degree CME 200. Linear Algebra with Application to Engineering 3
are required. Doctoral candidates planning theoretical work are Computations
encouraged to gain experimental research experience in the M.S. CME 204. Partial Differential Equations in Engineering 3
program. Ph.D. students receiving financial assistance are limited Total 21
to 10 units per quarter and often require more than three years to * Students taking the Environmental sequence may substitute ENERGY 227.
complete the Ph.D. † Optional for students taking the Geostatistics and Reservoir Modeling sequence.
In special cases, the M.S., Engineer, and Ph.D. degrees may be
awarded with field designations for students who follow programs ELECTIVE SEQUENCE
of study in the particular fields of (1) geostatistics, (2) geothermal, Choose one of the following:
or (3) environment. For example, students may be awarded the CRUSTAL FLUIDS:
degree Master of Science in Energy Resources Engineering (Geo- GES 230. Physical Hydrogeology 4
thermal). GES 231. Contaminant Hydrogeology 4
GEOPHYS 200. Fluids and Tectonics 3
Total 11
GP. 262. Rock Physics 3 research results in a written dissertation and oral defense.
Total 15 In addition to University and the Department of Energy Re-
sources Engineering basic requirements for the doctorate, the Pe-
Oil and Gas—
ENERGY 104. Technology in the Greenhouse
troleum Engineering Ph.D. and Energy Resources Engineering
3
ENERGY 222. Advanced Reservoir Engineering
Ph.D. degrees have the following requirements:
3
ENERGY 223. Reservoir Engineering 3
1. Students must complete a minimum of 36 course units and 54
ENERGY 240. Geostatistics for Spatial Phenomena 3 research units (a total of 90 units) beyond the M.S. degree. At
or ENERGY 260. Modeling Uncertainty in the Earth Sciences least half of the classes must be at a 200 level or higher and all
ENERGY 251. Thermodynamics of Equilibria 3 must be taken for a letter grade. Students with an M.S. degree
Total 15 or other specialized training from outside ERE are generally
expected to include ENERGY 221, 223, and 240, or their
TECHNICAL ELECTIVES equivalents. The number and distribution of courses to be tak-
• ENERGY 104. Technology in the Greenhouse en is determined with input from the research advisers and de-
• ENERGY 120. Fundamentals of Petroleum Engineering partment graduate program committee.
• ENERGY 130. Well Log Analysis I 2. To achieve candidacy (usually during or at the end of the first
• Any 200-level ENERGY course year of enrollment), the student must complete 24 units of let-
• ENERGY 301. The Energy Seminar ter-graded course work, develop a written Ph.D. research pro-
• CEE 176A. Energy Efficient Buildings posal, and choose a idissertation committee.
• CEE 176B. Electric Power: Renewables and Efficiency 3. The research adviser(s) and two other faculty members com-
• CME 206. Introduction to Numerical Methods for Engineering prise the dissertation reading committee. Upon completion of
the dissertation, the student must pass a University oral exami-
• CME 212. Introduction to Large Scale Computing in Engineer-
nation in defense of the dissertation.
ing 4. Complete 135 units of graduate work.
• EARTHSYS 247. Controlling Climate Change in the 21st 5. Act as a teaching assistant at least once, and enroll in
Century ENERGY 359.
• ECON 250. Natural Resource and Energy Economics 36 units of course work is a minimum; in some cases the re-
• ECON 251. Environmental Economics search adviser may specify additional requirements to strengthen
• GES 217. Faults, Fractures, and Fluid Flow the student’s expertise in particular areas. The 36 units of course
• MATSCI 316. Nanoscale Science, Engineering, and Technol- work does not include required teaching experience (ENERGY
ogy 359) nor required research seminars. Courses must be taken for a
• ME 131A. Heat Transfer letter grade, and a grade point average (GPA) of at least 3.25 must
• ME 150. Internal Combustion Engines be maintained.
• ME 260. Fuel Cell Science Technology The dissertation must be submitted in its final form within five
• ME 370A. Energy Systems I: Thermodynamics calendar years from the date of admission to candidacy. Candi-
dates who fail to meet this deadline must submit an Application for
• ME 370B. Energy Systems II: Modeling and Advanced Con-
Extension of Candidacy for approval by the department chair if
cepts they wish to continue in the program.
• MS&E 248. Economics of Natural Resources Ph.D. students entering the department are required to hold an
M.S. degree in a relevant science or engineering discipline. Stu-
ENGINEER IN PETROLEUM dents wishing to follow the Ph.D. program in Petroleum Engineer-
ENGINEERING OR ENERGY RESOURCES ing must hold an M.S. degree (or equivalent) in Petroleum Engi-
ENGINEERING neering. Students following the Ph.D. program in Energy Re-
The objective of the Engineer degree program is to broaden sources Engineering must hold an M.S. degree (or equivalent),
training through additional work in engineering and the related although it need not be in Energy Resources Engineering.
sciences and by additional specialization. PH.D. DEGREE QUALIFICATION
Basic requirements include completion of 90 units of course
work including 15 units of research (ENERGY 362), and including The procedure for the Ph.D. qualification differs depending
all course requirements of the department’s master’s degree (39 upon whether the student entered the department as an M.S. or
units, excluding research). If the candidate has received credit for Ph.D. student. In either case, previous written and oral exams have
research in the M.S. degree, this credit ordinarily would be trans- been replaced by a written Ph.D. proposal followed by a proposal
ferable to the Engineer degree, in which case a total of 9 additional defense.
research units would be required. No more than 10 of the 90 re- For students who complete an M.S. in the Energy Resources
quired units can be applied to overcoming deficiencies in under- Engineering Department at Stanford—In the second year of the
graduate training. M.S. degree program, the student formally applies to the Ph.D.
At least 30 units in Engineering and closely allied fields must program. The student is considered for admission to the Ph.D.
be taken in advanced work, that is, work beyond the master’s de- program along with external applicants. The admission decision is
gree requirements and in addition to research (ENERGY 362). based upon course work and research progress. During or before
These may include courses from the Ph.D. degree list below or the third quarter as a Ph.D. student, generally corresponding to
advanced-level courses from other departments with prior consent Spring Quarter in the third year at Stanford, the student must pass a
Noah Diffenbaugh,** Christopher Francis, David Lobell,**† ciencies in addition to these basic requirements.
Leif Thomas 7. By the end of Winter Quarter of the first year in residence, a
Courtesy Professors: Gregory Asner, Ken Caldeira, Peter Vitousek student must complete at least three courses taught by a mini-
Visiting Professors: Shemin Ge, Sally MacIntyre, John Melack, mum of two different department faculty members.
Alicia Wilson 8. Serve as a teaching assistant in at least two quarters during
* Joint appointment with Biology their graduate career.
** Joint appointment with Woods Institute for the Environment Each student must have a research adviser who is a faculty
† Joint appointment with the Freeman Spogli Institute for International Studies member in the department and is within the student's thesis topic
Department Offices: Yang and Yamazaki Environment and Energy area or specialized area of study. The faculty adviser is charged
Building, Room 140 with designing the curriculum in consultation with the student
Phone: 650-721-5723 specific to the research topic. Each student must complete a thesis
Mail Code: 94305-4216 describing his or her research. Thesis research should begin during
Web Site: http://pangea.stanford.edu/eess the first year of study at Stanford and should be completed before
Courses offered by the Department of Environmental Earth the end of the second year of residence. Early during the thesis
System Science are listed under the subject code EESS on the research period, and after consultation with the student, the thesis
Stanford Bulletin's ExploreCourses web site. adviser appoints a second reader for the thesis who must be ap-
Environmental Earth System Science studies the planet's proved by the graduate coordinator; the thesis adviser is the first
oceans, lands, and atmosphere as an integrated system, with an reader. The two readers jointly determine whether the thesis is
emphasis on changes occurring during the current period of over- acceptable for the M.S. degree in the department.
whelming human influence, the Anthropocene. Faculty and stu-
dents within the department use the principles of biology, chemis- DOCTOR OF PHILOSOPHY IN
try, and physics to study problems involving processes occurring at ENVIRONMENTAL EARTH SYSTEM
the Earth's surface, such as climate change and global nutrient SCIENCE
cycles, providing a foundation for problem solving related to envi- The objectives of the doctoral program are to enable students to
ronmental sustainability and global environmental change. develop the skills needed to conduct original investigations in en-
GRADUATE PROGRAMS IN vironmental and earth system sciences, to interpret the results, and
to present the data and conclusions in a publishable manner.
ENVIRONMENTAL EARTH SYSTEM Graduates should develop strong communication skills and leader-
SCIENCE ship skills with the ability to teach and communicate effectively
The University's basic requirements for the M.S. and Ph.D. de- with the public.
grees are discussed in the "Graduate Degrees" section of this bulle- The University's requirements for the Ph.D. degree are outlined
tin. in the "Graduate Degrees" section of this bulletin. A summary of
additional department requirements follows:
MASTER OF SCIENCE IN 1. Completion of core course work: EESS 211. Fundamentals of
ENVIRONMENTAL EARTH SYSTEM Modeling; EESS 213. Spatial Statistics and Analysis for Envi-
ronmental Data; EESS 215. Earth System Dynamics;
SCIENCE EARTHSCI 300. Earth Sciences Seminar.
The purpose of the master's program is to continue a student's 2. Enrollment in EESS 301. Topics in Environmental Earth Sys-
training in one of the earth science disciplines and to prepare stu- tem Science, each quarter during the academic year.
dents for a professional career or doctoral studies. 3. By the end of Winter Quarter of their first year in residence,
The department's graduate coordinator, in coordination with the students must complete at least three courses taught by a min-
departmental faculty, appoints an academic adviser during registra- imum of two different departmental faculty members.
tion with appropriate consideration of the student's background, 4. Completion of required courses in their individual program or
interests, and professional goals. In consultation with the adviser, in their specialized area of study with a grade point average
the student plans a program of course work for the first year. The (GPA) of 3.0 (B) or higher, or demonstrate that they have
student should select a thesis adviser within the first year of resi- completed the equivalents elsewhere.
dence and submit to the thesis adviser a proposal for thesis re- 5. Completion of a minimum of four letter grade courses of at
search as soon as possible. The academic adviser supervises com- least 3 units each from four different faculty members on the
pletion of the department requirements for the M.S. program as Academic Council in the University.
outlined below until the research proposal has been accepted; re- 6. Serve as a teaching assistant in at least four quarters during
sponsibility then passes to the thesis adviser. The student may their graduate career.
change either thesis or academic advisers by mutual agreement and 7. During Spring Quarter of each year, students must undergo an
after approval of the graduate coordinator. annual review by their thesis committee to allow the commit-
The University's requirements for M.S. degrees are outlined in tee to monitor the progress of the student and make recom-
the "Graduate Degrees" section of this bulletin. Additional depart- mendations, where necessary.
mental requirements include the following: 8. Qualify for candidacy for the Ph.D. by the end of the sixth
1. Completion of core course work: EESS 211. Fundamentals of quarter in residence, excluding summers. Department proce-
Modeling; EESS 213. Spatial Statistics and Analysis for Envi- dures require selection of a faculty thesis adviser, preparation
4. Field Research Skills—Most GES courses include field trips The processes of weathering, erosion, transportation, and depo-
and/or field-based projects. In addition, students must com- sition, interpretation of depositional environments, the formation
plete at least six weeks of field research through departmental and evolution of sediments and sedimentary basins, and the evolu-
offerings or through a faculty-directed field research project tion of sedimentary systems over geologic time.
that involves learning and application of field techniques, field GES 151.Sedimentary Geology and Petrology 4
mapping, and the preparation of a written report.
5. Communication Skills—To fulfill the Writing in the Major BIOGEOSCIENCES
requirement, students take a writing-intensive senior seminar The origin and evolution of life on Earth, the influence of bio-
(GES 150), in which they give both oral and written presenta- logical processes on Earth's surface environments, and the role of
tions that address current research in the earth sciences. geological processes in shaping large-scale evolutionary patterns.
The major requires at least 77 units; letter grades are required *GES 123. Paleobiology 3
in all courses if available. Students interested in the GES major GEOSPATIAL STATISTICS AND COMPUTER SCIENCE
should consult with the undergraduate program coordinator for Statistical techniques specific to the geosciences that facilitate
information about options within the curriculum. analysis of three- and four-dimensional data; computer program-
COURSE SEQUENCE (77-101 UNITS TOTAL) ming and modeling.
CS 106A. Programming Methodology 3-5
CORE REQUIREMENT EESS 160. Statistical Methods for Earth and Environmental 3
Students are required to take all of the following (28-30 units): Sciences: General Introduction
Subject and Catalog Number Units EESS 161. Statistical Methods for Earth and Environmental 3-4
GES 1A, 1B,or 1C.. Introduction to Geology Sciences: Geostatistics
4-5 EESS 164. Fundamentals of Geographic Information Science
GES 4. Evolution and Extinction: Introduction to Historical 4
4 (GIS)
Geology ENERGY 125. Modeling and Simulation for Geoscientists and
GES 90. Introduction to Geochemistry 3
3-4 Engineers
GES 102. Earth Materials: Introduction to Mineralogy 3 ENERGY 211. Computer Programming in C++ for Earth Sci- 4
GES 102L. Introductory Mineralogy Laboratory 1 entists and Engineers
GES 103. Earth Materials: Rocks in Thin Section 3 GEOPHYS 112. Exploring Geosciences with MATLAB 3
GES 104. Earth Materials: Introduction to Petrology 3 *GEOPHYS 140. Introduction to Remote Sensing 3
GES 104L. Introductory Petrology Laboratory 1
GES 105. Introduction to Field Methods 3 DEPTH IN THE DISCIPLINE REQUIREMENT
GES 150. Senior Seminar: Issues in the Earth Sciences (WIM) 3 (10 UNITS)
GES 190, other field course, or field research (see below for 6 To allow students to go into greater depth in the major, students
more information)
must complete at least 10 units of electives drawn primarily from
BREADTH IN THE DISCIPLINE the list above and other upper-level courses in GES (including
REQUIREMENT graduate-level courses). Additional courses in Geophysics, EESS,
and ERE may be counted towards the elective units if they allow a
To gain understanding of the breadth of subject areas within the student to pursue a topic in depth; these options should be dis-
geological and environmental sciences, students are required to cussed with an adviser. A maximum of 3 elective units may be
take one course from each of the following six groups (19-25 fulfilled by GES 192, 197, 198, or advanced seminars. Honors
units). research (GES 199) may fulfill up to 4 elective units.
Courses marked with an asterisk (*) are offered in alternate
years. REQUIRED SUPPORTING MATHEMATICS (5-
ENVIRONMENTAL GEOLOGY AND SURFACE 15 UNITS)
PROCESSES This requirement may also be fulfilled by Advanced Placement
The chemical and physical properties of the solid, aqueous, and credit. Choose one of the following equivalent series:
gaseous phases comprising Earth's surface environment, their natu- MATH 19. Calculus 3
ral compositional variations and biogeochemical interactions, and MATH 20. Calculus 3
the processes that affect their distribution and stability. MATH 21. Calculus 4
EESS 155. Science of Soils 4 or
GES 130. Soil Physics and Hydrology 3 MATH 41. Calculus 5
GES 131. Hydrologically-Driven Landscape Evolution 3 MATH 42. Calculus 5
GES 170. Environmental Geochemistry 4 Choose at least one of the following (the entire series is rec-
ommended for students who plan to pursue graduate studies in the
STRUCTURAL GEOLOGY AND TECTONICS sciences or engineering):
The nature, description, and modeling of deformation of earth MATH 51. Multivariate Mathematics 5
materials in response to tectonic forces. Processes of plate tecton- MATH 52. Multivariate Mathematics 5
ics, mountain building, and sedimentary basin formation. The ori- MATH 53. Multivariate Mathematics 5
gin and evolution of geologic structures including folds, faults,
fabrics, and fractures.
GES 110. Structural Geology and Tectonics 5
meeting of the research committee to present a brief progress Mitchell Earth Sciences Building. It has numerous research facili-
report covering the past year. ties, among which are a state-of-the-art broadband seismic record-
4. Under the supervision of the research advisory committee, the ing station, high pressure and temperature rock properties and rock
candidate must prepare a doctoral dissertation that is a contri- deformation laboratories, various instruments for field measure-
bution to knowledge and is the result of independent research. ments including seismic recorders, nine dual frequency GPS re-
The format of the dissertation must meet University guidelines. ceivers, and field equipment for measuring in-situ stress at great
The student is strongly urged to prepare dissertation chapters depth. Current research activities include crustal deformation;
that, in scientific content and format, are readily publishable. earthquake seismology and earthquake mechanics; reflection, re-
5. The doctoral dissertation is defended in the University oral fraction, and tomographic seismology; rock mechanics, rock phys-
examination. The research adviser and two other members of ics; seismic studies of the continental lithosphere; remote sensing;
the research committee are determined to be readers of the environmental geophysics; and synthetic aperture radar studies.
draft dissertation. The readers are charged to read the draft and
to certify in writing to the department that it is adequate to MISSION OF THE UNDERGRADUATE
serve as a basis for the University oral examination. Upon ob- PROGRAM IN GEOPHYSICS
taining this written certification, the student is permitted to The mission of the undergraduate program in Geophysics is to
schedule the University oral examination. expose students to a broad spectrum of geophysics, including re-
PH.D. MINOR IN GEOLOGICAL AND source exploration, environmental geophysics, seismology, and
tectonics. Students in the major obtain a solid foundation in the
ENVIRONMENTAL SCIENCES essentials of mathematics, physics, and geology, and build upon
Candidates for the Ph.D. degree in other departments who wish that foundation with advanced course work in Geophysics to de-
to obtain a minor in Geological and Environmental Sciences must velop the in-depth knowledge they need to pursue advanced gradu-
complete, with a GPA of 3.0 (B) or better, 20 units in the geo- ate study and professional careers in government or the private
sciences in lecture courses intended for graduate students. The sector.
selection of courses must be approved by the student’s GES ad-
viser and the department chair. LEARNING OUTCOMES
The department expects undergraduate majors in the program
GEOPHYSICS
senior year. The departmental program proposal form can be 104, CME 108, or GEOPHYS 112 may substitute for the CME
downloaded at series)
http://geo.stanford.edu/GP/undergraduate/major.html. Seniors in
Geophysics who expect to do graduate work should take the SUPPORTING SCIENCE COURSES
Graduate Record Examination (GRE) early in their final under- Students must take all of the following (16-25 units):
graduate year. • GES 1A, B, or C Introduction to Geology, 4-5units
• CHEM 31A,B Chemical Principles I & II 8
CURRICULUM or CHEM 31X Chemical Principles, 4 units
or a score of 4-5 on the Chemistry AP exam
GEOPHYSICS CORE COURSES (24-26 UNITS)
• PHYSICS 41. Mechanics, 4 units
Students must take all of the following:
• PHYSICS 43. Electricity and Magnetism, 4 units
• GEOPHYS 110. Earth in the Balance: Introduction to Geo-
• PHYSICS 45. Light and Heat, 4 units
physics, 3 units
• plus one additional PHYSICS class (4 units)
• GEOPHYS 120. Ice, Water, Fire, 3 units
• PHYSICS 110. Intermediate Mechanics, 4 units
• GEOPHYS 130. Introductory Seismology, 3 units or PHYSICS 120. Intermediate Electricity & Magnetism
• GEOPHYS 150. Geodynamics: Our Dynamic Earth , 3 units , 4 units
• GEOPHYS 160. Introduction to SES Computing, 2 units or CEE 101A. Mechanics of Materials, 4 units
or equivalent knowledge or EE 141. Engineering Electromagnetics, 4 units
• GEOPHYS 190. Geophysical Field Methods, 3 units or ME 80. Mechanics of Deformable Bodies, 4 units
• GEOPHYS 199. Senior Seminar (WIM), 3 units • plus one additional approved geology class (4 units) typically
• GEOPHYS 200. Undergraduate Research, 5 units chosen from among:
• GEOPHYS 201. Frontiers of Geophysical Research, 1 unit • GES 102. Earth Materials: Mineralogy, 3 units
• GES 110. Structural Geology and Tectonics, 5 units
GEOPHYSICS BREADTH COURSES (12-14 UNITS) • GES 111A. Structural Geology and Rock Mechanics, 3
Choose four upper-level courses, one from each of the follow- units
ing four areas: • GES 151. Sedimentary Geology, 4 units
1. Resources, hazards, and the environment
• GEOPHYS 182. Reflection Seismology, 3 units HONORS PROGRAM
• GEOPHYS 183. Reflection Seismology Interpretation, 3
units The department offers a program leading to the B.S. degree in
• GEOPHYS 185. Rock Physics, 3 units Geophysics with honors. The guidelines are:
• ENERGY 120. Fundamentals of Petroleum Engineering, 3 1. Select a research project, either theoretical, field, or experi-
units mental, that has the approval of an adviser.
• GES 131. Hydrologically-Driven Landscape Evolution, 3 2. Submit a proposal to the department, which decides on its
units suitability as an honors project. Necessary forms are in the de-
2. Whole-earth Geophysics partment office.
• GEOPHYS 184. Journey to the Center of the Earth, 3 units 3. Course credit for the project is assigned by the adviser within
• GEOPHYS 140. Introduction to Remote Sensing , 3 units the framework of GEOPHYS 205.
• GEOPHYS 170. Global Tectonics, 3 units 4. The decision whether a given independent study project does
• GEOPHYS 186. Tectonophysics, 3 units or does not merit an award of honors is made jointly by the de-
3. Numerical and computational methods partment and the student’s adviser. This decision is based on
• GEOPHYS 180. Geophysical Inverse Problems, 3 units the quality of both the honors work and the student’s other
• GEOPHYS 187. Environmental Soundings Image Estima- work in Earth sciences.
tion, 3 units 5. The work done on the honors program cannot be used as a
• CME 200. Linear Algebra with Applications to Engineer- substitute for regularly required courses.
ing Computations, 3 units
• CME 204. Partial Differential Equations in Engineering, 3
MINOR IN GEOPHYSICS
units The Geophysics minor provides students with a general knowl-
• CME 206. Introduction to Numerical Methods for Engi- edge of Geophysics in addition to a background in the related
neering, 3 units fields of physics, mathematics, and geology. The minor consists of
• CME 211. Computer Programming in C++ for Earth Sci- one required class (8 units), two electives (6 units), and prerequi-
entists and Engineers, 3 units sites in mathematics and physics. Minors require no fewer than 20
• EE 102A. Signal Processing and Linear Systems I, 4 units units and no more than 36 units. The departmental program pro-
• ENERGY 160. Modeling Uncertainty, 3 units posal form can be downloaded from
4. Geophysical fluid dynamics http://geo.stanford.edu/GP/undergraduate/major.html.
• GEOPHYS 181. Fluids and Flow, 3 units
• CEE 164. Introduction to Physical Oceanography, 4 units CURRICULUM
• EESS 146A. Atmosphere, Ocean, and Climate Dynamics: 1. GEOPHYS 110
Atmospheric Circulation, 3 units
The Department offers a coterminal M.S. degree for students ent investigation and present the results of such research.
wishing to obtain more specialized training in Geophysics than is Requirements for the Degree—A minimum of 135 units of
normally possible during study for the B.S. degree alone. An graduate study at Stanford must be satisfactorily completed. Re-
M.S.degree should be considered as the professional degree in quired courses must be taken for a letter grade, if offered. Students
Geophysics, and is aimed at students wishing to work in a related are required to attend the department seminars, and to complete
industry, or students desiring more focused academic study in the sufficient units of independent work on a research problem to meet
field than the B.S. program allows. the 135-unit University requirement. 12 units must be met by par-
The coterminal M.S. degree in Geophysics is offered in con- ticipation in the GEOPHYS 385 series, or equivalent series in
junction with any relevant undergraduate program at Stanford. other departments with approval of the adviser and graduate coor-
Geophysics students often enter the department with degrees in dinator. Students are encouraged to participate in the GEOPHYS
Earth sciences, mathematics, physics, chemistry, or other natural 385 series from more than one faculty member or group and rele-
science or engineering fields. Any of these are suitable for the vant equivalent series in other departments. Students with a Mas-
coterminal Geophysics program, and interested students are en- ter's degree may waive up to 12 units for approved courses.
couraged to discuss their own background with a Geophysics fac- ENGR 102W/202W, Technical Writing, is recommended but
ulty member. not required.
The requirements for entry into the coterminal M.S. program The student’s record must indicate outstanding scholarship, and
are submission of a transcript, a statement of purpose, and at least deficiencies in previous training must be removed. Experience as a
one letter of recommendation. Applications with a letter of rec- teaching assistant (quarter-time for at least two academic quarters)
ommendation from a Geophysics faculty are generally considered is required for the Ph.D. degree. For more information, see the
the strongest. Additional letters from other academic or work- Geophysics Administrative Guide, section 1.4.1.
related persons also strengthen the application. There are no spe- The student must pass the departmental oral examination by the
cific GPA requirements for entry, but the Department looks for end of the sixth academic quarter (third academic quarter for stu-
proven performance in a rigorous undergraduate curriculum as a dents with an M.S. degree); prepare under faculty supervision a
prerequisite for admission. dissertation that is a contribution to knowledge and the result of
Undergraduates with at least junior-level standing may apply, independent work expressed in satisfactory form; and pass the
and applications should be submitted by the Autumn Quarter of the University oral examination.
senior year. The graduation requirements to obtain the degree are The Ph.D. dissertation must be submitted in its final form with-
identical to those for the regular Geophysics master's degree. Con- in five calendar years from the date of admission to candidacy.
tact the Department of Geophysics student services officer for Upon formal acceptance into a research group, the student and
additional information. faculty adviser form a supervising committee consisting of at least
University requirements for the coterminal M.A. are described three members who are responsible for overseeing satisfactory
in the "Coterminal Bachelor's and Master's Degrees" section of this progress toward the Ph.D. degree. At least two committee mem-
bulletin. For University coterminal degree program rules and Uni- bers must be Geophysics faculty members. The committee con-
versity application forms, see ducts the department oral examination, and meets thereafter annu-
http://studentaffairs.stanford.edu/registrar/publications#Coterm. ally with the student to review degree progress. The Geophysics
MASTER OF SCIENCE IN GEOPHYSICS faculty monitors progress of all students who have not yet passed
their department oral examination by carrying out an annual per-
Objectives—To enhance the student’s training for professional formance appraisal at a closed faculty meeting.
work in geophysics through the completion of fundamental
courses, both in the major fields and in related sciences, and to Course requirements—
begin independent work and specialization. 1. Geophysics*—12 units, lecture courses numbered 200 and
above, from 4 different Geophysics faculty with different re-
Requirements for the Degree—The candidate must complete 45 search specializations
units from the following groups of courses: 2. Additional Geophysics—3 units, lecture courses numbered 150
1. Complete 15 units of Geophysics lecture courses with at least and above
9 units numbered 200 or higher. 3. School of Earth Sciences (non-Geophysics)—3 units, lecture
2. Complete six units numbered 100 or higher and three units of courses numbered 100 or above
200-level, non-Geophysics lecture courses in earth sciences. 4. Mathematics (numbered 100 or above), Science, and Engi-
3. Complete one to four electives selected from courses num- neering (non-School of Earth Sciences)—6 units, lecture
bered 100 or higher from mathematics, chemistry, engineering, courses numbered 200 or above
physics, relevant biology, computer science, ecology, hydrol- 5. Any of the above categories—6 units, lecture courses num-
ogy, or earth science. At least one course must be numbered bered 200 or above
200 or higher. 6. Total: 30 units
4. At least 9, but not more than 18, of the 45 units must be inde-
pendent work on a research problem resulting in a written re- * These units marked cannot be waived.
port accepted and archived by the candidate’s faculty adviser. Ph.D. Department Examination Requirement—
Normally, this research is undertaken as part of the candidate’s 1. One research proposal (10-20 pages) with a completed compo-
participation in multiple quarters of research seminar nent that outlines a plan of research for 2 -3 years
(GEOPHYS 385 series). A summer internship is encouraged as
a venue for research, but no academic credit is given.
GEOPHYSICS
ferent datasets, nor two distinct methodologies applied to the same
fundamental problem. The second project should clearly stand Massy, Milbrey McLaughlin, Nel Noddings, Ingram Olkin,
alone as a separate piece of work. The two projects must be super- Denis C. Phillips, Thomas Rohlen, Richard J. Shavelson, Lee S.
vised by different faculty in separate research groups, except in Shulman, George D. Spindler, Myra H. Strober, Carl E. Thore-
rare cases, as approved by the departmental graduate faculty ad- sen, David B. Tyack, Decker F. Walker, Hans Weiler
viser. The quality of each research project should be consistent Dean: Deborah J. Stipek
with publication of a short journal article (typically achieved by Associate Dean for Faculty Affairs: Edward Haertel (on leave)
additional work beyond the qualifying exam); although occasion- Interim Associate Dean for Faculty Affairs, 2010-11: Francisco O.
ally an extensive term paper deserving of presentation to the sec- Ramirez
ond project research group may be approved. The expected level of Associate Dean for Student Affairs: Eamonn Callan
work on the second project should be about one academic quarter Senior Associate Dean for Administration: Stephen Olson
of full time effort. Associate Dean for External Relations: Rebecca T. Smith
Assistant Dean for Academic Services: Priscilla Fiden
Assistant Dean for Information Technology and CTO: Paul Kim
Professors: Arnetha Ball, Joanna Boaler, Hilda Borko, Eamonn
Callan, Martin Carnoy, Geoffrey Cohen, William Damon, Linda
Darling-Hammond, Claude Goldenberg, Pamela Grossman, Pa-
tricia J. Gumport, Edward Haertel, Kenji Hakuta, Connie Juel,
John D. Krumboltz, David F. Labaree, Susanna Loeb, Teresa D.
LaFromboise, Raymond P. McDermott, Jonathan Osborne,
Amado M. Padilla, Roy Pea, Walter Powell, Francisco O. Rami-
rez, Daniel Schwartz, Deborah J. Stipek, Guadalupe Valdés,
John Willinsky, Sam Wineburg
Associate Professors: H. Samy Alim, Anthony L. Antonio, Brigid
J. Barron, Eric Bettinger, Prudence Carter, Daniel McFarland,
Debra Meyerson, Sean Reardon, David Rogosa, Mitchell Ste-
vens
Assistant Professors: Jennifer Adams, Nicole M. Ardoin, Maren
Songmy Aukerman, Paulo Blikstein, Bryan Brown, Leah Gor-
don, Aki Murata, Jelena Obradović
Professors (Teaching): Shelley Goldman, Rachel Lotan
Associate Professors (Teaching): Ira Lit, Susan O'Hara, Christine
Min Wotipka
Professor (Research): David Plank
Courtesy Professors: Stephen Barley, Albert Camarillo, Carol
Dweck, Paula England, Eric Hanushek, William Koski, Clifford
Nass, Brad Osgood, John Rickford, Cecilia Ridgeway, Caroline
Winterer
Courtesy Associate Professors: Stephen Cooper, Robert Reich
Courtesy Assistant Professor: Shashank Joshi
Consulting Professor: Michael Kamil
Consulting Associate Professors: Suki Hoagland, Thomas Keating
Acting Assistant Professor: Michelle Reininger
Senior Lecturers: Denise Pope, Ann Porteus
School Offices: School of Education, Room 101
Mail Code: 94305-3096
Phone: (650) 723-2109
Email: info@suse.stanford.edu
Web Site: http://ed.stanford.edu
Courses offered by the School of Education are listed under the
subject code EDUC on the Stanford Bulletin's ExploreCourses web
site.
Aiming towards the ideal of enabling all people to achieve
maximum benefit from their educational experiences, the School
of Education seeks to continue as a world leader in ground-
breaking, cross-disciplinary inquiries that shape educational prac-
tices, their conceptual underpinnings, and the professions that
serve the enterprise. The School of Education prepares scholars,
teachers, teacher educators, policy analysts, evaluators, research-
Learning Sciences and Technology Design Program (LSTD); two are available at http://ed.stanford.edu/suse/programs-degrees/cross-
area-undergrad-honors.html. The current director of the program is
master’s level programs: the Stanford Teacher Education Program
Mitchell Stevens, Associate Professor of Education.
(STEP) and the Learning, Design, and Technology Program
(LDT); and the undergraduate honors and minor programs. At least one course must be taken from each of the following
These program area committees function as administrative areas:
units that act on admissions, plan course offerings, assign advisers, 1. Educational policy and history in the U.S.—
• EDUC 165. History of Higher Education in the U.S.
and determine program requirements. Various concentrations exist
within most of these areas. Faculty members are affiliated primar- • EDUC 201. History of Education in the United States
ily with one area but may participate in several programs. While • EDUC 202. Introduction to the Study of International
Comparative Education
there is a great deal of overlap and interdisciplinary emphasis
across areas and programs, students are affiliated with one area 2. Contemporary problem areas—courses include:
committee or program and must meet its degree requirements. • EDUC 149. Theory and Issues in the Study of Bilingual-
Detailed information about admission and degree requirements, ism
• EDUC 179. Urban Youth and their Institutions: Research
faculty members, and specializations related to these area commit-
and Practice
tees and programs can be found in the publication School of Edu-
cation Guide to Graduate Studies and at http://ed.stanford.edu. • EDUC 197. Education, Gender, and Development
The School of Education offers an eight-week summer session 3. Foundational disciplines—courses include:
• EDUC 110. Sociology of Education: Social Organizations
for admitted students only. The school offers no correspondence or
of Schools
extension courses, and in accordance with University policy, no
part-time enrollment is allowed. Work in an approved internship or • EDUC 204. Introduction to Philosophy of Education
as a research assistant is accommodated within the full-time pro- A directed reading course and directed research courses with a
faculty member in Education are also required. Students in the
gram of study.
program should enroll in EDUC 199A,B,C, Undergraduate Honors
UNDERGRADUATE PROGRAMS IN Seminar, during their senior year.
Near the end of Spring Quarter, successful candidates for hon-
EDUCATION ors orally present brief reports of their work and findings at a mini-
The School of Education offers a minor and an honors program conference. All honors students in Education are expected to at-
at the undergraduate level. Further information about these pro- tend this conference.
grams can be found at http://ed.stanford.edu/suse/.
Regardless of whether they are enrolled in one of these under-
graduate programs, undergraduates are also welcome in many
graduate-level courses.
MINOR IN EDUCATION
GRADUATE PROGRAMS IN EDUCATION
(UNDERGRADUATE)
The School of Education offers Master of Arts and Doctor of The Stanford University School of Education awards an under-
Philosophy degrees in several programs described below. Univer- graduate minor in the field of Education. The minor is structured to
sity and School of Education requirements must be met for each provide a substantial introduction to education through a broad-
degree. The University requirements are detailed in the “Graduate based and focused study of educational research, theory and prac-
Degrees” section of this bulletin. Students are urged to read this tice. The goals of the minor are to allow undergraduates to develop
section carefully, noting residency, tuition, and registration re- an understanding of the core issues facing educators and policy-
quirements. A student who wishes to enroll for graduate work in makers, to make connections to their major programs of study, and
the School of Education must be admitted to graduate standing by to provide rigorous preparation for graduate studies in education.
one of the school’s area committees and with the approval of the Students interested in pursuing an undergraduate minor in Edu-
Associate Dean of Student Affairs. cation begin by contacting the minor director (Jennifer Lynn Wolf,
Complete information about admissions procedures and re- jlwolf@stanford.edu), who is responsible for advising all candi-
quirements is available at http://gradadmissions.stanford.edu, or at dates and approving each student's minor plan of study. Applica-
http://ed.stanford.edu/. All applicants, except coterminal appli- tions for the minor are due no later than the second quarter of the
cants, must submit scores from the Graduate Record Examination junior year.
General Test (verbal, quantitative, and analytical or analytical The Education Minor requires three core courses to ensure cov-
writing areas); TOEFL scores are also required from those whose erage of the disciplines of the field, while allowing flexibility for
first language is not English. Applicants to the Stanford Teacher students wanting to pursue specific interests within Education. In
Education Program are also required to submit specific test scores order to graduate with a minor in Education, students must com-
or acceptable equivalents as required by the California Commis- plete the minor program of study as described here, for a total of
sion on Teacher Credentialing; see the section on STEP below. not less than 20 units and not more than 30 units, with a minimum
Test information is available at http://ed.stanford.edu/ in the ad- of six courses.
missions section.
COURSE REQUIREMENTS AND
DISTRIBUTION
1. All minor students are required to take the minor core course:
Mandarin, Spanish), mathematics, science (biology, chemistry, be consulted in this process. Details about administrative and aca-
earth science, physics), and history/social science. STEP-
demic requirements for each area committee and the School of
Elementary prepares students to be teachers in California multiple-
Education, along with the expected time frame to complete pro-
subject classrooms. STEP seeks to prepare and support teachers to gram milestones, are given in the publication School of Education
work with diverse learners to achieve high intellectual, academic, Doctoral Degree Handbook, available for download at
and social standards by creating equitable and successful schools
http://ed.stanford.edu/suse/programs-degrees/publications.html.
and classrooms.
The following doctoral specializations, with their sponsoring
The 12-month STEP year begins in June with a Summer Quar- area and concentration, are offered:
ter of intensive academic preparation and placement in a local
summer school. During the academic year, students continue their • Administration and Policy Analysis (SSPEP)
course work and begin a year-long field placement under the guid- • Anthropology of Education (SSPEP)
ance of expert teachers in local schools. The master’s degree and • Child and Adolescent Development (DAPS)
teaching credential require a minimum of 45 quarter units, taken • Developmental and Psychological Sciences (DAPS)
during four quarters of continuous residency. • Economics of Education (SSPEP)
Stanford undergraduates who enroll in STEP through the co- • Educational Linguistics (SSPEP)
terminal program must have their B.A. conferred prior to com- • Educational Psychology (DAPS)
mencing the four quarters of the STEP program. Students complete • English Education/Literacy Studies (CTE)
their undergraduate degree prior to beginning in the STEP year, • General Curriculum Studies (CTE)
which concludes in a master’s degree and a recommendation for a • Higher Education (SSPEP)
California teaching credential. • History/Social Science Education (CTE)
Applicants to the secondary program are required to pass the • History of Education (SSPEP)
California Basic Educational Skills Test (CBEST) and must dem-
• Interdisciplinary Studies (SSPEP)
onstrate subject matter competence in one of two ways: (1) by
passing the California Subject Examination for Teachers (CSET) • International Comparative Education (SSPEP)
in their content area; or (2) by completing a California state- • Learning Sciences and Technology Design (CTE, DAPS,
approved subject matter preparation program. Applicants to the SSPEP)
elementary program are required to pass the California Basic Edu- • Mathematics Education (CTE)
cational Skills Test (CBEST), the California Multiple Subject Ex- • Organization Studies (SSPEP)
amination for Teachers (CSET), and the Reading Instruction Com- • Philosophy of Education (SSPEP)
petence Assessment Test (RICA) after admission to the program. • Science Education (CTE)
Further information regarding admission requirements, course • Sociology of Education (SSPEP)
work, and credential requirements is available at • Teacher Education (CTE)
http://ed.stanford.edu and in the School of Education Guide to
Graduate Studies.
PH.D. MINOR IN EDUCATION
DOCTORAL DEGREES IN Candidates for the Ph.D. degree in other departments or schools
neering major if they elect to do so; no additional courses or ex- to-date listing of curricular requirements.
aminations are required for admission to the School of Engineer-
ing.
DUAL AND COTERMINAL PROGRAMS
A Stanford undergraduate may work simultaneously toward
RECOMMENDED PREPARATION two bachelor’s degrees or toward a bachelor’s and a master’s de-
gree, that is, B.A. and M.S., B.A. and M.A., B.S. and M.S., or B.S.
FRESHMEN and M.A. The degrees may be granted simultaneously or at the
Students who plan to enter Stanford as freshmen and intend to conclusion of different quarters. Five years are usually required for
major in engineering should take the highest level of mathematics a dual or coterminal program or for a combination of these two
offered in high school. (See the “Mathematics” section of this bul- multiple degree programs. For further information, inquire with the
letin for information on advanced placement in mathematics.) High School of Engineering’s student affairs office, 135 Huang Engi-
school courses in physics and chemistry are strongly recom- neering Center, or with department contacts listed in the Handbook
mended, but not required. Additional elective course work in the for Undergraduate Engineering Programs, available at
humanities and social sciences is also recommended. http://ughb.stanford.edu.
Dual B.A. and B.S. Degree Program—To qualify for both de-
TRANSFER STUDENTS grees, a student must:
Students who do the early part of their college work elsewhere 1. complete the stated University and department requirements
and then transfer to Stanford to complete their engineering pro- for each degree
grams should follow an engineering or pre-engineering program at 2. complete 15 full-time quarters, or 3 full-time quarters after
the first school, selecting insofar as possible courses applicable to completing 180 units
the requirements of the School of Engineering, that is, courses 3. complete a total of 225 units (180 units for the first bachelor’s
comparable to those described under “Undergraduate Programs.” degree plus 45 units for the second bachelor’s degree)
In addition, students should work toward completing the equiva- Coterminal Bachelor’s and Master’s Degree Program—A
lent of Stanford’s foreign language requirement and as many of the Stanford undergraduate may be admitted to graduate study for the
University’s General Education Requirements (GERs) as possible purpose of working simultaneously toward a bachelor’s degree and
before transferring. Some transfer students may require more than a master’s degree, in the same or different disciplines. To qualify
four years (in total) to obtain the B.S. degree. However, Stanford for both degrees, a student must:
affords great flexibility in planning and scheduling individual pro- 1. complete, in addition to the 180 units required for the bache-
grams, which makes it possible for transfer students, who have lor’s degree, the number of units required by the graduate de-
wide variations in preparation, to plan full programs for each quar- partment for the master’s degree which in no event is fewer
ter and to progress toward graduation without undue delay. than the University minimum of 45 units
Transfer credit is given for courses taken elsewhere whenever 2. complete the requirements for the bachelor’s degree (depart-
the courses are equivalent or substantially similar to Stanford ment, school, and University) and apply for conferral of the
courses in scope and rigor. The policy of the School of Engineer- degree at the appropriate time
ing is to study each transfer student’s preparation and make a rea- 3. complete the department and University requirements for the
sonable evaluation of the courses taken prior to transfer by means master’s degree and apply for conferral of the degree at the ap-
of a petition process. Inquiries may be addressed to the Office of propriate time
Student Affairs in 135 Huang Engineering Center. For more in- A student may complete the bachelor’s degree before complet-
formation, see the transfer credit section of the Handbook for Un- ing the master’s degree, or both degrees may be completed in the
dergraduate Engineering Programs at http://ughb.stanford.edu. same quarter.
Admission to the coterminal program requires admission to
DEGREE PROGRAM OPTIONS graduate status by the pertinent department. Admission criteria
The School of Engineering offers two types of B.S. degrees: vary from department to department.
Bachelor of Science in Engineering and Bachelor of Science for Procedure for Applying for Admission to Coterminal Degree
Individually Designed Majors in Engineering (IDMENs). There Programs—A Stanford undergraduate may apply to the pertinent
are nine Engineering B.S. subplans that have been proposed by graduate department using the University coterminal application
cognizant faculty groups and pre-approved by the Undergraduate form after completing 120 bachelor’s degree units. Application
Council: Aeronautics and Astronautics; Architectural Design; At- deadlines vary by department, but in all cases the student must
mosphere/Energy; Bioengineering; Biomechanical Engineering; apply early enough to allow a departmental decision at least one
Biomedical Computation; Computer Systems Engineering; Engi- quarter in advance of the anticipated date of conferral of the bache-
neering Physics; and Product Design. The B.S. for an Individually lor’s degree.
Designed Major in Engineering has also been approved by the Students should refer to the University Registrar’s Office or its
council. web site for details about when courses begin to count toward the
Curricula for majors offered by the departments of Chemical master’s degree requirements and when graduate tuition is as-
Engineering, Civil and Environmental Engineering, Computer sessed; this may affect the decision about when to apply for admis-
Science, Electrical Engineering, Management Science and Engi- sion to graduate status.
neering, Materials Science and Engineering, and Mechanical Engi- The University requirements for the coterminal M.A. are de-
neering have the following components: 36-45 units of mathemat- scribed in the "Coterminal Bachelor's and Master's Degrees" sec-
tion of this bulletin. For University coterminal degree program
obtain a solid background in the basic sciences (chemistry, phys- on the transcript and on the diploma.
ics, and biology) and mathematics. They take three engineering MISSION OF THE UNDERGRADUATE
fundamentals courses including an introductory bioengineering
course and computer programming. Starting in the sophomore PROGRAM IN BIOMECHANICAL
year, BIOE students take six core classes to gain essential knowl- ENGINEERING
edge to pursue a career in bioengineering and then have the oppor- The mission of the undergraduate program in Biomechanical
tunity to pursue elective courses suited to their own interests. The Engineering is to help students address health science challenges
major prepares students to continue on to graduate or medical by applying engineering mechanics and design to the fields of
school; work in the biotechnology, medical device, medical imag- biology and medicine. The program is interdisciplinary in nature,
ing, or other medical and non-medical industries; or pursue ad- integrating engineering course work with biology and clinical
vanced degrees in business or law. medicine. Research and teaching in this discipline focus primarily
on neuromuscular, musculoskeletal, cardiovascular, and cell and
REQUIREMENTS tissue biomechanics. This major prepares students for graduate
Mathematics (21 units minimum; see Basic Requirement 1)1 studies in bioengineering, medicine or related areas.
Science (30 units minimum)2
CHEM 31X or A,B. General Chemistry 4-8 REQUIREMENTS
CHEM 33. Structure and Reactivity 4
Mathematics (21 units minimum; see Basic Requirement 1)
BIO 41,42. Biology Core 10
Science (22 units minimum)1
PHYSICS 41. Mechanics 4
CHEM 31X or A,B. (required) 4-8
PHYSICS 43. Electricity and Magnetism 4
BIO 44X. Core Experimental Laboratory (WIM) 4 BIO 44X. Biology Labs (WIM) 4
Additional units from School of Engineering approved list Biology or Human Biology A/B core courses 10
Technology in Society (one course required; see Basic Re- Additional units from School of Engineering approved list
quirement 4) Technology in Society (one course required; see Basic Require- 3-5
BIOE 131. Ethics3 3 ment 4)
Engineering Topics (Engineering Science and Design): Engineering Topics (Engineering Science and Design):
Engineering Fundamentals (3 courses required; see Basic Requirement 3): Engineering Fundamentals (minimum three courses; see Basic Require-
ENGR 70A (same as CS 106A). Programming Methodology 5 ment 3):
ENGR 80. Introduction to Bioengineering 3 ENGR 14. Applied Mechanics: Statics 3
Fundamentals Elective 3-5 ENGR 25. Biotechnology 3
Bioengineering Core (25 units): Fundamentals Elective 3-5
BIOE 41. Physical Biology of Macromolecules 4 Engineering Depth:
BIOE 42. Physical Biology of Cells 4 ENGR 15. Dynamics 3
BIOE 101. Systems Biology 4 ENGR 30. Engineering Thermodynamics
BIOE 102. Systems Physiology & Design I 4 3
BIOE 103. Systems Physiology & Design II 4 ME 70. Introductory Fluids Engineering 4
BIOE 141. Biodesign Project I 4 ME 80. Mechanics of Materials 4
BIOE 393. Bioengineering Departmental Research Colloquium 1 ME 389 or BIOE 393. Seminar 1
4 Options to complete the ME depth sequence (3 courses, minimum 9 units):
Options to complete the BIOE depth (4 courses, minimum 12 units ):
BIOE 44. Synthetic Biology Lab 4 ENGR 105. Feedback Control Design 3
BIOE 121. Tissue Engineering Lab 4 ME 101. Visual Thinking 3
BIOE 122. Optics Lab 4 ME 103D. Engineering Drawing and Design 1
BIOE 123. Bioinstrumentation and Imaging Lab 4 ME 112. Mechanical Engineering Design 4
BIOE 141. Biodesign Project II 4 ME 113. Mechanical Engineering Design 4
BIOE 212. Introduction to Biomedical Informatics Research 3
ME 131A. Heat Transfer 3-4
Methodology
BIOE 214. Representations and Algorithms for Computational 3 ME 131B. Fluid Mechanics 4
Molecular Biology ME 140. Advanced Thermal Systems 5
BIOE 220. Imaging Anatomy 3 ME 161. Dynamic Systems 4
BIOE 222A. Multimodality Molecular Imaging in Living Sub- 4 ME 203. Manufacturing and Design 3-4
jects I ME 210. Introduction to Mechatronics 4
BIOE 222B. Multimodality Molecular Imaging in Living Sub- 4 ME 220. Introduction to Sensors 3-4
jects II Options to complete the BME depth sequence (3 courses, minimum 9
BIOE 222C. Multimodality Molecular Imaging in Living Sub- 4 units):
jects III BIOE 282. Performance, Development, and Adaptation of 3
BIOE 261. Principles and Practice of Stem Cell Engineering 3 Skeletal Muscle
BIOE 281. Biomechanics of Movement 3 ME 280. Skeleton Development and Evolution 3
BIOE 284A. Cardiovascular Bioengineering 3 ME 281. Biomechanics of Movement
BIOE 284B. Cardiovascular Bioengineering 3 3
ME 284A. Cardiovascular Bioengineering 3
These requirements are subject to change. The final requirements are published with
sample programs in the Handbook for Undergraduate Engineering Programs ME 284B. Cardiovascular Bioengineering 3
(UGHB). ME 294. Medical Device Design 3
1 Mathematics courses must include MATH 53 or CME 102, and STAT 110 or 141 ME 239. Mechanics of the Cell 3
or CME 106; in addition, CME 104 is recommended.
electives should include a minimum of seven courses and total at least 25 units. or CS 143. Compilers
10 General CS Electives: CS 108, 121 or 221, 124, 140, 142, 143, 144, 145, 147, EE 109. Digital Systems Design Lab 4
148, 149, 154, 155, 156, 157 or PHIL 151, 164, 205A, 205B, 210A, 222, 223A, EE 271. VLSI Systems 3
223B, 224M, 224N, 224S, 224U, 224W, 225A, 225B, 226, 227, 228, 228T, 229, Plus three to four of the following:6
240, 241, 242, 243, 244, 244B, 245, 246, 247, 248, 249A, 249B, 254, 255, 256, CS 140 or 143 (if not counted above) 4
257, 258, 261, 262, 270, 271, 272, 273A, 274, 276, 277, 295; CME 108; EE
108B, 282. CS 144. Introduction to Computer Networking 4
CS 149. Parallel Programming 4
11 CS 205A is recommended in this list for the Graphics track. Students taking CME
104 are also required to take its prerequisite, CME 102. CS 240E. Embedded Wireless Systems 3
CS 244. Advanced Topics in Networking 4
12 Independent study projects (CS 191 or 191W) require faculty sponsorship and
must be approved by the adviser, faculty sponsor, and the CS senior project ad- CS 244E. Wireless Networking 3
viser (R. Plummer or P. Young). A signed approval form, along with a brief de- EE 273. Digital Systems Engineering 3
scription of the proposed project, should be filed the quarter before work on the EE 282. Computer Systems Architecture 3
project is begun. Further details can be found in the Handbook for Undergraduate Robotics and Mechatronics Specialization
Engineering Programs. CS 205A. Math for Robotics, Vision, Graphics 3
CS 223A. Introduction to Robotics 3
COMPUTER SYSTEMS ENGINEERING ME 210. Introduction to Mechatronics 4
(CSE) ENGR 105. Feedback Control Design
Plus two to three of the following:6
3
Completion of the undergraduate program in Computer Sys- AA 278. Optimal Control and Hybrid Systems 3
tems Engineering leads to the conferral of the Bachelor of Science CS 223B. Introduction to Computer Vision 3
in Engineering. The subplan "Computer Systems Engineering" CS 225A. Experimental Robotics 3
appears on the transcript and on the diploma. CS 225B. Robot Programming Lab 4
CS 277. Experimental Haptics 3
MISSION OF THE UNDERGRADUATE ENGR 205. Introduction to Control Design
ENGR 206. Control System Design
3
3-4
PROGRAM IN COMPUTER SYSTEMS ENGR 207A. Linear Control Systems I 3
ENGINEERING ENGR 207B. Linear Control Systems II 3
Networking Specialization:
The mission of the undergraduate program in Computer Sys- CS 140. Operating Systems 4
tems Engineering is to introduce students to the design, analysis, CS 144. Introduction to Computer Networking 4
and application of computers and computer-based systems. Plus four to five of the following:6
Through course and laboratory experiences, students learn the CS 240. Advanced Topics in Operating Systems 3
principles essential to defining, designing, and building both gen- CS 240E. Embedded Wireless Systems 3
eral purpose and application-specific computer systems. Course CS 244. Advanced Topics in Networking 4
work emphasizes fundamental elements of electrical engineering CS 244B. Distributed Systems 3
CS 244E. Wireless Networking 3
and computer science as well as underlying circuit and logic tech- CS 249A. Object-Oriented Programming 3
nologies. The senior project provides a unique hands-on experi- CS 249B. Advanced Object-Oriented Programming 3
ence. The program prepares students for careers in industry or for EE 179. Introduction to Communications 3
graduate study. EE 276. Introduction to Wireless Personal Communications 3
These requirements are subject to change. The final requirements are published with
REQUIREMENTS sample programs in the Handbook for Undergraduate Engineering Programs.
Mathematics (25 units minimum): 1 Students who complete STATS 116, MS&E 120, or CME 106 in Winter 2008-09
MATH 41, 42, 51. Calculus 15 or earlier may count that course as satisfying the CS109 requirement. These same
courses taken in Spring 2008-09 or later cannot be used to satisfy the CS 109 re-
MATH 52 or 53. Multivariable Math 5 quirement.
CS 109. Introduction to Probability for Computer Scientists1 5
2 Students who have taken either CS 103X or CS 103A, B are considered to have
satisfied the CS 103 requirement. Students taking CS 103A,B may complete the
Science (12 units): lower number of elective courses in a given specialization (see footnote 6).
PHYSICS 41. Mechanics 4 3 The name of CS 107 has changed. The previous CS 107 course entitled Pro-
PHYSICS 43. Electricity and Magnetism 4 gramming Paradigms also fulfills this requirement.
PHYSICS 45. Light and Heat 4 4 Independent study projects (CS 191 or 191W) require faculty sponsorship and
Technology in Society (one course required; must be approved in advance by the adviser, faculty sponsor, and the CSE senior
see Basic Requirement 4) 3-5 project adviser (R. Plummer or P. Young). A signed approval form and brief de-
Engineering Fundamentals (13 units minimum; scription of the proposed project should be filed the quarter before work on the
see Basic Requirement 3): project is begun. Further details can be found in the Handbook for Undergraduate
ENGR 40. Introductory Electronics 5 Engineering Programs at http://ughb.stanford.edu.
ENGR 70B or 70X. Programming Abstractions or Acceler- 5 5 Students pursuing the Robotics and Mechatronics or Networking specializations
ated (same as CS 106 B or X) must take EE 102A and B.
Fundamentals Elective (may not be ENGR 70A, B, 3-5 6 Students who take CS 103A,B may complete the lower number of elective
or X) courses in a given specialization (i.e., one less elective than students taking CS
Writing in the Major (one course): 103X or CS 103).
CS 181W, 191W, 194W, 210B, 294W 3-4
Computer Systems Engineering Core (32 units minimum): ELECTRICAL ENGINEERING (EE)
CS 103. Mathematical Foundations of Computing2 5 Completion of the undergraduate program in Electrical Engi-
CS 107. Computer Organization and Systems3 5 neering leads to the conferral of the Bachelor of Science in Electri-
CS 108. Object-Oriented Systems Design 4
or CS 110. Principles of Computer Systems 5 cal Engineering.
EE 133. Analog Communications Design Laboratory 3-4 ENGR 60. Engineering Economy 3
ME 203. Design and Manufacturing 4 Fundamentals Elective 3-5
ME 210 or EE 118. Introduction to Mechatronics 4 Engineering Depth (minimum of 68 Engineering Science and Design units;
PHYSICS 108. Project Laboratory 3 see Basic Requirement 5):
Three courses from one specialty area: 9-12 CEE 64. Air Pollution: From Urban Smog to Global 3
Solid State Physics: Change
APPPHYS 272. Solid State Physics I 3 CEE 70. Environmental Science and Technology 3
APPPHYS 273. Solid State Physics II 3 CEE 100. Managing Sustainable Building Projects (WIM) 4
EE 116. Semiconductor Device Physics 3 CEE 101B. Mechanics of Fluids 4
EE 216. Principles and Models of Semiconductor Devices 3 CEE 101D. Computations in CEE 3
MATSCI 199. Electronic and Optical Properties of Solids 4 CEE 160. Mechanics of Fluids Laboratory 2
PHYSICS 172. Solid State Physics 3 CEE 161A. Rivers, Streams, and Canals 3
Photonics:
CEE 166A. Watersheds and Wetlands 3
EE 216. Principles and Models of Semiconductor Devices 3
EE 231. Introduction to Lasers 3 CEE 166B. Floods and Droughts, Dams, and Aqueducts 3
EE 232. Laser Dynamics 3 CEE 171. Environmental Planning Methods 3
EE 234. Photonics Laboratory 3 CEE 172. Air Quality Management 3
EE 243. Semiconductor Optoelectronic Devices 3 CEE 177. Aquatic Chemistry and Biology 4
EE 268. Introduction to Modern Optics 3 CEE 179A. Water Chemistry Laboratory 2
MATSCI 199. Electronic and Optical Properties of Solids 4 Capstone design experience: CEE 169 or 179C 5
Materials Science: Any MATSCI courses numbered 151 to 199 CEE Breadth Electives3 10
(except 159Q) or PHYSICS 172 Other School of Engineering Electives 0-4
Electromechanical System Design:
ME 80. Mechanics of Deformable Bodies 4 These requirements are subject to change. The final requirements are published with
ME 112. Mechanical Systems Design 4 sample programs in the Handbook for Undergraduate Engineering Programs.
ME 210 or EE 118. Introduction to Mechatronics 4 1 Math must include CME 100/102 (or Math 51/53) and a Statistics course. Science
Energy Systems: must include PHYSICS 41; one of ENGR 31, CHEM 31A or CHEM 31X;
ME 131A. Heat Transfer 3-4 CHEM 33; GES 1; and one other physics or chemistry class for at least 3 units.
ME 131B. Fluid Mechanics: Compressible Flow and Tur- 4 2 Should choose a class that specifically includes an ethics component, such as STS
bomachinery 101, 110 or 115; COMM 169; CS 181; or MS&E 181.
ME 140. Advanced Thermal Systems 5 3 Breadth electives currently include CEE 63, 101C, 109, 129, 164, 166D, 169,
Renewable Energy: 172A, 173A, 176A, 176B, 178, and 199.
EE 293A. Fundamentals of Energy Processes 3-4
EE 293B. Fundamentals of Energy Processes 3 INDIVIDUALLY DESIGNED MAJORS IN
MATSCI 156. Solar Cells, Fuel Cells and Batteries
MATSCI 302. Solar Cells
4
3
ENGINEERING (IDMENS)
MATSCI 316. Nanoscale Science, Engineering, and Tech- 3 Completion of the undergraduate program in Individually De-
nology signed Majors in Engineering (IDMEN) leads to the conferral of
ME 260. Fuel Cell Science Technology 3 the Bachelor of Science in an Individually Designed Major: (ap-
These requirements are subject to change. The final requirements are published with proved title). The approved title of the IDMEN also appears on the
sample programs in the Handbook for Undergraduate Engineering Programs. transcript.
1 PHYSICS 42, Mechanics Lab (1 unit), recommended in 2010-11; required in
2011-12 MISSION OF THE UNDERGRADUATE
2 PHYSICS 67, Electricity and Magnetism Lab (1 unit), recommended in place of
PHYSICS 44
PROGRAM IN INDIVIDUALLY DESIGNED
3 PHYSICS 62, Mechanics Lab (1 unit), recommended in 2010-11; required in MAJORS IN ENGINEERING
2011-12 The mission of the undergraduate program in Individually De-
signed Majors in Engineering (IDMEN) is to provide students with
ENVIRONMENTAL ENGINEERING (ENV) an understanding of engineering principles and the analytical and
Completion of the undergraduate program in Environmental problem solving, design, and communication skills necessary to be
Engineering leads to the conferral of the Bachelor of Science in successful in the field. The B.S. for IDMENs is intended for un-
Environmental Engineering. dergraduates interested in pursuing engineering programs that, by
virtue of their focus and intellectual content, cannot be accommo-
MISSION OF THE UNDERGRADUATE dated by existing departmental majors or the pre-approved School
PROGRAM IN ENVIRONMENTAL of Engineering majors. Core courses in the curriculum include
ENGINEERING engineering fundamentals, mathematics, technology in society, and
The mission of the undergraduate program in Environmental the sciences. Students then take additional courses pertinent to
Engineering is to equip students with the problem solving skills their IDMEN major. The program prepares students for careers in
and knowledge necessary to assess and develop solutions to envi- government and the corporate sector, and for graduate study.
ronmental problems impacting the biosphere, land, water, and air
quality. Courses in the program are multidisciplinary in nature,
combining fundamental principles drawn from physics, chemistry,
geology, engineering, and biology. Students learn about the ana-
MS&E 152. Introduction to Decision Analysis (WIM) 3-4 and students doing the Production and Operations Management concentration
MS&E 241. Economic Analysis 3-4 must take 260.
MS&E 251. Stochastic Decision Models 3 7 Engineering fundamentals, engineering depth (core), and engineering depth
(concentration) must total a minimum of 60 units.
STATS 202. Data Analysis8 3
8 Courses used to satisfy the Math, Science, Technology in Society, or Engineering
Organization, Technology, and Entrepreneurship Concentration 24-29 Fundamental requirement may not also be used to satisfy an engineering depth
At least one of the following courses: requirement.
ECON 50. Economic Analysis I 5
PSYCH 70. Introduction to Social Psychology 4 MATERIALS SCIENCE AND ENGINEERING
SOC 114. Economic Sociology
At least two of the following courses:
5 (MATSCI)
ENGR 145. Technology Entrepreneurship 8
4 Completion of the undergraduate program in Materials Science
MS&E 175. Innovation, Creativity, and Change 4 and Engineering leads to the conferral of the Bachelor of Science
MS&E 181. Issues in Technology and Work8 4 in Materials Science and Engineering.
At least four of the following courses (may also include omitted
courses from above: ENGR 145, MS&E 175, or MS&E 181): MISSION OF THE UNDERGRADUATE
Organizations and Technology: PROGRAM IN MATERIALS SCIENCE AND
CS 147. Intro Human Computer Interaction 4
ENGR 130. Science, Technology, and Contemporary 4-5
ENGINEERING
Society8 The mission of the undergraduate program in Materials Science
MS&E 134. Organizations and Info Systems5 3-4 and Engineering is to provide students with a strong foundation in
MS&E 185. Global Work 4 materials science and engineering with emphasis on the fundamen-
MS&E 189. Social Networks 3-4 tal scientific and engineering principles which underlie the knowl-
Entrepreneurship and Innovation: edge and implementation of material structure, processing, proper-
MS&E 140. Industrial Accounting 3-4 ties, and performance of all classes of materials used in engineer-
MS&E 178. The Spirit of Entrepreneurship 3 ing systems. Courses in the program develop students' knowledge
MS&E 266. Management of New Product Develop- 4 of modern materials science and engineering, teach them to apply
ment this knowledge analytically to create effective and novel solutions
Policy and Strategy Concentration: 25-30 to practical problems, and develop their communication skills and
ECON 50. Economic Analysis I 5 ability to work collaboratively. The program prepares students for
ECON 51. Economic Analysis II 5 careers in industry and for further study in graduate school.
MS&E 190. Policy and Strategy Analysis 3
At least four of the following courses, including at least one course in REQUIREMENTS
policy and at least one course in strategy: Mathematics (20 units minimum; see Basic Requirement 1):
Policy: MATH 51 and 52, or CME 100/ENGR 154 and CME 10
MS&E 193. Technology and National Security8 3 104/ENGR 155B
MS&E 197. Ethics and Public Policy (WIM)8 5 MATH 53 or CME 102/ENGR 155A 5
MS&E 243. Energy and Environmental Policy Analy- 3 Science (20 units minimum; see Basic Requirement 2):
sis Must include a full year of physics or chemistry,
MS&E 248. Economics of Natural Resources 3-4 with one quarter of study in the other subject.
MS&E 292. Health Policy Modeling 3 Technology in Society (one course; see Basic Requirement 4) 3-5
Strategy: Engineering Fundamentals (three courses minimum; see Basic Require-
ENGR 145. Technology Entrepreneurship 8
4 ment 3)
MS&E 175. Innovation, Creativity, and Change ENGR 50. Intro to Materials Science, Nanotechnology1 4
3-4
MS&E 266. Mgmt. of New Product Development or ENGR 50E. Intro to Materials Science, Energy1 4
3-4
Production and Operations Management Concentration: or ENGR 50M. Intro to Materials Science, Biomaterials1 4
26-30
ECON 50. Economic Analysis I At least two additional courses 6-9
5
ECON 51. Economic Analysis II Materials Science and Engineering Depth:
5
Materials Science Fundamentals2 24
MS&E 140. Industrial Accounting 3-4 4
MS&E 152. Introduction to Decision Analysis (WIM) MATSCI 153. Nanostructure and Characterization
4 4
MATSCI 154. Solid State Thermodynamics
and three of the following courses: 4
MATSCI 155. Nanomaterials Synthesis
MS&E 142 or 245G. Investment Science/Finance 3-4 4
MATSCI 157. Quantum Mechanics of Nanoscale Mate-
MS&E 262. Supply Chain Management 3
rials
MS&E 263. Internet-Enabled Supply Chains 3
And two additional courses 8
MS&E 264. Sustainable Product Development and 3
Manufacturing
Engineering Depth: Choose four of the following lab 16
MS&E 265. Supply Chain Logistics 4 courses:
MS&E 266. Management of New Product Development 3-4 MATSCI 160. Nanomaterials Laboratory 4
MS&E 268. Operations Strategy 3 MATSCI 161. Nanocharacterization Laboratory (WIM) 4
These requirements are subject to change. The final requirements are published with MATSCI 162. X-Ray Diffraction Laboratory 4
sample programs in the Handbook for Undergraduate Engineering Programs.
MATSCI 163. Mechanical Behavior Laboratory 4
MATSCI 164. Electronic & Photonic Materials & De- 4
Degrees” section of this bulletin, and is described in the various For course descriptions and additional offerings, see the listings
department listings. A minimum of 45 units is usually required in in the Stanford Bulletin's ExploreCourses web site
M.S. programs in the School of Engineering. The presentation of a (http://explorecourses.stanford.edu) or the Bing Overseas Studies
thesis is not a school requirement. Further information is found in web site (http://bosp.stanford.edu). Students should consult their
departmental listings. department or program's student services office for applicability of
MASTER OF SCIENCE IN ENGINEERING Overseas Studies courses to a major or minor program.
The M.S. in Engineering is available to students who wish to AUTUMN QUARTER
follow an interdisciplinary program of study that does not conform
to a normal graduate program in a department. There are three BERLIN
school requirements for the M.S. degree in Engineering: OSPBER 40B. Introductory Electronics. 5 units, Roger Howe,
1. The student’s program must be a coherent one with a well- GER:DB:EngrAppSci
defined objective and must be approved by a department with- OSPBER 50B. Introductory Science of Materials. 4 units, Staff,
in the school. GER:DB:EngrAppSci
2. The student’s program must include at least 21 units of courses FLORENCE
within the School of Engineering with catalog numbers of 200 OSPFLOR 50F. Introductory Science of Materials. 4 units, Staff,
or above in which the student receives letter grades. GER:DB:EngrAppSci
3. The program must include a total of at least 45 units.
Each student’s program is administered by the particular de- PARIS
partment in which it is lodged and must meet the standard of qual- OSPPARIS 40P. Introductory Electronics. 5 units, Roger Howe,
ity of that department. Transfer into this program is possible from GER:DB:EngrAppSci
any graduate program within the school by application through the OSPPARIS 50P. Introductory Science of Materials. 4 units, Staff,
appropriate department; the department will then recommend ap- GER:DB:EngrAppSci
proval to the Office of Student Affairs in the School of Engineer- WINTER QUARTER
ing.
BERLIN
ENGINEER IN THE SCHOOL OF OSPBER 40B. Introductory Electronics. 5 units, Roger Howe,
ENGINEERING GER:DB:EngrAppSci
The degree of Engineer is intended for students who want addi- OSPBER 50B. Introductory Science of Materials. 4 units, Staff,
tional graduate training beyond that offered in an M.S. program. GER:DB:EngrAppSci
The program of study must satisfy the student’s department and FLORENCE
must include at least 90 units beyond the B.S. degree. The presen- OSPFLOR 50F. Introductory Science of Materials. 4 units, Staff,
tation of a thesis is required. The University regulations for the GER:DB:EngrAppSci
Engineer degree are stated in the “Graduate Degrees” section of
this bulletin, and further information is available in the individual PARIS
departmental sections of this bulletin. OSPPARIS 50P. Introductory Science of Materials. 4 units, Staff,
GER:DB:EngrAppSci
DOCTOR OF PHILOSOPHY IN THE
SCHOOL OF ENGINEERING SPRING QUARTER
Programs leading to the Ph.D. degree are offered in each of the BERLIN
departments of the school. University regulations for the Ph.D. are OSPBER 40B. Introductory Electronics. 5 units, Simon Wong,
given in the “Graduate Degrees” section of this bulletin. Further GER:DB:EngrAppSci
information is found in departmental listings. OSPBER 50B. Introductory Science of Materials. 4 units, Staff,
GER:DB:EngrAppSci
HONORS COOPERATIVE PROGRAM FLORENCE
Industrial firms, government laboratories, and other organiza- OSPFLOR 50F. Introductory Science of Materials. 4 units, Staff,
tions may participate in the Honors Cooperative Program (HCP), a GER:DB:EngrAppSci
program that permits qualified engineers, scientists, and technol-
ogy professionals admitted to Stanford graduate degree programs KYOTO
to register for Stanford courses and obtain the degree on a part- OSPKYOTO 40K. Introductory Electronics. 5 units, Simon Wong,
time basis. In many areas of concentration, the master’s degree can GER:DB:EngrAppSci
be obtained entirely online. PARIS
Through this program, many graduate courses offered by the
OSPPARIS 40P. Introductory Electronics. 5 units, Simon Wong,
School of Engineering on campus are made available through the GER:DB:EngrAppSci
Stanford Center for Professional Development (SCPD). SCPD OSPPARIS 50P. Introductory Science of Materials. 4 units, Staff,
delivers more than 250 courses a year on television and online. For
GER:DB:EngrAppSci
HCP employees who are not part of a graduate degree program at
rand Building for Space Engineering and Science. This 120,000 Grade Point Averages—A minimum grade point average
square foot building houses advanced research and teaching facili- (GPA) of 2.75 is required to fulfill the department’s M.S. degree
ties and concentrates in one complex the Department of Aeronau- requirements; a minimum GPA of 3.4 is required for eligibility to
tics and Astronautics as well as some of the activities of the Me- attempt the Ph.D. qualifying examination. It is incumbent upon
chanical Engineering Department. both M.S. and potential Ph.D. candidates to request letter grades in
The Durand Building also houses faculty and staff offices and all courses except those that do not offer a letter grade option and
several conference rooms. Attached to the building is a modern those that fall into the categories of colloquia and seminars (for
classroom building equipped for televising lectures; it contains a example, AA 297 and ENGR 298). Insufficient grade points on
lecture auditorium. which to base the GPA may delay expected degree conferral or
Through the department’s close relations with nearby NASA- result in refusal of permission to take the qualifying examinations.
Ames Research Center, students and faculty have access to one of Candidates with GPAs of 3.0 through 3.4 may request the permis-
the best and most extensive collections of experimental aeronauti- sion of the candidacy committee to attempt the qualifying exami-
cal research facilities in the world, as well as the latest generation nations.
of supercomputers. The master’s program (45 units) in Aeronautics and Astronau-
tics (AA) is designed to provide a solid grounding in the basic
GENERAL INFORMATION disciplines. All candidates for this degree are expected to meet the
Further information about the facilities and programs of the de- basic course requirements in experimentation in aeronautics and
partment is available at http://aa.stanford.edu, or from the depart- astronautics, fluid mechanics, guidance and control, propulsion,
ment’s student services office. and structural mechanics (category A below), in addition to work
The department has a student branch of the American Institute in applied mathematics (category B) and technical electives (cate-
of Aeronautics and Astronautics, which sponsors programs and gory C).
speakers covering aerospace topics and social events. It also con- A. Basic Courses—Candidates choose eight courses as follows:
ducts visits to nearby research, government, and industrial facili- 1. One course in each basic area of Aeronautics and Astronautics:
ties, and sponsors a Young Astronauts Program in the local a. Experimentation: 241X, 236A, 257, 284B, or 290; or
schools. ENGR 205, 206, or 207A
b. Fluids: one of 200 or 210A
BACHELOR OF SCIENCE IN c. Guidance and Control: ENGR 105
ENGINEERING (AERONAUTICS AND d. Propulsion: 283
ASTRONAUTICS) e. Structures: 240A
2. Three courses, one each from three of the areas below:
Although primarily a graduate-level department, the program a. Fluids: 200 (if 210A was taken or waived in item 1); or
offers an undergraduate major in Aeronautics and Astronautics
210A (if 200 was taken or waived in item 1)
(AA) leading to the B.S. degree in Engineering and an under- b. Structures: 240B or 256
graduate minor in Aeronautics and Astronautics. For further in- c. Guidance and Control: 242A, 271A, or 279
formation, see the Handbook for Undergraduate Engineering Pro- d. Aero/Astro elective: AA course numbered 200 and above,
grams at http://ughb.stanford.edu.
excluding seminars and independent research.
Undergraduates interested in aerospace are encouraged to com- Candidates who believe they have satisfied a basic course re-
bine either a minor or a coterminal M.S. in Aeronautics and Astro- quirement in previous study may request a waiver of one or more
nautics with a major in a related discipline (such as Mechanical or courses (see “Waivers and Transfer Credits” in the "Graduate Pro-
Electrical Engineering). Students considering these options are grams in Aeronautics and Astronautics" section of this bulletin).
encouraged to contact the department’s student services office. B. Mathematics Courses—During graduate study, each candi-
COTERMINAL DEGREES PROGRAM IN date is expected to develop a competence in the applied mathemat-
ics pertinent to his or her major field. This requirement can be met
AERONAUTICS AND ASTRONAUTICS by matriculating in a minimum of 6 units in either (1) applied
This special program allows Stanford undergraduates an oppor- mathematics (for example, complex variables, linear algebra, par-
tunity to work simultaneously toward a B.S. in another field and an tial differential equations, probability), or (2) technical electives
M.S. in Aeronautics and Astronautics. General requirements for that strongly emphasize applied mathematics. A list of courses
this program and admissions procedures are described in the approved for the mathematics requirement is available in the de-
“School of Engineering” section of this bulletin. Admission is partmental student services office. (Calculus, ordinary differential
granted or denied through the departmental faculty Admissions equations, and vector analysis are fundamental mathematics pre-
and Awards Committee. A coterminal student must meet the requisites, and do not satisfy the master’s mathematics require-
course and scholarship requirements detailed for the M.S. below. ment.) Students planning to continue to the Ph.D. should note that
For University coterminal degree program rules and University 25 percent of the major-field Ph.D. qualifying examination is de-
application forms, see voted to pertinent mathematics.
http://registrar.stanford.edu/shared/publications.htm#Coterm. C. Technical Electives—Candidates, in consultation with their
advisers, select at least four courses (totaling at least 12 units) in
their major field from among the graduate-level courses offered by
the departments of the School of Engineering and related science
departments. This requirement increases by one course, taken in
BIOENGINEERING
analysis. Approved technical electives are chosen by the student in ME 381. Orthopaedic Bioengineering
consultation with his/her graduate adviser, and can be selected ME 382A,B. Medical Device Design
from graduate course offerings in mathematics, statistics, engineer- RAD 226. In Vivo Magnetic Resonance Spectroscopy and Imaging
ing, physical sciences, life sciences, and medicine. Seminars high-
light emerging research in bioengineering and provide training in DOCTOR OF PHILOSOPHY IN
research ethics. Unrestricted electives can be freely chosen by the BIOENGINEERING
student in association with his/her adviser. A student studying for the Ph.D. degree must complete a mas-
The department’s requirements for the M.S. in Bioengineering ter’s degree (45 units) comparable to that of the Stanford M.S.
are: degree in Bioengineering. Up to 45 units of master’s degree resi-
1. Core Bioengineering courses (9 units)—the following courses dency units may be counted towards the degree. The Ph.D. degree
are required: is awarded after the completion of a minimum of 135 units of
BIOE 300A. Molecular and Cellular Bioengineering graduate work as well as satisfactory completion of any additional
BIOE 300B. Physiology and Tissue Engineering University requirements. Students admitted to the Ph.D. program
BIOE 301A. Molecular and Cellular Bioengineering Lab with an M.S. degree must complete at least 90 units of work at
BIOE 301B. Clinical Needs and Technology
Stanford. The maximum number of transfer units is 45.
These courses, together with the approved technical elec-
On the basis of the research interests expressed in their applica-
tives, should form a cohesive course of study that provides
depth and breadth. tion, students are assigned an initial faculty adviser who assists
2. Approved Technical Electives (27 units)—these units must be them in choosing courses and identifying research opportunities.
selected from graduate courses in mathematics, statistics, engi- The department does not require formal lab rotations, but students
neering, physical science, life science, and medicine. They are encouraged to explore research activities in two or three labs
should be chosen in concert with the bioengineering courses to during their first academic year.
provide a cohesive degree program in a bioengineering focus Prior to being formally admitted to candidacy for the Ph.D. de-
area. Students are required to take at least one course in some gree, the student must demonstrate knowledge of bioengineering
area of device or instrumentation. Up to 9 units of directed fundamentals and a potential for research by passing a qualifying
study and research may be used as approved electives. oral examination.
3. Seminars (3 units)—the seminar units should be fulfilled Typically, the exam is taken shortly after the student earns a
through BIOE 390, Introduction to Bioengineering Research, master’s degree. The student is expected to have a nominal gradu-
BIOE 393, Bioengineering Departmental Research Collo- ate Stanford GPA of 3.25 to be eligible for the exam. Once the
quium, or BIOE 459, Frontiers in Interdisciplinary Bio- student’s faculty sponsor has agreed that the exam is to take place,
sciences. Other relevant seminar units may also be used with the student must submit an application folder containing items
the approval of the faculty adviser. One of the seminar units including a curriculum vitae, research project abstract, and pre-
must be MED 255, The Responsible Conduct of Research. liminary dissertation proposal to the student services office. Infor-
4. Unrestricted Electives (6 units). mation about the exam may be obtained from the student services
Students are assigned an initial faculty adviser to assist them in office.
designing a plan of study that creates a cohesive degree program In addition to the course requirements of the M.S. degree, doc-
with a concentration in a particular bioengineering focus area. toral candidates must complete a minimum of 15 additional units
These focus areas include, but are not limited to: Biomedical of approved formal course work (excluding research, directed
Computation, Regenerative Medicine/Tissue Engineering, Molecu- study, and seminars).
lar and Cell Bioengineering, Biomedical Imaging, and Biomedical Dissertation Reading Committee—Each Ph.D. candidate is re-
Devices. quired to establish a reading committee for the doctoral disserta-
To ensure that an appropriate program is pursued by all M.S. tion within six months after passing the department’s Ph.D. quali-
candidates, students who first matriculate at Stanford at the gradu- fying exams. Thereafter, the student should consult frequently with
ate level must: all members of the committee about the direction and progress of
1. submit an adviser-approved Program Proposal for a Master’s the dissertation research.
Degree form to the student services office during the first A dissertation reading committee consists of the principal dis-
month of the first quarter of enrollment sertation adviser and at least two other readers. Reading commit-
2. obtain approval from the M.S. adviser and the Chair of Gradu- tees in Bioengineering may include faculty from another depart-
ate Studies for any subsequent program change or changes. ment. It is expected that at least one member of the Bioengineering
It is expected that the requirements for the M.S. in Bioengineer- faculty be on each reading committee. The initial committee, and
ing can be completed within approximately one year. There is no any subsequent changes, must be officially approved by the de-
thesis requirement for the M.S. partment Chair.
Due to the interdisciplinary nature of Bioengineering; a number University Oral and Dissertation—The Ph.D. candidate is re-
of courses are offered directly through the Bioengineering De- quired to take the University oral examination after the dissertation
partment, but many are available through other departments. See is substantially completed (with the dissertation draft in writing),
respective ExploreCourses for course descriptions. but before final approval. The examination consists of a public
presentation of dissertation research, followed by substantive pri-
vate questioning on the dissertation and related fields by the Uni-
versity oral committee (four selected faculty members, plus a chair
from another department). Once the oral has been passed, the stu-
Application forms, including the University's general require- gram and for joint degree status in both academic units after com-
ments, can be found at mencing study in either program.
http://registrar.stanford.edu/shared/forms.htm. Joint degree students may elect to begin their course of study in
A student desiring a Ph.D. minor in Bioengineering must have either the School of Law or the Department of Bioengineering.
a minor program advisor who is a regular Bioengineering faculty Faculty advisers from each academic unit will participate in the
member. This advisor must be a member of the student's reading planning and supervising of the student's joint program. Students
committee for the doctoral dissertation, and the entire reading must be enrolled full time in the Law School for the first year of
committee must meet at least one year prior to the date of the stu- law school, and, at some point during the joint program, may be
dent's dissertation defense. required to devote one or more quarters largely or exclusively to
The Ph.D. minor program must include at least 20 units of studies in the Bioengineering program regardless of whether en-
course work in Stanford Bioengineering or Bioengineering cognate rollment at that time is in the Law School or in the Department of
courses at or above the 200 level. Of these 20 units, no more than Bioengineering. At all other times, enrollment may be in the
10 can be in cognate courses. All courses listed to fulfill the 20- graduate school or the Law School, and students may choose
unit requirement must be taken for a letter grade and the GPA must courses from either program regardless of where enrolled. Students
be at least 3.25. Courses used for a minor may not be used to also must satisfy the requirements for both the J.D. and the M.S. or
meet the requirements for a master's degree. Ph.D. degrees as specified in the Stanford Bulletin or elsewhere.
The Law School shall approve courses from the Bioengineering
M.D./PH.D. DUAL DEGREE PROGRAM Department that may count toward the J.D. degree, and the Bioen-
gineering Department shall approve courses from the Law School
Students interested in a career oriented towards bioengineering
that may count toward the M.S. or Ph.D. degree in Bioengineering.
and medicine can pursue the combined M.D./Ph.D. degree pro-
In either case, approval may consist of a list applicable to all joint
gram. Stanford has two ways to do an M.D./Ph.D. U.S. citizens
degree students or may be tailored to each individual student's
and permanent residents can apply to the Medical Scientist Train-
program. The lists may differ depending on whether the student is
ing Program and can be accepted with funding from both M.D. and
pursuing an M.S. or a Ph.D. in Bioengineering.
Ph.D. programs for stipend and tuition. They can then select a
In the case of a J.D./M.S. program, no more than 45 units of
bioengineering laboratory for their Ph.D. Students not admitted to
approved courses may be counted toward both degrees. In the case
the Medical Scientist Training Program must apply to be admitted
of a J.D./Ph.D. program, no more than 54 units of approved
separately to the M.D. program and the Ph.D. program of their
courses may be counted toward both degrees. In either case, no
choice.
more than 36 units of courses that originate outside the Law
The Ph.D. is administered by the Department of Bioengineer-
School may count toward the law degree. To the extent that
ing. To be formally admitted as a Ph.D. degree candidate in this
courses under this joint degree program originate outside of the
combined degree program, the student must apply through normal
Law School but count toward the law degree, the law school cred-
departmental channels and must have earned or have plans to earn
its permitted under Section 17(1) of the Law School Regulations
an M.S. in bioengineering or other engineering discipline at Stan-
shall be reduced on a unit-per-unit basis, but not below zero. The
ford or another university. The M.S. requires 45 units of course
maximum number of law school credits that may be counted to-
work which consists of core bioengineering courses, technical
ward the M.S. or Ph.D. in Bioengineering is the greater of: (i) 15
electives, seminars, and 6 unrestricted units. Students must also
units; or (ii) the maximum number of units from courses outside of
pass the Department of Bioengineering Ph.D. qualifying examina-
the department that M.S. or Ph.D. candidates in Bioengineering are
tion.
permitted to count toward the applicable degree under general
For students fulfilling the full M.D. requirements who earned
departmental guidelines or in the case of a particular student's in-
their master’s level engineering degree at Stanford, the Department
dividual program. Tuition and financial aid arrangements will
of Bioengineering waives the normal departmental requirement of
normally be through the school in which the student is then en-
15 units applied towards the Ph.D. degree beyond the master’s
rolled.
degree level through formal course work. Consistent with the Uni-
versity Ph.D. requirements, the department accepts 15 units com-
prised of courses, research, or seminars approved by the student’s
academic adviser and the department chair. Students not complet-
ing their M.S. engineering degree at Stanford are required to take
15 units of formal course work in engineering-related areas as
determined by their academic adviser.
CHEMICAL ENGINEERING
L. Wang design. The program provides students with excellent preparation
Courtesy Professors: Annelise E. Barron, Gordon E. Brown, for careers in the corporate sector and government, or for graduate
Christopher E. D. Chidsey, Daniel Herschlag, Jeffrey R. Koseff, study.
Franklin M. Orr, Jr., Robert M. Waymouth LEARNING OUTCOMES
Lecturers: Lisa Y. Hwang, Shari B. Libicki, Sara Loesch-Frank,
John E. Moalli, Anthony Pavone, Howard B. Rosen The department expects undergraduate majors in the program
Consulting Professors: Jae Chun Hyun, Kay Kanazawa, Wolfgang to be able to demonstrate the following learning outcomes. These
Knoll, Jaan Noolandi, Conrad Schadt, Do Yeung Yoon learning outcomes are used in evaluating students and the depart-
Visiting Professors: Sung-Hyeon Baeck, Dong-Myung Kim ment's undergraduate program. Students are expected to be able to
Administrative Office: Stauffer III, Room 113 demonstrate:
Student Services Office: Keck Science Building, Room 189 1. proficiency in and ability to apply knowledge of engineering
Mail Code: 94305-5025 and mathematics through differential equations, probability
Student Services Phone: (650) 723-1302 and statistics, and science including physics, chemistry, and
Web Site: http://cheme.stanford.edu biology.
Courses offered by the Department of Chemical Engineering 2. ability to design and to conduct experiments, as well as to
are listed under the subject code CHEMENG on the Stanford Bul- analyze and to interpret data.
letin's ExploreCourses web site. 3. ability to design a system, component, or process to meet de-
Research investigations are currently being carried out in the sired needs.
following fields: applied statistical mechanics, biocatalysis, bioen- 4. ability to function on multidisciplinary teams.
gineering, biophysics, colloid science, computational materials 5. ability to identify, formulate, and solve engineering problems.
science, electronic materials, hydrodynamic stability, kinetics and 6. professional and ethical responsibility.
catalysis, Newtonian and non-Newtonian fluid mechanics, polymer 7. ability to communicate effectively.
science, renewable energy, rheo-optics of polymeric systems, and 8. the broad education necessary to understand the impact of
surface and interface science. Additional information may be engineering solutions in a global and societal context.
found at http://cheme.stanford.edu. 9. recognition of the need for and an ability to engage in life-long
The Department of Chemical Engineering offers opportunities learning.
for both undergraduates and graduate students to pursue course 10. knowledge of contemporary issues.
work in interdisciplinary biosciences, which include the chemical, 11. ability to use the techniques, skills, and modern engineering
biological, physical, mathematical, and engineering sciences. tools necessary for engineering practice.
Courses include CHEMENG 25B, 150, 181/281, 183/283, 185B, 12. the background for admission to engineering or other profes-
355, 450, 454, 456, and 457. In addition, students seeking a broad sional graduate programs.
introduction to current topics in the interdisciplinary biosciences
and engineering should consider CHEMENG 459, Frontiers in
GRADUATE PROGRAMS IN CHEMICAL
Interdisciplinary Biosciences, which covers emerging technologies ENGINEERING
and other subject matter at the intersection of engineering and The University’s requirements, including residency require-
biology, ranging from molecular to complex systems; see ments, for the M.S., Engineer, and Ph.D. degrees are summarized
http://biox.stanford.edu. Students are encouraged to review course in the "Graduate Degrees" section of this bulletin.
offerings in all departments of the School of Engineering. Current research and teaching activities cover a number of ad-
Further information about the department may be found at vanced topics in chemical engineering, including applied statistical
http://cheme.stanford.edu. Undergraduates considering majoring in mechanics, biocatalysis, biochemical engineering, bioengineering,
Chemical Engineering are encouraged to talk with faculty and biophysics, computational materials science, colloid science, dy-
meet with staff in the departmental student services office. Stu- namics of complex fluids, energy conversion, functional genomics,
dents interested in pursuing advanced work in chemical engineer- hydrodynamic stability, kinetics and catalysis, microrheology,
ing, including coterminal degrees, should contact the department molecular assemblies, nanoscience and technology, Newtonian and
as well. Admission to the Master of Science program for an active non-Newtonian fluid mechanics, polymer physics, protein biotech-
undergraduate Stanford student is by approval of an Application nology, renewable fuels, semiconductor processing, soft materials
for Admission to Coterminal Master's Program. Admission to an science, solar utilization, surface and interface science, and trans-
advanced degree program for an active Stanford graduate student port mechanics.
by approval of the Graduate Authorization Petition. All other stu- Fellowships and Assistantships—Qualified predoctoral appli-
dents should go to cants are encouraged to apply for nationally competitive fellow-
http://studentaffairs.stanford.edu/gradadmissions for general and ships, for example, those from the National Science Foundation.
departmental information about the requirements and processes for Applicants to the Ph.D. program should consult with their financial
applying for admission to a graduate degree program. aid officers for application information and advice. In the absence
of other awards, incoming Ph.D. students normally are awarded
MISSION OF THE UNDERGRADUATE departmental fellowships. Matriculated Ph.D. students are primar-
PROGRAM IN CHEMICAL ENGINEERING ily supported by fellowship awards and assistantship appointments.
Chemical engineers are responsible for the conception and de- All students are encouraged to apply for external, competitive
sign of processes for the purpose of production, transformation, fellowships and may obtain information about various awarding
(3 units)
ing include elective courses offered by other departments. The CME 332. Computational Methods for Scientific Reasoning and
following list is a partial list of the more frequently chosen courses Discovery (3 units)
and is subdivided into five focus areas. CME 340. Computational Methods in Data Mining
Broadly Applicable— ME 338A. Continuum Mechanics (3 units)
APPPHYS 207. Laboratory Electronics (3 units) ME 351. Fluid Mechanics (3 units)
CHEM 221. Advanced Organic Chemistry (3 units) ME 457. Fluid Flow in Microdevices (3 units)
CHEM 271. Advanced Physical Chemistry (Quantum Mechanics) ME 469A. Computational Methods in Fluid Mechanics (3 units)
(3 units)
CHEM 273. Advanced Physical Chemistry (Angular Momentum, BACHELOR OF SCIENCE IN CHEMICAL
etc.) (3 units) ENGINEERING
EE 261. The Fourier Transform and its Applications (3 units) The University’s basic requirements for the bachelor’s degree
EE 268. Introduction to Modern Optics (3 units) and coterminal bachelor’s and master’s degrees are discussed in
MS&E 234. Organizations and Information Systems (4 units) the "Undergraduate Degrees" section of this bulletin.
STATS 200. Statistical Inference (3 units) The Chemical Engineering B.S. program requires basic
Biochemistry and Bioengineering focus, e.g., with CHEMENG courses in biology, chemistry, engineering, mathematics, and phys-
281, 283, 454, 456— ics. The depth sequence of courses required for the major in
BIO 203. Advanced Genetics (human) chemical engineering provides training in applied chemical kinet-
BIO 217. Neuronal Biophysics (4 units) ics, biochemical engineering, electronic materials, engineering
BIOC 133. Genetics of Prokaryotes (3 units; needs approval of thermodynamics, plant design, polymers, process analysis and
chair) control, separation processes, and transport phenomena. Under-
BIOE 331. Protein Engineering (3 units) graduates who wish to major in the department should consult the
BIOPHYS/SBIO 228. Computational Structural Biology (3 units) curriculum outlined in the "Undergraduate Program in Chemical
BIOPHYS/SBIO 241. Biologic Macromolecules (3-5 units) Engineering" section of this bulletin. Courses taken to fulfill the
CBIO 241. Molecular, Cellular, and Genetics Basis of Cancer (3 requirements for the major (courses in mathematics; science; tech-
units) nology and society; engineering fundamentals; and engineering
CEE 274. Environmental Microbiology I & II (3 units each) depth) must be taken for a letter grade if this option is offered.
MCP 256. How Cells Work: Energetics, Compartments, and Cou- Representative sequences of courses leading to a B.S. in Chem-
pling in Cell Biology (4 units) ical Engineering, in both flow chart and 4-year, quarter-by-quarter
MPHA 210. Signal Transduction Pathways and Networks (4 units) formats, can be found in the Handbook for Undergraduate Engi-
MPHA 240. Drug Discovery (4 units) neering Programs, available at http://ughb.stanford.edu. These are
MPHA 260. Quantitative Chemical Biology (4 units) explanatory examples, with each sequence starting at a different
SBIO 228. Computational Structural Biology (3 units) level and demonstrating how a student, based on his or her pre-
SBIO 241. Biological Macromolecules (3-5 units) college preparation, can complete the major in four years. These
typical course schedules are available from departmental student
Fluid Mechanics, Applied Mathematics, and Numerical Analy-
services and faculty advisers for undergraduates, as well as the
sis focus, e.g., with CHEMENG 462—
Office of Student Affairs in the School of Engineering. It is rec-
AA 218. Introduction to Symmetry Analysis (3 units)
ommended that students discuss their prospective programs with
CME 200. Linear Algebra with Application to Engineering Com-
Chemical Engineering faculty advisers, especially if transferring
putations (3 units)
from another major such as Biology, Chemistry, Physics, or anoth-
CME 204. Partial Differential Equations in Engineering (3 units)
er Engineering major. With advance planning, students can usually
CME 206. Introduction to Numerical Methods for Engineering (3
arrange to attend one of the overseas campuses.
units)
Students interested in a minor in Chemical Engineering should
CME 212. Introduction to Large-Scale Computing in Engineering
consult the requirements for a "Minor in Chemical Engineering"
(3 units)
section of this bulletin.
CME 332. Computational Methods for Scientific Reasoning and
Discovery (3 units) HONORS PROGRAM
CME 340. Computational Methods in Data Mining (3 units) The Department of Chemical Engineering offers a program
ME 338A. Continuum Mechanics (3 units) leading to the degree of Bachelor of Science in Chemical Engi-
ME 351A. Fluid Mechanics (3 units) neering with Honors. Qualified undergraduate majors conduct
ME 457. Fluid Flow in Microdevices (3 units) independent study and research at an advanced level with faculty
ME 469A. Computational Methods in Fluid Mechanics (3 units) mentors, graduate students, and fellow undergraduates. This three
Materials Science focus, e.g., with CHEMENG 260, 442, 460, quarter sequential program requires concurrent participation each
461, 464, 466— quarter in the CHEMENG 191H seminar; completion of a faculty-
MATSCI 210. Organic and Biological Materials (3 units) approved thesis; and participation in the Chemical Engineering
MATSCI 251. Microstructure and Mechanical Properties (3 units) Honors Poster Session held annually during the Mason Lecture
MATSCI 316. Nanoscale Science, Engineering, and Technology Series Spring Quarter. The last requirement may also be fulfilled
(3 units) through an alternative, public, oral presentation with the approval
CHEMICAL ENGINEERING
program. For conferral of an M.S. degree in chemical engineering
alternatively, a faculty sponsor, must be a faculty member in the
the following departmental requirements must be met.
Department of Chemical Engineering. Students should start their
Unit and Course Requirements—Students terminating their
research no later than Spring Quarter their junior year and are en-
graduate work with the M.S. degree in Chemical Engineering must
couraged to consider incorporating research opportunities such as
develop a graduate-level, thematic M.S. program consisting of a
those sponsored by Undergraduate Academic Life into their honors
minimum of 45 completed units of academic work that includes
research proposal; see
(1) four Chemical Engineering lecture courses selected from the
http://ual.stanford.edu/OO/research_opps/Grants
300 series; (2) 3 units of 699 Colloquia; (3) an additional 30 units,
http://ual.stanford.edu/OO/research_opps/Grants). See departmen-
selected from graduate-level science or engineering lecture courses
tal student services staff in Keck 189 for more information about
in any department and, by petition to the Chair of the Department
the application process, a proposal template, and other assistance.
of Chemical Engineering, from upper-division undergraduate lec-
In order to receive departmental honors, students admitted to
ture courses in science and engineering. Alternatively, up to 6 units
the honors program must:
of research may be used in lieu of up to 6 units of the additional 30
1. Maintain an overall grade point average (GPA) of at least 3.5 lecture units to partially satisfy the 45 unit minimum requirement.
as calculated on the unofficial transcript. Another option is an up-to-six-unit combination of research units
2. Complete at least three quarters of research with a minimum of and 1, 2, or 3 units of 459 or other similar 1- or 2-unit graduate
9 units of CHEMENG 190H for a letter grade. All quarters seminar courses, with faculty developed curricula, used in lieu of
must focus on the same topic. The same faculty adviser and fa- up to 6 units of the required additional 30 lecture units. Credit
culty reader should be maintained throughout if feasible. toward the M.S. degree is not given for Chemical Engineering
3. Enroll in CHEMENG 191H, Undergraduate Honors Seminar, special topics courses numbered in the 500 series nor for similar
concurrently with each quarter of CHEMENG 190H. courses in other departments.
4. Participate with a poster and oral presentation of thesis work at To ensure that an appropriate Chemical Engineering graduate
the Chemical Engineering Honors Poster Session held during program is pursued by each M.S. candidate, students who first
Spring Quarter or, at the Undergraduate Program Committee’s matriculate at Stanford at the graduate level must, during the first
discretion, at a comparable public event. quarter, no later than the eighth week, (a) complete a Program
5. Submit final drafts of a thesis simultaneously to the adviser Proposal for a Master’s Degree form, that is approved by the M.S.
and the reader and, if appropriate, to the Chemical Engineering adviser; (b) submit this petition to departmental student services,
faculty sponsor, no later than April 11th, or the first school day for review by the department chair; and (c) obtain approval for any
of the third week of the quarter in which the degree is to be subsequent program change or changes from the M.S. adviser and
conferred. the department chair. Stanford undergraduates admitted to the
6. Complete all work and thesis revisions and obtain indicated coterminal master’s program must (a) submit an adviser-approved
faculty approvals on the Certificate of Final Reading of Thesis Program Proposal for a Master’s Degree (a graduate degree pro-
forms by the end of the first week of May, or the second month gress form) either during their first quarter of graduate standing or
of the graduation quarter. upon the completion of 9 units of graduate work (whichever occurs
7. Submit to departmental student services five (5) final copies of first), and (b) document with student services their M.S. adviser’s
the honors thesis, as approved by the appropriate faculty. In- review and approval of their graduate program when they have
clude in each thesis an original, completed, faculty signature accrued 30 units toward the M.S. degree in Chemical Engineering.
sheet immediately following the title page. The 2010-11 dead- Each M.S. candidate must obtain approvals for the final M.S. pro-
line is May 10, 2011, or the Tuesday at the beginning of the gram no later than the eighth week of the quarter preceding the
second week of the second month of the graduation quarter. quarter of degree conferral, in order to permit amendment of the
8. Submit to student services one copy of the honors thesis in final quarter’s study list if the faculty deem this necessary. Stu-
electronic format at the same time as the final copies of the dents with questions should contact departmental student services.
thesis or no later than May 10, 2011.
9. Submit one copy of the thesis, upon departmental approval, to Minimum Grade Requirement—Any course used to satisfy the
the School of Engineering. 45-unit minimum for the M.S. degree must be taken for a letter
grade, if offered. An overall grade point average (GPA) of 3.0
COTERMINAL BACHELOR'S AND must be maintained for these courses.
MASTER'S DEGREES IN CHEMICAL Research Experience—Students in the M.S. program wishing to
ENGINEERING obtain research experience should work with the M.S. faculty ad-
Undergraduates with strong academic records may apply to viser on the choice of research adviser as early as feasible and in
study for a master’s degree while at the same time completing their advance of the anticipated quarter(s) of research. Once arrange-
bachelor’s degree(s). Interested students should discuss their edu- ments are mutually agreed upon, including the number of units,
cational goals with their faculty advisers before applying and students enroll in the appropriate section of CHEMENG 600. A
should talk with departmental student services about the depart- written report describing the results of the research under taken
mental requirements and deadlines for applications. must be submitted to and approved by the research adviser.
University requirements for the coterminal M.A. are described CHEMENG 600 may not be taken in lieu of any of the required
in the "Coterminal Bachelor's and Master's Degrees" section of this four 300-level lecture courses.
bulletin. For University coterminal degree program rules and Uni-
be chosen from the basic sciences and engineering according to the for M.S. degree conferral once the requirements for that degree
guidelines given in the Master of Science section and with the have been fulfilled (see the "Master of Science in Chemical Engi-
consent of the graduate curriculum committee chair and the de- neering" section in this bulletin). The M.S. degree must be
partment chair. In fulfilling the required 45-unit requirement for awarded within the University’s candidacy period for completion
lecture course units, an aggregate of 6 units maximum of the re- of a master’s degree.
quired 45-unit minimum of course work may include such courses Minimum Grade Requirement—Any course intended to satisfy
as CHEMENG 459 and 699, but not 500 level seminar courses or the Ph.D. degree requirements must be taken for a letter grade, if
research units. Students seeking the Engineer degree may petition offered. An overall grade point average (GPA) of 3.0 must be
to add a M.S. program and apply for the M.S. degree once the maintained for these courses.
requirements for that degree have been fulfilled (see General Re- Qualifying Examination—To be advanced to candidacy for the
quirements in the “Graduate Degrees” section of this bulletin and Ph.D. degree, the student must pass both parts of the qualifying
Chemical Engineering’s “Master of Science” section). examination. The first part is held at the beginning of Spring Quar-
ter, or the third quarter of study, and the first-year student is asked
Minimum Grade Requirement—Any course intended to satisfy
the degree requirements must be taken for a letter grade, if offered. to make an oral presentation to the faculty of a critical review of a
An overall grade point average (GPA) of 3.0 must be maintained published paper. This preliminary examination, in addition to per-
formance in courses and during research rotations, is the basis for
for these courses.
determining whether or not a first-year student is to be allowed by
Reading Committee Requirement—All candidates are required faculty to choose a research adviser and to begin doctoral research
to have an initial meeting with their reading committees, consisting work immediately. Failure in this first part of the qualifying ex-
of two members of the Chemical Engineering faculty, by the end amination normally leads to termination of a student’s study to-
of their seventh quarter. Following this initial meeting, additional wards the Ph.D. degree; however, the student may continue to
committee meetings must occur no less than once a year until all work toward an M.S. degree (see the "Master of Science in Chem-
the requirements for the degree are satisfied. Students are encour- ical Engineering" section of this bulletin). It also precludes any
aged to hold meetings on a more frequent basis to help focus and financial aid beyond that already awarded. Students who pass the
guide the thesis project. It is each student’s responsibility to sched- preliminary examination take the second part of the qualifying
ule meetings and to assist in the keeping of accurate degree pro- examination at the beginning of their second year, or the fifth quar-
gress records by informing student services when meetings have ter. This second examination before the faculty is an oral presenta-
occurred. tion and defense of their current research work. Students who pass
Thesis Requirement—The thesis must represent a substantial both parts of the qualifying examination must promptly submit to
piece of research equivalent to nine months of full-time effort and students services an Application for Candidacy for Doctoral De-
must be approved by the student's reading committee. gree form that has been approved by their research adviser(s), and
Qualification for the Ph.D. Program by Students Ready to Re- at the same time establish their doctoral dissertation reading com-
ceive the Degree of Engineer—After completing the requirements mittees.
for the Engineer degree, a student may request to be examined on Reading Committee Requirement—All Ph.D. candidates are re-
the research work completed for that degree, for the purpose of quired to assemble reading committees and to have an initial meet-
qualifying for the Ph.D. degree. If the request is granted, the stu- ing with the full committee by the end of their seventh quarter.
dent’s thesis must be approved by the reading committee and Reading committee meetings are not examinations; they are in-
available in its final form for inspection by the entire faculty at tended to be discussion sessions to help focus and guide the disser-
least two weeks prior to the scheduled date of said examination. tation project. Following the initial committee meeting, additional
meetings must take place no less than once per year until all the
DOCTOR OF PHILOSOPHY IN CHEMICAL requirements for the Ph.D. degree are satisfied. The department
ENGINEERING encourages students to take advantage of the benefits of more fre-
quent meetings with their full reading committee. It is the student’s
The Ph.D. degree is awarded after the completion of a mini- responsibility to schedule committee meetings and to assist in the
mum of 135 units of graduate work as well as satisfactory comple- maintenance of degree progress records by reporting the meeting
tion of any additional University requirements and the following dates to the student services manager.
departmental requirements. Completion of a M.S. degree is not a Teaching Requirement—Teaching experience is considered an
prerequisite for beginning, pursuing, or completing doctoral work. essential component of doctoral training because it assists in the
Unit and Course Requirements—A minimum of 135 completed further development and refinement of candidates' skills in con-
units, including a minimum of 45 units of lecture course work, is veying what they know, think, and conclude, based on articulated
required for the Ph.D. degree. The following courses are required: assumptions and knowledge. All Ph.D. candidates, regardless of
CHEMENG 310, 320, 340, 345, and 355, plus two courses in the the source of their financial support, are required to assist in the
CHEMENG 440, 450, or 460 series. These are to be taken at Stan- teaching of a minimum of two chemical engineering courses.
ford, and any petition to substitute another graduate-level course Dissertation and Oral Defense Requirements—A dissertation
for any of these core courses must be approved by the department based on a successful investigation of a fundamental problem in
chair. The remaining lecture courses may be chosen from gradu- chemical engineering is required. Within approximately five cal-
ate-level science and engineering lecture courses in any depart- endar years after enrolling in the Ph.D. program, a student is ex-
ment and, by petition to the department chair, from upper-division pected to have fulfilled all the requirements for this degree, includ-
undergraduate lecture courses in the sciences and engineering. 3 ing the completion of a dissertation approved by his or her research
ronmental problems impacting the biosphere, land, water, and air for graduate students. Applications for financial aid and assistant-
quality. The Environmental Engineering major offers a more fo- ships should be filed by December 7, 2010; it is important that
cused program in Environmental and Water Studies than the Envi- Graduate Record Examination scores be available at that time.
ronmental and Water Studies concentration in the Civil Engineer- Applicants not requesting financial assistance have until February
ing degree program. Courses in the program are multidisciplinary 1, 2011 for the online submission. Teaching assistantships carry a
in nature, combining fundamental principles drawn from physics, salary for as much as half- time work to assist with course offer-
chemistry, geology, engineering, and biology. Students learn about ings during the academic year. Up to half-time research assistant-
the analytical methods necessary to evaluate environmental ships also are available. Engineer and Ph.D. candidates may be
changes and to design strategies to remediate problems that inevi- able to use research results as a basis for the thesis or dissertation.
tably may have resulted from human activities. The program pre- Fellowship and scholarship awards or loans may supplement assis-
pares students for careers in consulting, industry, and government, tantships and other basic support. Continued support is generally
and for graduate school in engineering. provided for further study toward the Engineer or Ph.D. degree
based on the student’s performance, the availability of research
LEARNING OUTCOMES funds, and requisite staffing of current research projects.
The department expects undergraduate majors in the program
to be able to demonstrate the following learning outcomes. These FACILITIES
learning outcomes are used in evaluating students and the depart- Research work and instruction under the three programs are
ment's undergraduate program. Students are expected to demon- carried out in these facilities: Building Energy Laboratory; Envi-
strate: ronmental Engineering and Science Laboratory; Environmental
1. understanding of engineering principles as well as the analyti- Fluid Mechanics Laboratory (EFML); Geotechnical Engineering
cal, problem solving, design, and communication skills neces- Laboratory; Structural Engineering Laboratory; and water quality
sary to succeed and continue learning in diverse careers. control research and teaching laboratories. The John A. Blume
2. preparation for successful engineering practice with a longer Earthquake Engineering Center conducts research on earthquake
term perspective that takes into account new tools such as ad- engineering including advanced sensing and control, innovative
vanced information technology and biotechnology, and in- materials, and risk hazard assessment. Research and advanced
creasingly complex professional and societal expectations. global teamwork education is conducted in the Project Based
3. sufficient breadth and depth for graduate study in engineering Learning (PBL) Laboratory. In collaboration with the Department
or other professional fields. of Computer Science, the Center for Integrated Facility Engineer-
4. the awareness, background, and skills necessary to become ing (CIFE) employs advanced CAD, artificial intelligence, com-
responsible citizens and leaders in service to society. munications concepts, and information management to integrate
participants in the facility development process and to support
GRADUATE PROGRAMS IN CIVIL AND design and construction automation. The Collaboratory for Re-
ENVIRONMENTAL ENGINEERING search on Global Projects (CRGP) is a multi-school, multi-
The Department of Civil and Environmental Engineering university research program aimed at improving the performance
(CEE), in collaboration with other departments, offers graduate of global engineering and construction projects, with a special
degrees structured in three degree programs. focus on sustainable infrastructure in developing countries.
• The Atmosphere and Energy Program offers degrees with the
designation of Atmosphere/Energy.
BACHELOR OF SCIENCE IN CIVIL AND
• The Built Environment Program offers degrees with five des- ENVIRONMENTAL ENGINEERING
ignations: The B.S. in Civil Engineering and the B.S. in Environmental
• Construction Engineering and Management Engineering are ABET accredited programs, which place high
• Design/Construction Integration priority on integrating research with engineering education. Four
• Structural Engineering major objectives structure both degree programs:
• Geomechanics 1. To provide an understanding of engineering principles and the
• Sustainable Design Construction. analytical, problem solving, design, and communication skills
• The Environmental and Water Studies Program offers degrees to continue succeeding and learning in diverse careers.
with two designations: 2. To prepare for successful engineering practice with a longer
• Environmental Engineering and Science term perspective that takes into account new tools such as ad-
• Environmental Fluid Mechanics and Hydrology vanced information technology and biotechnology, and in-
For detailed information on these programs and degree designa- creasingly complex professional and societal expectations.
tions, see the "Programs of Graduate Study in Civil and Environ- 3. To prepare for possible graduate study in engineering or other
mental Engineering" section of this bulletin. professional fields.
4. To develop the awareness, background, and skills necessary to
ADMISSIONS AND FINANCIAL AID become responsible citizens and leaders in service to society.
Applications require online submission of the application form Students who major in Civil Engineering or in Environmental
and statement of purpose, followed by three letters of recommen- Engineering must complete the appropriate requirements for the
dation, results of the General Section of the Graduate Record Ex- B.S. degree listed. Each student has elective units, which may be
amination, and transcripts of courses taken at colleges and univer- used in any way the student desires, including additional studies in
The research of this group is focused in the Environmental Flu- The subprogram in Design-Construction Integration is open to
id Mechanics Laboratory, which includes the P. A. McCuen Envi- applicants with backgrounds in engineering and science. Appli-
ronmental Computer Center. cants should also have a background in the planning, design, or
construction of facilities by virtue of work experience and/or their
SUSTAINABLE BUILT ENVIRONMENT undergraduate education. Knowledge in subjects from the tradi-
PROGRAMS tional areas of civil engineering is necessary for students to receive
the degree and to satisfy prerequisite requirements for some of the
The Sustainable Built Environment programs include subpro-
required graduate courses.
grams in construction engineering and management, design- Students with an undergraduate degree in Civil Engineering,
construction integration, structural engineering and geomechanics, and who expect to pursue careers with design or construction firms
and sustainable design and construction. These programs focus on
that emphasize design-build, EPC, or turnkey projects should con-
educating practitioners and researchers to plan, design, build, and
sider DCI.
operate more sustainable buildings and infrastructure.
The Construction Engineering and Management (CEM) sub- STRUCTURAL ENGINEERING AND GEOMECHANICS
program prepares students for careers with progressive construc- The Structural Engineering and Geomechanics (SEG) subpro-
tion firms worldwide, interested in building more sustainable gram encompasses teaching and research in structural design and
buildings and infrastructure using advanced modeling and visuali- analysis, structural materials, earthquake engineering and struc-
zation methods and tools known as virtual design and construction. tural dynamics, advanced sensing and structural health monitoring,
The Structural Engineering and Geomechanics (SEG) subpro- risk and reliability analysis, computational science and engineer-
gram educates designers and researchers who want to progress ing, and geotechnical engineering including geomechanics. The
beyond traditional life safety code-based design, to develop and SEG subprogram prepares students for industrial or academic ca-
disseminate performance-based structural and geotechnical engi- reers.
neering methods and tools that maximize the lifecycle economic Students can balance engineering fundamentals with modern
value of facilities. computational and experimental methods to customize programs to
The Design-Construction Integration (DCI) subprogram com- launch careers as consultants on large and small projects, design-
bines courses from CEM and SEG to educate and prepare students ers, and engineering analysts.
for design construction firms that provide integrated design-build Structural design and analysis focuses on the conceptual design
project delivery, construction management, and pre-construction of structural systems and on computational methods for predicting
services. the static and dynamic, linear and nonlinear responses of struc-
The Sustainable Design and Construction (SDC) subprogram tures.
provides courses in sustainable, multi-stakeholder design methods Structural materials research and teaching focuses on the design
and tools that incorporate lifecycle cost analysis, green architec- and analysis of high-performance as well as low-environmental
tural design, lighting, and energy analysis, to educate students impact materials.
interested in promoting more sustainable development of buildings Earthquake engineering and structural dynamics addresses
and infrastructure. earthquake phenomena, ground shaking, and the behavior, analy-
Admission to these programs are handled separately; prospec- sis, and design of structures under seismic and other dynamic
tive students should indicate their preference on their application. forces.
Reliability and risk analysis focuses on advanced methods for
CONSTRUCTION ENGINEERING AND MANAGEMENT
structural safety evaluation and design, including methods for loss
The Construction Engineering and Management (CEM) sub-
estimation from damage and failures of structures and lifeline sys-
program prepares technically qualified students for responsible tems.
engineering and management roles in all phases of the develop- Computational science and engineering emphasizes the applica-
ment of major constructed facilities. It emphasizes management
tion of modern computing methods to structural engineering and
techniques useful in organizing, planning, and controlling the ac-
geomechanics and encompasses numerical, structural, and geo-
tivities of diverse specialists working within the unique project technical analysis, including finite element analysis and boundary
environment of the construction industry, and it covers construc- element methods.
tion engineering aspects of heavy, industrial and building construc-
In the area of geomechanics, students focus on the application
tion.
of the principles of applied mechanics to problems involving geo-
The CEM subprogram offers courses in: building systems, con- logic materials including theoretical soil and rock mechanics,
struction administration, construction law, project finance, ac- computational methods, and analysis and design of foundations
counting, real estate development, structural design, HVAC design
and earth structures.
and construction, equipment and methods, estimating, international
construction, labor relations, managing human resources, planning SUSTAINABLE DESIGN CONSTRUCTION
and control techniques, productivity improvement, and project and The Sustainable Design and Construction (SDC) subprogram
company organizations. Additional related course work is avail- prepares students for careers in planning, designing, building, and
able from other programs within the department, from other engi- operating sustainable buildings and infrastructure to maximize
neering departments, and from other schools in the University such their lifecycle economic value, their net contribution to environ-
as Earth Sciences and the Graduate School of Business. mental functions and services, and their social equity.
The CEM program allows students substantial flexibility to tai- The subprogram offers courses in: project finance; sustainable
lor their program of study for careers with general contractors, multidisciplinary, multi-stakeholder planning and design proc-
Stanford undergraduates who wish to continue their studies for DOCTOR OF PHILOSOPHY IN CIVIL AND
the Master of Science degree in the coterminal program at Stanford ENVIRONMENTAL ENGINEERING
must have earned a minimum of 120 units towards graduation.
This includes allowable Advanced Placement (AP) and transfer The Ph.D. is offered under the general regulations of the Uni-
credit. Applicants must submit their application no later than the versity as set forth in the “Graduate Degrees” section of this bulle-
quarter prior to the expected completion of their undergraduate tin. This degree is recommended for those who expect to engage in
degree and and are expected to meet the Department of Civil and a professional career in research, teaching, or technical work of an
Environmental Engineering application deadlines for all applicants advanced nature. The Ph.D. program requires a total of 135 units
for graduate study (December 7, 2010 to be considered for finan- of graduate study, at least 90 units of which must be at Stanford.
cial aid, or February 1, 2011 if no financial aid is requested). Ap- Up to 45 units of graduate study can be represented by the M.S.
plications are considered once a year near the beginning of Winter program described above. Students must maintain a minimum
Quarter. An application must display evidence of potential for GPA of 3.0 in post-M.S. course work. All candidates for the Ph.D.
strong academic performance as a graduate student. degree are required to complete CEE 200 in conjunction with a
It is recommended that students who contemplate advanced one-quarter teaching assistantship/course assistantship to gain
study at Stanford discuss their plans with their advisers in the jun- training and instructional experience. Further information on Ph.D.
ior year. requirements and regulations is found in the department handbook.
University requirements for the coterminal M.A. are described The program of study is arranged by the prospective candidate
in the "Coterminal Bachelor's and Master's Degrees" section of this at the beginning of the second year with the advice of a faculty
bulletin. For University coterminal degree program rules and Uni- committee whose members are nearest in the field of interest to
versity application forms, see that of the student. The chair of the committee serves as the stu-
http://studentaffairs.stanford.edu/registrar/publications#Coterm. dent’s interim adviser until such time as a member of the faculty
has agreed to direct the dissertation research. Insofar as possible,
MASTER OF SCIENCE IN CIVIL AND the program of study is adapted to the interests and needs of the
ENVIRONMENTAL ENGINEERING student within the framework of the requirements of the depart-
ment and the University.
The following programs are available leading to the M.S. de- By the end of the second year of graduate study (or by the end
gree in Civil and Environmental Engineering: of the first year for students who enroll at Stanford with an M.S.),
• Atmosphere/Energy the student is expected to pass the department’s General Qualify-
• Construction Engineering and Management ing Examination (GQE) to be admitted to candidacy for the doc-
• Design/Construction Integration toral degree. The purpose of the GQE is to ensure that the student
• Environmental Engineering and Science is adequately prepared to undertake doctoral research and has a
• Environmental Fluid Mechanics and Hydrology well planned research topic. The exam may take the form of (1) a
• Geomechanics written and/or oral general examination of the candidate’s major
• Structural Engineering and Sustainable Design Construction field, (2) a presentation and defense of the candidate’s doctoral
Students admitted to graduate study with a B.S. in Civil Engi- research dissertation proposal, or (3) a combination research pro-
neering, or equivalent, from an accredited curriculum can satisfy posal and general examination. The GQE is administered by an
the requirements for the M.S. degree in Civil and Environmental advisory committee consisting of at least three Stanford faculty
Engineering by completing a minimum of 45 units beyond the B.S. members, including a chair who is a faculty member in Civil and
All 45 units must be taken at Stanford. A minimum 2.75 grade Environmental Engineering. All members are normally on the
point average (GPA) is required for candidates to be recommended Stanford Academic Council. A petition for appointment of one
for the M.S. degree. No thesis is required. advisory committee member who is not on the Academic Council
The program of study must be approved by the faculty of the may be made if the proposed person contributes an area of exper-
department and should include at least 45 units of courses in engi- tise that is not readily available from the faculty. Such petitions are
neering, mathematics, science, and related fields unless it can be subject to approval by the department chair. When the primary
shown that other work is pertinent to the student’s objectives. Ad- research adviser is not a member of the CEE Academic Council
ditional program area requirements are available from the depart- faculty, the committee must consist of four examiners, with two
ment’s student services office (Y2E2 room 316). members from the CEE department.
Candidates for the M.S. in Civil and Environmental Engineer-
ing who do not have a B.S. in Civil Engineering may, in addition
PH.D. MINOR IN CIVIL AND
to the above, be required to complete those undergraduate courses ENVIRONMENTAL ENGINEERING
deemed important to their graduate programs. In such cases, more A Ph.D. minor is a program outside a major department. Re-
than three quarters is often required to obtain the degree. quirements for a minor are established by the minor department.
course work (courses numbered 200 or above, excluding special (Management Science and Engineering, Electrical Engineering)
studies and thesis) in CEE completed at Stanford University. The Assistant Professors: Eric Darve (Mechanical Engineering), Oliver
list of courses must form a coherent program and must be ap- Fringer (Civil and Environmental Engineering), Gianluca Iac-
proved by the minor program adviser and the CEE chair. A mini- carino (Mechanical Engineering), Ramesh Johari (Management
mum GPA of 3.0 must be achieved in these courses. Science and Engineering), Adrian Lew (Mechanical Engineer-
ing), Amin Saberi (Management Science and Engineering), An-
OVERSEAS STUDIES COURSES IN CIVIL drew Spakowitz (Chemical Engineering)
AND ENVIRONMENTAL ENGINEERING Professors (Research): Antony Jameson (Aeronautics and Astro-
nautics), Walter Murray (Management Science and Engineer-
For course descriptions and additional offerings, see the listings
ing), Arogyaswami Paulraj (Electrical Engineering), Michael A.
in the Stanford Bulletin's ExploreCourses web site
Saunders (Management Science and Engineering)
(http://explorecourses.stanford.edu) or the Bing Overseas Studies
Senior Lecturer: Vadim Khayms
web site (http://bosp.stanford.edu). Students should consult their
Consulting Assistant Professor: Sepandar Kamvar
department or program's student services office for applicability of
Web Site: http://icme.stanford.edu
Overseas Studies courses to a major or minor program.
Mail Code: 94305-4042
AUTUMN QUARTER Phone: (650) 736-9038
Courses offered by the Institute for Computational and Mathe-
AUSTRALIA matical Engineering are listed under the subject code CME on the
• OSPAUSTL 10. Coral Reef Ecosystems. 3 units, Kevin Ar- Stanford Bulletin's ExploreCourses web site.
rigo, Sophie Dove, Selina Ward, GER:DB:EngrAppSci The central research mission of the Institute for Computational
• OSPAUSTL 20. Coastal Resource Management. 3 units, Ron and Mathematical Engineering (iCME) is to develop sophisticated
Johnstone, GER:DB:EngrAppSci algorithmic and mathematical tools that impact many applied dis-
• OSPAUSTL 30. Coastal Forest Ecosystems. 3 units, Norman ciplines. iCME leverages Stanford’s strengths in engineering ap-
Duke, John Hall, GER:DB:EngrAppSci plications and the physical, biological, and information sciences to
guide the development of modern methods for research and educa-
FLORENCE
tion in computational mathematics.
• OSPFLOR 38. Water Resources Engineering in Italy: An His- iCME’s teaching mission is to provide courses for graduate
torical Perspective. 4-5 units, Leonard Ortolano, students and undergraduates from all departments in the mathe-
GER:DB:EngrAppSci matical sciences focusing on theoretical work and its role in the
solution of real problems, integrating numerical computation to
WINTER QUARTER facilitate application of mathematical techniques and theories. The
CAPETOWN institute identifies research areas that benefit from a multidiscipli-
• OSPCPTWN 26. Managing Global Projects. 3-4 units, Ray- nary approach in which computational mathematics plays a key
mond Levitt role such as discrete mathematics, including computational prob-
ability and combinatorial optimization, optimization, stochastics,
and numerical solution of partial differential equations. Research
INSTITUTE FOR applications include the physical sciences, business, medicine, and
information science.
COMPUTATIONAL AND A strength of iCME is its multidisciplinary intellectual envi-
ronment, with interaction among students and faculty with diverse
MATHEMATICAL ENGINEERING backgrounds and expertise. iCME offers service courses for under-
graduates and graduate students to fulfill departmental require-
ments, core courses for M.S. and Ph.D. students in Scientific
Emeritus: (Professor) Joe Keller (Mathematics, Mechanical Engi- Computing and Computational Mathematics, and specialized elec-
neering) tives in various application areas.
Director: Peter Glynn (Management Science and Engineering)
Director of Student Affairs: Walter Murray (Management Science GRADUATE PROGRAMS IN
and Engineering) COMPUTATIONAL AND MATHEMATICAL
Professors: Stephen Boyd (Electrical Engineering), Emanuel Can- ENGINEERING
des (Mathematics, Statistics), Gunnar Carlsson (Mathematics),
Persi Diaconis (Mathematics, Statistics), David Donoho (Statis- University regulations governing the M.S. and Ph.D. degrees
tics), Charbel Farhat (Aeronautics and Astronautics, Mechanical are described in the “Graduate Degrees” section of this bulletin.
Engineering), Peter Glynn (Management Science and Engineer-
ing), Leonidas Guibas (Computer Science), Pat Hanrahan MASTER OF SCIENCE IN
(Computer Science, Electrical Engineering), Jerry Harris (Geo- COMPUTATIONAL AND MATHEMATICAL
physics), Peter Kitanidis (Civil and Environmental Engineer- ENGINEERING
ing), Tze Leung Lai (Statistics), Sanjiva Lele (Mechanical En-
The M.S. degree in Computational and Mathematical Engineer-
gineering, Aeronautics and Astronautics), Parviz Moin (Me-
ing is intended as a terminal professional degree and does not lead
Requirement 4—9 units of focused graduate application elec- ME 408. Spectral Methods in Computational Physics
tives, approved by the iCME graduate adviser, in the areas of engi- ME 412. Engineering Functional Analysis and Finite Elements
neering, mathematics, physical, biological, information, and other ME 469A,B. Computational Methods in Fluid Mechanics
quantitative sciences. These courses should be foundational depth MS&E 319. Approximation Algorithms
courses relevant to the student's professional development and MS&E 336. Topics in Game Theory with Engineering Applica-
research interests. tions
STATS 305. Introduction to Statistical Modeling
Requirement 5—3 units of an iCME graduate seminar or other STATS 306A,B. Methods for Applied Statistics
approved seminar. Additional seminar units may not be counted STATS 318. Modern Markov Chains
towards the 45-unit requirement. STATS 366. Computational Biology
Note: All courses listed under "Requirement 3" under the "Master of Science in Com-
DOCTOR OF PHILOSOPHY IN putational and Mathematical Engineering" section can be used for fulfilling the gen-
COMPUTATIONAL AND MATHEMATICAL eral elective requirement.
COMPUTER SCIENCE
Khatib, Daphne Koller, Monica Lam, Jean-Claude Latombe, ment's undergraduate program. Students are expected to be able:
Marc Levoy, Teresa Meng, Nick McKeown, John Mitchell, 1. to apply the knowledge of mathematics, science, and engineer-
Kunle Olukotun, Yoav Shoham, Sebastian Thrun, Luca Tre- ing.
visan, Jennifer Widom, Terry Winograd 2. to design and conduct experiments, as well to analyze and
Associate Professors: Serafim Batzoglou, Dawson Engler, Ronald interpret data.
P. Fedkiw, Michael Genesereth, Christoforos Kozyrakis, Chris- 3. to design a system, component, or process to meet desired
topher Manning, David Mazieres, Nick McKeown, Andrew Ng, needs within realistic constraints such as economic, environ-
Serge A. Plotkin, Balaji Prabhakar, Mendel Rosenblum mental, social, political, ethical, health and safety, manufac-
Assistant Professors: Gill Bejerano, Jeffrey Heer, Sachin Katti, turability, and sustainability.
Scott Klemmer, Vladlen Koltun, Jure Leskovec, Philip Levis, 4. to function on multidisciplinary teams.
Fei-Fei Li, Subhasish Mitra, Tim Roughgarden 5. to identify, formulate, and solve engineering problems.
Professors (Research): John Ousterhout, John K. Salisbury 6. to understand professional and ethical responsibility.
Professor (Teaching): Eric S. Roberts 7. to communicate effectively.
Associate Professor (Teaching): Stephen Cooper, Mehran Sahami 8. to understand the impact of engineering solutions in a global,
Courtesy Professors: Russ Altman, Martin Fischer, Bernd Girod, economic, environmental, and societal context.
Michael Levitt, Mark Musen, Clifford J. Nass, Roy Pea, Fouad 9. to demonstrate a working knowledge of contemporary issues.
A. Tobagi 10. to apply the techniques, skills, and modern engineering tools
Courtesy Associate Professors: Ashish Goel, Dan Jurafsky, Vijay necessary for engineering practice.
Pande, Benjamin Van Roy 11. to transition from engineering concepts and theory to real en-
Courtesy Assistant Professors: Paulo Blikstein, Atul Butte, Noah gineering application.
Goodman, Ramesh Johari, Ge Wang
Lecturers: Gerald Cain, Nicholas J. Parlante, Robert Plummer,
GRADUATE PROGRAMS IN COMPUTER
Patrick Young, Julie Zelenski SCIENCE
Consulting Professors: Gary Bradski, Stuart Card, Tom Dean, The University’s basic requirements for the M.S. and Ph.D. de-
Kathleen Fisher, Prabhakar Raghavan grees are discussed in the “Graduate Degrees” section of this bulle-
Consulting Associate Professor: Federico Barbagli, Pei Cao tin.
Consulting Assistant Professors: Kurt Akeley, Martin Casado
Visiting Professor: Martin Abadi COMPUTER SCIENCE COURSE CATALOG
* Recalled to active duty. NUMBERING SYSTEM
Mail Code: 94305-9025
Phone: (650) 723-2273 The first digit of a CS course number indicates its general level of
Web Site: http:// www.cs.stanford.edu sophistication:
Courses offered by the Department of Computer Science are 001-099 Service courses for nontechnical majors
listed under the subject code CS on the Stanford Bulletin's Explo- 100-199 Other service courses, basic undergraduate
reCourses web site. 200-299 Advanced undergraduate/beginning graduate
300-399 Advanced graduate
The Department of Computer Science (CS) operates and sup- 400-499 Experimental
ports computing facilities for departmental education, research, 500-599 Graduate seminars
and administration needs. All CS students have access to the de- The tens digit indicates the area of Computer Science it addresses:
partmental student machine for general use (mail, news, etc.), as 00-09 Introductory, miscellaneous
well as computer labs with public workstations located in the 10-19 Hardware Systems
Gates Building. In addition, most students have access to systems 20-29 Artificial Intelligence
located in their research areas. 30-39 Numerical Analysis
Each research group in Computer Science has systems specific 40-49 Software Systems
to its research needs. These systems include workstations (PCs, 50-59 Mathematical Foundations of Computing
Macs), multi-CPU computer clusters, and local mail and file serv- 60-69 Analysis of Algorithms
ers. Servers and workstations running Linux or various versions of 70-79 Computational Biology and Interdisciplinary Topics
Windows are commonplace. Support for course work and instruc- 90-99 Independent Study and Practicum
tion is provided on systems available through Information Tech-
nology Services (ITS) and the School of Engineering (SoE). BACHELOR OF SCIENCE IN COMPUTER
MISSION OF THE UNDERGRADUATE SCIENCE
PROGRAM IN COMPUTER SCIENCE The department offers both a major in Computer Science and a
minor in Computer Science. Further information is available in the
The mission of the undergraduate program in Computer Sci- Handbook for Undergraduate Engineering Programs published by
ence is to develop students' breadth of knowledge across the sub- the School of Engineering. The Computer Science major offers a
ject areas of computer sciences, including their ability to apply the number of tracks (programs of study) from which students can
defining processes of computer science theory, abstraction, design, choose, allowing them to focus their program on the areas of most
and implementation to solve problems in the discipline. Students interest. These tracks also reflect the broad diversity of areas in
take a set of core courses. After learning the essential program-
and Sciences) allows students to explore computer science along all cases, students are encouraged to discuss their background with
with more mathematics, statistics, and operations research. the instructors responsible for these courses.
After the introductory sequence, Computer Science majors and
HONORS PROGRAM those who need a significant background in computer science for
The Department of Computer Science (CS) and the School of related majors in engineering should take CS 103, 107 and 110. CS
Engineering degree program in Computer Systems Engineering 103 offers an introduction to the mathematical and theoretical
(CSE) offer an honors program for undergraduates whose aca- foundations of computer science. CS 107 exposes students to a
demic records and personal initiative indicate that they have the variety of programming concepts that illustrate critical strategies
necessary skills to undertake high-quality research in computer used in systems development; CS 110 builds on this material, fo-
science. Admission to the program is by application only. To apply cusing on the development of larger-scale software making use of
for the honors program, students must be majoring in Computer systems and networking abstractions.
Science or Computer Systems Engineering, have a grade point In summary:
average (GPA) of at least 3.6 in courses that count toward the ma- For exposure: CS 1C
jor, and achieve senior standing (135 or more units) by the end of For nontechnical use: CS 105
the academic year in which they apply. Coterminal master’s stu- For scientific use: CS 106A
dents are eligible to apply as long as they have not already re- For a technical introduction: CS 106A
ceived their undergraduate degree. Beyond these requirements, For significant use: CS 106A,B or 106X, along with 103, 107, and
students who apply for the honors program must find a Computer 110
Science faculty member who agrees to serve as the thesis adviser
for the project. Thesis advisers must be members of Stanford’s MASTER OF SCIENCE IN COMPUTER
Academic Council. SCIENCE
Students who meet the eligibility requirements and wish to be
In general, the M.S. degree in Computer Science is intended as
considered for the honors program must submit a written applica-
a terminal professional degree and does not lead to the Ph.D. de-
tion to the CS undergraduate program office by May 1 of the year
preceding the honors work. The application must include a letter gree. Most students planning to obtain the Ph.D. degree should
describing the research project, a letter of endorsement from the apply directly for admission to the Ph.D. program. Some students,
however, may wish to complete the master’s program before de-
faculty sponsor, and a transcript of courses taken at Stanford. Each
ciding whether to pursue the Ph.D. To give such students a greater
year, a faculty review committee selects the successful candidates
for honors from the pool of qualified applicants. opportunity to become familiar with research, the department has
In order to receive departmental honors, students admitted to instituted a program leading to a master’s degree with distinction
in research. This program is described in more detail below.
the honors program must, in addition to satisfying the standard
Admission—Applications for admission to the M.S. program,
requirements for the undergraduate degree, do the following:
and all of the required supporting documents, must be received by
1. Complete at least 9 units of CS 191 or 191W under the direc-
December 7, 2010. Exceptions are made for applicants who are
tion of their project sponsor.
already students at Stanford and are applying to the coterminal
2. Attend a weekly honors seminar Winter and Spring quarters.
program. Information on these deadlines is available at
3. Complete an honors thesis deemed acceptable by the thesis
http://cs.stanford.edu/wiki/admissions/Applying/Deadlines.
adviser and at least one additional faculty member.
University requirements for the coterminal M.A. are described
4. Present the thesis at a public colloquium sponsored by the
in the "Coterminal Bachelor's and Master's Degrees" section of this
department.
bulletin. For University coterminal degree program rules and Uni-
5. Maintain the 3.6 GPA required for admission to the honors
versity application forms, see
program.
http://studentaffairs.stanford.edu/registrar/publications#Coterm.
GUIDE TO CHOOSING INTRODUCTORY REQUIREMENTS
COURSES A candidate is required to complete a program of 45 units. At
Students arriving at Stanford have widely differing back- least 36 of these must be graded units, passed with a grade point
grounds and goals, but most find that the ability to use computers average (GPA) of 3.0 (B) or better. The 45 units may include no
effectively is beneficial to their education. The department offers more than 10 units of courses from those listed below in Require-
many introductory courses to meet the needs of these students. ment 1. Thus, students needing to take more than two of the
For students whose principal interest is an exposure to the fun- courses listed in Requirement 1 actually complete more than 45
damental ideas behind computer science and programming, CS units of course work in the program. Only well-prepared students
105 is the most appropriate course. It is intended for students in may expect to finish the program in one year; most students com-
nontechnical disciplines who expect to make some use of comput- plete the program in six quarters. Students hoping to complete the
ers, but who do not expect to go on to more advanced courses. CS program with 45 units should already have a substantial back-
105 meets the General Education Disciplinary Breadth Require- ground in computer science, including course work or experience
ment in Engineering and Applied Sciences and includes an intro- equivalent to all of Requirement 1 and some prior course work
duction to programming and the use of modern Internet-based related to their specialization area.
technologies. Students interested in learning to use the computer Requirement 1: Foundations—
should consider CS 1C, Introduction to Computing at Stanford.
COMPUTER SCIENCE
ing a significant software implementation component. The list of ject to satisfying the area (a) and (b) requirements
such courses includes: CS 140, 143, 144, 145, 148, 210B, 221, above.
243, 248, 346. • Students with a secondary area of specialization (per
Requirement 3: Specialization— Option 2 above) in Biocomputation must take five total
Students may choose to satisfy this requirement through one of courses, three courses of which must come from area
two options, Single Depth or Dual Depth, outlined following. All (a) and the remaining two courses may come from ei-
courses taken for this requirement must be taken for letter grades. ther area (a) or (b).
• Option 1—Single Depth Biocomputation Breadth Courses—CS 121 or 221, 124, 140,
• A program of 27 units in a single area of specialization 143, 144, 145, 147, 148, 149, 154, 155, 157, 164, 205A, 222,
must be completed. 223A, 223B, 224M, 224N, 224S, 224U, 224W, 226, 227,
• Additionally, students must complete three breadth courses 227B, 240, 240E, 242, 243, 244, 244E, 249A, 255, 258, 259,
from the list of approved breadth courses associated with 276, 279; CME 108, 302; EE 108B, 282, 284.
their chosen specialization. Individual specializations ex- 3. Computer and Network Security—
plicitly have different breadth requirements; see the indi- a. CS 140**, 144**, 155, 244, 255
vidual specialization sheets at b. At least three of: CS 142, 240, 241, 244B, 244C, 259, 261,
http://cs.stanford.edu/degrees/mscs/programsheets for de- 340, 344, 355, 365
tails. c. Sufficient depth units from category (b) and the following:
• Breadth courses may not be waived and must be completed CS 240E, 244E, 245, 294S*, 295, 341, 344B, 345, 347,
for a letter grade. 361A, 393*, 395*, 399*; EE 384A, 384B, 384C, 384M,
• Option 2—Dual Depth 384S, 384X, 384Y
• Students select distinct primary and secondary areas. • Students with a 27- or 21-unit depth option (Option 1
• A program of 21 units in the primary area of specialization or 2 above) must take 27 or 21 units respectively sub-
must be completed. ject to satisfying the area (a), (b), and (c) requirements
• Students must also complete a program of five courses sat- above.
isfying the requirements for their secondary area of spe- • Students with a secondary area of specialization (per
cialization. Option 2 above) in Computer and Network Security
• Breadth courses are not required. must take five courses; those five courses must satisfy
Specialization Areas— the area (a) requirement and additional courses from
Nine approved specialization areas which may be used to sat- area (b) should be taken if any area (a) requirements
isfy Requirement 3 are listed following. Students may propose to are waived.
the M.S. program committee other coherent programs that meet Computer and Network Security Breadth Courses—CS 121
their goals and satisfy the basic requirements. or 221, 124, 143, 147, 148, 149, 154, 157, 164, 205A, 222,
Courses marked with an asterisk (*) require consent of the the 223A, 223B, 224M, 224N, 224S, 224U, 224W, 226, 227,
faculty adviser. Courses marked with a double asterisk (**) may be 227B, 228, 229, 242, 243, 249A, 258, 262, 268, 270, 273A,
waived by students with equivalent course work and with the ap- 274, 276, 279; CME 108, 302; EE 108B, 282.
4. Database Systems—
proval of their adviser.
a. CS 145**, 245
1. Artificial Intelligence— b. At least two of: CS 341, 345, 346, 347
a. CS 221** c. Sufficient depth units from category (b) and the following:
b. At least four of: CS 223A, 223B, 224M, 224N, 224S, CS 240, 242, 243, 244, 244B, 244C, 246, 249A, 249B,
224U, 224W, 226, 227, 228, 229 255, 262, 270, 271, 272, 275, 276, 315A, 321, 344, 364B,
c. Sufficient depth units from category (b) and the following: 374, 393*, 395*, 399*
CS 124, 205A, 222, 225A, 225B, 227B, 228T, 246, 262, • Students with a 27- or 21-unit depth option (Option 1
270, 273A, 274, 275, 276, 277, 278, 279, 294A*, 321, 322, or 2 above) must take 27 or 21 units respectively sub-
323, 326A, 327A, 328, 329, 341, 345, 364A, 364B, 374, ject to satisfying the area (a), (b), and (c) requirements
377,* 379*; 393*, 395*, 399*; EE 263, 363, 364A, 364B, above.
376A; ENGR 205, 209A; MS&E 251, 252, 339, 351, 352, • Students with a secondary area of specialization (per
353; PSYCH 202, 205; STATS 202, 315A, 315B Option 2 above) in Database Systems must take five
• Students with a 27- or 21-unit depth option (Option 1 courses satisfying the area (a), (b), and (c) require-
or 2 above) must take 27 or 21 units respectively sub- ments above.
ject to satisfying the area (a), (b), and (c) requirements Database Systems Breadth Courses—S121 or 221, 124, 140,
above. 147, 148, 149, 154, 155, 157, 164, 205A, 222,223A, 223B,
• Students with a secondary area of specialization (per 224M, 224N, 224S, 224U, 224W, 226, 227, 227B, 228, 229,
Option 2 above) in Artificial Intelligence must take 240E, 244E, 258, 259, 261, 268, 273A, 274, 279; CME 108,
five total courses satisfying the area (a) and (b) re- 302; EE 108B, 282.
quirements above. 5. Human-Computer Interaction—
• Those students who have waived out of CS 221 may a. CS 147**
take an additional course in either area (b) or (c). b. One of: CS 247, 294H
c. One of: CS 376, 378, 448B
requirement. 295, 315A, 315B, 340, 341, 343, 344, 344B, 345, 346,
• Students with a 27- or 21-unit depth option (Option 1 347, 348A, 349, 374, 448, 393*, 395*, 399*; EE 273,
or 2 above) must take 27 or 21 units respectively sub- 382A, 382C, 384A, 384B, 384C, 384M, 384S, 384X,
ject to satisfying the area (a) through (g) requirements 384Y
above. • Students with a 27-unit depth option (Option 1 above)
• Students with a secondary area of specialization (per must take 27 units subject to satisfying the area (a),
Option 2 above) in Human-Computer Interaction must (b), and (c) requirements above.
take five courses as follows: • Students with a 21-unit depth option (Option 2 above)
1. one course each from areas (a), (d), (e), and (f) must take that many units subject to satisfying the area
2. then one course from either area (b) or (c) (a) and (b) requirements above, and additional courses
may be taken from area (c) if any courses in the area
• Students waiving out of the area (a) requirement (a) requirement are waived.
should take one additional course from areas (b) • Students with a secondary area of specialization (per
through (g). Option 2 above) in Systems need to take five courses;
Human-Computer Interaction Breadth Courses—CS 121 or those courses must satisfy the area (a) requirement and
221, 143, 144, 145, 149, 154, 155, 157, 164, 205A, 222, additional courses may be taken from area (b).
224M, 227, 227B, 240,240E, 243, 244, 244E, 249A, 255, Systems Breadth Courses—CS 121 or 221, 124, 147, 154,
258, 259, 261, 262, 268, 270, 273A, 274, 276, 279; CME 155, 157, 164, 205A, 222, 223A, 223B, 224M, 224N, 224S,
108, 302; EE 108B, 282, 284. 224U, 224W, 226, 227, 227B, 228, 229, 255, 258, 261, 268,
6. Real-World Computing— 273A, 274, 279; CME 108, 302
a. At least three of: CS 148, 223A, 223B, 248 9. Theoretical Computer Science—
b. At least three of: CS 205A, 205B, 226, 249A, 249B, 262, a. CS 241 or 258 or 259, 261 (361A or 361B may be used as
268, 277, 348A, 348B, 374; CME 302, 306, 326 substitutes for 261)
c. Sufficient additional units chosen from the above and from b. Sufficient additional units chosen from: CS 228, 241, 246,
the following: CS 225A, 225B, 228, 229, 247, 270, 271, 254, 255, 258, 259, 262, 268, 341, 345, 355, 356, 357, 358,
272, 273A, 274, 294A*, 323, 327A, 328, 448, 393*, 395*, 359,* 361A, 361B, 364A, 364B, 365, 369,* 374, 393*,
399* 395*, 399*, 468*; MS&E 310
• Students with a 27- or 21-unit depth option (Option 1 • Multiple CS 359, CS 369, and/or CS 468 courses may
or 2 above) must take 27 or 21 units respectively sub- be taken as long as they are each on different topics,
ject to satisfying the area (a), (b), and (c) requirements denoted by different letter suffixes for the courses.
above. • Students with a 27- or 21-unit depth option (Option 1
• Students with a secondary area of specialization (per or 2 above) must take 27 or 21 units respectively sub-
Option 2 above) in Real-World Computing must take ject to satisfying the area (a) and (b) requirements
five total courses satisfying area (a) and two of the above.
three courses in the area (b) requirements above (i.e., • Students with a secondary area of specialization (per
three courses in area (a) and two courses in area (b). Option 2 above) in Theoretical Computer Science need
Real-World Computing Breadth Courses—CS 121, or 221, to take 5 total courses satisfying the area (a) and (b)
124, 140, 143, 144, 145, 147, 149, 154, 155, 157, 164, 222, requirements above:
224M, 224N, 224S, 224U, 224W, 227, 227B, 240, 240E, 1. two courses in area (a)
242, 243, 244, 244E, 246, 255, 258, 259, 261, 276, 279;
CME 108, 302; EE 108B, 282, 284. 2. three courses in area (b).
7. Software Theory— Theoretical Computer Science Breadth Courses—CS 121 or
a. CS 242, 243 221, 124, 140, 143, 144, 145, 147, 148, 149, 154, 155, 157,
b. At least one of: CS 241, 258, 259 164, 205A, 222, 223A, 223B, 224M, 224N, 224S, 224U,
c. At least one of: CS 244, 245, 295, 341, 343, 345 224W, 226, 227, 227B, 229, 240,240E, 242, 243, 244, 244E,
d. At least one course from the following: CS 255, 261, 268, 249A, 270, 273A, 274, 276, 279; CME 108, 302; EE 108B,
355, 361A, 361B, 365 282, 284.
e. At least two additional courses chosen from (b), (c), (d), or
* With consent of faculty adviser.
the following: CS 294S*, 346, 393*, 395*, 399*
** Students with equivalent course work may waive with the approval of their ad-
• Students with a 27- or 21-unit depth option (Option 1 viser.
or 2 above) must take 27 or 21 units respectively sub- Requirement 4—
ject to satisfying the area (a)-(e) requirements above. Additional elective units must be technical courses (numbered
• Students with a secondary area of specialization (per 100 or above) related to the degree program and approved by the
Option 2 above) in Software Theory need to take 5 to- adviser. All CS courses numbered above 110 (with the exception
tal courses satisfying the area (a) through (d) require- of CS 196 and 198) taken for 3 or more units are pre-approved as
ments above: elective courses. Additionally, up to a maximum of 3 units of 500-
1. two courses in area (a) level CS seminars, CS 300, EE 380, EE 385A, or other 1-2 unit
2. one course each in areas (b) through (d). seminars offered in the School of Engineering may be counted as
electives. Elective courses may be taken on a satisfactory/no credit
COMPUTER SCIENCE
partment of Computer Science, to serve as a secondary adviser and
originate outside of the Law School but count toward the Law
reader for the research report. In addition, the student must com-
degree, the Law School credits permitted under Section 17(1) of
plete the following requirements beyond those for the regular M.S.
the Law School Regulations shall be reduced on a unit-per-unit
in CS degree:
basis, but not below zero. The maximum number of Law School
1. Research Experience—The program must include significant credits that may be counted toward the M.S. in Computer Science
research experience at the level of a half-time commitment
is the greater of: (i) 12 units; or (ii) the maximum number of units
over the course of three academic quarters. In any given quar-
from courses outside of the department that M.S. candidates in
ter, the half-time research commitment may be satisfied by a
Computer Science are permitted to count toward the M.S. in the
50 percent appointment to a departmentally supported research case of a particular student's individual program. Tuition and fi-
assistantship, 6 units of independent study (CS 393, 395, or
nancial aid arrangements are normally through the school in which
399), or a prorated combination of the two (such as a 25 per-
the student is then enrolled.
cent research assistantship supplemented by 3 units of inde-
pendent study). This research must be carried out under the di- DOCTOR OF PHILOSOPHY IN
rection of the primary or secondary adviser.
2. Supervised Writing and Research—In addition to the research COMPUTER SCIENCE
experience outlined in the previous requirement, students must Applications to the Ph.D. program and all supporting docu-
enroll in at least 3 units of independent research (CS 393, 395, ments must be submitted and received online by December 7,
or 399) under the direction of their primary or secondary ad- 2010. See http://cs.stanford.edu/wiki/admissions for complete
viser. These units should be closely related to the research de- information. Changes or updates to the admission process are post-
scribed in the first requirement, but focused more directly on ed in September.
the preparation of the research report described in the next sec- The following are general department requirements. Contact
tion. The writing and research units described in parts (1) and the Computer Science Ph.D. administrator for details.
(2) may be counted toward the 45 units required for the degree. 1. A student should plan and complete a coherent program of
3. All independent study units (CS 393, 395, 399) must be taken study covering the basic areas of computer science and related
for letter grades and a GPA of 3.0 (B) or better must be main- disciplines. The student’s adviser has primary responsibility
tained. for the adequacy of the program, which is subject to review by
4. Research Report—Students must complete a significant report the Ph.D. program committee.
describing their research and its conclusions. The research re- 2. The first year of the Ph.D. program is spent working with 1-3
port represents work that is publishable in a journal or at a different professors on a rotating basis. The intent is to allow
high-quality conference, although it is presumably longer and the first-year Ph.D. student to work with a variety of professors
more expansive in scope than a typical conference paper. A before aligning with a permanent program adviser. Students
copy of the research report must be submitted to the student who don't need the full year to find a professor to align with
services office in the department three weeks before the begin- have the option of aligning within the first or second quarter.
ning of the examination period in the student’s final quarter. 3. Each student, to remain in the Ph.D. program, must satisfy the
Both the primary and secondary adviser must approve the re- breadth requirement covering introductory-level graduate ma-
search report before the distinction-in-research designation can terial in major areas of computer science. A student must fulfill
be conferred. two breadth area requirements in each of three general areas by
the end of the second year in the program. Fulfillment of the
JOINT M.S. AND LAW DEGREE six breadth-area requirements means eligibility to apply for
Law students interested in pursuing an M.S. in Computer Sci- candidacy prior to the second year in the program. An up-to-
ence must apply for admission to the Computer Science Depart- date list of courses that satisfy the breadth requirements can be
ment either (i) concurrently with applying to the Law School; or found at the http://cs.stanford.edu/degrees/phd/Main/. The stu-
(ii) after being admitted to the Law School, but no later than the dent must completely satisfy the breadth requirement by the
earlier of: (a) the end of the second year of law school; or (b) the end of the second year in the program and must pass a qualify-
Computer Science Department's admission deadline for the year ing exam in the general area of the expected dissertation by the
following that second year of law school. end of the third year in the program.
In addition to being admitted separately to the Law School and 4. As part of the training for the Ph.D., the student is also re-
the Computer Science Department, students must secure permis- quired to complete at least 4 units (a unit is 10 hours per week
sion from both academic units to pursue degrees in those units as for one quarter) as a course assistant or instructor for courses
part of a joint degree program. in Computer Science numbered 100 or above.
J.D./M.S. students may elect to begin their course of study in 5. The Reading Committee form and Oral Thesis Proposal must
either the Law School or the Computer Science Department. Fac- be submitted within one year of passing the qualifying exam.
ulty advisers from each academic unit participate in the planning 6. The most important requirement is the dissertation. After pass-
and supervising of the student's joint program. Students must be ing the required qualifying examination, each student must se-
enrolled full-time in the Law School for the first year of law stud- cure the agreement of a member of the department faculty to
ies. Otherwise, enrollment may be in the graduate school or the act as the dissertation adviser. The dissertation adviser is often
Law School and students may choose courses from either program the student's program adviser.
regardless of where enrolled. Students must satisfy the require- 7. The student must pass a University oral examination in the
form of a defense of the dissertation. This is typically held af-
For a minor in Computer Science, a candidate must complete ley, Yoshihisa Yamamoto, Howard Zebker
20 unduplicated units of Computer Science course work numbered Associate Professors: Dan Boneh, Dawson Engler, Shanhui Fan,
200 or above. At least three of the courses must be master’s core John T. Gill III, Christoforos E. Kozyrakis, Sanjay Lall, Andrea
courses to provide breadth and one course numbered 300 or above Montanari, Boris Murmann, Balaji Prabhakar, Mendel Rosen-
to provide depth. One of the courses taken must include a signifi- blum, Krishna V. Shenoy, Olav Solgaard, Sebastian Thrun,
cant programming project to demonstrate programming efficiency. Benjamin Van Roy, Jelena Vuckovic, Tsacy Weissman
Courses must be taken for a letter grade and passed with a grade of Assistant Professors: Audrey Ellerbee, Sachin Katti, Philip Levis,
'B' or better. Applications for a minor in Computer Science are Subhasish Mitra, Ada Poon, Peter Peumans
submitted at the same time as admission to candidacy. Professors (Research): James F. Gibbons, Leonid Kazovsky, But-
rus Khuri-Yakub, Yoshio Nishi, Piero Pianetta
TEACHING AND RESEARCH Acting Assistant Professor: Laurent Giovangrandi
ASSISTANTSHIPS IN COMPUTER Courtesy Professors: Stacey Bent, John Bravman, Emmanuel
Candes, David Cheriton, Amir Dembo, David L. Dill, Per Enge,
SCIENCE Gary Glover, Peter Glynn, Leonidas Guibas, Monica S. Lam,
Graduate student assistantships are available. Half-time assis- David G. Luenberger, John C. Mitchell, Sandy Napel, Richard
tants receive a tuition scholarship for 8, 9, or 10 units per quarter Olshen, Norbert Pelc, Zhi-Xun Shen, Julius Smith, Claire Tom-
during the academic year, and in addition receive a monthly sti- lin, Brian Wandell, Yinyu Ye, Shoucheng Zhang
pend. Courtesy Associate Professors: Kwabena Boahen, Hari Manoha-
Duties for half-time assistants during the academic year involve ran, David Mazieres, Michael McConnell, Andrew Ng, Daniel
approximately 20 hours of work per week. Course assistants (CAs) Spielman, Barbara van Schewick
help an instructor teach a course by conducting discussion sec- Courtesy Assistant Professors: Sigrid Close, Kerwyn C. Huang,
tions, consulting with students, and grading examinations. Re- Ramesh Johari, Gunter Niemeyer, Amin Saberi
search assistants (RAs) help faculty and senior staff members with Lecturers: Dennis Allison, Michel Digonnet, Andrew Freeman,
research in computer science. Most course and research assistant- Maria del Mar Hershenson, Brooks Leman, Roger Melen, Di-
ships are held by Ph.D. students. If there is an insufficient number eter Scherer, Jason Stinson, Howard Swain, James Weaver
of Ph.D. students to staff teaching and research assistantships, then Consulting Professors: Hamid Aghajan, Ahmad Bahai, Richard
these positions are open to master’s students. However, master’s Dasher, John Doolittle, Leslie Field, Fred M. Gibbons, Dimitry
students should not plan on being appointed to an assistantship. Gorinevsky, Bertrand Hochwald, Bob S. Hu, Theodore Kamins,
Students with fellowships may have the opportunity to supple- David Leeson, Madihally Narasimha, Gurudatta Parulkar,
ment their stipends by serving as graduate student assistants. Ronald Schafer, David Su, Simon Sze, Martin Walt, John Wen-
strand
OVERSEAS STUDIES COURSES IN Consulting Associate Professors: Edward Chan, Micah Siegel,
COMPUTER SCIENCE Katelin Vleugels, Jun Ye
For course descriptions and additional offerings, see the listings Consulting Assistant Professors: Kamesh Medapalli, Daniel
in the Stanford Bulletin's ExploreCourses web site O'Neill, Juan Santos, Jatinder Singh
Visiting Professors: Shigeru Nishiyama, Xiaofeng Tao, Zhiping
(http://explorecourses.stanford.edu) or the Bing Overseas Studies
Yu
web site (http://bosp.stanford.edu). Students should consult their
department or program's student services office for applicability of Visiting Associate Professors: Kyesan Lee, Hyukjun Oh
Overseas Studies courses to a major or minor program. Visiting Assistant Professors: Seung Hoon Hwang, Ofer Levi
* recalled to active duty
Mail Code: 94305-9505
ELECTRICAL ENGINEERING Phone: (650) 723-3931; Fax: (650) 723-1882
Web Site: http://ee.stanford.edu
Courses offered by the Department of Electrical Engineering
Emeriti: (Professors) Clayton W. Bates, Richard Bube, John Cioffi are listed under the subject code EE on the Stanford Bulletin's
*, Von R. Eshleman, Michael J. Flynn *, Gene F. Franklin *, ExploreCourses web site.
Joseph W. Goodman, Stephen E. Harris *, Martin E. Hellman,
Thomas Kailath *, Gordon S. Kino *, John G. Linvill, Albert MISSION OF THE UNDERGRADUATE
Macovski *, Laurence A. Manning, Edward J. McCluskey *,
Malcolm M. McWhorter, James D. Meindl, Richard H. Pantell
PROGRAM IN ELECTRICAL ENGINEERING
*, R. Fabian W. Pease *, Anthony E. Siegman, Leonard Tyler *, The mission of the undergraduate program of the Department
Robert L. White, Bernard Widrow *; (Associate Professor) of Electrical Engineering is to augment the liberal education ex-
Bruce B. Lusignan; (Professors, Research) Donald L. Carpenter pected of all Stanford undergraduates, to impart a basic under-
*, Aldo da Rosa *, Antony Fraser-Smith *, C. Robert Helms, standing of electrical engineering built on a foundation of physical
Ingolf Lindau *, David Luckham, Arogyaswami J. Paulraj *, science, mathematics, computing, and technology, and to provide
Calvin F. Quate majors in the department with knowledge of electrical engineering
Chair: Mark Horowitz principles along with the required supporting knowledge of ma-
Vice Chairs: Robert W. Dutton, Dwight G. Nishimura thematics, science, computing, and engineering fundamentals. The
Associate Chair (Admissions): Howard Zebker program develops students' skills in performing and designing
ELECTRICAL ENGINEERING
ment's undergraduate program. The educational objectives of the ing Honors Symposium held at the end of Spring Quarter or
program are: present in another suitable forum approved by the faculty ad-
1. Technical knowledge—provide a knowledge of electrical engi- viser.
neering principles along with the required supporting knowl-
edge of computing, engineering fundamentals, mathematics, GRADUATE PROGRAMS IN ELECTRICAL
and science. The program must include depth in at least one ENGINEERING
specialty area, currently including computer hardware, com-
University regulations governing the M.S., Engineer, and Ph.D.
puter software, controls, circuits, fields and waves, communi-
degrees are described in the “Graduate Degrees” section of this
cation and signal processing, and semiconductor and photonic
bulletin.
devices.
The profession of electrical engineering demands a strong
2. Laboratory and design skills—develop the basic skills needed
foundation in physical science and mathematics, a broad knowl-
to perform and design experimental projects. Develop the abil-
edge of engineering techniques, and an understanding of the rela-
ity to formulate problems and projects and to plan a process for
tionship between technology and man. Curricula at Stanford are
solution, taking advantage of diverse technical knowledge and
planned to offer the breadth of education and depth of training
skills.
necessary for leadership in the profession. To engage in this pro-
3. Communications skills—develop the ability to organize and
fession with competence, four years of undergraduate study and at
present information and to write and speak effective English.
least one year of postgraduate study are recommended. For those
4. Preparation for further study—provide sufficient breadth and
who plan to work in highly technical development or fundamental
depth for successful subsequent graduate study, postgraduate
research, additional graduate study is desirable.
study, or lifelong learning programs.
A one- to two-year program of graduate study in Electrical En-
5. Preparation for the profession—provide an appreciation for
gineering may lead to the degree of Master of Science. The pro-
the broad spectrum of issues arising in professional practice,
gram is typically completed in five academic quarters. A two- to
including economics, ethics, leadership, professional organiza-
three-year program, offering a wider selection of engineering
tions, safety, service, and teamwork.
course work, more opportunity for study in the related fields of
UNDERGRADUATE PROGRAMS IN engineering, mathematics, and physics, and in particular, more
independent work and individual guidance, may lead to the degree
ELECTRICAL ENGINEERING of Engineer.
To major in Electrical Engineering (EE), undergraduates should The degree of Doctor of Philosophy is offered under the gen-
follow the depth sequence in the "Undergraduate Degree in Elec- eral regulations of the University. The doctoral program, requiring
trical Engineering" section of this bulletin. Students are required to a minimum of 135 units of graduate study, should be considered
have a program planning sheet approved by their adviser and the by those with the ability and desire to make a life work of research
department prior to the end of the quarter following the quarter in or teaching.
which they declare their major and at least one year prior to gradu- Application for Admission—Applications for admission gradu-
ation. Program sheets for the general EE requirements and for each ate in Electrical Engineering (EE) should be completed electroni-
of the EE specialty sequences may be found at cally at http://gradadmissions.stanford.edu. For information con-
http://ughb.stanford.edu. Majors must receive at least a 2.0 grade cerning Electrical Engineering graduate admissions, see http://ee-
point average (GPA) in courses taken for the EE depth require- admissions.stanford.edu. The application deadline for admission
ment; all classes must be taken for a letter grade. for Autumn Quarter 2011-12 is December 14, 2010.
Students interested in a minor should consult the ''Minor in
Electrical Engineering" section of this bulletin. ELECTRICAL ENGINEERING COURSE
A Stanford undergraduate may work simultaneously toward the CATALOG NUMBERING SYSTEM
B.S. and M.S. degrees. University requirements for the coterminal
M.A. are described in the "Coterminal Bachelor's and Master's Electrical Engineering courses are typically numbered accord-
ing to the year in which the courses are normally taken.
Degrees" section of this bulletin. For University coterminal degree
010-099 first or second year
program rules and University application forms, see 100-199 second through fourth year
http://studentaffairs.stanford.edu/registrar/publications#Coterm. 200-299 mezzanine courses for advanced undergraduates or graduate
students
HONORS PROGRAM 300-399 first graduate year
The Department of Electrical Engineering offers a program 400-499 second or third graduate year
leading to a Bachelor of Science in Electrical Engineering with 600-799 special summer courses
honors. This program offers a unique opportunity for qualified The Department of Electrical Engineering (EE) offers courses
undergraduate majors to conduct independent study and research at in the following areas:
an advanced level with a faculty mentor, graduate students, and • Communication Systems
fellow undergraduates. • Computer Hardware
Admission to the honors program is by application. Declared • Computer Software Systems
EE majors with a grade point average (GPA) of at least 3.5 in • Control and System Engineering
Electrical Engineering are eligible to submit an application. Appli-
• Dynamic Systems and Optimization
cations must be submitted by Autumn quarter of the senior year, be
• Electronic Circuits
or related sciences, as well as in various branches of engineering, been met. Prerequisite courses ordinarily taken by undergraduates
are invited to apply for admission. They should typically be able to may be included as part of the graduate program of study. How-
complete the master’s degree in five academic quarters; note that ever, if the number of these is large, the proposed program may
many courses are not taught during the summer. Students with contain more than the typical 45 units, and the time required to
undergraduate degrees in other fields may also be admitted for meet the degree requirements may be increased.
graduate study; see below. Students working toward the Master of Science degree in Elec-
The master’s degree program may provide advanced prepara- trical Engineering who are considering a Ph.D. or Engineer degree
tion for professional practice or for teaching at the junior college program in Electrical Engineering at Stanford must request the
level, or it may serve as the first step in graduate work leading to addition of a new degree program by submitting a Graduate Pro-
the degree of Engineer or Ph.D. The faculty does not prescribe gram Authorization Petition for approval by the department. The
specific courses to be taken. Each student, with the help of a pro- petition must be submitted and approved at least one quarter prior
gram adviser, prepares an individual program and submits it to the to M.S. degree completion. Once the M.S. degree in EE has been
faculty for approval. The master’s program proposal must be sub- conferred, a student may not register for additional course work
mitted to the department office during the first quarter of graduate without this approval. Permission to study beyond the M.S. degree
study; modifications may be made until one quarter prior to degree is normally granted to students who were originally admitted to the
conferral. Detailed requirements and instructions are in the Hand- Ph.D. program if the student:
book for Graduate Students in Electrical Engineering at Stanford 1. has passed the Ph.D. qualifying examination within the past
University (http://ee.stanford.edu/gradhandbook). Programs of at year, or
least 45 units that meet the following guidelines are normally ap- 2. has a written commitment from a regular member of the EE
proved. Cognate (extradepartmental) courses of the appropriate faculty to serve as an Engineer or Ph.D. dissertation adviser,
level are considered as Electrical Engineering courses. and has a satisfactory academic record to date.
1. A sequence of three or more letter-graded electrical engineer- Students originally admitted only for the M.S. degree and not to
ing courses numbered above 200, to provide depth in one area. the Ph.D. program may petition the EE graduate admissions com-
The student must maintain an average 3.0 grade point average mittee during Autumn Quarter of their second year at Stanford for
(GPA) or better in both the depth area and overall courses tak- a change of status to the Ph.D. program with permission to take the
en. Ph.D. qualifying exam in January. Requirements for the petition
2. At least one letter-graded EE course numbered above 200 in include a grade point average of 3.5 on Stanford courses and a
each of three distinct course areas outside of the area selected written statement of support from an EE faculty member with
under item 1 to provide breadth. Two courses are not consid- whom the student has conducted preliminary research through
ered to be in distinct areas if they can be found under a com- directed reading (EE 390 or 391) or as part of a 300-level project
mon depth area. course. Decisions are based on performance and the strength of the
3. Enough additional units of EE courses so that items 1 through support letter. If admitted to the Ph.D. program, permission to
3 total at least 21 units of letter-graded EE courses numbered study beyond the M.S. degree is normally granted under the same
above 200, including at least 9 units of such courses numbered conditions as those described above for students originally admit-
in the 300s or 400s. Some 600- or 700-level summer courses ted to the Ph.D. program. Students not admitted to the Ph.D. pro-
may also be considered for inclusion in the M.S. program. gram are normally granted permission to continue past the M.S.
Special studies units may not be used. degree only if there is a written commitment from a regular mem-
4. Additional course work to bring the total to 45 or more quarter ber of the EE faculty to serve as an Engineer dissertation supervi-
units sor. The student should file for candidacy for the Engineer degree
a. of which at least 36 must be letter-graded units within one quarter of receiving the M.S.
b. of which 36 units must be at or above the 100 level
c. of which 30 units must be in technical areas such as engi- JOINT ELECTRICAL ENGINEERING AND
neering, mathematics, and science LAW DEGREE (J.D./M.S.)
d. thesis and special studies units cannot be included. The Department of Electrical Engineering and the School of
5. Either (a) one formal EE seminar course for credit, or (b) at- Law offer a joint degree program leading to an M.S. degree in EE
tend a minimum of eight informal or formal EE research semi- combined with a J.D. degree. The J.D./M.S. program is designed
nars, and submit with the final M.S. program a list of the semi- for students who wish to prepare themselves for careers that in-
nars with a paragraph describing the content and the signature volve both Law and Electrical Engineering.
of the M.S. adviser. This requirement is to ensure that students Students interested in this joint degree program must apply to
sample the many available research seminars. and gain admission separately from the Department of Electrical
Capable students without formal undergraduate preparation in Engineering and the School of Law, and as an additional step,
electrical engineering may also be admitted for graduate study. secure consent from both academic units to pursue both degrees
Such students may have graduated in any field and may hold either simultaneously. Interest in the program should be noted on a stu-
the B.S. or B.A. degree. Each student, with the help of an adviser, dent's application to each academic unit. A student currently en-
prepares a program of study to meet particular needs and submits it rolled in either the Department of Electrical Engineering or the
to the faculty for approval. A student with adequate preparation in School of Law may apply for admission to the other academic unit
mathematics through calculus and college physics including elec- and for joint degree status after commencing study in that unit.
tricity can usually complete the M.S. degree requirements within Joint degree students may elect to begin their study in either the
two academic years. A student with some additional preparation in Department of Electrical Engineering or the School of Law. Fac-
ELECTRICAL ENGINEERING
No more than 45 quarter hours of approved courses may be is made on a form that can be obtained from the department office.
counted toward both degrees. No more than 36 quarter hours of The student prepares his or her academic study plan with the help
courses that originate outside the School of Law may count toward of the thesis adviser and submits it to the academic associate for
the Law degree. To the extent that courses under this joint degree approval. The form should contain a list of all graduate courses
program originate outside of the School of Law but count toward completed at Stanford and elsewhere and all courses yet to be
the Law degree, the School of Law credits permitted under Section completed. For the most recent information, see
17(1) of the Law School Regulations shall be reduced on a unit- http://ee.stanford.edu/gradhandbook.
per-unit basis but not below zero.
The maximum number of School of Law units that may be DOCTOR OF PHILOSOPHY IN
counted toward the M.S. degree in Electrical Engineering is the ELECTRICAL ENGINEERING
greater of:
The University requirements for the Ph.D. degree are described
1. 12 quarter (8 semester) units
in the “Graduate Degrees” section of this bulletin.
or Admission to a graduate program does not imply that the stu-
2. the maximum number of units from courses outside of the
dent is a candidate for the Ph.D. degree. Advancement to candi-
department that M.S. candidates in Electrical Engineering
dacy requires superior academic achievement, satisfactory per-
are permitted to count toward the M.S. degree under gen-
formance on a qualifying examination, and sponsorship by two
eral departmental guidelines, or as set forth in the case of a
faculty members. Enrollment in EE 391, Special Studies, is rec-
particular student's individual program.
ommended as a means for getting acquainted with a faculty mem-
Tuition and financial aid arrangements are typically adminis-
ber who might be willing to serve as a supervisor.
tered through the school in which the student is enrolled.
Students admitted to the Ph.D. program should submit an ap-
THE HONORS COOPERATIVE PROGRAM plication to take the department qualifying examination (given
Many of the department’s graduate students are supported by each Winter Quarter). Upon completion of the qualifying examina-
the Honors Cooperative Program (HCP), which makes it possible tion and after securing agreement by two faculty members to serve
for academically qualified engineers and scientists in nearby com- as dissertation advisers, the student should file an Application for
panies to be part-time graduate students in Electrical Engineering Doctoral Candidacy. Students are expected to apply for candidacy
while continuing nearly full-time professional employment. Pro- prior to the end of their second year in the graduate program. The
spective HCP students follow the same admission process and Ph.D. in Electrical Engineering is a specialized degree, and is built
must meet the same admission requirements as full-time graduate on a broad base of physics, mathematics, and engineering skills.
students. For more information regarding the Honors Cooperative The course program is expected to reflect competency in Electrical
Program, see the “School of Engineering” section of this bulletin. Engineering and specialized study in other areas relevant to the
student’s research focus. Normally the majority of units are drawn
ENGINEER DEGREE IN ELECTRICAL from EE department or cognate courses, with typically 9 units
from related advanced physics, mathematics, engineering, or com-
ENGINEERING puter science courses, depending on the area of research. Only
The degree of Engineer requires a minimum of 90 units of resi- after receiving department approval of the Application for Candi-
dency. Units completed at Stanford towards a master’s degree in dacy, does the student become a candidate for the Ph.D. degree.
an Engineering discipline may be used towards the 90-unit resi- Requirements may be summarized as follows. The student must
dency requirement for the Engineer degree. A student who re- complete:
ceived an M.S. degree elsewhere can transfer in 45 units towards 1. a minimum of 135 units of residence with graduate standing at
the 90-unit requirement for an Engineer’s degree. This requires the Stanford
student to fill out the Application for Graduate Residency Credit 2. one or more qualifying examinations given by the faculty of
form to be filed with the Degree Progress Office in the Registrar’s the Department of Electrical Engineering
Office. 3. an approved course of study in Electrical Engineering
Work toward the degree of Engineer in Electrical Engineering 4. an approved program of research and a written dissertation,
normally includes the requirements for work toward the master’s based on research, which must be a contribution to knowledge
degree in Electrical Engineering, including qualifications for ad- 5. an oral examination that is a defense of dissertation research
mission. and is taken near the completion of the doctoral program.
An additional year allows time for a broader program, or a For the most recent information, see
more concentrated program, or whatever arrangement may seem http://ee.stanford.edu/gradhandbook.
suitable to the candidate, the adviser, and the department. Ad-
vanced study at other universities, or in other departments at Stan- FINANCIAL ASSISTANCE
ford, may be allowed within the foregoing consideration. The The department awards a limited number of fellowships, teach-
equivalent of approximately one quarter is devoted to independent ing and course assistantships, and research assistantships to incom-
study and thesis work with faculty guidance. The thesis is often of ing graduate students. Applying for financial assistance is part of
the nature of a professional report on the solution of a design prob- the admission application.
lem. The degree of Engineer differs from the Ph.D. in that it pre-
pares for professional engineering work rather than theoretical
research. The candidate may select courses that are suitable for
Candidates for advanced degrees participate in the research ac- chael A. Saunders, John P. Weyant
tivities of the department as paid research assistants or as students Professors (Teaching): Thomas H. Byers, Robert E. McGinn
of individual faculty members. At any one time, certain areas of Courtesy Professors: Anat Admati, Stephen P. Boyd, Walter Pow-
research have more openings than others. A new applicant should ell, Tim Roughgarden
express a second choice of research interest in the event that there Affiliated Faculty: Seenu Srinivasan
are no vacancies in the primary area of interest. At present, faculty Lecturers: Steve Blank, Andrei Z. Broder, Gregory Hamm, Hill
members and students are actively engaged in research in the fol- Huntington, Vanja Josifovski, Phil Lin, Ann Miura-Ko, Mary
lowing areas: Morrison, Donna Novitsky, Lena Ramfelt, Tina Seelig, Rosanne
Siino, Lynda Kate Smith, Andreas Weigend
• Biomedical Devices and Bioimaging
Consulting Professors: Gerd Infanger, Thomas Kosnik, James E.
• Energy: solar cells, smart grid, load control Matheson, D. Warner North, Burke Robinson, Sam L. Savage,
• Environmental and Remote Sensing: sensor nets, radar sys- Behnam Tabrizi
tems, space Consulting Associate Professors: Adam B. Borison, Peter Haas,
• Graphics, HCI, Computer Vision, Photography Gregory L. Hamm, Samuel Holtzman, Hervé Kieffel, Michael
• Web Applications, Data Management, Security/Privacy Lyons, Audrey MacLean, Dariush Rafinejad, Adam Seiver, F.
• Systems Software: OS, compilers, languages Victor Stanton
• Systems Hardware: architecture, VLSI, embedded systems Consulting Assistant Professors: Blake E. Johnson, Jan Pietzsch
• Network Systems and Science: next generation Internet, wire- Visiting Professor: Olivier de La Grandville
less networks Visiting Associate Professors: Charles Feinstein, Yee-Tien Fu
• Communication Systems: wireless, optical, wireline Visiting Assistant Professors: Arik Lifschitz, Peter Woehrmann
• Information Theory and Coding: image and data compression, Director of the Industrial Affiliates Program: Yinyu Ye
denoising Department Offices: Huang Engineering Center, 475 Via Ortega,
94305-4121
• Control, Learning, and Optimization
Mail Code: 4026
• Integrated Circuit Design: MEMs, sensors, analog, RF Web Site: http://stanford.edu/dept/MSandE
• Nano, Quantum Science, and Engineering Courses offered by the Department of Management Science
• Electronic, Photonic, and Magnetic Devices and Engineering are listed under the subject code MS&E on the
• Nanofabrication Science and Technology Stanford Bulletin's ExploreCourses web site.
• Fields and Waves
In December 1999, the Board of Trustees authorized the crea-
For additional information, see the Department of Electrical tion of the Department of Management Science and Engineering
Engineering's Research page at http://ee.stanford.edu/research.php. from the Department of Industrial Engineering and Engineering
Management and the Department of Engineering-Economic Sys-
OVERSEAS STUDIES COURSES IN tems and Operations Research. Its main objective is to be the lead-
ELECTRICAL ENGINEERING er at the interface of engineering, business, and public policy. The
For course descriptions and additional offerings, see the listings department’s mission is, through education and research, to
in the Stanford Bulletin's ExploreCourses web site advance the design, management, operation, and interaction of
(http://explorecourses.stanford.edu) or the Bing Overseas Studies technological, economic, and social systems. The department’s
web site (http://bosp.stanford.edu). Students should consult their engineering research strength is integrated with its educational
department or program's student services office for applicability of program at the undergraduate, master’s, and doctoral levels:
Overseas Studies courses to a major or minor program. graduates of the program are trained as engineers and future lead-
ers in technology, policy, and industry. Research and teaching
SPRING QUARTER activities are complemented by an outreach program that encour-
ages the transfer of ideas to the environment of Silicon Valley and
KYOTO beyond.
OSPKYOTO 33. Digital Systems II. 4 units, Kozyrakis, Management Science and Engineering (MS&E) provides pro-
GER:DB:EngrAppSci grams of education and research by integrating three basic
strengths:
MANAGEMENT SCIENCE AND 1. depth in conceptual and analytical foundations
2. comprehensive coverage of functional areas of application
ENGINEERING 3. interaction with other Stanford departments, Silicon Valley
industry, and organizations throughout the world.
The analytical and conceptual foundations include decision and
Emeriti: (Professors) James L. Adams, Kenneth J. Arrow, Richard risk analysis, dynamic systems, economics, optimization, organiza-
W. Cottle, Donald A. Dunn, B. Curtis Eaves, Frederick S. Hill- tional science, and stochastic systems. The functional areas of
ier, Donald L. Iglehart, James V. Jucker, Michael M. May, Wil- application include entrepreneurship, finance, information, market-
liam J. Perry, Henry E. Riggs, David A. Thompson, Arthur F. ing, organizational behavior, policy, production, and strategy.
Veinott, Jr. Close associations with other engineering departments and with
Chair: M. Elisabeth Paté-Cornell industry enrich the programs by providing opportunities to apply
engineering, operations research, economics, public policy, medi- such as national security, energy and environment, and health
cine, law, or business. care, and strategy-focused courses in topics such as entrepre-
The educational objectives of the undergraduate degree pro- neurship, innovation, and product development.
gram are: Students interested in a minor should see the "Minor in MS&E"
• Principles and Skills—provide students with a basic under- section of this bulletin.
standing of management science and engineering principles, MS&E also participates with the departments of Computer Sci-
including analytical problem solving and communications ence, Mathematics, and Statistics in a program leading to a B.S. in
skills. Mathematical and Computational Science. See the “Mathematical
• Preparation for Practice—prepare students for practice in a and Computational Science” section of this bulletin.
field that sees rapid changes in tools, problems, and opportuni- MASTER OF SCIENCE IN MANAGEMENT
ties.
• Preparation for Continued Growth—prepare students for
SCIENCE AND ENGINEERING
graduate study and self development over an entire career. The M.S. degree programs require a minimum of 45 units be-
• Preparation for Service—develop in students the awareness, yond the equivalent of a B.S. degree at Stanford. All programs
background, and skills necessary to become responsible citi- represent substantial progress in the major field beyond the bache-
lor’s degree.
zens, employees, and leaders.
In particular, the department wants to help students develop: University requirements for the master’s degree are described
in the "Graduate Degrees" section of this bulletin.
• an ability to apply knowledge of math, science, and engineer- The M.S. program in Management Science and Engineering
ing (MS&E) prepares individuals for a lifelong career addressing criti-
• an ability to design and conduct experiments cal technical and managerial needs in private and public decision
• an ability to design a system or components to meet desired making. Department requirements for the M.S. degree provide
needs breadth across some of the areas of the department, and flexibility
• an ability to identify, formulate, and solve engineering prob- for meeting individual objectives of depth in a particular area of
lems concentration. The master’s degree may be a terminal degree pro-
• an ability to use the techniques, skills, and modern engineering gram with a professional focus, or a preparation for a more ad-
tools necessary for engineering practice vanced graduate program. The M.S. degree can normally be earned
• an ability to function on multidisciplinary teams in one academic year (three academic quarters) of full-time work,
• an ability to communicate effectively although students may choose to continue their education by taking
• a recognition of the need for and an ability to engage in life- additional MS&E courses beyond that year. Background require-
ments, taken in addition to degree requirements, must be met by
long learning
students who have had insufficient course work in mathematical
• background necessary for admission to top professional gradu- sciences, computer science, engineering and/or natural sciences.
ate engineering or business programs Students must take a minimum of 45 course units as follows:
• an understanding of professional and ethical responsibility 1. At least five core courses
• the broad education necessary to understand the impact of 2. At least three other courses in an area of concentration of their
engineering solutions in a global and societal context choice
• a knowledge of contemporary issues pertinent to the field of 3. A course in probability, unless a college-level course in prob-
management science and engineering. ability has already been passed
The program builds on the foundational courses for engineer- 4. A project course requirement
ing, including calculus, engineering fundamentals, and physics or 5. The remaining units in elective courses.
chemistry. Background Requirements—Students must have had or must
The department core, taken for all concentrations, includes take the following (or equivalent) courses before the M.S. degree
courses in computer science, deterministic optimization, informa- is conferred: MATH 41, 42, 51, Calculus, 15 units; CS 106A, Pro-
tion, organization theory, a senior project, and finance or produc- gramming Methodology, 5 units, and an additional 15 units of
tion. Through the core, students in the program are exposed to the engineering, mathematical sciences, or natural sciences. These
breadth of faculty interests, and are in a good position to choose a courses do not count toward the 45 units of the M.S. degree.
concentration during the junior year. Courses taken to meet MS&E background requirements may be at
The five concentrations are designed to allow a student to ex- either the undergraduate or graduate level, and may be taken as
plore one area of the department in greater depth. credit/no credit. These additional background requirements would
1. Financial and Decision Engineering: focuses on the design typically be met by students who have a bachelor’s degree in engi-
and analysis of financial and strategic plans. It features ac- neering, or mathematical or natural sciences.
counting, decision analysis, economics, finance, investment
science, and stochastic models. Core (Depth) Courses—M.S. students must take at least five
2. Operations Research: provides a more mathematical program, courses out of the following eleven options:
based on algorithms, theory, and applications in economics • MS&E 201. Dynamic Systems or MS&E 251. Stochastic De-
and operations. cision Models
• MS&E 211. Linear and Nonlinear Optimization
General Test must be reported before action can be taken on an All proposed degree programs are subject to approval by the
application. department’s student services manager and the Academic Degree
Materials science is a highly integrated and interdisciplinary Committee, which has responsibility for assuring that each pro-
subject, and so applications from students of any engineering or posal is a technically coherent program.
science undergraduate major are encouraged.
Information and other requirements pertaining to the coterminal MASTER'S RESEARCH REPORT
program may be obtained from the department’s student services Students wishing to take this option must include 6-15 Materi-
office in Durand 115. als Science research units on their program proposal and the name
University requirements for the coterminal M.A. are described of the faculty member supervising the research. Students using 15
in the "Coterminal Bachelor's and Master's Degrees" section of this units of research toward the degree must participate in a more
bulletin. For University coterminal degree program rules and Uni- complex and demanding research project than those using fewer
versity application forms, also see units.
http://studentaffairs.stanford.edu/registrar/publications#Coterm. The report must be approved by two faculty members of which
one must be a faculty member from the department. One faculty
MASTER OF SCIENCE IN MATERIALS member is the student’s research adviser. The other faculty mem-
SCIENCE ENGINEERING ber must be approved by the department’s student services man-
The University’s basic requirements for the M.S. degree are ager. Three copies of the report (one copy for each approving fac-
discussed in the “Graduate Degrees” section of this bulletin. The ulty member and one for the department file), in final form and
following are specific departmental requirements. signed by the two faculty members must be submitted. The report
The Department of Materials Science and Engineering requires is not an official University thesis but is intended to demonstrate to
a minimum of 45 units for a master’s degree to be taken in resi- department faculty an ability to conduct and report directed re-
dence at Stanford. Master’s Program Proposal forms should be search. Refer to the Materials Science and Engineering Student
filled out, signed by the student’s academic adviser, and submitted Handbook for further clarification concerning this report.
to the department’s student services manager by the end of the As a general guide line, a 6-9 units of master's research is a
student’s first quarter of study. Final changes to the master’s pro- normal load for most students. The report should reflect the num-
gram must be submitted no later than one academic quarter prior to ber of units taken. For instance, 3-4 laboratory reports are required
the quarter of expected degree conferral. Stanford Materials Sci- for a 3-unit laboratory course. Accordingly, the level expected for
ence undergraduates who are pursuing or who plan to pursue a 9 units of research would be at least equivalent to three such
coterminal M.S. degree may have more flexibility in their pro- courses.
grams and should consult with their academic advisers regarding Students are advised to submit their thesis draft to the readers
appropriate core course and elective choices. by the end of fifth week of the quarter in which the units are to be
Degree requirements are as follows: assigned to allow time form comments and revisions. A copy of
final draft should be submitted to faculty and student services
1. A minimum of 30 units of Materials Science and Engineering
manager by last day of classes. The appropriate grade for satisfac-
(MATSCI) course work, including core and lab courses speci-
fied below, taken for a letter grade. Research units, one-unit tory progress in the research project prior to submission of the
seminars, and courses in other departments (i.e., where stu- report is 'N' (continuing); the 'S' grade is given only when the re-
port is fully approved by both faculty members.
dents cannot enroll in a class with a MATSCI subject code)
In cases where students decide to pursue research after the ini-
cannot be counted for this requirement.
2. Of these 30 units Materials Science requirements, students tial program submission deadline, they should submit a revised
must include a or b. M.S. Program Proposal at least two quarters before the degree is
granted. The total combined units of Materials Science research
a. three classes from MATSCI 201-210 core courses and any
units, seminars, language courses, and undergraduate courses can-
three MATSCI laboratory courses.
b. four classes from MATSCI 201-210 core courses and any not exceed 15. If a master’s research report is not to be submitted,
two MATSCI laboratory courses. units of MATSCI 200 cannot be applied to the department’s re-
quirement of 45 units for the master’s degree.
3. 15 units of approved course electives that result in a techni-
cally coherent program. Of the 15 units of elective courses: HONORS COOPERATIVE PROGRAM
a. 12 of the 15 units must be taken for a letter grade (except
Some of the department’s graduate students participate in the
for those submitting an M.S. report).
Honors Cooperative Program (HCP), which makes it possible for
b. a maximum of three units may be seminars.
academically qualified engineers and scientists in industry to be
c. if writing a master’s research report, a minimum of 6 and a
part-time graduate students in Materials Science while continuing
maximum of 15 units of Materials Science research units
professional employment. Prospective HCP students follow the
(MATSCI 200) may be counted. M.S. research units may
same admissions process and must meet the same admissions re-
only be counted if writing an M.S. research report. See
quirements as full-time graduate students. For information regard-
student services manager for approval.
ing the Honors Cooperative Program, see Graduate Programs in
d. a maximum of three units may be undergraduate units, but
the "School of Engineering" section of this bulletin.
not courses below the 100 level (offered at Stanford Uni-
versity).
MECHANICAL ENGINEERING
other areas. FPC research emphasizes modeling and analysis of
ADMISSION AND FINANCIAL ASSISTANCE physical phenomena in engineering systems. Students and research
To be eligible for admission to the department, a student must staff are developing new methods and tools for generation, access,
have a B.S. degree in engineering, physics, or a comparable sci- display, interpretation and post-processing of large databases re-
ence program. To apply for the Ph.D. degree, applicants must have sulting from numerical simulations of physical systems. Research
already completed an M.S. degree. Applications for Ph.D. and in FPC ranges from advanced simulation of complex turbulent
HCP (Honors Co-op) programs are accepted throughout the year. flows to active flow control. Faculty teach graduate and under-
M.S. applications for fellowship aid must be received by the first graduate courses in acoustics, aerodynamics, computational fluid
Tuesday in December. The department annually awards, on a mechanics, computational mathematics, fluid mechanics, combus-
competitive basis, a limited number of fellowships, teaching assis- tion, and thermodynamics and propulsion.
tantships, and research assistantships to incoming graduate stu- The Mechanics and Computational Group covers biomechan-
dents. Research assistantships are used primarily for post-master’s ics, continuum mechanics, dynamics, experimental and computa-
degree students and are awarded by individual faculty research tional mechanics, finite element analysis, fluid dynamics, fracture
supervisors, not by the department. mechanics, micromechanics, nanotechnology, and simulation
Mechanical engineering is a varied profession, ranging from based design. Qualified students can work as research project as-
primarily aesthetic aspects of design to highly technical scientific sistants, engaging in thesis research in association with the faculty
research. Disciplinary areas of interest to mechanical engineers director and fellow students. Projects include analysis, synthesis,
include biomechanics, energy conversion, fluid mechanics, materi- and control of systems; biomechanics; flow dynamics of liquids
als, nuclear reactor engineering, propulsion, rigid and elastic body and gases; fracture and micro-mechanics, vibrations, and nonlinear
mechanics, systems engineering, scientific computing, and ther- dynamics; and original theoretical, computational, and experimen-
modynamics, to name a few. No mechanical engineer is expected tal investigations in the strength and deformability of elastic and
to have a mastery of the entire spectrum. inelastic elements of machines and structures.
A master’s degree program leading to the M.S. is offered in The Thermosciences Group conducts experimental and analyti-
Mechanical Engineering, and a master’s degree program leading to cal research on both fundamental and applied topics in the general
the M.S. is offered in Engineering with a choice of the following area of thermal and fluid systems. Research strengths include high
fields of study: Biomechanical Engineering, Product Design, and Reynolds number flows, microfluidics, combustion and reacting
an individually designed major. Fields of study are declared on flows, multiphase flow and combustion, plasma sciences, gas
Axess. physics and chemistry, laser diagnostics, microscale heat transfer,
convective heat transfer, and energy systems. Research motivation
POST-MASTER'S DEGREE PROGRAMS
comes from applications including air-breathing and space propul-
The department offers two post-master’s degrees: Engineer and sion, bioanalytical systems, pollution control, electronics fabrica-
Doctor of Philosophy. Post-master’s research generally requires tion and cooling, stationary and mobile energy systems, biomedi-
some evidence that a student has research potential before a faculty cal systems, and materials processing. Emphasis is on fundamental
member agrees to supervision and a research assistantship ap- experiments leading towards advances in modeling, optimization,
pointment. It is most efficient to carry out preliminary research and control of complex systems.
during the M.S. degree program, if interested in a post-master's
degree. FACILITIES
DEPARTMENTAL GROUPS The department groups maintain modern laboratories that sup-
port undergraduate and graduate instruction and graduate research
The department has five groups: Biomechanical Engineering; work.
Design; Flow Physics and Computation; Mechanics and Computa- The Structures and Composites Laboratory, a joint activity with
tion; and Thermosciences. Each maintains its own labs, shops, and the Department of Aeronautics and Astronautics, studies structures
offices. made of fiber-reinforced composite materials. Equipment for fab-
The Biomechanical Engineering (BME) Group has teaching ricating structural elements includes autoclave, filament winder,
and research activities which focus primarily on musculoskeletal and presses. X-ray, ultrasound, and an electron microscope are
biomechanics, neuromuscular biomechanics, cardiovascular bio- available for nondestructive testing. The lab also has environ-
mechanics, and rehabilitation engineering. Research in other areas mental chambers, a high speed impactor, and mechanical testers.
including hearing, ocean, plant, and vision biomechanics exists in Lab projects include designing composite structures, developing
collaboration with associated faculty in biology, engineering, and novel manufacturing processes, and evaluating environmental
medicine. The group has strong research interactions with the Me- effects on composites.
chanics and Computation and the Design groups, and the depart- Experimental facilities are available through the interdepart-
ments of Neurology, Radiology, and Surgery in the School of mental Structures and Solid Mechanics Research Laboratory,
Medicine. which includes an electrohydraulic materials testing system, a
The Design Group emphasizes cognitive skill development for vehicle crash simulator, and a shake table for earthquake engineer-
creative design. It is concerned with automatic control, computer- ing and related studies, together with highly sophisticated auxiliary
aided design, creativity, design aesthetics, design for manufactura- instrumentation. Facilities to study the micromechanics of fracture
bility, design research, experimental stress analysis, fatigue and areas are available in the Micromechanics/Fracture Laboratory,
fracture mechanics, finite element analysis, human factors, kine- and include a computer-controlled materials testing system, a long
matics, manufacturing systems, microcomputers in design, micro-
Care System. This major national research center has computa- The Mechanics and Computation Group has a Computational
tional and prototyping facilities. In addition, the Rehabilitation Mechanics Laboratory that provides an integrated computational
Research and Development Center houses the Electrophysiology environment for research and research-related education in compu-
Laboratory, Experimental Mechanics Laboratory, Human Motor tational mechanics and scientific computing. The laboratory hous-
Control Laboratory, Rehabilitation Device Design Laboratory, and es Silicon Graphics, Sun, and HP workstations and servers,
Skeletal Biomechanics Laboratory. These facilities support gradu- including an 8-processor SGI Origin2000 and a 16-processor net-
ate course work as well as Ph.D. student research activities. worked cluster of Intel-architecture workstations for parallel and
Computational and experimental work is also conducted in var- distributed computing solutions of computationally intensive prob-
ious facilities throughout the School of Engineering and the School lems. Software is available on the laboratory machines, including
of Medicine, particularly the Advanced Biomaterials Testing commercial packages for engineering analysis, parametric geome-
Laboratory of the Department of Materials Science and Engi- try and meshing, and computational mathematics. The laboratory
neering, the Orthopaedic Research Laboratory in the Department supports basic research in computational mechanics as well as the
of Functional Restoration, and the Vascular Research Laboratory development of related applications such as simulation-based de-
in the Department of Surgery. In collaboration with the School of sign technology.
Medicine, facilities throughout the Stanford Medical Center and The Thermosciences Group has four major laboratory facilities.
the Veterans Administration Palo Alto Health Care System con- The Heat Transfer and Turbulence Mechanics Laboratory concen-
duct biological and clinical work. trates on fundamental research aimed at understanding and im-
The Design Group has facilities for lab work in experimental proved prediction of turbulent flows and high performance energy
mechanics and experimental stress analysis. Additional facilities, conversion systems. The laboratory includes two general-purpose
including MTS electrohydraulic materials test systems, are avail- wind tunnels, a pressurized high Reynolds number tunnel, two
able in the Solid Mechanics Research Laboratory. Design Group supersonic cascade flow facilities, three specialized boundary layer
students also have access to Center for Integrated Systems (CIS) wind tunnels, and several other flow facilities. Extensive diagnos-
and Ginzton Lab microfabrication facilities. tic equipment is available, including multiple particle-image ve-
The group also maintains the Product Realization Laboratory locimetry and laser-Doppler anemometry systems.
(PRL), a teaching facility offering students integrated experiences The High Temperature Gas Dynamics Laboratory includes re-
in market definition, product design, and prototype manufacturing. search on sensors, plasma sciences, cool and biomass combustion
The PRL provides coaching, design manufacturing tools, and net- and gas pollutant formation, and reactive and non-reactive gas
working opportunities to students interested in product develop- dynamics. Research facilities include diagnostic devices for com-
ment. The ME 310 Design Project Laboratory has facilities for bustion gases, a spray combustion facility, laboratory combustors
CAD, assembly, and testing of original designs by master’s stu- including a coal combustion facility and supersonic combustion
dents in the engineering design program. A Smart Product Design facilities, several advanced laser systems, a variety of plasma fa-
Laboratory supports microprocessor application projects. The Cen- cilities, a pulsed detonation facility, and four shock tubes and tun-
ter for Design Research (CDR) has an excellent facility for concur- nels. The Thermosciences Group and the Design Group share the
rent engineering research, development, and engineering curricu- Microscale Thermal and Mechanical Characterization laboratory
lum creation and assessment. Resources include a network of high- (MTMC). MTMC is dedicated to the measurement of thermal and
performance workstations. For worldwide web mediated concur- mechanical properties in thin-film systems, including microfabri-
rent engineering by virtual, non-collocated, design development cated sensors and actuators and integrated circuits, and features a
teams, see the CDR web site at http://cdr.stanford.edu. In addition, nanosecond scanning laser thermometry facility, a laser interfer-
CDR has several industrial robots for student projects and re- ometer, a near-field optical microscope, and an atomic force mi-
search. These and several NC machines are part of the CDR Manu- croscope. The activities at MTMC are closely linked to those at the
facturing Sciences Lab. The Manufacturing Modeling Laboratory Heat Transfer Teaching Laboratory (HTTL), where undergraduate
(MML) addresses various models and methods that lead to com- and master’s students use high-resolution probe stations to study
petitive manufacturing. MML links design for manufacturing thermal phenomena in integrated circuits and thermally-actuated
(dfM) research at the Department of Mechanical Engineering with microvalves. HTTL also provides macroscopic experiments in
supply chain management activities at the Department of Man- convection and radiative exchange.
agement Science and Engineering. The Rapid Prototyping Labora- The Energy Systems Laboratory is a teaching and research fa-
tory consists of seven processing stations including cleaning, CNC cility dedicated to the study of energy conversion systems. The lab
milling, grit blasting, laser deposition, low temperature deposition, includes three dynamometers for engine testing, a computer-
plasma deposition, and shot peening. Students gain experience by controlled variable engine valve controller, a fuel-cell experimen-
using ACIS and Pro Engineer on Hewlett Packard workstations for tal station, a small rocket testing facility, and a small jet engine
process software development. The Design Group also has a Prod- thrust stand.
uct Design Loft in which students in the Joint Program in Design The Guidance and Control Laboratory, a joint activity of the
develop graduate thesis projects. Department of Aeronautics and Astronautics and the Department
The Flow Physics and Computation Group has a 32 processor of Mechanical Engineering, specializes in construction of electro-
Origin 2000, 48-node and 85-node Linux cluster with high per- mechanical systems and instrumentation, particularly where high
formance interconnection and an array of powerful workstations precision is a factor. Work ranges from robotics for manufacturing
for graphics and data analysis. Several software packages are to feedback control of fuel injection systems for automotive emis-
available, including all the major commercial CFD codes. FPC is sion control. The faculty and staff work in close cooperation with
strongly allied with the Center for Turbulence Research (CTR), a
MECHANICAL ENGINEERING
Undergraduates seeking to major in Mechanical Engineering
should see the curriculum outlined in the "Undergraduate Degree COTERMINAL B.S./M.S. PROGRAM IN
in Mechanical Engineering" section of this bulletin. The Univer- MECHANICAL ENGINEERING
sity’s basic requirements for the bachelor’s degree are discussed in
the “Undergraduate Degrees” section of this bulletin. Courses tak- Stanford undergraduates who wish to continue their studies for
en for the departmental major (mathematics; science; science, the Master of Science degree in the coterminal program must have
technology, and society; engineering fundamentals; and engineer- earned a minimum of 120 units towards graduation. This includes
ing depth) must be taken for a letter grade if the instructor offers allowable Advanced Placement (AP) and transfer credit. Appli-
the option. cants must submit their application no later than the quarter prior
A Product Design program offered by the Design Group leads to the expected completion of their undergraduate degree. This is
to the B.S. in Engineering (Product Design). A major in Biome- normally Winter Quarter (the deadline is January 25th) prior to
chanical Engineering offered by the Biomechanical Engineering Spring Quarter graduation. The application must provide evidence
Group leads to the B.S. in Engineering (Biomechanical Engineer- of potential for strong academic performance as a graduate student.
ing); this may be appropriate for students preparing for medical The Mechanical Engineering department graduate admissions
school or graduate bioengineering studies. committee makes decisions on each application. Typically, a GPA
of at least 3.5 in engineering, science, and math is expected. Appli-
Grade Requirements—To be recommended by the department cants must have completed two of ME 80, 112, 131A, and 131B,
for a B.S. in Mechanical Engineering, a student must achieve the and must take the Graduate Record Examination (GRE) before
minimum grade point average (GPA) set by the School of Engi- action is taken on the application. Coterminal information, applica-
neering (2.0 in engineering fundamentals and mechanical engi- tions deadlines, and forms can be obtained from the ME Student
neering depth). Services Office.
Students interested in the minor should see the "Minor in Me- For University coterminal degree program rules and University
chanical Engineering" section of this bulletin. application forms, see
HONORS PROGRAM http://registrar.stanford.edu/shared/publications.htm#Coterm.
The Department of Mechanical Engineering offers a program MASTER OF SCIENCE IN MECHANICAL
leading to a B.S. in Mechanical Engineering with honors. This
program offers a unique opportunity for qualified undergraduate ENGINEERING
engineering majors to conduct independent study and research at The basic University requirements for the M.S. degree are dis-
an advanced level with a faculty mentor. cussed in the "Graduate Degrees" section of this bulletin.
Mechanical Engineering majors who have a grade point aver- The master’s program consists of 45 units of course work taken
age (GPA) of 3.5 or higher in the major may apply for the honors at Stanford. No thesis is required, although many students become
program. Students who meet the eligibility requirement and wish involved in research projects during the master’s program, particu-
to be considered for the honors program must submit a written larly to explore their interests in working towards a Ph.D. degree.
application to the Mechanical Engineering student services office Students whose undergraduate backgrounds are entirely devoid of
no later than the second week of Autumn Quarter in the senior some of the major subject disciplines of engineering (for example,
year. The application to enter the program can be obtained from applied mechanics, applied thermodynamics, fluid mechanics,
the ME student services office, and must contain a one-page state- ordinary differential equations) may need to take some under-
ment describing the research topic and include an unofficial Stan- graduate courses to fill obvious gaps and prepare themselves to
ford transcript. In addition, the application must be approved by a take graduate courses in these areas. Such students may require
Mechanical Engineering faculty member who agrees to serve as more than three quarters to fulfill the master’s degree require-
the thesis adviser for the project. Thesis advisers must be members ments, as the makeup courses may only be used as unrestricted
of Stanford’s Academic Council. electives (see item 4 below) in the M.S. degree program. However,
In order to receive departmental honors, students admitted to it is not the policy to require fulfillment of mechanical engineering
the program must: B.S. degree requirements to obtain an M.S. degree.
1. maintain the 3.5 GPA required for admission to the honors
program. MECHANICAL ENGINEERING
2. submit a completed thesis draft to the adviser by April 25. The master’s degree program requires 45 units of course work
Further revisions and final endorsement by the adviser are to taken as a graduate student at Stanford. No thesis is required.
be finished by May 15, when two bound copies are to be sub- However, students who want some research experience during the
mitted to the Mechanical Engineering student services office. master’s program may participate in research through ME 391 and
3. present the thesis at the Mechanical Engineering Poster Ses- 392.
sion held in mid-April. Students are encouraged to refer to the most recent Mechanical
Engineering Graduate Student Handbook provided by the student
COGNATE COURSES services office. The department’s requirements for the M.S. in
• ARTSTUDI 60. Design I: Fundamental Visual Language Mechanical Engineering are as follows:
• ARTSTUDI 160. Design II: The Bridge 1. Mathematical Fundamentals: two mathematics courses for a
• CHEMENG 25. Biotechnology total of at least 6 units from the following list are required: ME
• CS 106A. Programming Methodology 300A, 300B, 300C; CME 302; MATH 106, 109; CS 205A or
• ENGR 14. Applied Mechanics: Statics B; EE 261, 263; STATS 110, 141; ENGR 155C. Other MATH
level courses (outside the depth) from the depth/breadth charts ENGR 209A. Analysis and Control of Nonlinear Systems
listed in the Mechanical Engineering Graduate Handbook. ENGR 231. Transformative Design
Breadth courses must be taken for a letter grade. ENGR 240. Introduction to Micro and Nano Electromechanical
4. Sufficient Mechanical Engineering Course Work: students Systems (M/NEMS)
must take a minimum of 24 units of course work in mechanical ENGR 341. Micro/Nano Systems Design and Fabrication Labora-
engineering topics. For the purposes of determining mechani- tory
cal engineering topics, any course on approved lists for the ma- MS&E 250A. Engineering Risk Analysis
thematics, depth, and breadth requirements counts towards MS&E 264. Sustainable Product Development and Manufacturing
these units. In addition, any graduate-level course with an ME MS&E 289. Clicks and Bricks: Creating Customer Experiences
course number is considered a mechanical engineering topic.
5. Approved Electives (to bring the total number of units to at MASTER OF SCIENCE IN ENGINEERING,
least 39): electives must be approved by an adviser. Graduate BIOMECHANICAL ENGINEERING
engineering, mathematics, and science courses are normally The Master of Science in Engineering: Biomechanical Engi-
approved. Approved electives must be taken for a letter grade. neering (MSE:BME) promotes the integration of engineering me-
No more than 6 of the 39 units may come from ME 391/392 chanics and design with the life sciences. Applicants are expected
(or other independent study/research courses), and no more to have an additional exposure to biology and/or bioengineering in
than 3 may come from seminars. Students planning a Ph.D. their undergraduate studies. Students planning for subsequent
should discuss with their advisers the option of taking 391 or medical school studies are advised to contact Stanford's Premedi-
392 during the master’s program. ME 391/392 (and other in- cal Advising Office in Sweet Hall.
dependent study courses) may only be taken on a credit/no Students wishing to pursue this program must complete the
credit basis. Graduate Program Authorization form and get approval from the
6. Unrestricted electives (to bring the total number of units sub- Student Services Office. This form serves to officially add the field
mitted for the M.S. degree to 45): students are encouraged to to the student's record. This form must be filled out electronically
take these units outside engineering, mathematics, or the sci- on Axess.
ences. Students should consult their advisers on course loads
and on ways to use the unrestricted electives to make a man- Degree Requirements—
ageable program. Unrestricted electives may be taken CR/NC. 1. Mathematical competence (minimum 6 units) in two of the
7. Within the courses satisfying the requirements above, there following areas: partial differential equations, linear algebra,
must be at least one graduate-level course with a laboratory complex variables, or numerical analysis, as demonstrated by
component. Courses which satisfy this requirement are: ENGR completion of two appropriate courses from the following list:
206, 341; ME203, 210, 220, 218A,B,C,D, 310A,B,C, 317A,B, ME300A,B,C; MATH106, 109, 113, 131M/P, 132;
318, 323, 324, 348, 354, 367, 382A,B, 385. ME 391/392 (or STATS110, or ENGR155C; CME108, 302. Students who have
other independent study courses) may satisfy this requirement completed comparable graduate-level courses as an under-
if 3 units are taken for work involving laboratory experiments. graduate, and who can demonstrate their competence to the
Candidates for the M.S. in Mechanical Engineering are ex- satisfaction of the instructors of the Stanford courses, may be
pected to have the approval of the faculty; they must maintain a waived via petition from this requirement by their adviser and
minimum grade point average (GPA) of 2.75 in the 45 units pre- the Student Services Office. The approved equivalent courses
sented for fulfillment of degree requirements (exclusive of inde- should be placed in the approved electives category of the pro-
pendent study courses). All courses used to fulfill mathematics, gram proposal.
depth, breadth, approved electives, and lab studies must be taken 2. Graduate Level Engineering Courses (minimum 21 units),
for a letter grade (excluding seminars, independent study, and consisting of:
courses for which a letter grade is not an option for any student). a. Biomechanical engineering restricted electives (9 units) to
Students falling below a GPA of 2.5 at the end of 20 units may be chosen from: ME 280, 281, 284A, 337, 339, 381,
be disqualified from further registration. Students failing to meet 382A,B, 385, or 387.
the complete degree requirements at the end of 60 units of graduate b. Specialty in engineering (9-12 units): A set of three or four
registration are disqualified from further registration. Courses used graduate level courses in engineering mechanics, materials,
to fulfill deficiencies arising from inadequate undergraduate prepa- controls, or design (excluding bioengineering courses) se-
ration for mechanical engineering graduate work may not be ap- lected to provide depth in one area. Such sets are approved
plied to the 45 units required for completion of the MS degree. by the Mechanical Engineering Faculty. Comparable spe-
cialty sets composed of graduate engineering courses out-
ENGINEERING side the Mechanical Engineering Department can be used
As described in the "School of Engineering" section of this bul- with the approval of the student's adviser. Examples can be
letin, each department in the school may sponsor students in a obtained from the Biomechanical Engineering Group Of-
more general degree, the M.S. in Engineering. Sponsorship by the fice (Durand 223).
Department of Mechanical Engineering (ME) requires (1) filing a c. Graduate engineering electives (to bring the total number
petition for admission to the program by no later than the day be- of graduate level engineering units to at least 21). These
fore instruction begins, and (2) that the center of gravity of the electives must contribute to a cohesive degree program,
proposed program lies in ME. No more than 18 units used for the and be approved by the student's adviser. No units may
proposed program may have been previously completed. The pro-
MECHANICAL ENGINEERING
45): Students without undergraduate biology are encouraged to STRAMGT Evaluating Entrepreneurial Opportunities
use some of these unrestricted units to strengthen their biology 356/366.
background. Students should consult their adviser for recom- Additional requirements: As part of their master's degree pro-
mendations on course loads and on ways to use the unre- gram, students are required to take at least one course offered by
stricted electives to create a manageable program. the Hasso Plattner Institute of Design (the d.School). All d.School
All courses except unrestricted electives must be taken for a courses require applications submitted the quarter prior to the start
letter grade unless letter grades are not an option. of class. These classes are considered pre-approved electives that
MASTER OF SCIENCE IN ENGINEERING, fulfill part of the 18 units elective requirement.
ME206 A/B. Entrepreneurial Design for Extreme Affordability
PRODUCT DESIGN ME 228. Creating Infectious Action
The Joint Program in Design focuses on the synthesis of tech- ME 325. Software Design Experience
nology with human needs and values to create innovative products, MS&E 287. Prototyping Organizational Change
services, and experience designs. This program is offered jointly MS&E 485. Crosscultural Design
by the departments of Mechanical Engineering and Art and Art ENGR 231. Transformative Design
History. It provides a design education that integrates technical, ENGR 280. From Play to Innovation
human, aesthetic, and business concerns. Students entering the ENGR 281. Design and Media
program from the engineering side earn a Master of Science in
Engineering degree with a concentration in Product Design, and
those from the art side a Master of Fine Arts. Students complete ENGINEER IN MECHANICAL
the core product design courses in their first year of graduate study ENGINEERING
at Stanford before undertaking the master's project in their second The basic University requirements for the degree of Engineer
year. are discussed in the "Graduate Degrees" section of this bulletin.
DEGREE REQUIREMENTS This degree requires an additional year of study beyond the
M.S. degree and includes a research thesis. The program is de-
Students must complete the following courses. Students making signed for students who wish to do professional engineering work
unsatisfactory degree progress by the end of the first year may not
upon graduation and who want to engage in more specialized study
advance to the thesis year per the faculty's discretion. A minimum
than is afforded by the master’s degree alone.
cumulative GPA of 2.75 is required for degree conferral. Admission standards are substantially the same as indicated
Subject and Catalog Number Units under the master’s degree. However, since thesis supervision is
ME 203. Manufacturing and Design 4
required and the availability of thesis supervisors is limited, admis-
ME 216A. Advanced Product Design: Needfinding 4
sion is not granted until the student has personally engaged a fac-
ME 311. Design Strategy and Leadership 3 ulty member to supervise a research project. This most often in-
ME 312. Advanced Product Design: Formgiving 3 volves a paid research assistantship awarded by individual faculty
ME 313. Human Value and Innovation in Design 3
members (usually from the funds of sponsored research projects
ME 316A,B,C. Product Design Master’s Project* 9
under their direction). Thus, individual arrangement between stu-
ME 365. Structure of Design Research 1-3 dent and faculty is necessary. Students studying for the M.S. de-
ARTSTUDI 60. Design I: Fundamental Visual Language 3 gree at Stanford who wish to continue to the Engineer degree ordi-
ARTSTUDI 160. Design II: The Bridge 3
narily make such arrangements during the M.S. degree program.
ARTSTUDI 360A,B,C. Master’s Project* 9
Students holding master’s degrees from other universities are in-
Approved Electives** 18 vited to apply and may be admitted providing they are sufficiently
Total Units 60-62 well qualified and have made thesis supervision and financial aid
Note: All required and approved electives must be taken for a letter grade unless
prior approval is granted to take a class CR/NC.
arrangements.
* ME 316A,B,C and ARTSTUDI 360A,B,C are taken concurrently for three quar- Department requirements for the degree include a thesis; up to
ters during the second year. 18 units of credit are allowed for thesis work (ME 400). In addition
** Students may choose classes (at the 200 level or higher) from any of the schools to the thesis, 27 units of approved advanced course work in
at the University to fulfill their elective requirement. However, electives that are mathematics, science, and engineering are expected beyond the
not already pre-approved must be approved by the student's adviser via petition
prior to enrollment. Electives should be chosen to fulfill career objectives; stu-
requirements for the M.S. degree; the choice of courses is subject
dents may focus their energy in engineering, entrepreneurship and business, psy- to approval of the adviser. Students who have not fulfilled the
chology, or other areas relevant to design. Taking a coherent sequence of elec- Stanford M.S. degree requirements are required to do so, with
tives focused on a subject area is recommended. For example, the patent, negotia- allowance for approximate equivalence of courses taken else-
tion, and licensing classes (ME 207, 208, 265) constitute a sequence most relevant
to potential inventors. The classes in the Graduate School of Business where; up to 45 units may be transferable. A total of 90 units is
(STRAMGT S353, 356/366) and MS&E 273 constitute a coherent sequence in required for degree conferral.
entrepreneurship and new venture formation. Students interested in social entre- Candidates for the degree must have faculty approval and have
preneurship should apply to the d.school course ME 206A,B, Extreme Afforda-
bility. a minimum grade point average (GPA) of 3.0 for all courses (ex-
Pre-approved electives list: The following courses are pre- clusive of thesis credit and other independent study courses) taken
approved for fulfilling the 18-unit elective requirement for the beyond those required for the master’s degree.
master's degree in Engineering/Product Design. Electives taken
that are not on this list must be approved via petition prior to en-
SCHOOL OF balance between teaching and research, the academy and society.
ORGANIZATION
HUMANITIES AND The School of Humanities and Sciences includes the depart-
ments of Anthropology, Applied Physics, Art and Art History,
Biology (and the Hopkins Marine Station), Chemistry, Classics,
Communication, Division of Literatures, Cultures, and Languages,
SCIENCES Drama, East Asian Languages and Cultures, Economics, English,
History, Linguistics, Mathematics, Music, Philosophy, Physics,
Political Science, Psychology, Religious Studies, Sociology, and
Statistics.
Dean: Richard P. Saller
MECHANICAL ENGINEERING
The school also includes 21 interdepartmental degree pro-
Senior Associate Deans: Ralph L. Cohen, Stephen D. Krasner, grams: African and African American Studies; African Studies;
Debra M. Satz American Studies; Archaeology; Biophysics; Comparative Studies
Senior Associate Dean for Finance and Administration: Adam R. in Race and Ethnicity; East Asian Studies; Feminist Studies; Fi-
Daniel nancial Mathematics; Human Biology; Interdisciplinary Studies in
Associate Dean for Faculty Affairs: Tina Kass Humanities; International Policy Studies; International Relations;
Associate Dean for Graduate and Undergraduate Studies: Susan J. Latin American Studies; Mathematical and Computational Sci-
Weersing ence; Modern Thought and Literature; Public Policy; Russian, East
Assistant Dean and Data and Technology Manager for Graduate European and Eurasian Studies; Science, Technology, and Society;
and Undergraduate Studies and Diversity Programs: Ayodele Symbolic Systems; and Urban Studies.
Thomas In addition, the school sponsors programs that do not currently
Graduate Diversity Recruitment Specialist: Joseph L. Brown grant degrees: Astronomy; Black Performing Arts; Buddhist Stud-
Department Chairs: Paula Findlen (History), James Fishkin ies; Creative Writing; Ethics in Society; History and Philosophy of
(Communication), Hester Gelber (Religious Studies), Lawrence Science; the Institute for Gender Research; the Institute for Social
Goulder (Economics), Steven Kahn (Physics), Steven Kerckhoff Science Research; Islamic Studies; Jewish Studies; Medieval Stud-
(Mathematics), Beth Levin (Linguistics), Helen Longino (Phi- ies; and the Social Science History Institute.
losophy), Hideo Mabuchi (Applied Physics), Richard Martin Faculty and academic staff of the School of Humanities are
(Classics), James McClelland (Psychology), Josiah Ober (Po- listed under their respective departments or programs.
litical Science), Stephen Palumbi (Hopkins Marine Station),
Peggy Phelan (Drama), Gabriella Safran (Division of Literature, DEGREES OFFERED
Cultures, and Languages), Stephen Sano (Music), Robert Si- Candidates for the degree of Bachelor of Arts, Bachelor of Sci-
moni (Biology), Jennifer Summit (English), Chaofen Sun (East ence, Bachelor of Arts and Sciences, Master of Arts, Master of
Asian Languages and Cultures), Nancy Troy (Art and Art His- Fine Arts, Master of Science, Doctor of Musical Arts, or Doctor of
tory), Andrew Walder (Sociology), Wing Wong (Statistics), Philosophy should consult the department or program in which
Sylvia Yanagisako (Anthropology), Richard Zare (Chemistry) they intend to specialize.
Lecturer: Ayodele Thomas
The School of Humanities and Sciences, with over 40 depart-
ments and interdepartmental degree programs, is the primary locus
for the liberal arts education offered by Stanford University.
Through exposure to the humanities and arts, undergraduates study
the ethical, aesthetic, and intellectual dimensions of the human
experience, past and present, and are thereby prepared to make
thoughtful and imaginative contributions to the culture of the fu-
ture. Through the study of social, political, and economic events,
they acquire theories and techniques for the analysis of specific
societal issues, as well as general cross-cultural perspectives on the
human condition. And through exposure to the methods and dis-
coveries of mathematics and the sciences, they become well-
informed participants and leaders in today's increasingly techno-
logical societies.
The research environment within the school offers both under-
graduate and graduate students the intellectual adventure of work-
ing on their own research projects side by side with the school's
distinguished faculty. While a few of the school's graduate pro-
grams offer professional degrees such as the Master of Fine Arts,
most are academic and research programs leading to the Ph.D.
Doctoral programs emphasize original scholarly work by the
graduate students, often at the frontiers of knowledge, and nor-
mally require the students to participate in the supervised teaching
of undergraduates. Indeed, in the school, as in the University more
broadly, graduate students are of central importance in developing
a community of scholars.
The fact that so many different disciplines lie within the same
organization is one reason why the school has had great success in
promoting interdisciplinary teaching and research programs.
Whether engaged in studies as wide ranging as ethics, policy, and
technological issues, or by applying contemporary social and phi-
losophical theories to classical literature, the school's undergradu-
ates, graduate students, and faculty are challenging the barriers
of Students), Arnold Rampersad (English), Elaine C. Ray (Di- majors in Asian American Studies, Chicana/o Studies, Compara-
rector, Stanford University News Service), John R. Rickford
tive Studies in Race and Ethnicity, and Native American Studies.
(Linguistics), Joel Samoff (African Studies)
Affiliated Faculty: David Abernethy (Political Science, emeritus), MISSION STATEMENT FOR THE
Samy Alim (Education), R. Lanier Anderson (Philosophy), An-
thony Antonio (Education), Richard Banks (Law), Lucius Bark- UNDERGRADUATE PROGRAM IN
er (Political Science, emeritus), Don Barr (Sociology), Shasad AFRICAN AND AFRICAN AMERICAN
Bashir (Religious Studies), Carl Bielefeldt (Religious Studies), STUDIES
Rashida Braggs (IHUM), Bryan Brown (Education), Albert The mission of the undergraduate programs in African and Af-
Camarillo (History), James Campbell (History), Clayborne Car- rican American Studies is to provide students with an interdiscipli-
son (History), Prudence Carter (Education), Wanda Corn (Art nary introduction to the study of the peoples of African descent as
and Art History, emerita), Linda Darling-Hammond (Educa- a central component of American culture. Courses in the major
tion), David Degusta (Anthropology), Sally Dickson (Law), promote research across disciplinary and departmental boundaries
Sandra Drake (English, emerita), Jennifer Eberhardt (Psycholo- as well as provide students with research training and community
gy), Paulla Ebron (Anthropology), Harry Elam (Drama), service learning opportunities. Courses of study are drawn from
Michele Elam (English), James Ferguson (Anthropology), anthropology, art, art history, economics, languages, linguistics,
Shelley Fisher Fishkin (English), Charlotte Fonrobert (Religious literature, music, philosophy, political science, psychology, relig-
Studies), George Fredrickson (History, emeritus), James Gibbs ion, and sociology among others. The program provides an intel-
Jr. (Political Science, emeritus), William B. Gould (Law, emeri- lectual background for students considering graduate school or
tus), Sean Hanretta (History), Aleta Hayes (Drama), Allyson professional careers.
Hobbs (History), Terry Karl (Political Science), Anthony Kra-
mer (Drama), Teresa LaFromboise (Education), Brian Lowery LEARNING OUTCOMES
(Graduate School of Business), Lisa Malkki (Anthropology), The department expects undergraduate majors in the program
Hazel Markus (Psychology), Barbaro Martinez-Ruiz (Art and to be able to demonstrate the following learning outcomes. These
Art History), Monica McDermott (Sociology), Robert Moses learning outcomes are used in evaluating students and the depart-
(Drama), Paula Moya (English), Elisabeth Mudimbe-Boyi ment's undergraduate program. Students are expected to demon-
(French and Comparative Literature), Susan Olzak (Sociology), strate:
David Palumbo-Liu (Comparative Literature), Patricia Powell 1. interdisciplinary understanding of scholarship related to the
(African and African American Studies), Jack Rakove (History), African diaspora and Africa, drawing on interdisciplinary
Arnold Rampersad (English), Vaughn Rasberry (English), John course work and each student's individualized concentration.
R. Rickford (Linguistics), Richard Roberts (History), Sonia Ro- 2. ability to identify and critically assess different disciplinary,
cha (Sociology), Michael Rosenfeld (Sociology), Ramón methodological, and interpretive approaches to the study of the
Saldívar (English), Joel Samoff (African Studies), Paul Snider- African Americans, Africans, and/or people of the African di-
man (Political Science), Ewart Thomas (Psychology), Jeremy aspora.
Weinstein (Political Science) 3. understanding of comparative approaches to race
Program Offices: 450 Serra Mall, Building 360, Suite 362 4. skills in disciplinary methods necessary for their study.
Mail Code: 94305-2084 5. ability to express their interpretive and analytical arguments in
Phone: (650) 723-3782 clear, effective prose.
Email: aaas@stanford.edu
Web Site: http://aaas.stanford.edu BACHELOR OF ARTS IN AFRICAN AND
Courses offered by the Program in African and African Ameri- AFRICAN AMERICAN STUDIES
can Studies are listed under the subject code AFRICAAM on the
Stanford Bulletin's ExploreCourses web site. MAJOR
Majors must complete a total of 60 units, which include the fol-
UNDERGRADUATE PROGRAM IN lowing:
AFRICAN AND AFRICAN AMERICAN 1. 1. AFRICAAM 105. Introduction to African and African
STUDIES American Studies,
or ENGLISH 143. Introduction to African American Litera-
The Program in African and African American Studies ture
(AAAS), established in 1968, was the first ethnic studies program and
developed at Stanford University and the first African and African ENGLISH 152D. W. E. B. Du Bois as Writer and Philoso-
American Studies program at a private institution in the U.S. The pher
AAAS program provides an interdisciplinary introduction to the or ENGLISH 172G. Great Works of the African American
study of peoples of African descent as a central component of Literary Tradition
American culture, offering a course of study that promotes re- 2. One 5 unit course on Africa, approved by the AAAS Director
search across disciplinary and departmental boundaries as well as and Associate Director
providing research training and community service learning oppor- 3. AFRICAAM 200X. Honors Thesis and Senior Thesis Seminar
tunities for undergraduates. It has developed an extensive network 4. 40 units from other AAAS core and cognate courses.
of Stanford scholars who work in race studies specific to AAAS
AFRICAN STUDIES
brary), Thomas Seligman (Director, Cantor Arts Center, and
CAPETOWN Lecturer, Art and Art History), Barbara Thompson (Phyllis
• OSPCPTWN 18. Xhosa Language and Culture. 2 units, Nolu- Wattis Curator of the Arts of Africa and the Americas, Cantor
babalo Tyam Arts Center)
• OSPCPTWN 22. Preparation for Community-Based Research Senior Research Fellows: Coit Blacker (Freeman Spogli Institute),
in Community Health and Development. 3 units, Timothy Larry Diamond (Hoover Institution), Stephen Stedman (Free-
Stanton man Spogli Institute, Center for International Security and Co-
• OSPCPTWN 24B. Targeted Research Project in Community operation)
Health and Development. 5 units, Timothy Stanton Center Office: Encina Hall West, Room 216
• OSPCPTWN 32. Adult Learning, Development and Social Mail Code: 94305-6045
Change: Service-Learning in the Contemporary South African Phone: (650) 723-0295
Context. 4-5 units, Janice McMillan Email: africanstudies@stanford.edu
Web Site: http://africanstudies.stanford.edu
• OSPCPTWN 36. The Archaeology of Southern African Hunter
Courses offered by the Center for African Studies are listed un-
Gatherers. 5 units, John Parkington der the subject code AFRICAST on the Stanford Bulletin's Explo-
• OSPCPTWN 40. Education in the Post-Apartheid City. 4 units, reCourses web site.
Aslam Fataar
• OSPCPTWN 44. Negotiating Home, Citizenship and the South The Center for African Studies coordinates an interdisciplinary
program in African Studies for undergraduates and graduate stu-
African City. 4 units, Sophie Oldfield, GER:DB:SocSci,
dents. The program seeks to enrich understanding of the interac-
EC:GlobalCom tions among the social, economic, cultural, historical, linguistic,
• OSPCPTWN 52. The Ethics of Imperialism. 5 units, James genetic, geopolitical, ecological, and biomedical factors that shape
Daughton, GER:DB:Hum and have shaped African societies. By arrangement with the Stan-
• OSPCPTWN 53. The South African Environment in Historical ford/Berkeley Joint Center for African Studies, graduate students
Context. 5 units, James Daughton may incorporate courses from both institutions into their programs.
Contact the center for information regarding courses offered at the
AFRICAN STUDIES University of California, Berkeley.
Courses in African Studies are offered by departments and pro-
grams throughout the University. Each year the center sponsors a
Emeriti: David B. Abernethy, John Baugh, Joan Bresnan, Susan seminar to demonstrate to advanced undergraduates and graduate
Cashion, Sandra E. Drake, Peter Egbert, James. L. Gibbs, Jr., students how topics of current interest in African Studies are ap-
William B. Gould, Bruce F. Johnston, William R. Leben, Bruce proached from different disciplinary perspectives.
Lusignan, Hans N. Weiler, Sylvia Wynter Course offerings in African languages are also coordinated by
Chair: Richard Roberts the Center for African Studies. Along with regular courses in sev-
Professors: Jean-Marie Apostolidès (French, Drama), Ellen Jo eral levels of Arabic, Swahili, Xhosa, and Zulu, the center arranges
Baron (Pathology), Michele Barry (Medicine), Joel Beinin (His- with the African and Middle Eastern Languages and Literatures
tory), John Boothroyd (Microbiology and Immunology), Elisa- Program in the Stanford Language Center to offer instruction in
beth Mudimbe-Boyi (French and Italian, Comparative Litera- other African languages; in recent years, it has offered courses in
ture), James T. Campbell (History), Martin Carnoy (Education), Amharic, Bambara, Chichewa, Ewe, Fulani, Hausa, Igbo, Shona,
Harry Elam (Drama), James Fearon (Political Science), James Twi, Wolof, and Yoruba.
Ferguson (Anthropology), Terry Lynn Karl (Political Science), The Center for African Studies offers a master of arts degree
Richard Klein (Anthropology), David Laitin (Political Science), for graduate students. Undergraduates and graduate students not
Michael McFaul (Political Science), Yvonne Maldonado (Pedi- pursuing the master’s degree can specialize in African Studies
atrics, Infectious Diseases), Lynn Meskell (Anthropology), Julie under the arrangements listed below.
Parsonnet (Infectious Diseases), Mary L. Polan (Obstetrics and
Gynecology), John Rickford (Linguistics), Richard Roberts UNDERGRADUATE PROGRAMS IN
(History) AFRICAN STUDIES
Associate Professors: Prudence L. Carter (Education), Paulla A.
Ebron (Anthropology), Liisa Malkki (Anthropology), Hugh Undergraduates may choose an African Studies focus from:
Brent Solvason (Psychiatry and Behavioral Sciences) 1. A major in a traditionally defined academic department such as
Assistant Professors: Jenna Davis (Civil and Environmental Engi- Anthropology, History, or Political Science. These depart-
neering), David DeGusta (Anthropology), Oliver Fringer (Civil ments afford ample opportunity to enroll in courses outside the
and Environmental Engineering), Sean A. Hanretta (History), major, leaving the student free to pursue the interdisciplinary
Barbaro Martinez-Ruiz (Art History), Kathryn Miller (History), study of Africa.
Grant Parker (Classics), Jeremy Weinstein (Political Science) 2. Interdepartmental majors, such as African and African Ameri-
Professor (Research): David Katzenstein (School of Medicine) can Studies or International Relations, which offer coordinated
Associate Professor (Teaching): Robert Siegel (Microbiology and and comprehensive interdisciplinary course sequences, permit-
Immunology) ting a concentration in African Studies.
3. An individually designed major. Under the supervision of a
faculty adviser and two other faculty members, the student can
transcript. For more information and an application, contact the tion. To apply online and for information on graduate admissions,
center. see http://gradadmissions.stanford.edu.
GRADUATE STUDY IN AFRICAN STUDIES DEGREE REQUIREMENTS
For those who wish to specialize in Africa at the graduate level, University requirements for the master’s degree are described
African Studies can be designated a field of concentration within in the “Graduate Degrees” section of this bulletin. A description of
the master’s and doctoral programs of some academic departments. the M.A. program is also available from the Center or at
Students in such departments as Anthropology, History, Political http://ica.stanford.edu/afr/ma.
Science, and Sociology, and in the School of Education, may de- The program requires completion of a minimum of 45 graduate
clare African Studies as the area of specialization for their master’s units. Upon entering, each student is assigned a faculty adviser
and Ph.D. thesis work. Some other departments, programs, and who works with the student to develop a customized program of
institutes such as the International Comparative Education Pro- study.
gram also permit students to specialize in African Studies. Stan- To receive the M.A. degree in African Studies, students must
ford graduate students who are U.S. citizens or permanent resi- complete:
dents may request an academic year application for a Foreign Lan- 1. Core Courses (15 units): students must complete the core Afri-
guage and Area Studies (FLAS) Fellowship. Students need not be can Studies M.A. course, AFRICAST 301, Dynamics of
enrolled at Stanford to apply for the summer fellowship. The dead- Change in Africa, in Autumn Quarter. Students elect two addi-
line for both is January 8. For more information or an application, tional graduate courses taught by African Studies academic
contact the Center. council members and drawn from a list of approved courses.
Students must also complete AFRICAST 302, Research Work-
FINANCIAL AID shop, in Spring Quarter, in which they present and discuss
The Center for African Studies offers a limited number of For- their research and research interests.
eign Language and Area Studies (FLAS) fellowships to U.S. citi- 2. Cognate Courses (10 units): a minimum of 10 units of gradu-
zens and permanent residents who undertake full-time study of an ate-level credit in two cognate courses from the following
African language as part of their graduate training. thematic clusters not chosen as the student’s concentration
field: culture and society; health, well-being, and the environ-
MINOR IN AFRICAN STUDIES ment; and political economy and security.
The Center for African Studies awards a minor in African Stud- 3. Concentration Field (12-15 units): students choose one area of
ies. Students majoring in any field qualify for this minor by meet- specialization (culture and society; health, well-being, and the
ing the following requirements: environment; or political economy and security), and a group
1. A minimum of 25 units of Africa-related courses. Students of three related elective courses for graduate credit from the
may not double-count courses for completing major and minor cognate course listings or elsewhere in the Stanford curriculum
requirements. in consultation with the student’s adviser and with the approval
2. At least one quarter’s exposure to a sub-Saharan African lan- of the CAS director. With approval, introductory courses may
guage. The Center for African Studies and the Special Lan- be substituted in fields such as advanced undergraduate biol-
guages Program may arrange instruction in any of several lan- ogy for those interested in epidemic diseases or public health.
guages spoken in West, East, Central, and Southern Africa. The academic adviser, in agreement with faculty in the chosen
3. One introductory course that deals with more than one region field, guarantees that each set of courses forms part of a coher-
of Africa. ent program.
4. A minimum 25-page research paper, with a focus on Africa. 4. Language Requirement: students take one year of training in
This paper may be an extension of a previous paper written for an African language, usually at least 3 units per quarter, result-
an African Studies course. ing in intermediate-level proficiency as measured by the
5. A designated focus of study, either disciplinary or regional, American Council on the Teaching of Foreign Languages
through a three-course concentration. (ACTFL) or comparable language acquisition standards. Stu-
Upon completion of requirements, final certification of the mi- dents who have advanced proficiency in an African language
nor is made by the Center for African Studies and appears on the must fulfill this requirement by taking another European lan-
student’s transcript. guage spoken in Africa, such as French or Portuguese, by tak-
ing another African language to the intermediate-level, or by
COTERMINAL BACHELOR'S AND MASTER taking a year-long sequence in Arabic. Students with compe-
OF ARTS IN AFRICAN STUDIES tency in one or more African languages and one or more other
languages widely spoken in Africa, may substitute a program
The one-year master’s program in African Studies is designed of methodological training including, for example, a sequence
for students who have experience working, living, or studying in of courses in statistics or GIS survey techniques.
Africa, and little prior course work on the region. 5. Seminar Requirement: students enroll each quarter in
Undergraduates at Stanford may apply for admission to the co- AFRICAST 300, Contemporary Issues in African Studies, 1
terminal master’s program in African Studies. Coterminal degree unit, in which guest scholars present lectures on African
applications will only be accepted from students in their fourth themes and topics.
year, meaning that the program must be completed in the fifth 6. Thesis Option: students may elect to write a master’s thesis;
year. An exception can only be made for students who completed they may register for up to 10 units of thesis research under the
AMERICAN STUDIES
Faith Service-Learning in the Contemporary South African Context.
AFRICAAM 105. Introduction to African and African American 3-5 units. Janice McMillan, GER:DB:SocSci, EC:GlobalCom
Studies • OSPCPTWN 36. The Archaeology of Southern African Hunter
AFRICAAM 144. African Women Writers Gatherers. 5 units, John Parkington
ANTHRO 139. Ethnography of Africa • OSPCPTWN 40. Education in the Post-Apartheid City. 4 units,
ECON 106. World Food Economy Azeem Badroodien, Aslam Fataar
ECON 118. Development Economics • OSPCPTWN 44. Negotiating Home, Citizenship and the South
ECON 214. Development Economics I African City. 4 units, Sophie Oldfield
EDUC 202. Introduction to Comparative and International Educa- • OSPCPTWN 52. The Ethics of Imperialism. 5 units, James
tion Daughton, GER:DB:Hum
EDUC 273. Gender and Higher Education: National and Interna- • OSPCPTWN 53. The South African Environment in Historical
tional Perspectives Context. 5 units, James Daughton
EDUC 306A. Education and Economic Development
ENGLISH 171A. English in the World
FRENLIT 133. Literature and Society in Africa and the Caribbean
FRENLIT 248. Literature, History, and Representation
AMERICAN STUDIES
HISTORY 106A. Global Human Geography: Asia and Africa
Director: Shelley Fisher Fishkin
HISTORY 145B. Africa in the 20th Century
Program Coordinators: Richard Gillam, Judith Richardson
HISTORY 299X. Design and Methodology for International Field
Administrative Committee: Barton J. Bernstein (History), David
Research
Brady (Political Science), Scott Bukatman (Art and Art His-
HISTORY 305. Graduate Workshop in Teaching
tory), James T. Campbell (History) Gordon H. Chang (History),
HISTORY 345B. African Encounters with Colonialism
Michele B. Elam (English), Estelle Freedman (History), Leah
HISTORY 346. The Dynamics of Change in Africa
Gordon (Education), Allyson Hobbs (History), Nicholas Jenkins
HISTORY 448A,B. African Societies and Colonial States
(English), Gavin Jones (English), Doug McAdam (Sociology),
HUMBIO 129. Critical Issues in International Women's Health
Hilton Obenzinger (English), David Palumbo-Liu (Comparative
HUMBIO 153. Parasites and Pestilence: Infectious Public Health
Literature), Jack Rakove (History), Arnold Rampersad (Eng-
Challenges
lish), Vaughn Raspberry (English), Judith Richardson (English),
HUMBIO 156. Global HIV/AIDS
Ramón Saldívar (English, Comparative Literature), Stephen
INTNLREL 161A. Global Human Geography: Asia and Africa
Sohn (English), Fred Turner (Communication), Barry Weingast
MED 243. Biomedical and Social Science Responses to the
(Political Science), Caroline Winterer (History), Bryan Wolf
HIV/AIDS Epidemic
(Art and Art History), Gavin Wright (Economics)
POLISCI 136R. Introduction to Global Justice
Program Offices: Building 460
POLISCI 141. The Global Politics of Human Rights
Mail Code: 94305-2022
POLISCI 215. Explaining Ethnic Violence
Phone: (650) 723-3413
OVERSEAS STUDIES COURSES IN Email: monica.moore@stanford.edu
Web Site: http://amstudies.stanford.edu/
AFRICAN STUDIES Courses offered by American Studies Program are listed under
For course descriptions and additional offerings, see the listings the subject code AMSTUD on the Stanford Bulletin's Explore-
in the Stanford Bulletin's ExploreCourses web site Courses web site.
(http://explorecourses.stanford.edu) or the Bing Overseas Studies
web site (http://bosp.stanford.edu). Students should consult their MISSION OF THE UNDERGRADUATE
department or program's student services office for applicability of PROGRAM IN AMERICAN STUDIES
Overseas Studies courses to a major or minor program.
The mission of the undergraduate program in American Studies
WINTER QUARTER is to provide students with a broad understanding of American
culture and society. Building on a foundation of courses in history
CAPETOWN and institutions, literature and the arts, and race and ethnicity, stu-
• OSPCPTWN 18. Xhosa Language and Culture. 2 units, Nolu- dents learn to analyze and interpret America's past and present,
babalo Tyam forging fresh and creative syntheses along the way. The program is
• OSPCPTWN 24A. Targeted Research Project in Community an interdisciplinary major and, beyond the core requirements of the
Health and Development. 3 units, Timothy Stanton major, students may define and pursue their own interests from
• OSPCPTWN 32. Learning, Development and Social Change: fields such as history, literature, art, communication, theatre, Afri-
Service-Learning in the Contemporary South African Context. can American studies, feminist studies, economics, anthropology,
3-5 units. Janice McMillan, GER:DB:SocSci, EC:GlobalCom religious studies, Chicana/o studies, law, sociology, education,
Native American studies, music, and film. The program is de-
• OSPCPTWN 33. From Apartheid to Democracy: Namibia and
signed to provide students majoring in American Studies with
South Africa. 4 units, Chris Saunders excellent preparation for further study in graduate or professional
schools as well as careers in government, business, or other spe-
cialized fields.
AMERICAN STUDIES
• AMSTUD 257. (same as ENGLISH 257) Journalism and tions from the following list:
Imaginative Writing in America • AMSTUD 101. American Fiction into Film: How Holly-
• AMSTUD 260G. (same as ENGLISH 260G) Century's wood Scripts and Projects Black and White Relations Over
End: Race, Gender and Ethnicity at the Turn of the Cen- the Decades
tury • COMM 1A. Media Technologies, People, and Society
• AMSTUD 261A. (same as ENGLISH 261A) Geography, • COMM 125. Perspectives on American Journalism
Time, and Trauma in Asian American Literature • COMM 131. Media Ethics and Responsibility
• AMSTUD 261F. (same as ENGLISH 261F) Gender and • COMM 162. Analysis of Presidential Campaigns
Sexuality in Asian American Literature • COMPLIT 41Q. Ethnicity and Literature
• AMSTUD 262C. (same as ENGLISH 262C) African • COMPLIT 134. The Poetry of History in the Americas
American Literature and the Retreat of Jim Crow • COMPLIT 149. The Laboring of Diaspora and Border Lit-
• AMSTUD 262D. (same as ENGLISH 262D) African erary Cultures
American Poetics • COMPLIT 242. The Global South -- Faulkner, Garcia
• ARTHIST 132. American Art and Culture, 1528-1860 (not Marquez, Morrison, and Cisneros
given 2010-11) • CSRE 116. Language, Culture, and Education in Native
• ARTHIST 176. Feminism and Contemporary Art (not giv- North America
en 2010-11) • CSRE 132. Friends, Enemies, and Lovers: Interracial En-
• ARTHIST 178. Ethnicity and Dissent in United States Art counters in American Culture
and Literature (not given 2010-11) • CSRE 133. Women and Race in the American West, 1849-
• ARTHIST 259. The Fifties: Abstract Expressionism to 1950
Beat Culture (not given 2010-11) • CSRE 161. Asian American Immigration and Health
• CSRE 179. Asian American Experiences and Documen- • CSRE 166. New Citizenship: Grassroots Movements for
tary Practice Social Justice in the U.S.
• DRAMA 163. Performance and America (not given 2010- • CSRE 196C. Introduction to Comparative Studies in Race
11) and Ethnicity
• DRAMA 165M. Musical Theater (not given 2010-11) • CSRE 200. Latina/o Literature
• ENGLISH 152D. Du Bois and American Culture (not giv- • CSRE 201. From Racial Justice to Multiculturalism:
en 2010-11) Movement-based Arts Organizing in the Post Civil Rights
4. Comparative Race and Ethnicity—Majors are required to take Era
one course that focuses on the comparative study of race and • CSRE 203A. The Changing Face of America: Civil Rights
ethnicity rather than a single racial or ethnic group, generally and Education Strategies for the 21st Century
from the offerings listed by Comparative Studies in Race and • DRAMA 110. Identity, Diversity, and Aesthetics: The In-
Ethnicity (CSRE). Courses that satisfy this requirement in- stitute for Diversity in the Arts
clude: • DRAMA 180Q. Noam Chomsky: The Drama of Resis-
• AMSTUD 114N. Visions of the 1960s tance
• AMSTUD 121X. (same as EDUC 121X) Hip Hop, Youth • EDUC 112X. Urban Education
Identities, and the Politics of Language • EDUC 177. Education of Immigrant Students: Psychologi-
• AMSTUD 161E. (same as ENGLISH 261E) Mixed Race cal Perspectives
Literature in the U.S. and South Africa • EDUC 220B. Introduction to the Politics of Education
• AMSTUD 169. (same as DRAMA 169A) Cultural Traffic: • EDUC 220C. Education and Society
Race, Performance and Globalization • ENGLISH 143A. American Indian Mythology, Legend
• AMSTUD 183. Border Crossings and American Identities and Lore
• AMSTUD 214. The American 1960s: Thought, Protest and • ENGLISH 187J. Lady Sings the Blues: Blues, Literature,
Culture and Black Feminism
• CSRE 196C. Introduction to Comparative Studies in Race • HISTORY 130A. The Rise of Scientific Medicine
and Ethnicity • HISTORY 166B. Immigration in 20th-Century America:
• CSRE 199A. Race/Sex/Gender in Cultural Representations Ethnicity, Race, Nation
• CSRE 226. Race and Racism in American Politics • HISTORY 250A. History of California Indians
• SOC 149. The Urban Underclass • HISTORY 255B. Introduction to African and African
5. Concentration and Capstone Seminar—Students must design a American Studies
thematic concentration of at least 5 courses, with the help of • HPS 158. The Social History of Mental Illness
faculty advisers. The courses, taken together, must give the • HUMBIO 120. Health Care in America: The Organizations
student in-depth knowledge and understanding of a coherent and Institutions that Shape our Health Care System
topic in American cultures, history, and institutions. Thematic • HUMBIO 122S. Social Class, Race, Ethnicity, Health
concentrations should be approved by the end of the registra- • HUMBIO 170. Justice, Policy and Science
tion period of the Autumn Quarter of the junior year, if at all • LINGUIST 65. African American Vernacular English
possible. Sample thematic concentrations and courses that al- • LINGUIST 150. Language in Society
low a student to explore them are available in the American • LINGUIST 156. Language and Gender
Studies Office in Building 460. • MUSIC 8A. Rock, Sex and Rebellion
•
The Federal System
POLISCI 124S. Judicial Politics and Constitutional Law:
Civil Liberties
ANTHROPOLOGY
• POLISCI 132S. Theories of Civil Society, Philanthropy, Emeriti: (Professors) Clifford R. Barnett, Harumi Befu, George A.
and the Nonprofit Sector Collier, Jane F. Collier, Carol Delaney, Charles O. Frake, James
• POLISCI 220R. The Presidency L. Gibbs, Jr., Renato I. Rosaldo, George D. Spindler, Robert B.
• POLISCI 221. Democratic Theory and Democratic Citi- Textor
zenship Chair: Sylvia Yanagisako
• POLISCI 222R. Culture and Diversity Professors: Lisa Curran, William H. Durham, James Ferguson (on
• POLISCI 222S. Topics in Constitutional History leave), Thomas Blom Hansen, Ian Hodder, Richard G. Klein,
• POLISCI 223. Race in American Politics Tanya Luhrmann, Lynn Meskell, Sylvia J. Yanagisako
• POLISCI 224T. Legislature, Court and Public Policy Associate Professors: Rebecca Bliege Bird, Paulla Ebron, James
• POLISCI 225L. Positive Political Theory and the Law A. Fox, Miyako Inoue, Sarah Lochlann Jain, James Holland
• POLISCI 226T. The Politics of Education Jones, Matthew Kohrman, Liisa Malkki, John W. Rick, Barbara
• POLISCI 227R. Polarized Politics and Special Interest Voss
Groups Assistant Professors: Melissa J. Brown, Ian G. Robertson, Michael
• POLISCI 227P. Analyzing Contemporary Politics V. Wilcox
• PUBLPOL 125. Law and Public Policy Assistant Professor (Research): Douglas W. Bird
• PUBLPOL 135. Regional Politics and Decision Making in Courtesy Professors: Penelope Eckert, Raymond McDermott
Silicon Valley Visiting Associate Professors: Ewa Domanska, Jean-Jacques Hub-
• PUBLPOL 154. Politics and Policy in California lin, Mark Maguire
• PUBLPOL 194. Technology Policy Lecturers: Kathleen Coll, Claudia Engel, Karen Holmberg, Patrick
• SOC 142. Sociology of Gender Hunt, Matthew Jobin, Alma Kunanbaeva, Sandra Lee, Merritt
• STS 101. Science, Technology, and Contemporary Society Ruhlen, Dan Salkeld, James Truncer
• STS 110. Ethics and Public Policy Consulting Associate Professor: Dominique Irvine
Affiliated Faculty: Carol Boggs, J. Gordon Brotherston, Susan
HONORS PROGRAM Cashion, Jean-Pierre Dupuy, Marcus W. Feldman, John A. Gos-
To graduate with honors, American Studies majors must com- ling, Robert Sapolsky, Jeffrey T. Schnapp, Bernardo Suber-
plete a senior thesis and have an overall grade point average of 3.5 caseaux
in the major, or demonstrated academic competence. Students Post Doctoral Fellows: Ayca Alemdaroglu, Carter Hunt
must apply to enter the honors program no later than the end of Teaching Affiliates: Elif Babul, Serena Love, Erin Pettigrew, An-
registration period in Autumn Quarter of their senior year, and gel Roque, Robert Samet, Joshua Samuels, Bryn Williams, Aus-
must enroll in 10-15 units of AMSTUD 250, Senior Research, tin Zeiderman
during the senior year. These units are in addition to the units re- Department Offices: Building 50, Main Quadrangle, 450 Serra
quired for the major. The application to enter the program must Mall
contain a one-page statement of the topic of the senior thesis, and Mail Code: 94305-2034
must be signed by at least one faculty member who agrees to be Phone: (650) 723-3421
the student’s honors adviser. (Students may have two honors ad- Email: anthropology@stanford.edu
visers.) The thesis must be submitted for evaluation and possible Web Site: http://anthropology.stanford.edu
revision to the adviser no later than four weeks before graduation. Courses offered by the Department of Anthropology are listed
Students are encouraged to choose an honors topic and adviser under the subject code ANTHRO on the Stanford Bulletin's Explo-
during the junior year. To assist students in this task, American reCourses web site.
Studies offers a pre-honors seminar (AMSTUD 240A) in which
students learn research skills, develop honors topics, and complete MISSION OF THE DEPARTMENT OF
honors proposals. Students also may enroll in the American Stud- ANTHROPOLOGY
ies Honors College during September before the senior year.
American Studies also provides students the opportunity to work The courses offered by the Department of Anthropology are
as paid research assistants for faculty members during the summer designed to: provide undergraduates with instruction in anthropol-
between their junior and senior year, which includes participation ogy; provide undergraduate majors in Anthropology with a pro-
in a research seminar. More information about American Studies gram of work leading to the bachelor's degree; and prepare gradu-
honors is available from the program office. ate candidates for advanced degrees in Anthropology. Anthropol-
ogy is devoted to the study of human beings and human societies
MINOR IN AMERICAN STUDIES as they exist across time and space. It is distinct from other social
sciences in that it gives central attention to the full time span of
To earn a minor in American Studies, students must complete human history, and to the full range of human societies and cul-
at least 28 units of course work in the program. Because students tures, including those located in historically marginalized parts of
may not count courses for both a major and a minor, the specific the world. It is therefore especially attuned to questions of social,
cultural, and biological diversity, to issues of power, identity, and
ANTHROPOLOGY
technology studies, and sociocultural anthropology. Methodologies ogy. Undergraduate Anthropology majors should plan to meet
for the study of micro- and macro-social processes are taught with their faculty adviser at least once each quarter.
through the use of qualitative and quantitative approaches. The 2. A program of 65 units, passed with an overall minimum grade
department provides students with excellent training in theory and of 'C' or higher:
methods to enable them to pursue graduate study in any of the a. of the 65 units, 15 units may be approved from related ar-
above mentioned subfields of Anthropology. eas of study, overseas studies, and/or transfer units.
b. of the 65 units, at least 15 units must be in courses with the
LEARNING OUTCOMES ANTHRO subject code numbered 100 or above.
The department expects undergraduate majors in the program c. no more than 10 units of directed reading-style course
to be able to demonstrate the following learning outcomes. These work may be counted towards the major. These units may
learning outcomes are used in evaluating students and the depart- only be included among the 15 related units permitted for
ment's undergraduate program. Students are expected to demon- the major.
strate: d. no more than 10 units may be taken for a satisfactory/no
1. an understanding of core knowledge within the Anthropology credit grade: 5 units in ANTHRO courses, and 5 in related
discipline. or transfer units.
2. the ability to communicate ideas clearly and persuasively in 3. A grade of 'B-' or higher in an ANTHRO Writing in the Major
writing. (WIM) course. This should be taken within a year of declaring
3. the ability to analyze a problem and draw correct inferences the major or before the end of the junior year.
using qualitative and/or quantitative analysis. 4. A grade of 'B-' or higher in an ANTHRO theory course. This
4. the ability to evaluate theory and critique research within the should be taken within a year of declaring the major or before
Anthropology discipline. the end of the junior year.
5. A grade of 'B-' or higher in an ANTHRO methods course. This
UNDERGRADUATE PROGRAMS IN should be taken within a year of declaring the major or before
ANTHROPOLOGY the end of the junior year.
In addition to gaining an excellent foundation for graduate re- 6. A self-designed course of study, approved by the faculty ad-
search and study, students majoring in Anthropology can pursue viser, chosen from an Anthropology emphasis listed below:
careers in government, international business, international devel- a. Archaeology and Heritage
opment agencies, international education, law, mass media, non- b. Culture and Society
profit organizations, and public policy. c. Ecology, Environment, and Evolution
d. Medical Anthropology
GRADUATE PROGRAMS IN 7. A grade of 'C' or higher in a minimum of four ANTHRO es-
sential courses listed at the 100 level or higher and taught by
ANTHROPOLOGY Anthropology faculty. (Courses should be related to the stu-
Graduate training in Anthropology at Stanford is designed for dent's self-designed course study and emphasis.)
students who seek the Doctoral (Ph.D.) degree, and for students 8. Competence in a foreign language beyond the first-year level.
who seek the Masters of Arts (M.A.) degree only. Entering gradu- Such competence is usually demonstrated by completing a 5
ate students need not have majored in Anthropology as under- unit course at the second-year level with a grade of 'B-' or bet-
graduates, although most have backgrounds in behavioral, biologi- ter. The requirement may be met by special examination ad-
cal, social, or physical sciences. ministered through the Language Center, or demonstration of
superior placement scores.
BACHELOR OF ARTS IN Note: Students whose programs require non-English lan-
ANTHROPOLOGY guage study as part of a geographical or linguistics focus
may ask their faculty adviser to approve up to 5 units from
Undergraduate training in the department of Anthropology is
language courses toward the degree if such courses are at the
designed for students who seek the bachelor of arts (B.A.) degree
second-year level and above, or are in a second non-English
only. Students may declare a major in Anthropology and earn the language.
B.A. degree by following the requirements below. The department 9. At least five quarters of enrollment in the major. Each candi-
also offers a minor in Anthropology. The B.A. degree program date for the B.A. in Anthropology should declare a major by
usually requires at least five quarters of enrollment. Students inter- the first quarter of the third year of study.
ested in majoring in Anthropology are encouraged to declare by Advising is an important component of the Anthropology ma-
the beginning of their junior year and to work closely with an ad- jor. Students are encouraged to work closely with their major ad-
viser to develop a coherent program of study. For more complete viser throughout their pursuit of the degree. Advising milestones
information about the major see the department web site at for the major include the following:
http://anthropology.stanford.edu. 1. In the quarter in which the major is declared, students meet
To declare a major in Anthropology, contact the department's with their assigned faculty adviser, create a rigorous course of
student peer adviser(s) or the undergraduate student services spe- study based on topical breadth, and obtain adviser approval of
cialist to prepare the checklist for the major and the major planning an Anthropology emphasis as a course of study by obtaining
form. These forms are available at the major adviser's signature on the Major Checklist.
http://www.stanford.edu/dept/anthropology/cgi-
the ANTHRO Theory course corresponding to their chosen topic/title of the proposed honors project, a two page ab-
emphasis. stract/proposal, a transcript, and a letter of reference from their
2. Theory courses— faculty or honors adviser to the undergraduate student services
Enroll in one of the following according to the student's cho- specialist on or by the second Monday of February in the junior
sen emphasis: year. Department majors are eligible to apply for honors candidacy
a. Archaeology and Heritage: ANTHRO 90A. History of Ar- with a 3.4 GPA in the department major, a 3.0 GPA in overall
chaeological Thought course work, and with no more than one incomplete listed on the
b. Culture and Society/Medical Anthropology: ANTHRO transcript at the time of application. Students interested in the hon-
90B. Theory in Cultural and Social Anthropology ors program are encouraged to apply for summer research funding
c. Ecology, Environment, and Evolution: ANTHRO 90C. through the Department of Anthropology, Undergraduate Advising
Theory of Ecological and Environmental Anthropology and Research, and area studies centers. This process requires plan-
3. Methods courses— ning as the Spring Quarter research deadline falls before the hon-
The following course fulfills the methods course require- ors application due date. In most case, honors students apply for
ment. Students choosing the Archaeology and Heritage em- such funding early in the junior year.
phasis may substitute ANTHRO 91A. Archaeological Meth- 1. Required Courses—
ods. a. The theory and methods course appropriate to the student's
ANTHRO 91. Evidence and Methods in Anthropology
chosen emphasis of study.
4. Essential courses—
b. ANTHRO 95B. Senior Paper, is required in the final quar-
Choose from the following according to the student's chosen
ter of the student's B.A. degree program. Senior papers
emphasis. These courses may fulfill the essential course re-
quirements for more than one emphasis; see the undergradu- with a letter grade of 'A-' or higher may be awarded de-
ate student services specialist for details. partmental honors. Honors students may enroll for a mini-
a. For the Archaeology and Heritage emphasis, most essential mum of 5 units and up to a maximum of 10 units.
courses are numbered ANTHRO 100 through ANTHRO 2. Optional Courses—
113. a. ANTHRO 92. Undergraduate Research Proposal Writing
b. For the Culture and Society emphasis, most essential Workshop, is recommended during Autumn and Winter
courses are numbered ANTHRO 120 through ANTHRO quarters of the junior year.
150. b. ANTHRO 93. Prefield Research Seminar
c. For the Ecology, Environment, and Evolution emphasis, c. ANTHRO 94. Postfield Seminar, is given in Autumn
most essential courses are numbered ANTHRO 160 Quarter only. Student researchers may choose to enroll in
through ANTHRO 178. ANTHRO 94 or to attend Summer Honors College in the
d. For the Medical Anthropology emphasis, most essential summer following their junior year.
courses are numbered ANTHRO 179 through ANTHRO d. ANTHRO 95A. Research in Anthropology, is recom-
185. mended during Autumn and Winter quarters of the senior
5. Research courses— year.
Courses listed are recommended for students writing a re- FIELD SCHOOL AND RESEARCH
search paper in the major:
• ANTHRO 92. Undergraduate Research Proposal Writing OPPORTUNITIES IN ANTHROPOLOGY
Workshop Students majoring in Anthropology are encouraged to develop
• ANTHRO 93. Prefield Research Seminar field research projects under the supervision of a department fac-
• ANTHRO 94. Postfield Research Seminar ulty member. The department offers research grants to support
• ANTHRO 95A. Research in Anthropology individually-designed and other summer field research in Anthro-
6. Senior courses—ANTHRO 95B. Senior Paper pology. The department research grants may be used to support
field research as a supplement to other field research grants such as
SENIOR PAPER
the UAR research grants. The department also offers opportunities
The senior paper program in Anthropology provides majors
to participate in faculty-led research projects.
the opportunity to conduct original research under the guidance of
See http://anthropology.stanford.edu for information about the
an Anthropology faculty member. All Anthropology majors are
department's summer research opportunities, including the follow-
encouraged to write a senior paper. Interested Anthropology ma-
ing: Beagle II Award, Tambopata, Franz Boas and Pritzker sum-
jors of junior standing may apply to the senior paper program by
mer scholars programs, the Georgia Sea Islands Cultural Heritage
submitting a senior paper application form, including a research
Preservation Project, and Michelle Z. Rosaldo Summer Field Re-
topic/title of the proposed senior paper project, a two page ab-
search Grant program. The VPUE-funded departmental grants
stract/proposal, and a letter of reference from their faculty adviser
program supports students' participation in faculty-led research
to the undergraduate student service specialist on or by the second
projects such as the Georgia Sea Islands Cultural Preservation
Monday of February in the junior year. Enrollment in ANTHRO
Project. Other field school opportunities include the following:
95A, Research in Anthropology, is recommended during Autumn
Catalhoyuk, El Presidio de San Francisco, Pueblo of Abo, and
and Winter quarters of the senior year. Students must enroll in
South Africa Heritage.
ANTHRO 95B, Senior Paper, in the final quarter of the under-
Note: Required courses for the Franz Boas and Pritzker sum-
graduate degree program before graduating. The senior paper is
mer scholars programs and the Michelle Z. Rosaldo grant program
ANTHROPOLOGY
quired forms to the undergraduate student services specialist; re- candidates for the coterminal master's degree. M.A. students in
quest a faculty adviser assignment; and meet with the assigned Anthropology must take a minimum of 45 units of Anthropology
faculty adviser for approval of the checklist and minor planning course work beyond the undergraduate degree with an overall
form. Students must apply in Axess for the B.A. Minor in Anthro- grade point average of 3.0 or higher. 45 units constitute the Uni-
pology by the last day of the quarter at least two quarters before versity minimum for the M.A. degree, and courses must be at or
degree conferral. above the 100 level.
Requirements for the minor in Anthropology include the fol- The M.A. program usually requires more than one year of
lowing: study. However, full-time students entering the program with ap-
1. A faculty adviser appointed in the Department of Anthropol- propriate background should complete the M.A. degree program
ogy. within three consecutive calendar quarters after the student's first
2. A program of 30 units, with a minimum grade of 'C' or higher: quarter of master's-level enrollment. The University allows no
a. Of the 30 units, 10 units may be approved from related ar- transfer units into the master's program. To provide a meaningful
eas of study, overseas studies, and transfer units. master's program within one year, advance planning of course
b. Of the 30 units, a minimum of 15 units must be ANTHRO work with an adviser is required. Requirements for the coterminal
courses numbered 100 or above. master's program must be completed within three years.
c. No more than 5 units of directed reading-style course work For further information about the department's coterminal mas-
may be counted towards the minor and may only be in- ter's degree program requirements, see
cluded among the 10 related units permitted for the minor. http://anthropology.stanford.edu.
d. No more than 5 units may be taken for a satisfactory/no ADMISSION TO THE COTERMINAL MASTER'S DEGREE
credit grade. PROGRAM
3. A self-designed course of study chosen from an Anthropology The deadline for graduate applications to the coterminal M.A.
emphasis listed below and approved by the faculty adviser: degree program in Anthropology is December 14, 2010. Stanford
a. Archaeology and Heritage University undergraduate majors are eligible to apply for the co-
b. Culture and Society terminal masters degree program if they have a 3.5 GPA in their
c. Ecology, Environment and Evolution department major, a 3.0 GPA in overall course work, and have no
d. Medical Anthropology more than one incomplete listed on the transcript at the time of
4. A grade of 'C' or higher in two ANTHRO essential courses application. Successful applicants to the M.A. program may enter
listed at the 100 level or higher and taught by Anthropology only in the following Autumn Quarter. Coterminal master's degree
faculty. applicants are not required to submit their Graduate Record Ex-
5. At least two quarters of enrollment in the minor. Each candi- amination scores. Prospective applicants should see
date for the B.A. Minor in Anthropology should declare by the http://anthropology.stanford.edu for further information about the
last day of the quarter at least two quarters before the quarter application process and the department's requirements for the co-
of degree conferral. terminal master's program.
Advising milestones for the minor include the following: For University coterminal degree program rules and University
1. In the quarter in which the minor is declared, the student must application forms, see
meet with his or her assigned adviser, create a rigorous course http://studentaffairs.stanford.edu/registrar/publications#Coterm.
of study based on topical breadth, and obtain adviser approval Degree Options—Students may pursue one of three possible
for the checklist. department tracks in the Anthropology M.A. degree program. The
2. Any revisions to the initial checklist must be approved by the tracks are 1) Archaeology, 2) Culture and Society, or 3) Ecology
faculty adviser. and Environment. The tracks are not declarable in Axess.
3. An updated minor checklist and planning form must be sub-
mitted to the undergraduate student services specialist before MASTER OF ARTS IN ANTHROPOLOGY
the student graduates.
University requirements for the terminal M.A. are described in
COTERMINAL BACHELOR'S AND the "Graduate Degrees" section of this bulletin.
MASTER'S DEGREES IN The Department of Anthropology offers the terminal master's
degree to the following:
ANTHROPOLOGY 1. Stanford graduate students, taking advanced degrees in other
University requirements for the coterminal M.A. are described departments or schools at Stanford, who are admitted to the
in the "Coterminal Bachelor's and Master's Degrees" section of this terminal M.A. program in Anthropology.
bulletin. For University coterminal degree program rules and Uni- 2. Anthropology Ph.D. students at Stanford University who fulfill
versity application forms, see the terminal M.A. requirements on the way to the Ph.D. de-
http://studentaffairs.stanford.edu/registrar/publications#Coterm. gree.
The University minimum requirements for the coterminal 3. Graduate applicants who apply from outside the University for
bachelor’s/master’s program are 180 units for the bachelor’s de- admission to the terminal M.A. program in Anthropology.
gree plus 45 (or higher departmental requirement, as determined Applicants whose ultimate goal is the Ph.D. degree should ap-
by each graduate department) unduplicated units for the master’s ply directly to the Ph.D. program. Students accepted for the termi-
degree. The requirements for the coterminal program with dual nal M.A. degree program cannot transfer to the Ph.D. program;
undergraduate degrees are 225 units for the two bachelor’s de- they must reapply on the same basis as other Ph.D. applicants and
ANTHROPOLOGY
search funding are required to make at least three extramural fund- level.
ing applications to support dissertation research by the end of Au- c. complete at least 55 units overall (including 45 units of
tumn Quarter of the third year. If receiving department funding, course work) by the end of Summer Quarter in the first
fourth-year students must submit a department application for year.
funding as a predoctoral research affiliate before leaving for field d. satisfy the department ethics requirement for review of eth-
work and must make quarterly reports on their degree progress to ics in Anthropology by enrolling in a research methods
their dissertation reading committee as well as a fourth-year doc- course or by attending a specific meeting for the purpose
toral program report of degree progress to maintain their eligibility of ethics review.
to receive funds. e. enroll in ANTHRO 310G, Introduction to Graduate Stud-
Fifth-year students are required to perform at least one quarter ies in Anthropology, during Autumn Quarter.
of teaching assistantship. Depending upon department need, fifth- f. Culture and Society track students only enroll in ANTHRO
year students may be asked to serve a second quarter of teaching 311G, Introduction to Culture and Society Graduate Stud-
assistantship. Fifth-year students who have not secured extramural ies in Anthropology, during Winter and Spring quarters for
funding for the sixth year are required to make at least two disser- 1-2 units (no more than 5 units total over two quarters).
tation write-up funding applications to secure extramural or intra- g. enroll in ANTHRO 444, Anthropology Colloquium, and
mural funding for dissertation write-up in order to be eligible for attend the departmental colloquia series each quarter.
consideration of a department teaching affiliateship in the sixth h. submit a Graduate Research Proposal to the adviser and
year. the graduate committee on or before May 15 in Spring
Quarter of the first year. Receive approval for the proposal
PROGRAM from the adviser and the graduate committee by the first
The Ph.D. program allows the student to develop a flexible day of finals week in Spring quarter of the first year.
program reflecting special research interests, under the supervision i. submit at least one extramural funding application within
of a faculty committee chosen by the student. Students are encour- the first year.
aged to plan for completion of all work for the Ph.D. in five years. j. complete the appropriate CITI tutorial and submit a non-
Ph.D. students in Anthropology must complete a minimum of medical human subjects protocol, based on the pre-
135 quarter units with a minimum grade point average (GPA) of dissertation research proposal, to the Institutional Review
3.0 (B). The maximum allowable number of transfer units is 45. Board before departing for summer field research in the
Degree Options—Students may pursue three different tracks in first year.
the Anthropology Ph.D. degree program. The tracks are not k. complete the appropriate CITI tutorial for Responsible
declarable in Axess; they do not appear on the transcript or the Conduct of Research on or by May 15 in Spring Quarter.
diploma. The three tracks are: 4. In the second year:
• Archaeology a. as required by the chosen track, pass with a grade of 'B+'
or higher: ANTHRO 308, Proposal Writing Seminar (of-
• Culture and Society
fered Spring Quarter). For all tracks, submit the disserta-
• Ecology and Environment. tion proposal to the adviser and the graduate committee by
DEGREE REQUIREMENTS the first day of finals week in Spring quarter of the second
year. Receive approval for the proposal from the adviser
For students who matriculate beginning 2010-11, the require-
and the graduate committee on or by the first day of the
ments for the doctoral degree program include the following:
following Summer Quarter.
1. For the first year in the degree program, students must submit b. complete at least 40 units of course work in the second
a plan of study detailing the autumn quarter courses, signed by year for a total of at least 85 units of course work (95 units
their faculty adviser, prior to the Autumn Quarter course en-
overall) by the end of the second year.
rollment deadline. At this time students confirm their chosen
c. pass with grade of 'B+' or better remaining ANTHRO sub-
track from Archaeology, Culture and Society, or Ecology and ject code review courses to complete the six course re-
Environment. quirement.
2. Within the first two years, pass with a grade of 'B+' or higher
d. Ecology and Environment students track only—pass the
six graduate level ANTHRO subject code review courses ap-
second of two required methods courses, if both were not
propriate to the student's chosen track. completed in the first year:
3. In the first year of the program: 1. ANTHRO 304, Data Analysis for Quantitative Re-
a. pass with a grade of 'B+' or higher the theory course(s) ap- search
propriate for the chosen track: 2. ANTHRO 305, Research Methods in Ecological An-
1. Archaeology track—ANTHRO 303, Introduction to thropology
Archaeological Theory 3. or comparable, approved courses at the ANTHRO 200
2. Culture and Society track—ANTHRO 300, Reading
level.
Theory Through Ethnography, and ANTHRO 301,
e. at the beginning of Autumn Quarter in the second year, at-
History of Anthropological Theory
tend the teaching assistantship training workshop.
3. Ecology and Environment track—ANTHRO 302, His-
f. serve as a teaching assistant for at least one quarter in the
tory and Theory in Evolution and Ecology, or compa-
second year.
rable, approved course at the ANTHRO 200 level.
APPLIED PHYSICS
The University’s basic requirements for the master’s degree are
Emeriti: (Professors) Malcolm R. Beasley, Arthur Bienenstock, discussed in the “Graduate Degrees” section of this bulletin. The
Steven Chu, Alexander L. Fetter, Theodore H. Geballe, Stephen minimum requirements for the degree are 45 units, of which at
E. Harris, Walter A. Harrison, Peter A. Sturrock; (Professors, least 39 units must be graduate-level courses in applied physics,
Research) Calvin F. Quate, Helmut Wiedemann, Herman Wi- engineering, mathematics, and physics. The required program
nick; (Courtesy) Gordon S. Kino consists of the following:
Chair: Hideo Mabuchi 1. Courses in Physics and Mathematics to overcome deficiencies,
Professors: Steven M. Block, Philip H. Bucksbaum, Robert L. if any, in undergraduate preparation.
Byer, Sebastian Doniach, Martin M. Fejer, Daniel S. Fisher, Ha- 2. Basic graduate courses (letter grade required):
rold Y. Hwang, Aharon Kapitulnik, Mark A. Kasevich, Hideo a. Advanced Mechanics—one quarter, 3 units: PHYSICS 210,
Mabuchi, Vahé Petrosian, Zhi-Xun Shen, Yoshihisa Yamamoto or approved substitute 211
b. Electrodynamics—two quarters, 6 units: PHYSICS 220,
Associate Professors: Ian R. Fisher, Kathryn A. Moler, David A. 221
Reis, Mark J. Schnitzer c. Quantum Mechanics—two quarters, 6 units: PHYSICS
Professor (Research): Michel J-F. Digonnet 230, 231, or approved substitutes 232, 330, 331, 332, 370
Lecturer: Tobias Beetz 3. 30 units of additional advanced courses in science and/or engi-
Visiting Professor: Assa Auerbach neering. 15 of the 30 units may be any combination of ad-
Courtesy Professors: Bruce M. Clemens, James S. Harris, Lamber- vanced courses, Directed Study (APPPHYS 290), and 1-unit
tus Hesselink, David A. B. Miller, W. E. Moerner, Douglas D. seminar courses, to complete the requirement of 45 units. Ex-
Osheroff, Stephen R. Quake, Shoucheng Zhang amples of suitable courses include BIO 217; EE 222, 223, 231,
Consulting Professors: Thomas M. Baer, Raymond G. Beausoleil, 232, 248, 268, 346; PHYSICS 372, 373. At least 15 of these 30
Richard G. Brewer, John D. Fox, Bernardo A. Huberman, John units must be taken for a letter grade.
R. Kirtley, Richard M. Martin, Stuart S. P. Parkin, Daniel Rugar 4. A final overall grade point average (GPA) of 3.0 (B) is re-
Department Office: 348 Via Pueblo Mall - Applied Physics Room quired for courses used to fulfill degree requirements.
116 There are no department or University examinations, and a the-
Mail Code: 94305-4090 sis is not required. If a student is admitted to the M.S. program
Phone: (650) 723-4027 only, but later wishes to change to the Ph.D. program, the student
Web Site: http://appliedphysics.stanford.edu must apply to the department’s admissions committee.
Courses offered by the Department of Applied Physics are
listed under the subject code APPPHYS on the Stanford Bulletin's DOCTOR OF PHILOSOPHY IN APPLIED
ExploreCourses web site. PHYSICS
The Department of Applied Physics offers qualified students The University’s basic requirements for the Ph.D. including
with backgrounds in physics or engineering the opportunity to do residency, dissertation, and examinations are discussed in the
graduate course work and research in the physics relevant to tech- “Graduate Degrees” section of this bulletin. The program leading
nical applications and natural phenomena. These areas include to a Ph.D. in Applied Physics consists of course work, research,
accelerator physics, biophysics, condensed matter physics, nanos- qualifying for Ph.D. candidacy, a research progress report, a Uni-
tructured materials, quantum electronics and photonics, quantum versity oral examination, and a dissertation as follows:
optics and quantum information, space science and astrophysics, 1. Course Work:
synchrotron radiation and applications. Student research is super- a. Courses in Physics and Mathematics to overcome defi-
vised by the faculty members listed above and also by various ciencies, if any, in undergraduate preparation.
members of other departments such as Biology, Chemistry, Elec- b. Basic graduate courses* (letter grades required):
trical Engineering, Materials Science and Engineering, Physics, the 1. Advanced Mechanics—one quarter: PHYSICS 210, or
SLAC National Accelerator Laboratory, and faculty of the Medical approved substitute 211
School who are engaged in related research fields. Research activi- 1. Statistical Physics—one quarter: PHYSICS 212
ties are carried out in laboratories including the Geballe Laboratory 2. Electrodynamics—two quarters: PHYSICS 220, 221
for Advanced Materials, the Edward L. Ginzton Laboratory, the 3. Quantum Mechanics—two quarters: PHYSICS 230,
Hansen Experimental Physics Laboratory, the SLAC National 231, or approved substitutes 232, 330, 331, 332, 370
Accelerator Laboratory, the Center for Probing the Nanoscale, and 4. Laboratory—one quarter: APPPHYS 207, 208, 232,
the Stanford Institute for Materials and Energy Science. 304, 305; EE 234, 410; MATSCI 171, 172, 173;
The number of graduate students admitted to Applied Physics PHYSICS 301.
is limited. Applications should be received by January 4, 2011. c. 18 units of additional advanced courses in science and/or
Graduate students normally enter the department only in Autumn engineering, not including Directed Study (APPPHYS
Quarter. 290), Dissertation Research (APPPHYS 390), and 1-unit
seminar courses. Examples of suitable courses include BIO
217; EE 222, 223, 231, 232, 248, 268, 346; PHYSICS 372,
373. Only 3 units at the 300 or above level may be taken
on a satisfactory/no credit basis.
3. Ph.D. Candidacy: satisfactory progress in academic and re- The mission of the undergraduate program in Archaeology is to
search work, together with passing the Ph.D. candidacy quali- provide students with a broad and rigorous introduction to the
fying examination, qualifies the student to apply for Ph.D. analysis of the material culture of past societies, drawing on the
candidacy, and must be completed before the third year of questions and methods of the humanities, social sciences, and natu-
graduate registration. The examination consists of a seminar on ral sciences. Students in the major learn to relate these analyses to
a suitable subject delivered by the student before the faculty the practice of archaeology in the contemporary world. The pro-
academic adviser (or an approved substitute) and two other gram seeks to help each student achieve a high level of understand-
members of the faculty selected by the department. ing through concentrated study of a particular research area.
4. Research Progress Report: normally before the end of the Courses in the major complete a comprehensive curriculum that
Winter Quarter of the fourth year of enrollment in graduate draws on faculty from a wide range of University departments and
study at Stanford, the student arranges to give an oral research programs. Archaeology majors are well prepared for advanced
progress report of approximately 45 minutes, of which a min- training in professional schools such as education, law, and jour-
imum of 15 minutes should be devoted to questions from the nalism and, depending upon their choice of upper-division course,
Ph.D. reading committee. graduate programs in the humanities, social sciences, and natural
5. University Ph.D. Oral Examination: consists of a public semi- sciences.
nar in defense of the dissertation, followed by private question-
ing of the candidate by the University examining committee. LEARNING OUTCOMES
6. Dissertation: must be approved and signed by the Ph.D. read- The department expects undergraduate majors in the program
ing committee. to be able to demonstrate the following learning outcomes. These
* Requirements for item ‘1b’ may be totally or partly satisfied with equivalent
courses taken elsewhere, pending the approval of the graduate study committee. learning outcomes are used in evaluating students and the depart-
ment's undergraduate program. Students are expected to demon-
strate:
ARCHAEOLOGY 1. an understanding of the material culture of past societies,
drawing on the questions and methods of the humanities, so-
Director: Lynn Meskell (Anthropology) cial sciences, and natural sciences.
Professors: Ian Hodder (Anthropology), Richard Klein (Anthro- 2. an ability to relate this analysis and understanding to the prac-
pology), Mark Lewis (History, Asian Languages), Li Liu (East tice of archaeology in the contemporary world.
Asian Languages and Cultures), Mike Moldowan (Geological 3. a high level of understanding in a particular research area.
and Environmental Sciences), Gail Mahood (Geological and BACHELOR OF ARTS IN ARCHAEOLOGY
Environmental Sciences), Ian Morris (Classics, History), Amos
Nur (Geophysics), Michael Shanks (Classics), Peter Vitousek To declare a major in Archaeology, students should contact the
(Biology) student services specialist at (650) 721-1361, who provides an
Associate Professors: Rebecca Bird (Anthropology), Jody Maxmin application form, answers initial questions, and helps the student
(Art and Art History, Classics), John Rick (Anthropology), Jen- choose a faculty adviser and area of concentration. All majors must
nifer Trimble (Classics), Barb Voss (Anthropology) complete 65 units, which must form a coherent program of study
Assistant Professors: Doug Bird (Anthropology), Giovanna Ceser- and be approved by the student's faculty adviser and the program
ani (Classics), Ian Robertson (Anthropology), Michael Wilcox director.
(Anthropology) Students who plan to pursue graduate work in Archaeology
Lecturers: Nigel Crook, James Truncer should be aware of the admission requirements of the particular
Post Doctoral Fellows: Melissa Chatfield departments to which they intend to apply. These vary greatly.
Teaching Affiliates: Ignacio Cancino, Joshua Samuels, Bryn Wil- Early planning is advisable to guarantee completion of major and
liams graduate school requirements.
Associated Staff: Laura Jones (Campus Archaeologist), Lisa New-
ble (Collections Manager), Tom Seligman (Cantor Arts Center) REQUIREMENTS
Fellow: Bill Rathje (on leave) The B.A. in Archaeology requires a minimum of 65 units in the
Program Offices: Building 500 major, divided among five components:
Mail Code: 94305-2170 1. Core Courses (20 units)—
Program Phone: (650) 723-5731 a. Gateway: ARCHLGY 1, Introduction to Prehistoric Ar-
Web Site: http://archaeology.stanford.edu chaeology (5 units)
Courses offered by the Archaeology Program are listed under b. Intermediate: ARCHLGY 102, Archaeological Methods
the subject code ARCHLGY on the Stanford Bulletin's Explore- and Research Design (5 units)
Courses web site. c. Intermediate: ARCHLGY 103, History of Archaeological
Thought (5 units; Writing in the Major)
Archaeology is the study of the past through its material re- d. Capstone: ARCHLGY 107A, Archaeology as a Profession
mains that survive into the present. Archaeology is a discipline that (5 units)
offers direct access to the experiences of a wide range of people in ARCHLGY 1 is recommended as a first course, and many
numerous cultures across the globe. Increasingly, archaeology upper-level courses in Archaeology require this course as a
bridges past and present societies through the study of the human
ARCHAEOLOGY
tems, geology, geophysics, genetics, osteology, remote sens- • ANTHRO 106. Incas and Their Ancestors, 5 units
ing, soil chemistry, and statistics. With the approval of the • ARTHIST 203. Greek Art In and Out of Context, 5
instructor and Archaeology director, undergraduates may ful- units
fill part of this requirement from graduate-level courses (typ- • ARTHIST 204A. Appropriations of Greek Art, 5 units
ically courses with catalog numbers of 200 or higher). • CLASSART 21Q. Eight Great Archaeological Sites in
• ARCHLGY 106. Museums and Collections, 5 units Europe, 5 units
• ARCHLGY 112. Roman Archaeology and Heritage, 5 • CLASSART 101. Archaic Greek Art , 5 units
units • CLASSART 112. Ancient Urbanism, 5 units
• ARCHLGY 125. Archaeological Survey Methods, 5 units • CLASSGEN 123. Urban Sustainability: Long Term
Archaeological Perspectives, 5 units
• ANTHRO 91A. Archaeological Methods and Research • CLASSHIST 135A. Ancient War, 5 units
Design, 5 units c. Mediterranean Archaeology—
• ANTHRO 98B. Digital Methods in Archaeology, 5 units • ARTHIST 203. Greek Art In and Out of Context, 5
• ANTHRO 113. Faunal Analysis, 5 units units
• ANTHRO 115. Introduction to Archaeological Geophysi- • ARTHIST 204A. Appropriations of Greek Art, 5 units
cal Prospection, 5 units • CLASSART 101. Archaic Greek Art, 5 units
• ANTHRO 214. Prehistoric Stone Tools, 5 units • CLASSART 142. The Archaeology of Roman Slavery,
• CLASSART 114. Ceramics: Art and Science, 5 units 5 units
• GES 1A. Fundamentals of Geology, 5 units d. New World Archaeologyy—
• GES 49N. Field Trip to Death Valley and Owens Valley, 5 • ANTHRO 200C. Chavin de Huantar Research Semi-
units nar, 5 units
• GES 102. Earth Materials, 5 units • ANTHRO 16. Native Americans in the 21st Century, 5
• EESS 164. Fundamentals of Geographic Information Sci- units
ence, 5 units • ANTHRO 106. Incas and Their Ancestors, 5 units
• EESS 161. Statistical Methods for Earth and Environ- • ANTHRO 22. Archaeology of North America, 5 units
mental Sciences, 5 units e. Heritage-
4. Theory (at least 10 units)— • ANTHRO 134. Object Lessons
Topics include archaeological, art-historical, sociocultural, • ANTHRO 16. Native American's in the 21st Century
historical, and material culture theory. With the approval of • ARCHLGY 112. Roman Archaeology and Heritage
the instructor, undergraduates may fulfill part of this re- f. Urbanism & Cities-
quirement from graduate-level courses (typically courses • ANTHRO 100A. India's Forgotten Empire
with catalog numbers of 200 or higher). • ANTHRO 205. Ancient Cities in the New World
• ARCHLGY 137. Ethnographic Archaeologies • CLASSART 21Q. Eight Great Archaeological Sites
• ANTHRO 135H. Race, Gender and Class at Stanford, 5 units • CLASSSGEN 123. Urban Sustainability
• ANTHRO 90B. Theory of Social and Cultural Anthropology, 2. Archaeological Fieldwork—Students may meet this require-
5 units ment in two ways:
• CLASS ART 113. Ten Things: An Archaeology of Design, 5 a. Taking part in a month-long field project directed by a
units Stanford faculty member, and taking a directed reading
• ANTHRO 103. The Archaeology of Modern Urbanism, 5 units during the returning academic year for credit. In 2010,
• ANTHRO 134. Object Lessons, 5 units field projects were underway in Peru, New Mexico, Eng-
• ANTHRO 121. Language and Prehistory, 5 units land, Jordan, and Turkey.
1. Area of Concentration (at least 20 units)— b. Completing a field school offered by another institution.
In consultation with their faculty advisers, students choose an Such field schools must be approved in advance by the
area of concentration in archaeological research. Concentra- student’s undergraduate adviser and by the director of the
tions can be defined in terms of time and space such as Archaeology Center.
small-scale societies or the archaeology of complex societies, 3. Collateral Language Requirement—All Archaeology majors
or in terms of research problems such as new world archae- must demonstrate competence in a foreign language beyond
ology or Mediterranean archaeology. An area of concentra- the first-year level. Students can meet this requirement by
tion should provide both breadth and depth in a specific re- completing a course beyond the first-year level with a grade of
search area. Courses should be chosen from the list below. 'B' or better, and are encouraged to choose a language that has
Courses other than those on this list can be used to fulfill this relevance to their archaeological region or topic of interest.
requirement with the prior approval of the student’s faculty Students may petition to take an introductory-level course in a
adviser and the program director. With the approval of the second language to fulfill this requirement by demonstrating
instructor, undergraduates may fulfill part of this requirement the connection between the language(s) and their research in-
from graduate-level courses, typically courses numbered 200 terest(s).
or higher. However, each course may only count toward one
component of the program. Students are encouraged to de- HONORS PROGRAM
sign their own area of concentration, with the prior approval The honors program in Archaeology gives qualified majors the
of the student’s faculty adviser and the program director. chance to work closely with faculty on an individual research pro-
senior year and is read by the candidates advisor and a second planning form submission and Axess registration, by the last day
reader appointed ny the undergraduate committee. of the quarter, two quarters prior to degree conferral; for example,
by the last day of Autumn Quarter if Spring graduation is the in-
COGNATE COURSES tended quarter of graduation.
Students are advised to meet with their adviser about degree re- To minor in Archaeology, the student must complete at least 27
quirements and the applicability of these courses to a major or units of relevant course work, including:
minor program. 1. Core Program (10 units)—
ANTHRO 1. Introduction to Cultural and Social Anthropology a. Gateway Course: ARCHLGY 1. Introduction to Prehis-
ANTHRO 3. Introduction to Prehistoric Archaeology toric Archaeology (5 units)
ANTHRO 4. Language and Culture b. Capstone Course: ARCHLGY 103. History of Archaeo-
ANTHRO 15. Sex and Gender logical Thought (5 units)
ANTHRO 22. Archaeology of North America ARCHLGY 1 is recommended as a first course, and many of
ANTHRO 22N. Ethnographies of North America the upper-level courses in Archaeology require this course as
ANTHRO 90C. Introduction to Theory in Ecological and Envi- a prerequisite. Students should normally take the capstone
ronmental Anthropology course in their final year of course work in the minor.
ANTHRO 98B. Digital Methods in Archaeology 2. Archaeological Skills (2-5 units)—
ANTHRO 100A. India's Forgotten Empire: The Rise and Fall of Archaeological skills include dating methods, faunal analy-
Indus Civilization sis, botanical analysis, ceramic analysis, geology, geophys-
ANTHRO 100C. Chavin de Huantar Research Seminar ics, soil chemistry, remote sensing, osteology, genetics, sta-
ANTHRO 102A. Ancient Civilizations: Complexity and Collapse tistics, cartography, and geographic information systems. The
ANTHRO 103. Archaeology of Modern Urbanism course(s) must be chosen from the list of courses under Ar-
ANTHRO 106. Incas and Their Ancestors chaeological Skills (requirement 3) in the "Bachelor of Arts
ANTHRO 113. Faunal Analysis in Archaeology" section of this bulletin.
ANTHRO 115A. Environmental Crisis and State Collapse 3. Theory (5 units)—
ANTHRO 116. Quantitative Analysis in Archaeological and An- Topics include archaeological, art historical, sociocultural,
thropological Research historical, and material culture theory. The course(s) must be
ANTHRO 118. Heritage, Environment and Sovereignty in Hawaii chosen from the list of courses under Theory (requirement 4)
ANTHRO 134. Object Lessons in the "Bachelor of Arts in Archaeology" section of this bul-
ANTHRO 135H. CSRE House Seminar: Race, Gender, and Class letin.
at Stanford 4. Area of Concentration (10 units)—
ARTHIST 101. Archaic Greek Art (same as CLASSART 101) In consultation with their faculty advisers, students choose an
ARTHIST 203. Greek Art in and out of Context (same as area of concentration in archaeological research. Concentra-
CLASSART 109) tions can be defined in terms of time and space such as
ARTHIST 204A. Appropriations of Greek Art (same as small-scale societies or the archaeology of complex societies,
CLASSART 110) or in terms of research problems such as new world archae-
CLASSART 21Q. Eight Great Archaeological Sites in Europe ology or Mediterranean archaeology. An area of concentra-
CLASSART 42. Pompeii tion should provide both breadth and depth in a specific re-
CLASSART 112. Ancient Urbanism search area.
CLASSART 113. Ten Things: Science, Technology, and Design Courses must be chosen from the lists of courses under Area
(same as STS 112) of Concentration (requirement 5) in the "Bachelor of Arts in
CLASSART 114. Ceramics: Art and Science Archaeology" section of this bulletin. Students are encour-
CLASSART 142. The Archaeology of Roman Slavery aged to design their own area of concentration, with the prior
CLASSGEN 119. Gender and Power in Ancient Rome approval of both the student’s faculty adviser and the pro-
CLASSGEN 123. Urban Sustainability: Long-Term Archaeologi- gram director.
cal Perspectives OVERSEAS STUDIES COURSES IN
CLASSHIST 235B. Ancient War
ECON 102A. Introduction to Statistical Methods (Postcalculus) for ARCHAEOLOGY
Social Scientists For course descriptions and additional offerings, see the listings
EESS 160. Statistical Methods for Earth and Environmental Sci- in the Stanford Bulletin's ExploreCourses web site
ences: General Introduction (http://explorecourses.stanford.edu) or the Bing Overseas Studies
EESS 164. Fundamentals of Geographic Information Science web site (http://bosp.stanford.edu). Students should consult their
(GIS) (same as EARTHSYS 144) department or program's student services office for applicability of
EE 140. The Earth From Space: Introduction to Remote Sensing Overseas Studies courses to a major or minor program.
(same as GEOPHYS 140)
GEOPHYS 190. Introduction to Geophysical Field Methods AUTUMN QUARTER
GES 1. Dynamic Earth: Fundamentals of Earth Science AUSTRALIA
GES 49N. Field Trip to Death Valley and Owens Valley OSPAUSTL 40. Australian Studies. 3 units, Bill Casey, Ian Lilley,
GES 102. Earth Materials GER:DB:SocSci, EC:GlobalCom
tory major on Axess. Concentrations within the major are ap- new area that the student has never studied before. The minimum
proved by the faculty adviser and are not declared on Axess. Sam- requirement for admission to the honors program is an overall
ple concentrations include: GPA of 3.7, and at least 3.7 in Art History courses. Students must
1. Topical concentrations: art and gender; art, politics, race, and complete at least five Art History courses at Stanford by the end of
ethnicity; art, science, and technology; urban studies their junior year; four must be completed by the end of winter
2. Genre concentrations: architecture; painting; sculpture; film quarter. Students interested in the honors program should consult
studies; prints and media; decorative arts and material culture their potential adviser by the beginning of junior year. Thesis ad-
3. Historical and national concentrations: ancient and medieval; visers must be in residence during fall quarter senior year, and it is
Renaissance and early modern; modern and contemporary; highly recommended that they are in residence during the rest of
America; Africa; Asia; the Americas senior year. Students wishing to write an honors thesis must an-
4. Interdisciplinary concentrations: art and literature; art and his- nounce their intention by submitting an intent form signed by their
tory; art and religion; art and economics; art and medicine thesis adviser (who need not be the student's academic adviser) by
(with adviser consent a maximum of two concentration courses February 1 of their junior year.
may be taken outside the department). Candidates for the honors program must submit to the Art His-
DEGREE REQUIREMENTS tory faculty a five-page thesis proposal, including bibliography and
illustrations, and one completed paper that demonstrates the stu-
All undergraduate majors complete a minimum of 61 units (14 dent's ability to conceptualize and write about issues. The complete
courses of 4-5 units each). Students are required to complete two proposal must be submitted to the department's undergraduate
foundation courses (including ARTHIST 1), five Art History dis- coordinator no later than the third week of Spring Quarter of the
tribution courses, five concentration courses, one studio course, candidate's junior year so it can be read, discussed, and voted upon
and the junior seminar. Courses must be taken for a letter grade. at the faculty's regular meeting in early May. A candidate is ac-
To declare the major, students must meet with the undergraduate cepted into the honors program by a simple majority.
coordinator. At that time the student selects a faculty adviser. Ma- Once admitted to the honors program, students work with their
jors are required to attend an orientation session presented by the thesis advisers to define the scope of study, establish a research
professional staff of the Art and Architecture Library, which intro- and writing timetable, and enlist one other faculty member to serve
duces the tools of research and reference available on campus or on the thesis reading committee. The summer between junior and
through the Internet. This requirement should be completed no senior years is usually devoted to refining the topic and pursuing
later than the quarter following the major declaration. any off-campus research. Students may apply for UAR research
Required Courses— grants to help finance trips or expenses related to preparing the
1. Foundation Courses (10 units): research for their honors thesis.
a. ARTHIST 1. Introduction to the Visual Arts (WIM course) During their senior year, students must register for 10 units of
b. One other course from ARTHIST 2, ARTHIST 3, ARTHIST 297, Honors Thesis Writing, 5 units of which may
FILMSTUD 4 count towards the student's concentration in Art History. Students
2. Distribution Courses (20 units): In order that students acquire a are required to register for two to five units each quarter during
broad overview of different historical periods and different their senior year, for a total of ten units. To aid the process of re-
geographic regions, majors must take five Art History lecture search and writing, students preparing an honors thesis are paired
courses, one from each of the following five categories: with a graduate student mentor. Students must contact the graduate
a. Ancient and medieval: ARTHIST 101, 102, 105, 106, student mentor in their junior year as soon as they begin to think
106A, 107, 108, 204A about writing an honors thesis. Through regular meetings, mentors
b. Renaissance and early modern: ARTHIST 111, 114, 116, guide students through the proposal process and the research and
117, 118, 120, 121, 122, 124, 126, 132, 133 writing year.
c. Modern, contemporary, and the U.S.: ARTHIST 142, 145, Students and thesis advisers should plan their work so that a
147, 149, 155, 158A, 159B, 162A, 173, 176, 182 complete, final manuscript is in the hands of each member of the
d. Asia, Africa, and the Americas: ARTHIST 182, 184, 185, student's reading committee by the beginning of the seventh week
185B, 187, 188A, 190, 194, 196 of the student's final quarter at Stanford (one year from proposal to
e. Film studies: FILMSTUD 100A, 100B, 100C, 101, 102, final manuscript). The thesis adviser assigns a letter grade; both
111, 112, 113, 115, 116, 120B, 130, 131, 132, 137, 141, faculty readers must approve the thesis for honors before the stu-
150, 156, 167 dent is qualified to graduate with honors.
3. Area of Concentration (22 units): The department encourages Required Courses—
students to pursue their interests by designing an area of con- • ARTHIST 297. Honors Thesis Writing
centration tailored to their own intellectual concerns. This area
of concentration provides the student with an in-depth under- MINOR IN ART HISTORY
standing of a coherent topic in Art History. It must consist of A student declaring a minor in Art History must complete 25
five Art History courses: two must be seminars or colloquia; units of course work in one of the following four tracks: Open,
four of the five courses must be in a single field or concentra- Modern, Asian, or Architecture. Upon declaring the minor, stu-
tion constructed by the student in consultation with their fac- dents are assigned an adviser with whom they plan their course of
ulty adviser. Students must submit an area of concentration study and electives. A proposed course of study must be approved
form, signed by their faculty adviser, during Winter Quarter of by the adviser and placed in the student's departmental file. Only
their junior year. one class may be taken for credit outside of the Stanford campus;
Art Practice majors are required to meet with both their adviser
PH.D. IN ART HISTORY AND and the undergraduate coordinator during the first two weeks of
HUMANITIES each quarter to have course work approved and make certain they
The department participated in the Graduate Program in Hu- are meeting degree requirements. Majors are required to attend an
manities leading to a Ph.D. degree in Art History and Humanities. orientation session presented by the professional staff of the Art
At this time, the option is available only to students already en- and Architecture Library, which introduces the tools of research
rolled in the Graduate Program in Humanities; no new students are and reference available on campus or through the Internet. This
being accepted. The University remains committed to a broad- requirement should be completed no later than the quarter follow-
based graduate education in the humanities; the courses, collo- ing the major declaration.
quium, and symposium continue to be offered, and the Division of Required Courses—
Literatures, Cultures, and Languages provides advising for stu- 1. Six lower level courses (24 units): Six courses from
dents already enrolled who may contact Denise Winters at 650- ARTSTUDI 60, 70, 80, 130, 131, 136, 138, 140, 141, 145,
724-1333 for further information. Courses are listed under the 148, 148A, 149B, 151, 153, 154, 155, 161, 167, 170, 173, 177,
subject code HUMNTIES and may be viewed on the Stanford 178, 179, 276.
Bulletin's ExploreCourses web site. 2. Six upper level courses (24 units):
a. ARTSTUDI 230. Interdisciplinary Art Survey: Concepts
ART PRACTICE (STUDIO) and Strategies. Focus is on direct experiences of multidis-
ciplinary art and art practices.
UNDERGRADUATE PROGRAMS IN ART b. ARTSTUDI 249. Advanced Undergraduate Seminar. Em-
PRACTICE (STUDIO) phasis is on investigation of visual concepts interpreted by
a single medium, by cross-practices, or by collaboration
The Art Practice program offers production-based courses among students working in a variety of materials. This se-
founded on the concepts, skills and cultural viewpoints that charac- minar gives the student an opportunity to be exposed to the
terize contemporary art practice. The goal is to educate students, work of other majors in a critique-based forum directed by
both majors and minors, in the craft, culture, and theory of current a visiting artist or critic.
fine art practices to prepare them for successful careers as artists. c. Four other courses from ARTSTUDI 139, 141, 146, 149,
The art practice program is designed to develop in-depth skills in 152, 160, 169, 172, 175A, 177A, 179A, 184, 185, 248,
more than one area of the visual arts. It emphasizes the expressive 268, 265A, 269, 270, 271.
potential of an integration of media, often via a cross-disciplinary, 3. Four Art History courses (17 units): ARTHIST 1 (WIM
interactive path. Through collaboration and connections with sci- course) and three other art history courses. At least one course
entists, engineers, and humanities scholars, the program addresses must be in the modern art series, ARTHIST 140-159. Students
a breadth of topical and artistic concerns central to a vital under- may substitute one Art History course with a Film Studies
graduate education. course.
GRADUATE PROGRAM IN ART PRACTICE Transfer Credit Evaluation—Upon declaring an Art Practice
(STUDIO) major, a student transferring from another school must have his or
her work evaluated by a Department of Art and Art History ad-
The program provides a demanding course of study designed to viser. A maximum of 13 transfer units are applied toward the 65
challenge advanced students. Participants are chosen for the pro- total units required for the major. A student wishing to have more
gram on the basis of work that indicates high artistic individuality, than 13 units applied toward the major must submit a petition to
achievement, and promise. Candidates should embody the intellec- the adviser and then have his or her work reviewed by a studio
tual curiosity and broad interests appropriate to, and best served committee.
by, work and study within the University context.
OVERSEAS STUDY OR STUDY ABROAD
BACHELOR OF ARTS IN ART PRACTICE A minimum of 52 of the 65 units required for the Art Practice
(STUDIO) major and a minimum of 32 of the 36 units required for the Art
Practice minor must be taken at the Stanford campus. A student
DEGREE REQUIREMENTS must meet with his or her adviser and undergraduate coordinator
All undergraduate majors complete a minimum of 65 units in- before planning an overseas campus program.
cluding six lower level courses, six upper level courses, and four
art history courses. All courses must be taken for a letter grade. MINOR IN ART PRACTICE (STUDIO)
University units earned by placement tests or advanced placement A student declaring a minor in Art Practice must complete 36
work in secondary school are not counted within the 65 units. The units of Art Practice and Art History course work. All minors are
studio requirements are divided into lower level (introductory) and required to attend an orientation session presented by the profes-
upper level (advanced) course work. At the lower level, students sional staff of the Art and Architecture Library, which introduces
focus on a range of subject matter from historical motifs (figure, the tools of research and reference available on campus or through
still life, landscape) to contemporary ideas in art. Upper level the internet. Minors are required to meet with both their adviser
courses are designed to stretch the student's understanding of mate- and the undergraduate coordinator during the first two weeks of
rials, techniques, site, and social relevance. Experimental and chal- each quarter to have course work approved and to make certain
lenging in nature, these courses cross area boundaries. Independent they are meeting degree requirements.
ASTRONOMY
Ermelinda Campani The University does not offer a separate undergraduate major
• OSPFLOR 58. Space as History: Urban Change and Social in Astronomy. Students who intend to pursue graduate study in
Vision: Florence 1059-2008. 4 units, Filippo Rossi, Timothy astronomy or space science are encouraged to major in physics,
Verdon, GER:DB:Hum following the advanced sequence if possible, or in electrical engi-
• OSPFLOR 67. Women in Italian Cinema: Maternity, Sexuality neering if the student has a strongly developed interest in radio-
and the Image. 4 units, Ermelinda Campani, GER:DB:Hum, science. The course descriptions for these basic studies are listed
EC:Gender under the appropriate department sections of this bulletin. Students
• OSPFLOR 71. Becoming an Artist in Florence: The Contem- desiring guidance in developing an astronomy-oriented course of
porary Artistic Craftmanship in Tuscany and the New Tenden- study should contact the chair of the Astronomy Program Commit-
cies in the Visual Future. 3-5 units, Filippo Rossi, GER: tee. The following courses are suitable for undergraduates and are
recommended to students considering advanced study in astron-
OXFORD omy or astrophysics: PHYSICS 100, Introduction to Observational
• OSPOXFRD 61.Castles and Satanic Mills: the Medieval in and Laboratory Astronomy; PHYSICS 160, Introduction to Stellar
British Art, Architecture and Literature, 1750-1914. 4 units, and Galactic Astrophysics; PHYSICS 161, Introduction to Ex-
Rosemary Hill tragalactic Astrophysics and Cosmology; GES 222, Planetary Sys-
tems: Dynamics and Origins. Students planning study in astron-
PARIS omy beyond the B.S. are urged to take PHYSICS 260 and 262,
• OSPPARIS 42. EAP: Drawing with Live Model. 2-2 units, Introduction to Astrophysics and to Gravitation, and to consider an
Staff undergraduate thesis (PHYSICS 169) or honors thesis in an astro-
• OSPPARIS 43. EAP: Painting and Use of Color. 2-2 units, physics related area. The above-mentioned courses are required for
Staff physics majors who choose the curriculum with a concentration in
• OSPPARIS 44. EAP: Graphic Art. 2-2 units, Staff astrophysics (see the “Physics” section of this bulletin). The stu-
• OSPPARIS 60. Representation of Women in Christian Art: dent observatory, located in the hills to the west of the campus and
Boldness and Virtue. 4 units, Brigitte Gallini equipped with a 24-inch and other small reflecting telescopes, is
• OSPPARIS 92. Building Paris: Its History, Architecture, and used for instruction of the observation-oriented courses.
Urban Design. 4-4 units, Estelle Halevi, GER:DB:Hum MINOR IN ASTRONOMY
The minor program in Astronomy is described in the “Physics”
ASTRONOMY section of this bulletin. The non-technical minor, intended for stu-
dents whose major does not require the PHYSICS 40 series, re-
quires 10 units of Physics courses (PHYSICS 21, 23, 25/26) and 9-
Emeriti: (Professors) Von R. Eshleman, Peter A. Sturrock, G. 10 units of Astronomy courses (3-4 units of PHYSICS 50 or 100,
Leonard Tyler, Robert V. Wagoner and 6 units of PHYSICS 15, 16, 17). The technical minor for other
Committee in Charge: Vahé Petrosian (Director), Roger W. Ro- students consists of 14 units of PHYSICS 70, 100, 160, 161, and
mani, Sarah Church EE 106, in addition to the 40 or 60 series.
Professors: Roger Blandford (Physics, SLAC), Blas Cabrera To be accepted to the minor program, students need to obtain
(Physics), Sarah Church (Physics), Steven Kahn (Physics, an adviser selected from the faculty in the Astronomy Course Pro-
SLAC), Peter Michelson (Physics, SLAC), Vahé Petrosian gram. The minor declaration deadline is three quarters before
(Physics, Applied Physics), Roger W. Romani (Physics) graduation (that is, beginning Autumn Quarter if the student is
Associate Professors: Steve Allen (Physics, SLAC), Tom Abel graduating at the end of Spring Quarter). All courses for the minor
(Physics, SLAC), must be taken at Stanford University, and a letter grade of ‘C-’ or
Assistant Professors: Stefan Funk (Physics, SLAC), Chau-Lin Kuo better must be received for all units applied toward the minor.
(Physics, SLAC), Risa Wechsler (Physics, SLAC)
Professor (Research): Philip H. Scherrer (Physics) GRADUATE PROGRAMS IN
Program Offices: Varian, Room 316 ASTRONOMY
Mail Code: 94305-4060
Phone: (650) 723-1439 Graduate programs in astronomy and astrophysics and related
Web Site: http://www.stanford.edu/dept/astro topics are carried out primarily in the Department of Physics but
Astronomy courses are offered primarily through the Physics also the departments of Applied Physics and Electrical Engineer-
department, with subject code PHYSICS on the Stanford Bulletin's ing. Students should consult the course listings, degree require-
ExploreCourses web site. ments, and research programs of these departments for more de-
tailed information. Graduate research opportunities are available in
Although Stanford University does not have a degree program many areas of theoretical and observational astronomy, including
in astronomy or astrophysics, teaching and research in various research projects using the Hobby Eberly telescope, a 10-meter-
branches of these disciplines are ongoing activities in the depart- class telescope located at McDonald Observatory in Texas. Other
ments of Applied Physics, Electrical Engineering, and Physics. observational and experimental opportunities are in ground-based
For the convenience of students interested in astronomy, astro- observations of CMB and space-based gamma-ray observations
physics, and cosmology, a course program for undergraduate and with Fermi and in the future, X-ray observations with NuSTAR.
graduate study is listed in the "Astronomy Cognate Courses" sec- For further information on graduate research opportunities, see the
BIOLOGY
ing focus of a liberal arts education for those not planning careers applied toward the elective unit requirement may be taken
in science-related fields. An understanding of basic biological CR/NC.
principles is of increasing importance in today’s world. A knowl- • One course from at least three of the four central menu areas
edgeable and concerned citizenry is the best guarantee that these (listed below). The purpose of the central menu is to expose
issues will be resolved most effectively. Finally, an understanding students to a wide range of topics studied within the field of
of the processes of life can heighten our perception and apprecia- biology and is intended to give students a breadth of knowl-
tion of the world around us, in terms of its beauty, variety, and
edge. Please note—this requirement is only for the general ma-
uniqueness.
jor. Students pursuing a specialized field of study should con-
ADVISING sult the specific degree requirements listed in the "Fields of
Members of the Biology faculty are available for advising on Study" section below.
such academic matters as choice of courses, research, suggested Central Menu Areas:
readings, and career plans. The student services office maintains a 1. Molecular (Area 1)
current list of faculty advisers, advising availability, and research • BIO 104. Advanced Molecular Biology
interests. • BIO 113. Fundamentals of Molecular Evolution3
The student services office staff and BioBridge, the depart- • BIO 118. Genetic Analysis of Biological Processes1
ment’s peer advising group, are prepared to answer questions on • BIO 160A. Developmental Biology I1
administrative matters, such as requirements for the major, ap- • BIO 160B. Developmental Biology II1
proved out-of-department electives, transfer course evaluations, • BIO 188. Biochemistry I
and petition procedures. This office also distributes the depart- • BIO 189. Biochemistry II
ment’s Bachelor of Science Handbook, which delineates policies • BIO 230. Molecular and Cellular Immunology1
and requirements, as well as other department forms and informa- • CBIO 101. Cancer Biology1
tional handouts. • CEE 274A. Environmental Microbiology I
Each undergraduate interested in the Biology major is required 2. Cell/Developmental (Area 2)
to select a department faculty adviser as part of the major declara- • BIO 118. Genetic Analysis of Biological Processes1
tion process. • BIO 129A. Cellular Dynamics I: Cell Motility and Adhe-
sion
REQUIREMENTS • BIO 129B. Cellular Dynamics II: Building a Cell
Candidates for the general Biology B.S. degree must complete • BIO 137. Plant Genetics1
the following, which range from 90-105 total units: • BIO 154. Molecular and Cellular Neurobiology2
Core Courses—must be taken for a letter grade: • BIO 158. Developmental Neurobiology2
Subject and Catalog Number Units • BIO 160A. Developmental Biology I1
BIO 41 5 • BIO 160B. Developmental Biology II1
BIO 42 5 • BIO 171. Principles of Cell Cycle Control
BIO or BIOHOPK 43 5 • BIO 230. Molecular and Cellular Immunology1
BIO 44X 5 • CBIO 101. Cancer Biology1
BIO or BIOHOPK 44Y* 5 • CEE 274A. Environmental Microbiology I
may be replaced by 4 units of BIOHOPK 175H 3. Organismal (Area 3)
* BIO 44Y not required if completing honors program. Failure to complete honors • BIO 112. Human Physiology
program results in student being required to complete BIO 44Y. • BIO 153. Cellular Neuroscience
Required Foundational Breadth Courses—two courses may be • BIO 154. Molecular and Cellular Neurobiology2
taken credit/no credit: • BIO 158. Developmental Neurobiology2
Subject and Catalog Number Units • BIO 163. Neural Systems and Behavior
CHEM 31A,B, or 31X 4-8 • BIOHOPK 161H. Invertebrate Zoology
CHEM 33, 35, 36, 130*, 131 18 • BIOHOPK 162H. Comparative Animal Physiology
CHEM 135 or 171 3 • BIOHOPK 167H. Nerve, Muscle, and Synapse
PHYSICS 21, 22, 23, 24 or 41, 43, 45 or 28, 29 8-12 • BIOHOPK 169H. Neurobiology and Behavior
MATH 19, 20, 21 or 41, 42 or 51** 5-10 • BIOHOPK 171H. Ecological and Evolutionary Physiology
*may not also count as foundational breadth • MI 185. Topics in Microbiology
One additional Foundational Breadth Course from this list: 4. Ecology and Evolution (Area 4)
BIOHOPK 174H*** 3 • BIO 101. Ecology
BIO/STATS 141*** 4-5 • BIO 113. Fundamentals of Molecular Evolution
CS 106A or 106X 3-5 • BIO 121. Biogeography
MATH 51** or beyond 5 • BIO 136. Evolutionary Paleobiology
STATS 60/PSYCH 10 5 • BIO 143. Evolution
* May be substituted with MATH 100 or beyond if student is interested in the fields • BIO 144. Conservation Biology
of ecology and evolutionary biology.
• BIO 145. Behavioral Ecology
** May be counted either toward the math requirement or foundational breadth, but
not both.
• BIOHOPK 163H. Oceanic Biology
minimum mathematics requirements for the B.S. degree in Biol- See Biology degree requirements above for further information.
ogy. Substantial additional training in mathematics, including dif- Many of the Hopkins Marine Station courses may be used to fulfill
ferential equations, linear algebra, and probability theory, is often department major requirements.
highly advisable. Students should consult the Biology faculty to
TYPICAL SCHEDULE FOR A FOUR-YEAR PROGRAM
discuss individual needs.
Additionally, even though only two or three quarters of physics FIRST YEAR
are required, students should be aware that many graduate and Subject and Catalog Number Qtr. and Units
professional schools (for example, Medicine) require a year of A W S
general physics with lab. Biology majors are therefore advised to CHEM 31X*, 33, 35, 36. Chemical Principles and 4 4 7
Organic Chemistry
take the year-long physics sequence PHYSICS 21, 22, 23, 24, 25, MATH 19, 20, 21. Calculus and Analytic Geome- 3 3 4
26 if they plan to attend graduate or medical school. try
For students considering study at Hopkins Marine Station or an Freshman requirements, seminars, or GERs 8 8 6
overseas program, the department recommends fulfilling as many Totals 15 15 17
University General Education Requirements as possible in the first * This schedule varies slightly if the student takes CHEM 31A,B.
two years at Stanford.
SECOND YEAR
HOPKINS MARINE STATION BIO 41. Genetics, Biochemistry, and Molecular 5
For more information on the Hopkins Marine Station, see the Biology*
BIO 42. Cell Biology and Animal Physiology* 5
“Hopkins Marine Station” section of this bulletin. Students can go
BIO or BIOHOPK 43. Plant Biology, Evolution, 5
to Hopkins as early as Spring Quarter in the sophomore year, and and Ecology*
can also go in the junior and/or senior year to take elective courses. BIO 44X. Core Experimental Laboratory 5
Full descriptions of Hopkins Marine Station courses may be BIO or BIOHOPK 44Y. Core Experimental Labo- 5
viewed on the Stanford Bulletin's Explore Courses web site. The ratory
following Hopkins Marine Station courses may be used toward the CHEM 130, 131. Organic Chemistry 4 3
Biology degree requirements: General Education Requirements 6 5 8
Core— Totals 15 17 18
• BIOHOPK 43. Plant Biology, Evolution, and Ecology (equiva- * Letter grade only.
lent to BIO 43) THIRD YEAR
• BIOHOPK 44Y. Core Experimental Laboratory (equivalent to CHEM 135 (or 171). Physical Chemistry 3
BIO 44Y) PHYSICS 21, 22, 23, 24. Introductory Physics 4 4
• BIOHOPK 175H. Problems in Marine Ecology and Ecophysi- General Education Requirements and/or electives 8 11 15
ology (can be used in place of BIO 44Y)* Totals 15 15 15
* 4 units count toward the BIO 44Y requirement, with the remaining units counting FOURTH YEAR
as research/teaching under the upper-division elective requirement. General Education requirements and/or Electives 15 15 15
Electives—
• BIOHOPK 161H. Invertebrate Zoology (central menu area 3) FIELDS OF STUDY
• BIOHOPK 162H. Comparative Animal Physiology (central In addition to the undergraduate major program described
menu area 3) above, the department offers these six fields of study for students
• BIOHOPK 163H. Oceanic Biology (central menu area 4) wishing to concentrate their studies in particular areas of biology:
• BIOHOPK 164H. Marine Botany 1. Biochemistry and Biophysics
• BIOHOPK 166H. Molecular Ecology 2. Ecology and Evolution
• BIOHOPK 167H. Nerve, Muscle, and Synapse (central menu 3. Marine Biology
4. Microbes and Immunity
area 3)
5. Molecular and Cellular Biology
• BIOHOPK 170H. Topics in Marine Biology 6. Neurobiology
• BIOHOPK 171H. Ecological and Evolutionary Physiology These fields of study are declared on Axess at the time of the
(central menu area 3) major declaration; they appear on the transcript but not on the di-
• BIOHOPK 172H. Marine Ecology (central menu area 4) ploma. Candidates for the B.S. degree in Biology with a field of
• BIOHOPK 173H. Marine Conservation Biology study are required to complete the departmental honors program as
• BIOHOPK 174H. Experimental Design and Probability well as the set of requirements outlined below.
• BIOHOPK 178H. Polar Biology
BIOCHEMISTRY AND BIOPHYSICS
• BIOHOPK 182H. Stanford at Sea (6 units maximum) Candidates for the Biochemistry and Biophysics field of study
• BIOHOPK 184H. Holistic Biology: Monterey Bay and the Sea must complete the following, which range from 99-115 total units:
of Cortez (6 units maximum)
• BIOHOPK 185H. Ecology and Conservation of Kelp Forest CORE COURSES (MUST BE TAKEN FOR A LETTER
GRADE):
Ecology Subject and Catalog Number Units
• BIOHOPK 187H. Sensory Ecology BIO 41 5
BIO 42 5
BIOLOGY
CHEM 135 or 171 3 BIOHOPK 166H 5
PHYSICS 41, 43, 45 12
MATH 51, 52 10 REQUIRED QUANTITATIVE METHODS COURSE (ONE OF
STATS 60 or BIO 141 4-5 THE FOLLOWING; MUST BE TAKEN FOR A LETTER
GRADE):
REQUIRED BIOLOGY COURSES (MUST BE TAKEN FOR A BIO 141 4-5
LETTER GRADE): BIOHOPK 174H 3
BIO 104 3 CS 106A or 106X 3-5
BIO 118 5 STATS 60 or beyond 5
BIO 129A or 129B 4
BIO 188 3 Electives—30 units required. Only one course can be taken cre-
dit/no credit. Electives must be from this approved list: BIO 101,
APPROVED BIOCHEMISTRY AND BIOPHYSICS COURSES
(THREE OF THE FOLLOWING; MUST BE TAKEN FOR A
102, 117, 118, 121, 122, 125, 139, 144, 145, 146, 147, 175, 183,
LETTER GRADE): 184, 186, 215, 216; BIOHOPK 161H, 162H***, 163H, 166H,
APPPHYS 136/BIOC 236 3 171H, 172H, 173H*, 174H, 175H***, 182H***, 185H***; CHEM
APPPHYS 192/292 3 130, 131; EARTHSYS 144/EESS 164; EESS 134, 158; GES 123,
BIO 132/232/APPPHYS/BIOPHYS/MCP 232 4 240; OSPAUSTL 10**, 20**, 30**.
BIO 152/MCP 222 3 * Only 1 unit can count.
BIO 154/254/NBIO 254 4 ** Only 2 units can count.
BIO 189/289/CHEM 183/CHEMENG 183/283 3 ***Only 6 units can count.
BIO 214/BIOC 224 2-5 Research Requirement—Admission to the departmental honors
BIO 217 4 program; 10 units of BIO 199, 199X, or BIOHOPK 199H; poster
BIOE/RAD 220 3 or oral presentation; and honors thesis. Only research units from
BIOMEDIN 210 3 BIO or BIOHOPK are permitted.
BIOMEDIN/BIOE/GENE 214/CS 274 3-4
BIOPHYS/SBIO 228 3 MARINE BIOLOGY
BIOPHYS/SBIO 241 3-5 Candidates for the Marine Biology field of study must com-
CHEM 184 4 plete the following, which range from 92-129 total units:
CHEM 185 3 CORE COURSES (MUST BE TAKEN FOR A LETTER
EE 268 3 GRADE):
MCP 256 4 Subject and Catalog Number Units
PHYSICS 105 4 BIO 41 5
Electives—7 units required. Electives must be 100-level or BIO 42 5
above and chosen from the offerings in the Department of Biology, BIO or BIOHOPK 43 5
Hopkins Marine Station, or from the list of approved out-of- WRITING IN THE MAJOR (ONE OF THE FOLLOWING):
department electives. Up to 6 units of teaching and research are BIO 44X 5
allowed. Only one course can be taken credit/no credit. BIO or BIOHOPK 44Y 5
Research Requirement—Admission to the departmental honors BIO 145 4
program; 10 units of BIO 199, 199X, or BIOHOPK 199H; poster BIOHOPK 175H* 10
or oral presentation; and honors thesis. Only research units from * This courses can also be used to count toward the approved courses.
BIO or BIOHOPK are permitted. REQUIRED FOUNDATIONAL BREADTH COURSES (TWO
COURSES MAY BE TAKEN CREDIT/NO CREDIT):
ECOLOGY AND EVOLUTION CHEM 31A,B or 31X 4-8
Candidates for the Ecology and Evolution field of study must CHEM 33, 35, 36, 130, 131 18
complete the following, which range from 97-126 total units: PHYSICS 21, 22, 23, 24 or 41, 43, 45 or 28, 29 8-12
CORE COURSES (MUST BE TAKEN FOR A LETTER MATH 41, 42 or 19, 20, 21 or 51 5-10
GRADE): STATS 60 or BIO 141 or BIOHOPK 174H 3-5
Subject and Catalog Number Units REQUIRED BIOLOGY COURSES (MUST BE TAKEN FOR A
BIO 41 5 LETTER GRADE):
BIO 42 5 BIO 101 3
BIO or BIOHOPK 43 5 BIO 118 5
BIO 101* or BIOHOPK 172H* 3 or 5 BIO 143 3
* This course cannot also be used to count toward the elective requirement.
APPROVED COURSES (THREE OF THE FOLLOWING;
WRITING IN THE MAJOR (ONE OF THE FOLLOWING): MUST BE TAKEN FOR A LETTER GRADE):
BIO 44X 5 BIOHOPK 161H 5
BIO or BIOHOPK 44Y 5 BIOHOPK 162H 5-8
BIO 145* 4 BIOHOPK 163H 4
BIOHOPK 175H* 10 BIOHOPK 164H 5
* This course can also be used to count toward the elective requirement. BIOHOPK 166H 5
BIOHOPK 171H 4
WRITING IN THE MAJOR AND INTRODUCTION TO REQUIRED BIOLOGY COURSES (MUST BE TAKEN FOR A
LABORATORY SCIENCE (ONE OF THE FOLLOWING): LETTER GRADE):
BIO 44X 5 BIO 104 3
BIO or BIOHOPK 44Y 5 BIO 118 5
BIOHOPK 175H* 10 BIO 129A, 129B 8
* This course can also be used to count toward the elective requirement.
or BIO 160A, 160B 8
REQUIRED FOUNDATIONAL BREADTH COURSES (TWO Electives—15 units required. Electives must be 100-level or
COURSES MAY BE TAKEN CREDIT/NO CREDIT): above and selected from the offerings in the Department of Biol-
CHEM 31A,B or 31X 4-8 ogy, Hopkins Marine Station, or from the list of approved out-of-
CHEM 33, 35, 36, 130, 131 18 department electives. Up to 6 units of teaching and research are
PHYSICS 21, 22, 23, 24 or 41, 43, 45 or 28, 29 8-12 allowed. Only one course can be taken credit/no credit.
MATH 19, 20, 21 or 41, 42 or 51 5-10 Research Requirement—Admission to the departmental honors
BIO 141* or BIOHOPK 174H* 3-5 program; 10 units of BIO 199, 199X, or BIOHOPK 199H; poster
* This course cannot also be used to count toward the elective requirement. or oral presentation; and honors thesis. Only research units from
REQUIRED COURSES IN MICROBIOLOGY, BIO or BIOHOPK are permitted.
IMMUNOLOGY, MOLECULAR EVOLUTION (FOUR OF THE
FOLLOWING; MUST BE TAKEN FOR A LETTER GRADE): NEUROBIOLOGY
BIO 113 4 Candidates for the Neurobiology field of study must complete
BIO 177 3 the following, which range from 98-120 total units:
BIO 230 4 CORE COURSES (MUST BE TAKEN FOR A LETTER
BIOHOPK 274 9-12 GRADE):
CEE 177 4 Subject and Catalog Number Units
CEE 274A 3 BIO 41 5
CEE 274B 3 BIO 42 5
CEE 274D 3 BIO or BIOHOPK 43 5
IMMUNOL 185 3
IMMUNOL 202 3 WRITING IN THE MAJOR (ONE OF THE FOLLOWING):
MI 104 BIO 44X 5
3
MI 211 BIO or BIOHOPK 44Y 5
3
BIO 145* 4
REQUIRED COURSE IN READING SCIENTIFIC BIOHOPK175H* 10
LITERATURE (ONE OF THE FOLLOWING, MUST BE * These courses can also be used to count toward the elective requirement.
TAKEN FOR A LETTER GRADE):
BIO 178 3 REQUIRED FOUNDATIONAL BREADTH COURSES (TWO
MI 185 3 COURSES MAY BE TAKEN CREDIT/NO CREDIT):
CHEM 31A,B or 31X 4-8
Electives—12 units required. Electives must be 100-level or CHEM 33, 35, 36, 130, 131 18
above and selected from the offerings in the Department of Biol- PHYSICS 21, 22, 23, 24 or 41, 43, 45 or 28, 29 8-12
ogy, Hopkins Marine Station, or from the list of approved out-of- MATH 41, 42 or 19, 20, 21 or 51 10
department electives. Up to 6 units of teaching and research are STATS 60 or BIO 141* 4-5
allowed. Only one course can be taken credit/no credit. * This course cannot also be used to count toward the elective requirement.
Research Requirement—Admission to the departmental honors REQUIRED BIOLOGY COURSES (MUST BE TAKEN FOR A
program; 10 units of BIO 199, 199X, or BIOHOPK 199H; poster LETTER GRADE):
or oral presentation; and honors thesis. Only research units from BIO 118 or 104 5
BIO or BIOHOPK are permitted. BIO 129A or 129B or 160A or 160B 4
BIO 150 or 163 4-5
MOLECULAR AND CELL BIOLOGY BIO 154 4
Candidates for the Molecular and Cell Biology field of study BIO 158 4
must complete the following, which range from 97-118 total units:
Electives—15 units required. Electives must be at the 100-level
or above and selected from the offerings in the Department of Bi-
BIOLOGY
ter of the junior year. Research must be done in a Biology Depart- Biology is strongly recommended. This includes course work in
ment lab or a lab in the Medical School for which the student has biology, chemistry, physics, and mathematics. The M.S. program
obtained prior approval. Administrative steps include: does not have an M.S. with thesis option.
1. Submit an honors proposal to the department’s student services ADMISSIONS
office two quarters prior to graduation. For instance, students
The department only accepts M.S. program applications from
graduating Spring Quarter must submit petitions no later than
matriculated Stanford students:
mid-Autumn Quarter.
2. Complete at least 10 units of an approved research project in 1. undergraduates wishing to pursue a coterminal MS degree.
2. graduate students from other Stanford programs wishing to
BIO 199, 199X, or BIOHOPK 199H. Only research units from
pursue an MS degree.
BIO or BIOHOPK are permitted.
3. Obtain at least a 3.0 (B) grade point average (GPA) in all Biol- 3. current Biology PhD students wishing to leave the PhD pro-
ogy major requirements taken at Stanford (foundational gram with an MS degree.
Undergraduates must apply in mid-January to start the program
breadth, core, and elective courses). Grades earned from teach-
in Spring, Autumn, or the following Winter Quarter. Graduate
ing (BIO or BIOHOPK 290 and BIO 291) and research
students may apply by the third week of any academic quarter.
(BIOHOPK 175H, 199H; BIO 199, 199X) are not computed
into this GPA. Required application materials—
4. If graduating in June, participate in the Biology Honors Sym- 1. Application for Admission, Preliminary Program Proposal, and
posium by presenting a poster or giving an oral presentation. Course Transfer Form
The symposium is typically at the end of May. If graduating 2. A statement of purpose which explains why the student wishes
Autumn, Winter, or Summer Quarter, produce a poster to be to enter the program and what the student plans to accomplish
displayed at the symposium. while in the program. The statement should also supply infor-
5. Complete and submit, by the end of the quarter of graduation, mation about the student's science capabilities if his or her un-
two signed and bound copies of an honors thesis approved by dergraduate academic record does not accurately reflect them.
at least two readers (one of whom must be from the faculty of 3. Unofficial Stanford transcript
the Department of Biology and both must be Academic Coun- 4. Two letters of recommendation, preferably from Biology fac-
cil members). In addition, students must submit two copies of ulty members in this department (if two such letters are not
the honors thesis abstract (one paper copy and one electronic available, letters from faculty familiar with the student's ability
copy), which include student name, thesis title, research spon- to succeed in a graduate science curriculum are acceptable).
sor, and sponsor’s department. 5. Application fee: an application fee is charged to all students
Further information on the honors program is available in the regardless of outcome; application fee is applied directly to
student services office in Gilbert 108, as well as on the web at students' accounts.
http://biohonors.stanford.edu.
GENERAL REQUIREMENTS
MINOR IN BIOLOGY The M.S. program consists of Department of Biology and/or
Students interested in the minor in Biology must declare the Hopkins Marine Station course work, approved out-of-department
minor and submit their course plan online via Axess no later than electives, and foundational breadth courses totaling at least 45
two quarters prior to the student’s intended quarter of degree con- units at or above the 100-level, distributed as follows:
ferral. The Biology minor requires a minimum of six courses meet- 1. A minimum of 23 of the 45 units must be courses designated
ing the following criteria: primarily for graduate students (200-level or higher).
1. All courses must be taken for a letter grade. 2. A minimum of 36 units must be chosen from the offerings in
2. All courses must be worth 3 or more units. the Department of Biology (BIO), Hopkins Marine Station
3. All courses, other than the Biology Core (41, 42, 43), must be (BIOHOPK), the list of approved out-of-department electives,
at or above the 100-level. Stanford Introductory Seminars may research and teaching, and/or foundational breadth courses.
not be used to fulfill the minor requirements. a. a maximum of 18 of the 36 units may be a combination of
4. Courses used to fulfill the minor may not be used to fulfill any Biology research, directed reading, and/or teaching (BIO
other department degree requirements (minor or major). 198, 198X, 290, 290X, 291, 300, 300X; BIOHOPK 175H,
5. At least one course from the Biology Core (41, 42 or 43) must 198H, 290H, or 300H).
be taken. b. a maximum of 9 units may be foundational breadth courses
6. The Biology Core Laboratory courses (BIO 44X and in chemistry, mathematics, statistics, computer science,
BIO/BIOHOPK 44Y) do not count towards the minor. and/or physics beyond the level required for the under-
7. Courses must be chosen from the offerings of the Department graduate degree in Biology and at least at the 100-level.
of Biology or the Hopkins Marine Station, or from the list of 3. No more than 9 units may be other Stanford course work rele-
approved out-of-department electives (also available in the vant to a student’s professional development. Students are re-
student services office). quired to petition for courses that fall into this category using
8. Elective credit for research (BIO 199 or BIOHOPK 199H) is the General Petition form, (also available in the student serv-
limited to a maximum of 3 units. BIO 199X is not allowable. ices office).
Each candidate designs a coherent program of study in consul-
tation with her or his department adviser. Although there are no
to departmental academic review and/or dismissal. Completion of the core curriculum listed below under "Track
The department's Master of Science Handbook has additional Specific Requirements" is required of all students.
information about the program, University policy, and the depart- 2. Ethics. Students must take a course on the ethical conduct of
ment. research: BIO 312 for ecology/evolution/population studies;
MED 255 for integrative/organismal and molecu-
DOCTOR OF PHILOSOPHY IN BIOLOGY lar/cellular/developmental/genetic/plant.
3. Teaching. Teaching experience and training are part of the
For information on the University’s basic requirements for the
graduate curriculum. Each student assists in teaching one
Ph.D. degree, see the “Graduate Degrees” section of this bulletin.
course in the department’s core lecture (41, 42, or 43) or lab
The training for a Ph.D. in Biology is focused on learning skills
(44X, 44Y) series, and a second course that can be either a
required for being a successful research scientist and teacher, in-
core course or other Biology or Hopkins Marine Station
cluding how to ask important questions and then devise and carry
course. A third quarter of teaching is required for ecology,
out experiments to answer these questions. Students work closely
evolution, and population studies students.
with an established adviser and meet regularly with a committee of
4. Seminars. Graduate seminars devoted to current literature and
faculty members to ensure that they understand the importance of
research in particular fields of biology are an important means
diverse perspectives on experimental questions and approaches.
of attaining professional perspective and competence. Semi-
Students learn how to evaluate critically pertinent original litera-
nars are presented under individual course listings or are an-
ture in order to stay abreast of scientific progress in their areas of
nounced by the various research groups. Topics of current bio-
interest. They also learn how to make professional presentations,
logical interest are presented by speakers from Stanford and
write manuscripts for publication, and become effective teachers.
other institutions. During the first year of study, graduate stu-
ADMISSIONS dents are required to attend seminars and make one formal se-
Preparation for Graduate Study—Students seeking entrance to minar presentation which must be evaluated by a minimum of
graduate study in Biology ordinarily should have the equivalent of two Academic Council faculty members.
an undergraduate major in Biology at Stanford. However, students 5. Fellowship application. All eligible first and second year stu-
from other disciplines, particularly the physical sciences, are also dents must apply for a National Science Foundation fellow-
encouraged to apply. Such students are advised at the time of ini- ship.
tial registration on how they should complete background training 6. Adviser/lab selection. By April, each first-year student is re-
during the first year of graduate study. In addition to the usual quired to have selected a lab in which to perform dissertation
basic undergraduate courses in biology, it is recommended that research and to have been accepted by the faculty member in
preparation for graduate work include courses in chemistry charge.
through organic chemistry, general physics, and mathematics 7. Qualifying exam and advancement to candidacy. During the
through calculus. second year, students are required to write a dissertation pro-
Application, Admission, and Financial Aid—Prospective posal which is evaluated by a committee of three faculty (the
graduate students must apply via Stanford's online graduate appli- dissertation advising committee) in an oral presentation.
cation. Track-specific deadlines are listed below. Advancement to
The department’s program is divided into three separate areas candidacy depends on satisfactory completion of the disserta-
of concentration: tion proposal.
• ecology/evolution/population studies 8. Advising meetings. Students must meet regularly with their
• integrative/organismal advising committees. For more details, see the Biology PhD
Handbook.
• molecular/cellular/developmental/genetic/plant
Included in these concentrations is the option to conduct re- 9. Publishable manuscript. Each student must complete one pub-
search at Hopkins Marine Station. These concentrations are re- lishable manuscript (paper) for which s/he is the major con-
corded in the department as part of the admissions process and for tributor.
tracking degree progress for admitted students; they do not appear 10. Residency requirement. A minimum of 135 units of graduate
on official university records. registration is required of each candidate at the time of gradua-
Applicants are required to take the Graduate Record Examina- tion.
tion (GRE) general test. The GRE subject test is not required. Ap- 11. Doctoral dissertation. A completed draft of the dissertation
plicants should plan on taking the GRE at least one month prior to must be turned in to the student's oral examination at least one
the application deadline to ensure that official scores are available month before the oral exam is scheduled to take place. The
when applications are evaluated. dissertation must be presented to an oral examination commit-
Admission to the Ph.D. program is competitive, and in recent tee comprised of at least five faculty members. In addition, the
years it has been possible to offer admission to approximately 10 final written dissertation must be approved by the student’s
percent of the applicants. reading committee (a minimum of three approved faculty), and
Applicants who are eligible should apply for nationally com- submitted to the Registrar’s Office. Upon completion of this
petitive predoctoral fellowships, especially those offered by the final requirement, a student is eligible for conferral of the de-
National Science Foundation. gree.
BIOLOGY
And one of the following for a letter grade : 1. some other piece of new writing, such as a review pa-
BIOC/BIOPHYS/SBIO 241. Biological Macromolecules per from a course, or an initial literature review of a
BIOC 201. Advanced Molecular Biology potential thesis topic. In this case the paper should or-
CSB 210. Signal Transduction Pathways and Networks dinarily be not less than 10 double-spaced pages in
MCP 256. How Cells Work: Energetics, Compartments, usual sized font, and not more than 10 single spaced
and Coupling in Cell Biology pages, plus references. It should be written in the style
And three additional courses in the student’s area of in- of a standard scientific paper.
terest, or as advised by committee. These courses must be 2. Second year: Each student must pass a two-part qualifying
offered for at least three units and must be taken for a let- exam.
ter grade. a. dissertation proposal: The student should form her/his the-
b. lab rotations:* First-year students are required to complete sis committee well before the anticipated date of disserta-
rotations in at least two but not more than three different tion proposal defense, and should consult committee mem-
laboratories. The first rotation must be in a lab in the De- bers in a timely manner to make sure their expectations are
partment of Biology. clearly understood, and to allow time to produce a profes-
* Written petitions for exemptions to core curriculum and lab rotation requirements sionally effective written proposal. In general, the student
are considered by the advising committee and the chair of the graduate studies
committee. Approval is contingent upon special circumstances and is not rou- should prepare a written document and spoken presenta-
tinely granted. tion sufficient to support a 30 minute presentation of the
2. Second year: Each student must pass a two-part qualifying goals of the thesis, typically including preliminary data,
exam. models, etc. as appropriate which are relevant to at least
a. dissertation proposal: During Autumn quarter of the sec- the first goal, and should be prepared thereafter to discuss
ond year, the student must prepare a written dissertation questions raised by the committee in professional scientific
proposal that outlines the student’s projected dissertation depth. An oral examination is held after submission of the
research, including an expert assessment of the current lit- written proposal to the dissertation advising committee
erature; deadline is November 1. An oral examination is comprised of three faculty members. The written proposal
held after submission of the written proposal to the disser- is due by May 15, and the oral defense must take place no
tation advising committee; deadline is November 15. The later than June 15. Advancement to candidacy depends on
student’s adviser is a silent member of the examination completion of the dissertation proposal and oral exam.
committee; the other members of the dissertation advising
committee can provide feedback. Advancement to candi- OVERSEAS STUDIES COURSES IN
dacy is contingent upon completion of the dissertation pro- BIOLOGY
posal and oral exam. For course descriptions and additional offerings, see the listings
Integrative/Organismal— in the Stanford Bulletin's ExploreCourses web site or the Bing
1. First year: Overseas Studies web site. Students should consult their depart-
a. core curriculum: Students are required to take BIO 306. ment or program's student services office for applicability of Over-
Current Topics in Integrative and Organismal Biology. seas Studies courses to a major or minor program.
Students specializing in integrative biology may also be
asked to take appropriate graduate-level courses as advised AUTUMN QUARTER
by committee. AUSTRALIA
b. first-year paper: Students must submit a paper that is eva- OSPAUSTL 10. Coral Reef Ecosystems. 3 units (2 allowable for
luated by a minimum of two Academic Council faculty the Biology major), Kevin Arrigo, Sophie Dove, Selina Ward,
members by May 1. This paper should be a step toward the GER:DB:EngrAppSci
development of a dissertation proposal and may consist of OSPAUSTL 20. Coastal Resource Management. 3 units (2 allow-
an analysis of new data or a literature review and synthe- able for the Biology major), Ron Johnstone,
sis. GER:DB:EngrAppSci
2. Second year: Each student must pass a two-part qualifying OSPAUSTL 30. Coastal Forest Ecosystems. 3 units (2 allowable
exam. for the Biology major), Norman Duke, John Hall,
a. dissertation proposal: During Spring Quarter of the second GER:DB:EngrAppSci
year, the student must prepare a written dissertation pro-
posal that outlines the student’s projected dissertation re- WINTER QUARTER
search, including an expert assessment of the current litera-
ture. An oral examination is held after submission of the SANTIAGO
written proposal to the dissertation advising committee OSPSANTG 27. Humans and the Environment: the Great Transi-
comprised of three faculty members. Advancement to can- tion. 3 units, Shripad Tuljapurkar, GER:DBHumanities
didacy depends on completion of the dissertation proposal SPRING QUARTER
and oral exam. The written proposal is due by May 15, and
the oral defense must take place no later than June 15. Ad- SANTIAGO
vancement to candidacy depends on completion of the dis- OSPSANTG 85. Marine Ecology of Chile and the South Pacific. 5
sertation proposal and oral exam. units, Alvaro Palma, GER:DB:NatSci
Assistant Professor: Christopher J. Lowe Frydman (Biology), Pehr Harbury (Biochemistry), Craig Levin
Lecturer: James Watanabe
(Radiology), Vijay Pande (Chemistry), Julie Theriot (Biochem-
Station Offices: 120 Oceanview Blvd., Pacific Grove, CA 93950
istry)
Phone: (831) 655-6200 Assistant Professors: Zev Bryant (Bioengineering), Lynette Cegel-
Email: information@marine.stanford.edu ski (Chemistry), Xiaoyuan Chen (Radiology), Jennifer Cochran
Web Site: http://hopkins.stanford.edu
(Bioengineering), Bianxiao Cui (Chemistry), Rhiju Das (Bio-
Courses offered by Hopkins Marine Station have the subject
chemistry), Alexander Dunn (Chemical Engineering), Miriam
code BIOHOPK, and are listed in the "Biology, Hopkins Marine Goodman (Molecular and Cellular Physiology), KC Huang
Station [BIOHOPK] Courses" section of this bulletin. (Bioengineering), Merritt Maduke (Molecular and Cellular
The Hopkins Marine Station, located 90 miles from the main Physiology), Jianghong Rao (Radiology), Ingmar Riedel-Kruse
University campus in Pacific Grove, was founded in 1892 as the (Bioengineering), Mark Schnitzer (Biology, Applied Physics),
first marine laboratory on the west coast of North America. The Jan Skotheim (Biology), Andrew Spakowitz (Chemical
modern laboratory facilities on the 11-acre campus on Cabrillo Engineering)
Point house nine faculty, all members of the Department of Biol-
Program Offices: Fairchild Building D118
ogy. The Miller Library has a collection of literature in marine
Mail Code: 94305-5126
science. The Hopkins faculty offers undergraduate and graduate
Phone: (650) 723-7576
courses in biology which focus on the marine realm and involve
Email: biophysics@med.stanford.edu
topics including oceanography, environmental and comparative
Web Site: http://med.stanford.edu/biophysics
physiology, molecular evolution, biomechanics, cellular biology,
conservation biology, and neurobiology and behavior. Most Courses offered by the Biophysics Program are listed under the
courses have laboratory sections that exploit the potential of work- subject code BIOPHYS on the Stanford Bulletin's ExploreCourses
ing with readily available marine plants and animals. Small class web site.
sizes encourage close student-faculty interactions. Undergraduates The Biophysics Program offers instruction and research oppor-
have opportunities to carry out research projects with Hopkins tunities leading to the Ph.D. in Biophysics. Students admitted to
faculty during the academic year or summer months. Courses are the program may perform their graduate research in any appropri-
offered in Winter, Spring, and Summer quarters. ate department.
Courses at Hopkins Marine Station can satisfy many require-
ments, from the Natural Sciences GER to major and minor re- GRADUATE PROGRAM IN BIOPHYSICS
quirements in departments housed in the Schools of Engineering, For information on the University’s basic requirements for the
Humanities and Sciences, and Earth Sciences. Students are en- Ph.D. degree, see the “Graduate Degrees” section of this bulletin.
couraged to check with their department's student services office to A small number of qualified applicants are admitted to the pro-
see which courses at Hopkins may be used to fulfill major or minor gram each year. Applicants should present strong undergraduate
requirements. backgrounds in the physical sciences and mathematics. The gradu-
ate course program, beyond the stated requirements, is worked out
SUMMER PROGRAM AT HOPKINS MARINE STATION
for each student individually with the help of appropriate advisers
The summer program is open to advanced undergraduate, grad-
from the Committee on Biophysics. The requirements and recom-
uate students, and postdoctoral students, and to teachers whose
mendations for the Ph.D. degree include:
biological backgrounds, teaching, or research activities can benefit
1. Training in a major with connections to biophysics such as
from a summer’s study of marine life. Applications, deadlines, and
physics, chemistry, or biology, with a quantitative background
further information are available at http://hopkins.stanford.edu.
equivalent to that of an undergraduate physics or chemistry
major at Stanford.
BIOPHYSICS 2. Completion of the following background courses or their equi-
valents at other institutions:
a. CHEM 131, 171, 173, and 175
Emeritus: Harden M. McConnell (Chemistry) b. BIOC 200, 201
Director: Vijay Pande (Chemistry) 3. Completion of the following courses or their equivalents:
Professors: Russ Altman (Genetics, Medical Informatics), Steve a. SBIO 241 and 242
Block (Applied Physics, Biology), Steven Boxer (Chemistry), b. at least four additional graduate level courses in physical
Axel Brunger (Molecular and Cellular Physiology), Gilbert Chu or biological science, with at least one in physical science
(Oncology), Mark Davis (Microbiology and Immunology), Se- and one as a literature-based biological science course
bastian Doniach (Physics, Applied Physics), James Ferrell c. BIOPHYS 250
(Chemical and Systems Biology), Daniel Fisher (Applied Phys- d. MED 255
ics), K. Christopher Garcia (Molecular and Cellular Physiology, 4. Opportunities for teaching are available during the first nine
Structural Biology), Gary Glover (Radiology), Philip C. Ha- quarters, at the discretion of the advising committee.
nawalt (Biology), Daniel Herschlag (Biochemistry), Keith O. 5. The student must prepare a dissertation proposal defining the
Hodgson (Chemistry), Theodore Jardetzky (Structural Biology), research to be undertaken, including methods of procedure.
Chaitan Khosla (Chemical Engineering, Chemistry), Brian Ko- This proposal should be submitted by Winter Quarter of the
bilka (Molecular and Cellular Physiology), Eric Kool (Chemis- third year, and it must be approved by a committee of at least
BIOPHYSICS
CHEMISTRY
43; a graduate-level elective course related to the student’s bio-
chemical interests, selected from: CHEM 221, 223, 225, 227, 235, the department student services office in Mudd Chemistry before
255, 271, 285, 297, CSB 220, 260, BIOC 241, BIOPHYS 232, the last day of finals in the quarter during which the research is
BIOE 214, 222B, 300A, 331, 335, BIO 203, 213, 214, 230, or 232; performed.
with a strong recommendation for CHEM 227. The 9 units of course work must be completed from courses
In addition, CS 106A and B are recommended for students approved by the undergraduate studies committee and taken for a
planning graduate study. All degree courses must be taken for a letter grade. At least six of these units need to be taken from the
letter grade. For further information on the undergraduate program, following CHEM courses: 153, 174, 175, 181, 183, 185, 221, 223,
see http://www.stanford.edu/dept/chemistry/academic/under. 225, 235, 251, 253, 255, 271, 273, 275, 297. Courses from Ma-
thematics (MATH 114 or higher), Physics (PHYSICS 100 or high-
TYPICAL SCHEDULE FOR A FOUR-YEAR PROGRAM: er), Engineering, and Structural Biology or Biochemistry in the
CHEMISTRY OPTION School of Medicine can be used to fulfill this requirement.
FIRST YEAR CHEMISTRY TEACHING CREDENTIALS
Subject and Catalog Number Qtr. and Units The requirements for certification to teach chemistry in the
A W S secondary schools of California may be ascertained by consulting
CHEM 31X. Chemical Principles 4 the section on credentials under the “School of Education” section
CHEM 33. Structure and Reactivity 4 of this bulletin and the Credential Administrator of the School of
CHEM 35. Organic Monofunctional Compounds 4 Education.
CHEM 36. Organic Chemistry Laboratory I 3
MATH 41,42,51. Calculus, Linear Equations 5 5 5 MINOR IN CHEMISTRY
SECOND YEAR
Courses required for a minor are CHEM 33, 35, 36, 130, 131,
CHEM 130. Organic Chemistry Laboratory II 134, 151, 171. MATH 51 is a pre-requisite for CHEM 171.
4
CHEM 131. Organic Polyfunctional Compounds 3 MASTER OF SCIENCE IN CHEMISTRY
CHEM 132. Synthesis Laboratory 3
CHEM 134. Analytical Chemistry Laboratory The Master of Science is available only to current Ph.D. stu-
5
MATH 53. Differential Equations 5
dents or as part of a coterminal program. Applicants for the M.S.
PHYSICS 41,43,44. Mechanics, Electricity and Magnet- 4 5
degree in Chemistry are required to complete, in addition to the
ism requirements for the bachelor’s degree, a minimum of 45 units of
work and a M.S. thesis. Of the 45 units, approximately two-thirds
THIRD AND FOURTH YEARS must be in the department and must include at least 12 units of
CHEM 151,153. Inorganic Chemistry 3 3 graduate level lecture courses exclusive of the thesis. Of the 12
CHEM 171,173,175. Physical Chemistry 3 3 3 units, at least 6 units must be from CHEM 221, 223, 225, 235, 251,
CHEM 174,176. Physical Chemistry Laboratory 4 3 253, 255, 271, 273, 275, 276, 277, 280, 285, or 297.
PHYSICS 45,46. Light and Heat 5
* Elective courses must be used to complete the University Writing, General Edu- PH.D. MINOR IN CHEMISTRY
cation, and Language Requirements. They may also be used to broaden one’s
background in science and non-science areas and to provide an opportunity for Candidates for the Ph.D. degree in other departments who wish
advanced study in Chemistry. Courses offered by other departments that may be to obtain a minor in chemistry must complete, with a GPA of 3.0
of interest to Chemistry majors include BIO 41, 42, 43; CHEMENG 20, 120A,B, or higher, 20 graduate-level units in Chemistry including four lec-
130; CS 106A,B; ECON 1; ENGR 50; MATH 52, 106, 109, 113, 131; MATSCI
50; PHYSICS 110; STATS 60, 110, 116. ture courses of at least 3 units each.
American Chemical Society Certification CHEMISTRY COURSES
Students who wish to be certified as having met the minimum
requirements of the American Chemical Society for professional WIM indicates that the course satisfies the Writing in the MA-
training must complete, in addition to the above requirements, jor requirements.
CHEM 181 and 183, and 6 units of CHEM 190. Note—Lab fees are a minimum of $75 per quarter and are not
refundable.
HONORS PROGRAM
A B.S. degree in Chemistry with honors is available to those
DOCTOR OF PHILOSOPHY IN
students interested in chemical research. Admission to the honors CHEMISTRY
program requires a scientific grade point average (GPA) of 3.3 and Graduate students are eligible to become formal candidates for
an overall GPA of 3.0 in all University courses. Beyond the stan- the Ph.D. degree after taking the department placement examina-
dard B.S. course requirements for each track, 9 units of CHEM tions, satisfactorily completing most of the formal lecture course
190 research credit, and 9 units of course work need to be com- requirements, and beginning satisfactory progress on a dissertation
pleted during the junior and senior academic years. A thesis, ap- research project. They then file for admission to candidacy for the
proved by a Chemistry research adviser, must be completed during Ph.D. degree. This filing must be done before June of the second
the senior year. Theses must be completed by May 15 to be con- year of graduate registration.
sidered for the Firestone or Golden award. The use of a single After taking the departmental placement examinations, students
course for multiple requirements for honors, major, minor, or co- select research advisers by first interviewing members of the
terminal requirements is not allowed. Students who wish to be Chemistry faculty about their research. Students then file an Ap-
admitted to the honors program should register in the department plication to Start Research form with the Department of Chemistry
CLASSICS
begin study in the freshman year, in a summer program following graduate director.
freshman year, or at the beginning of the sophomore year. d. Breadth requirement: majors must take at least 4 units in
To declare the major, a student must fill out the Declaration of each of the following areas: archaeology and art; compara-
Major on Axess and meet with the undergraduate director in the tive ancient civilizations; and historical and social theory.
Department of Classics. At that time, the undergraduate director IHUM 39A,B, Inventing Classics, may be counted toward
assigns the student a department adviser. To build a mentoring this requirement. The courses chosen must be approved in
relationship, students meet with their adviser at least once a quar- advance by the undergraduate director, and are normally
ter. The student should then schedule an orientation with the stu- chosen from the list of areas below, although courses listed
dent services officer. Each student’s progress towards fulfillment in the department’s cognate course list may be substituted
of the major requirements is recorded in a file kept in the student for one or more of these courses with prior written ap-
services officer’s office. It is the student’s responsibility to work proval from the undergraduate director. Written approval
with the adviser to keep this file up to date. must be submitted to the student services officer for inclu-
A letter grade is required in all courses taken for the major. No sion in the student’s academic file prior to the end of the
course receiving a grade lower than ‘C’ is counted toward fulfill- term in which the course is taken.
ing major requirements. Enrollment in an independent study sec- 1. archaeology and art: for example, any CLASSART
tion (CLASSGEN 160) requires the prior approval of the under- course; IHUM 40B, ARCHLGY 1/ANTHRO 3, or any
graduate director, and a maximum of three such enrollments for a 100-level archaeology course.
maximum total of 10 units may be counted toward the major. 2. comparative ancient civilizations: majors must take a
The B.A. degree may be earned by fulfilling the requirements course on the ancient world outside the Mediterranean
for one of the following fields of study. Option 6 below describes and western Asia, such as ANTHRO 3, 97/297, 142,
how to add a Philosophy and Literature focus to some of the maior 100A.
plans. 3. historical and social theory: for example, ANTHRO
1. Classical Studies: This field of study is declared on Axess. 1/201, 90B; SOC 1, 140, 142, 170.
Students are encouraged to meet with the undergraduate direc- 3. Greek: This field of study is declared on Axess. Beginning
tor to discuss options for pursuing a period of study in the Me- courses in Greek, if required, may be counted towards the total
diterranean region. This major is recommended for students of 60 units. Relevant courses in other departments of the hu-
who wish to study classical civilizations in depth but do not manities may count towards the major with the consent of the
wish to study the languages to the extent required by options 4, undergraduate director. Students are encouraged to meet with
5 and 6. It is not suitable for students who wish to do graduate the undergraduate director to discuss options for pursuing a pe-
work in Classics or to teach Latin or Greek in high school, as riod of study in the Mediterranean region. Courses counted for
the language work is insufficient for these purposes. Courses the degree must be taken for a letter grade. Students must
counted for the degree must be taken for a letter grade. Stu- complete at least 60 units of approved courses including:
dents must complete at least 60 units of approved courses in- a. CLASSGEN 176. Majors Seminar (WIM).
cluding: b. a minimum of 31 units in Greek courses at the 100 level or
a. CLASSGEN 176. Majors Seminar (WIM). higher. It is recommended that one of these courses be
b. at least two courses in Latin or Greek at the 100 level or CLASSGRK 175A, although this course should not be
higher, or one course in one of the languages at the 100 taken until students have completed three years of Greek.
level or higher, plus the series 1, 2, 3, or 51, 52 in the other c. at least three courses with the prefix CLASSART,
language (or an equivalent approved by the department). CLASSGEN, or CLASSHIS (also IHUM 39A,B or IHUM
c. remaining units fulfilled by courses with the prefix 69A). Courses listed in the department’s cognate course
CLASSART, CLASSGEN, CLASSHIS, CLASSLAT or list may be substituted for one or more of these courses
CLASSGRK (or IHUM 39A,B or IHUM 69A). Courses with prior written approval from the undergraduate direc-
listed in the department’s cognate course list may also tor; written approval must be submitted to the student serv-
count towards the major with prior written approval from ices officer for inclusion in the student’s academic file
the undergraduate director; written approval must be sub- prior to the end of the term in which the course is taken.
mitted to the student services officer for inclusion in the d. the introductory Latin sequence CLASSLAT 1, 2, 3, or 51,
student’s academic file prior to the end of the term in 52, or one 100-level course in Latin (recommended); or the
which the course is taken. Sanskrit sequence SPECLANG 183A,B,C.
2. Ancient History: This field of study is declared on Axess. e. it is recommended that students take a course in ancient
Courses chosen must be approved in advance and in writing by history.
the undergraduate director. Approval should be submitted to 4. Latin: This field of study is declared on Axess. Beginning
the student services officer for the student's academic file. courses in Latin, if required, may be counted towards the total
With the written approval of the instructor and the undergradu- of 60 units. Relevant courses in other departments of the hu-
ate director, students may substitute graduate seminars in an- manities may count towards the major with the consent of the
cient history for some of these courses. Students are also en- undergraduate director. Students are encouraged to meet with
couraged to meet with the undergraduate director to discuss the undergraduate director to discuss options for pursuing a pe-
options for pursuing a period of study in the Mediterranean re- riod of study in the Mediterranean region. Courses counted for
gion. Courses counted for the degree must be taken for a letter the degree must be taken for a letter grade. Students must
complete at least 60 units of approved courses including:
course is taken. ate with a GPA of 3.6 or higher within the major to receive honors.
d. the introductory sequence CLASSGRK 1, 2, 3, or 51, 52,
or one 100-level course in Greek (recommended); or the STUDY ABROAD
Sanskrit sequence SPECLANG 183A,B,C. Funding—Undergraduates whose record in Classics indicates
e. it is recommended that students take a course in ancient that they are qualified may apply for funding from the Department
history. of Classics. Students must submit a proposal to the undergraduate
5. Greek and Latin: This field of study is declared on Axess. director as part of the Undergraduate Summer Research Grant
Relevant courses in other departments of the humanities may Application; see the undergraduate page at
count towards the major with the consent of the undergraduate http://classics.stanford.edu for the application. The proposal should
director. Students are encouraged to meet with the undergradu- include an itemized list of expenses based on the fees charged by
ate director to discuss options for pursuing a period of study in the program, including room, board, tuition, and other expenses.
the Mediterranean region. Courses counted for the degree must Food expenses are not normally reimbursed unless they are an
be taken for a letter grade. Students must complete at least 60 integral part of the program package. Limited funding is available
units of approved courses including: each year; preference is shown to students with strong records.
a. CLASSGEN 176. Majors Seminar (WIM). Programs—
b. 30 units in Greek courses and the same number in Latin. It 1. Rome: Classics majors are encouraged to apply for the Inter-
is recommended that students take either or both collegiate Center for Classical Studies in Rome, which is man-
CLASSGRK or CLASSLAT 175A, although these courses aged by Duke University for about 50 constituent colleges and
should not be taken until students have completed three universities
years of the respective language. (http://studyabroad.duke.edu/home/Programs/Semester/ICCS_
c. it is recommended that students take a course in ancient Rome). It is open to Stanford majors in Classics, History, and
history and/or the Sanskrit sequence SPECLANG Art History. All courses receive full credit at Stanford and may
183A,B,C. be applied to the respective major. Students interested in this
6. Philosophy and Literature Focus: Students who wish to add a program should consult the undergraduate director and the
Philosophy and Literature focus to the Classical Studies, ICCS representative in the Department of Classics as early as
Greek, Latin, or Greek and Latin majors should also take the possible in their career at Stanford to plan their course prepara-
courses listed below: tion and application. Competition is strong, and applicants are
a. PHIL 81. Philosophy and Literature. expected to have taken one or more courses in Roman history
b. PHIL 80. Writing in the Major (WIM) in the Philosophy and at least one year of Latin before they arrive in Rome. Bro-
department. chures are available at the department office. ICCS now also
c. one course in each of the following areas: offers a program in Sicily,
1. aesthetics, ethics, and social and political philosophy http://studyabroad.duke.edu/home/Programs/Semester/ICCS_S
(PHIL 170 series) icily.
2. philosophy of language, mind, metaphysics, and epis- Other programs offer a quarter, semester, or summer session
temology (PHIL 180 series) in Rome. Interested students should consult with the Bing
3. history of philosophy (above 100 level). Overseas Studies Program (http://bosp.stanford.edu).
d. two related courses in Classics or Philosophy. Students 2. Greece: students are encouraged to apply for the summer ses-
may double count a Classics course in Philosophy or an- sion at the American School of Classical Studies in Athens
cient science for one of the two related courses provided (http://ascsa.edu.gr). The school is recommended principally
that this course fulfills the Philosophy and Literature re- for Classics majors with at least two years of ancient Greek. A
quirements and is approved by a member of the committee student wishing to apply should prepare by taking courses in
in Philosophy and Literature. Greek history, archaeology, and art; beginning modern Greek
e. Philosophy and Literature capstone seminar—This year's is strongly recommended. Applicants should see the under-
capstone seminars are COMPLIT 226/GERLIT 242: Nar- graduate director early in the academic year. Other programs
rative and Ethics (Winter), FRENGEN 284/ITALGEN such as College Year in Athens (http://cyathens.org) offer a
284: Poetry and Philosophy (Autumn), and RELIGST quarter, semester, or summer session in Greece. Interested stu-
271A: Dante's Spiritual Vision (Autumn). One of these dents should visit the Bing Overseas Studies Program in Sweet
courses must be taken in the student's senior year. Hall.
Note 1: University credit earned by placement tests or advanced placement work in MINOR IN CLASSICS
secondary school is not counted towards any major program in the department; work
done in other universities or colleges is subject to department evaluation. The undergraduate director meets with each student who opts
for a minor to discuss curriculum choices and assigns the student
HONORS PROGRAM an adviser in the relevant field. Students are required to work
A minimum grade point average (GPA) of 3.6 within the major closely with their advisers to create a cohesive curriculum within
is required for students to enroll in the honors program. To be con- each area. Students who minor in Classics are required to take
sidered for honors in Classics, the student must select a professor CLASSGEN 176, Majors Seminar, which is writing intensive.
who can supervise his or her honors thesis. A preliminary pro- Students may choose among four minors in Classics:
posal, approved by the supervisor, is due April 15 of the junior 1. Classical Languages: students are required to take a minimum
year, and a final version is due at the beginning of the senior year. of five courses in Greek or in Latin. In addition to the five re-
CLASSICS
the course is taken. In addition to the five required courses, months (usually three quarters of course work plus three months
students must take CLASSGEN 176, Majors Seminar. Courses study for the thesis or examination). Students without an under-
offered in Latin and Greek that focus on historical topics or au- graduate major in Classics with a Classical Archaeology field of
thors may count toward this minor. study may also be accepted as candidates, though they may require
3. Literature and Philosophy: students are required to take a a longer period of study before completing the requirements for the
minimum of five courses in classical literature or philosophy, degree. These requirements are:
including classical science. Courses listed in the department’s 1. Attaining a standard of scholarship such as would be reached
cognate course list may be substituted for one or more of these by three quarters of study in the department after fulfilling the
courses with prior written approval from the undergraduate di- requirements for an undergraduate major in the department.
rector; written approval must be submitted to the student serv- Normally, this means completing at least 25 units of graduate
ices officer for inclusion in the student’s academic file prior to courses and 20 additional units of work at the 100 level or
the end of the term in which the course is taken. In addition to higher.
the five required courses, students must take CLASSGEN 176, 2. Completion with a grade of ‘B’ or higher of at least 15 units of
Majors Seminar. Courses offered in Latin and Greek that focus graduate-level courses in classical archaeology, not including
on philosophical or literary topics or authors may count toward CLASSART 302.
the minor. 3. Passing an examination designed to test the candidate’s ability
4. Classical Studies: students are required to take a minimum of to translate into English from either ancient Greek or Latin.
five courses in Classics (CLASSART, CLASSGEN, 4. Completion with a grade of ‘B’ or higher of CLASSART 302,
CLASSGRK, CLASSHIS, CLASSLAT) plus the majors semi- Classical Archaeology: Experiences of the Discipline, or an
nar (CLASSGEN 176). equivalent course on the history of thought in classical archae-
ology approved by the Classics department’s graduate commit-
MASTER OF ARTS IN CLASSICS tee.
University requirements for the master’s degree are described 5. Writing a thesis, or passing an exam on a particular topic, or
in the “Graduate Degrees” section of this bulletin. having written work accepted by the graduate committee as an
I and II. Language and Literature, and Philosophy Fields of equivalent. Three completed and satisfactory seminar papers
Study—Students who have completed an undergraduate major in are normally an acceptable equivalent.
Classics (Greek, Latin, or Greek and Latin fields of study) or 6. Passing a reading examination in French, German, or Italian.
equivalent may be accepted as candidates for the M.A. degree in These examinations are administered every quarter.
Classics and may expect to complete the program in twelve 7. Completion and approval of a Program Proposal for a Master’s
months (usually three quarters of course work plus three months Degree form before the end of the first quarter of enrollment.
study for the thesis or examination). Students with an undergradu- Candidates for the Ph.D. degree may also, on the recommenda-
ate major in Classics (Ancient History or Classical Studies fields tion of the department, become candidates for the M.A. degree. In
of study) or without an undergraduate major in Classics may also their case, requirement 5 above is waived provided that the student
be accepted as candidates, though they may require a longer period has completed some work beyond the course requirements listed
of study before completing the requirements for the degree. These under requirements 1 and 2 above.
requirements are: IV. Ancient History—Students who have completed an under-
1. Attaining a standard of scholarship such as would be reached graduate major in Classics with a Classical Archaeology field of
by three quarters of study in the department after fulfilling the study, or in a closely related field may be accepted as candidates
requirements for an undergraduate major in the department. for the M.A. degree in Classics with an Ancient History field of
Normally, this means completing at least 25 units of graduate study, and may expect to complete the program in twelve months
courses and 20 additional units of work at the 100 level or (usually three quarters of course work plus three months study for
higher. the thesis or examination). Students without an undergraduate
2. Completion of one Greek course at the 100 level (if the under- major in Classics with a Classical Archaeology field of study may
graduate major field of study was Latin) or one Latin course at also be accepted as candidates, though they may require a longer
the 100 level (if the undergraduate major field of study was period of study before completing the requirements for the degree.
Greek). This requirement is waived for students with an un- These requirements are:
dergraduate major in Classics (Greek and Latin field of study). 1. Attaining a standard of scholarship such as would be reached
3. Passing an examination testing the candidate’s ability to trans- by three quarters of study in the department after fulfilling the
late into English from a selected list of Greek and/or Latin au- requirements for an undergraduate major in the department.
thors. Normally, this means completing 30 units of graduate courses
4. Completion of the 275A,B sequence in at least one language and 15 additional units of work at the 100 level or higher.
(Latin or Greek). 2. Satisfactory completion of 20 units of graduate-level courses
5. Writing a thesis, or passing of an examination on a particular in Classics and of 10 units of graduate-level courses in other
author or topic, or having written work accepted by the gradu- programs.
ate committee as an equivalent. Three completed and satisfac- 3. Satisfactory completion of 15 additional units of courses in
tory seminar papers are normally an acceptable equivalent. either ancient Greek or Latin.
6. A reading examination in French or German; these examina- 4. Writing a thesis, or passing an exam on a particular topic, or
tions are administered every quarter. having written work accepted by the Graduate Committee as
COTERMINAL BACHELOR'S AND tain a ‘B-’, the exam must be retaken later in the summer
MASTER'S DEGREE IN CLASSICS before registering for the Autumn Quarter, in order to con-
Stanford students in the undergraduate major who are interested tinue in the program. In order to retake an exam during
in postgraduate work in Classics may apply for Stanford's cotermi- Summer Quarter, a student must be registered at Stanford
nal master's program. Candidates for a coterminal master's degree at his or her own expense; the department does not cover
must fulfill all requirements for the M.A. in Classics, as well as tuition in these instances. The exam can only be retaken
general and major requirements for the B.A. No courses used to once.
satisfy the B.A. requirements (either as General Education Re- b. Students must pass modern language translation exams in
quirements or department requirements) may be applied toward the both German and French; Italian or modern Greek may be
M.A. No courses taken more than two quarters prior to admission substituted in place of French, with consent of the graduate
to the coterminal master's program may be used to meet the 45- director. Students arrange with the student services officer
unit University minimum requirement for the master's degree. to take the exam. One modern language exam must be
Applicants must have a minimum GPA of 3.7 in the major, and no passed by the end of the second year, the other by the end
incompletes on record. Undergraduate course work in Greek and of the third year. These examinations are administered
Latin is normally a prerequisite for graduate-level work. To apply, once each quarter.
students should submit the Application for Admission to Cotermi- c. At the beginning of Autumn Quarter of the third year, stu-
nal Master's Program form, two letters of recommendation from dents take general examinations in four of the following
Classics faculty, a sealed, official copy of their undergraduate tran- fields: Greek literature, Latin literature, ancient philoso-
script, a 1-3 page statement of purpose and a 10-15 page writing phy, Greek history, and Roman history. Students select the
sample. GRE scores are not required. Applications are due in early fields in consultation with the graduate director no later
January of your intended graduation year; please see the depart- than June of the second year of graduate study. Candidates
mental website, http://classics.stanford.edu for the specific dead- must have taken at least one course at Stanford in each of
line. the chosen fields (in the case of ancient philosophy, a se-
For University coterminal degree program rules and University minar or its equivalent); students need to confer with the
application forms, see the Undergraduate Academic Life web site. professor overseeing the exam. General examinations must
University requirements for the coterminal M.A. are described in be taken by October of the third year.
the "Coterminal Bachelor's and Master's Degrees" section of this d. The University oral examination, which is a defense of the
bulletin. candidate’s dissertation.
3. The graduate director assigns a dissertation proposal director
DOCTOR OF PHILOSOPHY IN CLASSICS to each candidate who has passed the general examination.
During the third year, the candidate, in consultation with the
University requirements for the Ph.D. are described in the dissertation proposal director, prepares a dissertation proposal
“Graduate Degrees” section of this bulletin. There are four spe- which is examined by the dissertation proposal defense com-
cializations within the Classics Ph.D. program: language and lit- mittee (set up by the dissertation proposal director and consist-
erature; classical archaeology; ancient history; and ancient phi- ing of the dissertation proposal director and two other faculty
losophy. members, one of whom may be from outside the department),
I. Language and Literature—Candidates for the Ph.D. degree in no later than the end of the first quarter of the fourth year. If
Classics with specialization in language and literature must fulfill the proposal is deemed unsatisfactory, this proposal examina-
the following requirements: tion is repeated in the following quarter and must be passed.
1. Complete 135 units of academic credit or equivalent in study Subsequently, each candidate, in consultation with the gradu-
beyond the bachelor’s degree at the end of the fourth year. ate director and the dissertation proposal director, selects a dis-
These must include: sertation director who must be a member of the Academic
a. Greek and Latin survey sequence (CLASSGEN 207-208). Council. The candidate, the dissertation director, and the
b. Greek and Latin syntax sequence (CLASSGRK 275A,B graduate committee collaborate to select an appropriate disser-
and CLASSLAT 275A,B). tation reading committee. Two of the three members of the
c. Semantics of grammar sequence (CLASSGEN 205A,B). reading committee, including the chair, must be members of
d. Twelve graduate seminars, nine of which must be Classics the Academic Council.
seminars, and one of the remaining three of which must be 4. Students are required to undertake the equivalent of four one
outside the department. The other two seminars may be in quarter courses of teaching under department supervision. This
Classics, from other departments (with the graduate direc- teaching requirement is normally completed during the second
tor’s approval), and/or directed readings. However, no and third years of study. Summer teaching does not satisfy this
more than two directed readings can be taken. Classics se- requirement.
minars are generally offered for 4-5 units. In some cases, 5. A typical program for a graduate student in Classics is as fol-
instructors allow a student to complete a seminar for 4 lows. First year: CLASSLAT 275A,B (6 units), CLASSGRK
units without requiring a written paper but with completion 275A,B (6 units), CLASSGEN 205A,B, Semantics (3 units),
of all other requirements. either CLASSGEN 207A-C or 208A-C, Literature Survey (of-
2. Examinations: fered alternate years; 15 units), and three elective seminars
a. Students must take Greek and Latin translation exams at (12-15 units). Second year: either CLASSGEN 207A-C or
the end of each survey sequence (the end of the first and 208A-C, Literature Survey (offered alternate years; 15 units),
CLASSICS
a. At least three graduate (200 or 300) level courses in Latin tion is repeated in the following quarter and must be passed.
and/or Greek literature. Subsequently, each candidate, in consultation with the gradu-
b. History of Classical Archaeology (CLASSART 201), to be ate director and the dissertation proposal director, selects a dis-
taken as early as possible in the candidate’s Stanford ca- sertation director who must be a member of the Academic
reer. Council. The candidate, the dissertation director, and the
c. The interdepartmental graduate core sequence in archae- graduate committee collaborate to select an appropriate disser-
ology. The Archaeology Center announces the courses tation reading committee. Two of the three members of the
which fulfill this requirement. The core sequence currently reading committee, including the chair, must be members of
comprises a seminar in archaeology theory and a course on the Academic Council.
archaeological methods. 4. Students are required to undertake the equivalent of four one
d. At least one further course outside the Classics department. quarter courses of teaching under department supervision. This
e. At least five graduate seminars in classical archaeology. teaching requirement is normally completed during the second
f. At least three graduate seminars in ancient history. and third years of study. Summer teaching does not satisfy this
g. Students may petition to count independent study courses requirement.
in place of up to two required courses, but no more. III. Ancient History—Candidates for the Ph.D. degree in Clas-
h. Students who enter the program with only one ancient lan- sics with specialization in ancient history must fulfill the following
guage at the level needed for graduate study are strongly requirements:
encouraged to take additional course work to reach gradu- 1. Complete 135 units of academic credit or equivalent in study
ate (200 and above) level in another language. beyond the bachelor’s degree at the end of the fourth year.
i. Students are urged to enroll in or audit other undergraduate These must include:
courses that may fill gaps in their undergraduate training. a. In the Autumn Quarter of the first year, Approaches to
j. All students are expected to take part in archaeological History (HISTORY 304), offered in the History depart-
fieldwork in the classical world areas. ment.
k. At least three consecutive quarters of course work must be b. Two proseminars. These introduce students to primary
taken at Stanford. sources of evidence for ancient history that require special
2. Examinations: training: papyrology, epigraphy, paleography, numismat-
a. As soon as students arrive, they must take a diagnostic ex- ics, and archaeology. The department should offer one
am in either Greek or Latin. Depending on performance, each year, but students may also fulfill this requirement by
students may be required to enroll in undergraduate lan- doing a directed reading, or (with the approval of the an-
guage classes in that language to improve their skills to the cient history track adviser) by taking a course at another
level required for graduate work. university with which Stanford has an exchange agree-
b. Reading examinations in two of the following languages: ment.
French, German, Italian, and modern Greek. Candidates c. Three skills courses relevant to the individual student’s
may petition to substitute a different modern language for chosen research approach. For example, a student could
one of these, if their area of specialization requires it. One take classes in economics, demography, legal history, or
modern language exam must be passed by the end of the anthropology. The skills courses can also be used to learn
second year, the other by the end of the third year. These other ancient or modern languages, either by course work
examinations are administered once each quarter. or directed reading. Students need to consult with their ad-
c. A translation examination from Latin or Greek into Eng- visers and the graduate director to determine appropriate
lish. This examination must be taken either at the end of skills courses.
the first year or at the end of the second year. A grade of d. Ten graduate seminars: These normally have course num-
‘B-’ or higher on every passage is required to pass. If a bers in the 200s, 300s, or 400s. Most of these are taken in
student does not attain a ‘B-,’ the exam must be retaken the department, but students may also take seminars out-
later in the summer before registering for Autumn Quarter, side the department or at another university with which
in order to continue in the program. In order to retake an Stanford has an exchange agreement. Approval from the
exam during Summer Quarter, a student must be registered ancient history adviser and the graduate director must be
at Stanford at his or her own expense; the department does obtained prior to exercising this option. While only two of
not cover tuition in these instances. The exam can only be the ten seminars can be replaced by directed readings, up
retaken once. to three additional seminars may be taken outside the de-
d. General examinations in Greek archaeology and Roman partment. This leaves five ancient history seminars that
archaeology, and two of the following fields: Greek litera- must be chosen from those in the department. Other Clas-
ture, Latin literature, ancient philosophy, Greek history, sics graduate seminars may be substituted for these ancient
Roman history. Candidates select the fields in consultation history seminars, with approval of the ancient history track
with the graduate director no later than the first week of adviser.
Spring Quarter of the second year of graduate study. Can- e. The range and sequence of other courses to be taken de-
didates must have taken at least one course at Stanford in pend on which of the following two options the student se-
each of the chosen fields (in the case of ancient philoso- lects within the Ancient History track.
phy, a seminar or its equivalent). General examinations 1. Option 1: Students focus more on one language. This
must be taken by October of the third year. requires students to take: the three quarter survey
a. As soon as students arrive, they take diagnostic exams in the program is advised by a committee consisting of one professor
two areas of ancient history. Choices are: Egyptian, Greek, from each department.
and Roman history. The test is mainly on narrative history, Candidates for the Ph.D. degree in Classics with specialization
especially important names, dates, and events. Depending in ancient philosophy must fulfill the following requirements:
on performance, students may be asked to sit in on the un- 1. Complete 135 units of academic credit or equivalent in study
dergraduate history courses and take directed reading or a beyond the bachelor’s degree at the end of the fourth year.
graduate survey if offered. Reading lists are available upon These must include:
request. a. All the requirements listed for the language and literature
b. Students must take the final offered at the end of each specialization in the graduate program in Classics (see “I”
quarter of Greek or Latin survey (for Option 1 above) or above).
both Greek and Latin surveys (for Option 2 above). Stu- b. Three courses in the Philosophy department (including
dents must earn a ‘B-’ or higher on each final to pass. 100/200 and two courses at the 200 level or higher). These
c. Students must pass modern language translation exams in include:
both German and French; Italian or modern Greek may be 1. one course in logic which can be fulfilled at the 100
substituted in place of French with consent of the graduate level or higher
director. One modern language exam must be passed by 1. one course in aesthetics, ethics, or political philosophy
the end of the second year, the other by the end of the third 2. one course in metaphysics, epistemology, philosophy
year. These examinations are administered once each quar- of mind, or philosophy of science.
ter. c. At least three courses in ancient philosophy at the 200
d. Students must pass general exams in two areas in history level or above, one of which must be in the Philosophy de-
(Egyptian, Greek, or Roman) and two of the following partment.
fields: Greek literature, Latin literature, Greek archae- d. All courses taken in the Philosophy department count for
ology, Roman archaeology, or ancient philosophy. Stu- seminar credit (i.e., as contributing to the 12 seminar re-
dents select the fields in consultation with the graduate di- quirement in the Language and Literature track in the
rector no later than June of their second year of graduate Classics department).
study. Candidates must have taken at least one course at 2. Examinations: The requirements are the same as those listed in
Stanford in each of the chosen fields (in the case of ancient the language and literature specialization, except that one of
philosophy, a seminar or its equivalent). General examina- the four areas of general examination must be taken in ancient
tions must be taken by October of the third year. In prepar- philosophy.
ing for the general examinations, candidates are expected 3. The graduate director assigns a dissertation proposal director
to make full use of relevant secondary material in modern to each candidate who has passed the general examination.
languages. They should therefore plan to satisfy the re- During the third year, the candidate, in consultation with the
quirements in French and German as soon as possible, dissertation proposal director, prepares a dissertation proposal
preferably before the translation examinations. which is examined by the dissertation proposal defense com-
e. The University oral examination which is a defense of the mittee (set up by the dissertation proposal director and consist-
candidate’s dissertation. ing of the dissertation proposal director and two other faculty
3. The graduate director assigns a dissertation proposal director members, one of whom may be from outside the department),
to each candidate who has passed the general examination. no later than the end of the first quarter of the fourth year. If
During the third year, the candidate, in consultation with the the proposal is deemed unsatisfactory, this proposal examina-
dissertation proposal director, prepares a dissertation proposal tion is repeated in the following quarter and must be passed.
which is examined by the dissertation proposal defense com- Subsequently, each candidate, in consultation with the gradu-
mittee (set up by the dissertation proposal director and consist- ate director and the dissertation proposal director, selects a dis-
ing of the dissertation proposal director and two other faculty sertation director who must be a member of the Academic
members, one of whom may be from outside the department), Council. The candidate, the dissertation director, and the
no later than the end of the first quarter of the fourth year. If graduate committee collaborate to select an appropriate disser-
the proposal is deemed unsatisfactory, this proposal examina- tation reading committee. Two of the three members of the
tion is repeated in the following quarter and must be passed. reading committee, including the chair, must be members of
Subsequently, each candidate, in consultation with the gradu- the Academic Council.
ate director and the dissertation proposal director, selects a dis- 4. Students are required to undertake the equivalent of four one
sertation director who must be a member of the Academic quarter courses of teaching under department supervision. This
Council. The candidate, the dissertation director, and the teaching requirement is normally completed during the second
graduate committee collaborate to select an appropriate disser- and third years of study. Summer teaching does not satisfy this
tation reading committee. Two of the three members of the requirement.
reading committee, including the chair, must be members of
the Academic Council. PH.D IN CLASSICS AND HUMANITIES
4. Candidates are required to undertake the equivalent of four one The department participated in the Graduate Program in Hu-
quarter courses of teaching under department supervision. This manities leading to a Ph.D. degree in Classics and Humanities. At
teaching requirement is normally completed during the second this time, the option is available only to students already enrolled
in the Graduate Program in Humanities; no new students are being
COMMUNICATION
linguistics. Requirements for the minor field vary, but might be Phone: (650) 723-1941
expected to involve about six graduate-level courses in the field Web Site: http://comm.stanford.edu
and one written examination, plus a portion of the University oral Courses offered by the Department of Communication are
exam (dissertation defense). Such a program is expected to take listed under the subject code COMM on the Stanford Bulletin's
five years. The department encourages such programs for espe- ExploreCourses web site.
cially able and well prepared students. See the department Gradu-
ate Handbook for more information. The following timetable Stanford's Department of Communication focuses on media in
would be typical for a five-year program: all its forms. The department studies the processes and effects of
First Year: course work, almost entirely in Classics. One trans- mass communication: the nature and social role of the various
lation exam taken in June. One or both modern language exams media; their structure, function, and ethics; and their impact on the
taken. political system, culture, and society. In this context, it considers
Second Year: course work, both in Classics and the minor field. not only traditional mass media, such as newspapers, magazines,
Second translation exam completed. French and German exams radio, television, and film, but also information technology, online
completed. media, virtual reality, and the Internet. Students are trained as so-
Third Year: course work, both in Classics and the minor field. cial scientists who can study the media and as potential practitio-
General examinations in Classics. ners in the use of the media in journalism, mass communications,
Fourth Year: remaining course work, both in Classics and the and digital media. The department combines theory and practice
minor field. General examination in the minor field. Preparation and fosters individual research opportunities for its students, em-
for dissertation. ploying both quantitative and qualitative approaches.
Fifth Year: dissertation, University oral examination. The Department of Communication engages in research in
communication and offers curricula leading to the B.A., M.A., and
PH.D. MINOR IN CLASSICS Ph.D. degrees. The M.A. degree prepares students for a career in
journalism. The department also offers current Stanford University
For a graduate minor, the department recommends at least 20 undergraduates a coterminal program with an M.A. emphasis in
units in Latin or Greek at the 100 level or above, and at least one Media Studies. The Ph.D. degree leads to careers in university
course at the graduate (200) level. teaching and research-related specialties.
OVERSEAS STUDIES COURSES IN The Institute for Communication Research offers research ex-
perience primarily to advanced Ph.D. students.
CLASSICS The John S. Knight Fellowships Program brings outstanding
For course descriptions and additional offerings, see the listings journalists to the University to study and do research for an aca-
in the Stanford Bulletin's ExploreCourses web site demic year. While here, they focus on issues, challenges and op-
(http://explorecourses.stanford.edu) or the Bing Overseas Studies portunities of journalism innovation, entrepreneurship and leader-
web site (http://bosp.stanford.edu). Students should consult their ship. The John S. and James L. Knight Foundation sponsors twelve
department or program's student services office for applicability of U.S. journalists. They are joined by eight International Fellows
Overseas Studies courses to a major or minor program. sponsored by the Lyle and Corrine Nelson International Fellow-
ship Fund, the Knight Foundation, Yahoo! Inc., the Shinyoung
WINTER QUARTER Journalism Fund and others.
FLORENCE
MISSION OF THE UNDERGRADUATE
• OSPFLOR 43.The Invention of the Book. 3-5 units, Reviel
Netz, GER:DB:Hum
PROGRAM IN COMMUNICATION
• OSPFLOR 45. Harmony: Ancient Science in the Italian Ren- The mission of the undergraduate program in Communication
aissance. 3-5 units, Reviel Netz, GER:DB:Hum is to expose students to a broad-based understanding of communi-
cation theory and research. Students in this major are expected to
become familiar with the fundamental concerns, theoretical ap-
COMMUNICATION proaches, and methods of the field, and to acquire advanced
knowledge in one or more sub-areas of the discipline. This is ac-
Emeriti: (Professors) Henry S. Breitrose, Donald F. Roberts; (Pro- complished by several levels of study: a core curriculum; interme-
fessor, Teaching) Marion Lewenstein diate-level electives; and internships. Majors also have the oppor-
Chair: James S. Fishkin tunity to do advanced research projects. The department is com-
Director, Institute for Communication Research: James S. Fishkin mitted to providing students with analytical and critical skills
Director, John S. Knight Fellowships for Professional Journalists: needed for success in graduate programs, professional schools, or
James R. Bettinger immediate career entry.
Director, Media Studies: Byron Reeves LEARNING OUTCOMES
Director, Undergraduate Studies: Fred Turner
Deputy Director, John S. Knight Fellowships for Professional The department expects undergraduate majors in the program
Journalists: Dawn E. Garcia to be able to demonstrate the following learning outcomes. These
Director, Journalism: Ann Grimes learning outcomes are used in evaluating students and the depart-
ment's undergraduate program. Students are expected to demon-
strate:
Prospective Coterminal Students—Applications are available 10) prior to registration in COMM 106. Communication Research
online at Methods, in preparation for courses in methodology and advanced
http://studentaffairs.stanford.edu/sites/default/files/registrar/files/C courses in communication processes and effects. It is recom-
otermApplic.pdf mended that this be done as soon as possible so as not to prevent
Prospective Graduate Students—Applications are available on- registration in a course requiring statistical understanding. The
line at at http://gradadmissions.stanford.edu. statistics course does not count toward the 60 units to complete the
The department requires that applicants for graduate admission Communication major.
submit verbal and quantitative scores from the Graduate Record In addition to the core courses and the statistics requirement,
Examination (GRE). Admission to each graduate degree program undergraduate majors select courses from the areas described be-
is competitive, based on the pool of applicants each year rather low. Many of the courses require core courses as prerequisites.
than on standard criteria that can be stated in advance. The GRE Majors select a total of four area courses, taking at least one from
should be taken no later than early November prior to the early each area.
December application deadline. Area I: Communication Processes and Effects—Area I empha-
sizes the ways in which communication scholars conduct research
THE INSTITUTE FOR COMMUNICATION in, and consider the issues of, human communication. These stud-
RESEARCH ies aim to provide expert guidance for social policy makers and
The Institute is an office of project research for the faculty of media professionals and include the following courses: COMM
the Department of Communication and operates under grants to 137, 160, 162, 166, 168, 169, 172, 326.
faculty from government, industry, and non-profit organizations. Area II: Communication Systems and Institutions—Area II con-
Research assistantships are often available to qualified Ph.D. stu- siders the roles and interaction of institutions such as broadcasting,
dents in Communication. journalism, constitutional law, and business within communication
and mass communication contexts and includes the following
BACHELOR OF ARTS IN courses: COMM 104, 116, 117, 120, 125, 131, 140, 147, 182, 212.
COMMUNICATION The remainder of the 60 required units may be fulfilled with
any elective Communication courses or cross listed courses in
PREPARATION other departments.
Before declaring the major, students must have completed or be
concurrently enrolled in one of the following: To be recommended for the B.A. degree in Communication, the
COMM 1A. Media Technologies, People, and Society or COMM student must complete at least 60 units (approximately 12 courses)
1B. Media, Culture, and Society in the department. No more than 10 units of course work outside of
COMM 106. Communication Research Methods the department, transfer credit, or Summer Session credit may be
COMM 108. Media Processes and Effects applied to meet department requirements. Communication majors
Students interested in declaring the major should apply via Ax- must receive a letter grade for all Communication courses unless
ess and meet with the student services administrator in Building they are offered only for satisfactory/no credit (S/NC), and must
120, Room 110A, during scheduled office hours. Students are maintain a grade point average (GPA) of 2.0 (C) in courses to-
required to take at least 60 units (approximately 12 courses), not wards the major. Only courses with a grade of C- or above count
counting statistics, to complete the major. towards the major.
COMMUNICATION
PREPARATION ted at least four quarters in advance of the expected master’s de-
gree conferral date. Applicants must have earned a minimum of
Before declaring the minor, students must have completed or be
120 units toward graduation (UTG) as shown on the undergraduate
concurrently enrolled in one of the following:
unofficial transcript. This includes allowable advanced placement
• COMM 1A. Media Technologies, People, and Society or (AP) and transfer credit. Applications must be submitted no later
COMM 1B. Media, Culture, and Society than November 17, 2010 for admission beginning in either Winter
• COMM 106. Communication Research Methods or Spring Quarter 2010-11 or Autumn Quarter 2011-12. Journal-
• COMM 108. Media Processes and Effects ism track students may begin the program only in Spring Quarter
Students interested in declaring the minor should do so no later of their senior year. Requirements include: Application for Admis-
than Spring Quarter of their junior year by applying via Axess and sion to Coterminal Master’s Program form, preliminary program
meeting with the student services administrator in Building 120, proposal, statement of purpose, three letters of recommendation
Room 110A, during scheduled office hours. from Stanford professors, a written statement from a Communica-
tion professor agreeing to act as a graduate adviser (social sciences
PROGRAM OF STUDY track only), three samples of writing (journalism track only), and a
The minor is structured to provide a foundation for advanced current unofficial Stanford transcript. GRE scores are not required.
course work in communication through a broad-based understand- Coterminal applications are submitted directly to the department.
ing of communication theory and research. Review procedures and the Graduate Admissions Committee de-
Students are required to take 35 units (approximately 7 termine criteria.
courses), not counting statistics, to complete the minor. The cur-
riculum consists of three introductory communication core courses Requirements—The Media Studies coterminal master’s pro-
that include COMM 1A. Media Technologies, People, and Society gram provides a broad introduction to scholarly literature in mass
(5 units), or COMM 1B. Media, Culture, and Society (5 units); communication and offers a social sciences or journalism track.
COMM 106. Communication Research Methods (5 units); and Journalism track students may begin the program only in Spring
COMM 108. Media Processes and Effects (5 units). The depart- Quarter of their senior year during which time one elective course
ment also requires completion of or concurrent registration in an is taken towards the master's program and any remaining require-
introductory statistics course (STATS 60 or PSYCH 10) prior to ments for the undergraduate degree are completed. In the follow-
registration in COMM 106. Communication Research Methods, in ing academic year journalism track students follow the same cur-
preparation for courses in methodology and advanced courses in riculum as students in the Graduate Program in Journalism (see
communication processes and effects. It is recommended that this Master of Arts-Journalism section), less one elective course. Jour-
be done as soon as possible so as not to prevent registration in a nalism track students may be required to complete more than 45
course requiring statistical understanding. The statistics course units. Social Science track students need to satisfy the following
does not count toward the 35 units to complete the Communication four basic requirements:
minor. 1. Required Units and GPA: students must complete a minimum
The remainder of the 35 required units may be fulfilled with of 45 units in Communication and related areas, including
any intermediate-level elective Communication courses or cros- items 2 and 3 below. Courses must be taken for a letter grade if
slisted courses in other departments. No more than 5 units of offered. Courses in related areas outside the department must
course work outside of the department, transfer credit, or Summer be approved by the student’s adviser. A minimum of 36 units
Session credit may be applied to meet department requirements. must be in the Communication department. No more than two
Communication minors must receive a letter grade for all Commu- courses (not including the statistics prerequisite) may be below
nication courses unless they are offered only for satisfactory/no the 200 level. To remain in good academic standing students
credit (S/NC), and must maintain a grade point average (GPA) of must maintain a grade point average (GPA) of 3.0 or better.
2.0 (C) in courses towards the minor. Only courses with a grade of Graduation requires a GPA of 3.0 or better.
C- or above count towards the minor. Some courses are not given 2. Core Requirements: students must complete COMM 206, 208,
every year. Refer to ExploreCourses for details. and a statistics course. Typically, the statistics requirement is
Core courses are usually offered only once annually: met with STATS 160. Other courses occasionally are approved
Prerequisite—introductory statistics course (for example, as a substitute before the student is admitted to the program.
PSYCH 10) The statistics course does not count toward the 45 units.
Core Courses—COMM 1A or 1B, 106, 108 3. Six Media Studies Courses: students must complete a mini-
Area I: Communication Processes and Effects—a minimum of mum of six additional Communication courses from the fol-
one course from COMM 137, 160, 162, 166, 168, 169, 172, 326 lowing list concerned with the study of media. Not all the
Area II: Communication Systems/Institutions—a minimum of listed courses are offered every year, and the list may be up-
one course from COMM 104, 116, 117, 120, 125, 131, 140, 147, dated from one year to the next. In addition to the core re-
182, 212 quirements and a minimum of six courses listed below, stu-
Elective courses—totaling 10 units. dents may choose additional courses from the list and any re-
lated course approved by the student’s adviser.
• COMM 211. Media Technologies, People, and Society
• COMM 216. Journalism Law
• COMM 217. Digital Journalism
• COMM 220. Digital Media in Society
• COMM 272. Media Psychology in-depth critique of an area of journalism in which the author has a
• COMM 277. Specialized Writing and Reporting special interest. Work on the project usually begins during Winter
• COMM 326. Human Virtual Representation Quarter and continues through Spring Quarter. Completed master's
4. The Media Studies M.A. Project: students following the social projects must be submitted to the project adviser no later than the
sciences track enroll in COMM 290 to complete a project over last day of classes in the Spring Quarter. The project represents a
two consecutive quarters that must be pre-approved and super- major commitment of time, research, and writing. Although it is
vised by the adviser. The completed M.A. project must be not a requirement that the project be published, it must be judged
submitted to the adviser no later than the last day of classes of by a member of the faculty to be of a quality acceptable for publi-
the second consecutive quarter. cation. At a minimum, the project should demonstrate the rigor and
Additional courses are chosen in consultation with an academic discipline required of good scholarship and good journalism; it
adviser. should offer ample evidence of students’ ability to gather, analyze,
and synthesize information in a manner that goes beyond what
MASTER OF ARTS IN COMMUNICATION ordinarily appears in daily news media.
University requirements for the master’s degree are described DOCTOR OF PHILOSOPHY IN
in the “Graduate Degrees” section of this bulletin. COMMUNICATION
The department awards a terminal M.A. degree in Communica-
tion with a field of study in Journalism. Applicants for this pro- University requirements for the Ph.D. are described in the
gram are evaluated for admission on different criteria. Work to "Graduate Degrees" section of this bulletin. The minimum number
fulfill graduate degree requirements must be in courses numbered of academic units required for the Ph.D. at Stanford is 135, up to
100 or above. 45 of which can be transferred either from a master’s degree at the
Stanford students who are completing an M.A. degree and who University or from another accredited institution.
desire entry into the Ph.D. program must file a Graduate Program The department offers a Ph.D. in Communication Theory and
Authorization Petition on Axess. Such students are considered Research. First-year students are required to complete introductory
alongside all other doctoral applicants. courses in communication theory and research, research methods,
and statistics. These core courses, grounded in the social science
JOURNALISM literature, emphasize how people respond to media and how media
Stanford’s graduate program in Journalism focuses on the institutions function. In addition, Ph.D. students must complete a
knowledge and skills required to report, analyze, and write authori- minimum of three literature survey courses and related advanced
tatively about public issues and digital media. The curriculum seminars in Communication. Students also take significant course
combines a sequence of specialized reporting and writing courses work outside the department in their area of interest. Each student
with seminars and courses devoted to deepening the students’ un- builds a research specialty relating communication to current fac-
derstanding of the roles and responsibilities of American news ulty interests in such areas as ethics, human-computer interactions,
media in their coverage of public issues. information processing, information technology, law, online com-
The program emphasizes preparation for the practice of jour- munities, politics and voting, virtual reality, and youth and media.
nalism and a critical perspective from which to understand it. The Regardless of the area of specialization, the Ph.D. program is de-
program’s objective is twofold: (1) to graduate talented reporters signed primarily for students interested in university research and
and writers to foster public understanding of the significance and teaching or other research or analyst positions.
consequences of public issues and the debates they engender; and The Ph.D. program encompasses four years of graduate study
(2) to graduate thoughtful journalists to respond openly and elo- (subsequent to completion of the B.A. degree) during which, in
quently when called on to explain and defend the methods of their addition to fulfilling University residency requirements, Ph.D.
reporting and the quality of their writing. candidates are required to:
1. Complete all departmental course requirements with grades of
CURRICULUM 'B+’' or above. Currently these courses include COMM 206,
The curriculum includes several required courses, examples of 208, 301, 311, 314, 317, and 318. Students are also required to
which are shown below, and a master’s project: take STATS 160 and two advanced methods courses.
• COMM 216. Journalism Law 2. Pass the general qualifying examinations by the end of the
• COMM 217. Digital Journalism second academic year of study and pass a specialized area ex-
• COMM 225. Perspectives on American Journalism amination by the end of the third academic year of study.
• COMM 240. Digital Media Entrepreneurship 3. Demonstrate proficiency in tools required in the area of re-
• COMM 273,274. Public Issues Reporting I,II search specialization. Identified with the advice of the faculty,
• COMM 275. Multimedia Storytelling such tools may include detailed theoretical knowledge, ad-
• COMM 289. Journalism M.A. Project vanced statistical methods, a foreign language, computer pro-
• COMM 291. Graduate Journalism Seminar gramming, or other technical skills.
Additionally, students are usually required to take two special- 4. Complete at least two pre-dissertation research projects (the
ized writing courses, chosen from a list of four or five, and two Major Project and the Complementary Project).
approved electives from among graduate-level courses in the De- 5. Teach or assist in teaching at least two courses, preferably two
partment of Communication, or from among courses on campus different courses, at least one of which is ideally a core under-
that deal substantively with issues of public importance. The M.A. graduate course (COMM 1A, 1B, 106, and 108).
COMPARATIVE LITERATURE
different related disciplines, the plan of study is individualized and Department Offices: Building 260, Room 108
developed between the faculty adviser and the student. Mail Code: 94305-2031
Ph.D. candidacy is valid for five years. Phone: (650) 723-3566
Other requirements and details of the requirements can be Email: comparativelit@stanford.edu
found in the document, Official Rules and Procedures for the Web Site: http://complit.stanford.edu
Ph.D. in the Department of Communication, available from the Courses offered by the Department of Comparative Literature
student services administrator of the department. are listed under the subject code COMPLIT on the Stanford Bulle-
tin's ExploreCourses web site.
PH.D. MINOR IN COMMUNICATION The Department of Comparative Literature offers courses in the
Candidates for the Ph.D. degree in other departments who elect history and theory of literature through comparative approaches.
a minor in Communication are required to complete a minimum of The department accepts candidates for the degrees of Bachelor of
20 units of graduate courses in the Department of Communication, Arts and Doctor of Philosophy.
including a total of three theory or research methods courses, and The field of Comparative Literature provides students the op-
are examined by a representative of the department. A department portunity to study imaginative literature in all its forms. While
adviser in consultation with the individual student determines the other literary disciplines focus on works of literature as parts of
particular communication theory and methods courses. specific national or linguistic traditions, Comparative Literature
draws on literature from all contexts in order to examine the nature
OVERSEAS STUDIES COURSES IN of literary phenomena from around the globe and from different
COMMUNICATION historical moments, while exploring how literary writing interacts
with other elements of culture and society. The field studies liter-
For course descriptions and additional offerings, see the listings ary expression through examinations of genres such as novels,
in the Stanford Bulletin's ExploreCourses web site epics, drama, and poetry, and new aesthetic forms such as cinema
(http://explorecourses.stanford.edu) or the Bing Overseas Studies and electronic media. Although Comparative Literature does not
web site (http://bosp.stanford.edu). Students should consult their restrict its focus to single traditions or periods, it does investigate
department or program's student services office for applicability of the complex interplay of the literary imagination and historical
Overseas Studies courses to a major or minor program. experience. Attention is also paid to questions of literary theory,
aesthetic philosophy, and cultural interpretation.
AUTUMN QUARTER Along with the traditional model of comparative literature that
BEIJING juxtaposes two or more national literary cultures, the department
OSPBEIJ 42. Chinese Media Studies. 4 units, Kun Li, supports teaching and research that examine literary phenomena
GER:DB:SocSci with additional tools of inquiry such as literary theory, the relation-
ship between literature and philosophy, and the enrichment of
WINTER QUARTER literary study with other disciplinary methodologies. Comparative
FLORENCE Literature also encourages the study of aspects of literature that
surpass national boundaries, such as transnational literary move-
OSPFLOR 49. The Cinema Goes to War: Fascism and World War
ments or the dissemination of particular genres. In each case, stu-
II As Represented in Italian and European Cinema. 5 units, Er-
dents emerge from the program with enhanced verbal and writing
melinda Campani, GER:DB:Hum
skills, a command of literary studies, the ability to read analytically
and critically, and a more global knowledge of literature.
COMPARATIVE LITERATURE MISSION OF THE UNDERGRADUATE
Emeriti: (Professors) Joseph Frank, John Freccero, René Girard,
PROGRAM IN COMPARATIVE
Herbert Lindenberger, Mary Pratt; (Courtesy Professors) W. B. LITERATURE
Carnochan, Gerald Gillespie, David G. Halliburton, Marjorie G. The mission of the undergraduate program in Comparative Lit-
Perloff erature is to enhance students' verbal and written communication
Director: David Palumbo-Liu skills, their ability to read analytically and critically as well as to
Chair of Graduate Admissions: Monika Greenleaf develop their global knowledge of literature. The program provides
Chair of Graduate Studies: Hans U. Gumbrecht students with the opportunity to study imaginative literature in all
Chair of Undergraduate Studies: Margaret Cohen of its forms, investigating the complex interplay of the literary
Professors: John Bender (English, Comparative Literature, on imagination and the historical experience. Courses in the program
leave Spring), Russell Berman (German Studies, Comparative focus on literary theory, aesthetic philosophy, as well as cultural
Literature), Margaret Cohen (Comparative Literature), Amir interpretation. The program prepares students for a variety of ca-
Eshel (German Studies, Comparative Literature), Roland reer paths as well as for further study in graduate or professional
Greene (English, Comparative Literature), Hans U. Gumbrecht schools as students learn to think, adapt, and communicate effec-
(French and Italian, Iberian and Latin American Cultures, Com- tively.
parative Literature), Franco Moretti (English, Comparative Lit- The department’s undergraduate programs are designed to en-
erature), Elisabeth Mudimbe-Boyi (French and Italian, Com- hance students’ appreciation of literature in all its diversity, par-
parative Literature), Andrea Nightingale (Classics, Comparative ticularly through introductory courses that include treatments of
pursue an advanced degree as a gateway to an academic career. encourages honors students to enroll in the honors college sched-
uled during the weeks preceding the beginning of every academic
LEARNING OUTCOMES year. Applications to the college are available from the DLCL
The department expects undergraduate majors in the program student affairs officer. The honors college is coordinated by the
to be able to demonstrate the following learning outcomes. These Division of Literatures, Cultures, and Languages (DLCL).
learning outcomes are used in evaluating students and the depart-
ment's undergraduate program. Students are expected to demon- REQUIREMENTS
strate: All majors in Comparative Literature (including honors) are re-
1. the ability to interpret a literary text in a non-native language quired to complete the following courses:
or to compare literary texts from different linguistic traditions, 1. COMPLIT 101, What is Literature? (5 units). This gateway to
which may be read in translation. the major is normally taken by the end of sophomore year. It
2. a self-reflective understanding of the critical process necessary provides an introduction to literature and its distinctions from
to read and understand texts. other modes of linguistic expression, and a fundamental set of
3. skills in writing effectively about literature. interpretive skills. This course fulfills the Writing in the Major
4. skills in oral communication and public speaking about litera- requirement.
ture. 2. The genre core—
a. COMPLIT 121, Poems, Poetry, Worlds: An Introductory
GRADUATE PROGRAMS IN Course
COMPARATIVE LITERATURE b. COMPLIT 122, Literature as Performance
The department offers a Doctor of Philosophy and a Ph.D. mi- c. COMPLIT 123, The Novel, the World (5 units each)
nor in Comparative Literature. Students should complete these courses as soon as possi-
ble. Each course draws on examples from multiple tradi-
COMPARATIVE LITERATURE COURSE tions to ask questions about the logic of the individual
genres.
CATALOG NUMBERING SYSTEM 3. COMPLIT 199 (5 units). This senior seminar is designed as a
Course numbering system: culmination to the course of study while providing reflection
Course Topic Number on the nature of the discipline. Topics vary.
Authors 10–19 4. Electives—Majors must complete at least 40 units of electives.
Genre 20–29 Three of these electives must be Comparative Literature
Periods and Movements 30–39 courses. The remaining courses may be drawn from Compara-
Cultures 40–49 tive Literature offerings, from other literature departments, or
Philosophy and Theory 50–59 from other fields of interdisciplinary relevance to the student's
Required courses: 101, 121, 122, 123, 199, 369, interest. Up to 10 units of IHUM or SLE courses may be
396L counted towards the elective requirement. Electives are subject
to adviser consultation and approval.
BACHELOR OF ARTS IN COMPARATIVE Examples of possible Comparative Literature electives in-
LITERATURE clude:
• COMPLIT 61Q. Culture and Conflict in Contemporary
The major in Comparative Literature requires students to enroll Europe
in a set of core courses offered by the department, to complete • COMPLIT 125A. The Gothic Novel
electives in the department, and to enroll in additional literature • COMPLIT 127A. Short Stories from the Arab World
courses, or other courses approved by the Chair of Undergraduate • COMPLIT 151. Theories of Poetic Life
Studies, offered by other departments. This flexibility to combine • COMPLIT 211. Albert Camus and Jean-Paul Sartre:
literature courses from several departments and to address litera- French Existentialism in the Post-World War II Period
ture from multiple traditions is the hallmark of the Comparative • COMPLIT 223. Courtly Love in Classical Persian Poetry
Literature major. Students may count courses which read literature • COMPLIT 242A. China and the World: Aesthetics, Ethics
in translation; however, students, and especially those planning to and Literature
pursue graduate study in Comparative Literature, are encouraged • COMPLIT 246A. Literature and Film of Modern Iran
to develop a command of non-native languages. • COMPLIT 248A. CSI Vienna: American Culture in Aus-
Declaring the Major—Students declare the major in Compara- tria since 1980
tive Literature through Axess. Students should meet with the Chair 5. Total unit load—Students must complete course work for a
of Undergraduate Studies to discuss appropriate courses and op- total of at least 65 units.
tions within the major, and to plan the course of study. Majors are
also urged to attend department events such as public talks and PHILOSOPHICAL AND LITERARY THOUGHT
conferences. Undergraduates may major in Comparative Literature with a
Advising—Students majoring in Comparative Literature should special track in interdisciplinary studies at the intersection of litera-
consult with the Chair of Undergraduate Studies at least once a ture and philosophy. Students in this option take courses alongside
year. The chair monitors progress to completion of the degree. students from other departments that also have specialized options
associated with the program for the study of Philosophical and
COMPARATIVE LITERATURE
Course Students in the honors program enroll in DLCL 189 (5 units) in
• COMPLIT 122, Literature as Performance Autumn Quarter of the senior year to refine the project description
• COMPLIT 123, The Novel, the World and begin research in preparation for composing the honors paper.
• COMPLIT 199, Senior Seminar. (5 units each) During Winter Quarter of the senior year, the student enrolls in
• The remaining two courses must be instructed by Com- COMPLIT 189A (5 units), independent study with the faculty
parative Literature faculty and approved by the Chair of tutor, to draft the honors paper.
Undergraduate Studies. At the end of the quarter, the student submits a completed draft
2. Philosophy and Literature Gateway Course (4 units)— to the tutor. If approved, two copies are forwarded to the honors
COMPLIT 181 (same as PHIL 81, CLASSGEN 81, ENGLISH committee, which ultimately awards honors. If revisions are ad-
81, FRENGEN 181 and ITALGEN 181). This course should vised, the student has until the fifth week of Spring Quarter to
be taken as early as possible in the student’s career, normally submit the final paper. Students who did not enroll in a 189B
in the sophomore year. course in the junior year may enroll in COMPLIT 189B in Spring
3. Philosophy Writing in the Major (5 units)—PHIL 80. Prerequi- Quarter of the senior year while revising the thesis, if approved by
site: introductory philosophy class. the thesis adviser. 10-12 units of course work associated with the
4. Aesthetics, Ethics, Political Philosophy (ca. 4 units)—One honors paper (DLCL 189 and COMPLIT 189A and 189B) may be
course from the PHIL 170 series. counted toward the 65 units required for the major.
5. Language, Mind, Metaphysics, and Epistemology (ca. 4 Honors papers vary considerably in length as a function of their
units)—One course from the PHIL 180 series. topic, historical scope, and methodology. They may make use of
6. History of Philosophy (ca. 8 units)—Two courses in the history previous work developed in seminars and courses, but display an
of philosophy, numbered above PHIL 100. enhanced comparative or theoretical scope. Quality rather than
7. Related Courses (ca. 8 units)—Two upper division courses quantity is the key criterion. Typically, however, honors papers are
relevant to the study of philosophy and literature as identified 40-70 pages.
by the committee in charge of the program. A list of approved Honors Awards—The two readers of any honors thesis in
courses is available from the undergraduate adviser of the pro- Comparative Literature may elect to nominate the thesis in ques-
gram in philosophical and literary thought. tion for University-wide awards. In addition, the department hon-
8. One course, typically in translation, in a literature distant from ors committee evaluates on a competitive basis the honors theses
that of the student’s concentration and offering an outside per- completed in a given year and nominates one for University-wide
spective on that literary tradition. awards competitions.
9. Capstone Seminar (ca. 4 units)—In addition to COMPLIT 199,
students take a capstone seminar of relevance to philosophy MINORS IN COMPARATIVE LITERATURE
and literature approved by the undergraduate adviser of the
program in philosophical and literary thought. The student’s The undergraduate minor in Comparative Literature represents
choice of a capstone seminar must be approved in writing by an abbreviated version of the major. It is designed for students who
the Chair of Undergraduate Studies of Comparative Literature are unable to pursue the major but who nonetheless seek an oppor-
and by the Chair of Undergraduate Studies of the program. For tunity to gain a deeper understanding of literature. Plans for the
a list of current capstone courses, see minor should be discussed with the Chair of Undergraduate Stud-
http://philit.stanford.edu/programs/capstone.html. ies. The minimum number of units required for a minor at Stanford
10. Seminar Paper Requirement—Students must write at least one is 20. Requirements for the minor in Comparative Literature in-
seminar paper that is interdisciplinary in nature. This paper clude:
brings together material from courses taken in philosophy and 1. COMPLIT 101. What is Literature?
literature, and may be an honors paper (see below), an individ- 2. One course from the genre core: COMPLIT 121, 122, or 123
ual research paper (developed through independent work with 3. At least two other Comparative Literature courses.
a faculty member), or a paper integrating materials developed MINOR IN LITERATURE AND MINOR IN
for two separate courses (by arrangement with the two instruc-
tors). Though it may draw on previous course work, the paper MODERN LANGUAGES
must be an original composition, 18-20 pages in length. It must The Division of Literatures, Cultures, and Languages offers
be submitted to the Chair of Undergraduate Studies and re- two undergraduate minor programs, the minor in Literature and the
ceive approval no later than the end of Winter Quarter in the minor in Modern Languages. These minors draw on literature and
fourth year of study. language courses offered in this and other literature departments.
At least two of the courses counted toward requirements 1, 2, 7, See the “Literatures, Cultures, and Languages” section of this bul-
8, and 9 must be taught by Comparative Literature faculty. Trans- letin for further details about these minors and their requirements.
fer units may not normally be used to satisfy requirements 2, 3, 4,
5, 6 and 9. Units devoted to acquiring language proficiency are not DOCTOR OF PHILOSOPHY IN
counted toward the 65-unit requirement. COMPARATIVE LITERATURE
HONORS PROGRAM University requirements for the Ph.D. are described in the
"Graduate Degrees" section of this bulletin.
The honors option offers motivated Comparative Literature ma- The Ph.D. program is designed for students whose linguistic
jors the opportunity to write a senior honors paper. During Spring background, breadth of interest in literature, and curiosity about
Quarter of the junior year, a student interested in the honors pro-
third non-native language, students should at the time of applica- (such as Spanish and Latin American) are counted as one. One of
tion have an advanced enough knowledge of one of the three to the student’s three literatures usually is designated as the primary
take graduate-level courses in that language when they enter the field, the other two as secondary fields, although some students
program. They should be making enough progress in the study of a may offer two literatures at the primary level (six or more graduate
second language to enable them take graduate courses in that lan- courses).
guage not later than the beginning of the second year, and earlier if Teaching—Fellows, whatever their sources of financial support,
possible. Language courses at the 100- or 200- level may be taken are ordinarily required to undertake a total of five quarters of su-
with approval from the Chair of the department or the Chair of pervised apprenticeships and teaching at half time. Fellows must
Graduate Studies. Applicants are expected to take an intensive complete whatever pedagogy courses are required by the depart-
course in the third language before entrance. ments in which they teach. The department’s minimum teaching
Students are admitted under a fellowship plan which attempts requirement is a total of three quarters.
to integrate financial support and completion of residence require-
ments with their training as prospective university teachers. Tenure Minimum Course Requirements—Students are advised that the
as a fellow, assuming satisfactory academic progress, is for a range and depth of preparation necessary to support quality work
maximum of four or five years. The minimum teaching require- on the dissertation, as well as demands in the present professional
ment is the same regardless of financial support. (For specific marketplace for coverage of both traditional and interdisciplinary
teaching requirements, see below.) Five years of support are nor- areas of knowledge, render these requirements as bare minimums.
mally available, from a combination of fellowships and teaching The following are required:
assistantships, to Ph.D. candidates admitted to the Comparative 1. COMPLIT 369
Literature Department who are making satisfactory progress to- 2. COMPLIT 396L
ward the degree. 3. A sufficient number of courses (six or more) in the student’s
primary field to assure knowledge of the basic works in one
APPLICATION PROCEDURES national literature from its beginnings until the present.
Competition for entrance into the program is keen. The pro- 4. At least two additional complementary courses, with most of
gram is kept small so that students have as much opportunity as the reading in the original, in each of two different national lit-
possible to work closely with faculty throughout the period of eratures. Students whose primary field is a non-native lan-
study. Because of the special nature of comparative literature stud- guage are required to take two courses in one additional litera-
ies, the statement of purpose included in the application for admis- ture not their own.
sion should contain the following information besides the general Minimum course requirements must be completed before the
plan for graduate work called for on the application: student is scheduled to take the University oral examination. These
1. A detailed description of the applicant’s present degree of requirements are kept to a minimum so that students have suffi-
proficiency in each of the languages studied, indicating the cient opportunity to seek out new areas of interest. A course is an
languages in which the applicant is prepared to do graduate offering of 3-5 units. Independent study may take the place of up
work at present and outlining plans to meet additional lan- to two of the required courses, but no more; classroom work with
guage requirements of the program. faculty and other students is central to the program. The principal
2. A description of the applicant’s area of interest (for instance, conditions for continued registration of a graduate student are the
theoretical problems, genres, periods) within literary study and timely and satisfactory completion of the university, department,
the reasons for finding comparative literature more suitable to and program requirements for the degree, and fulfillment of mini-
his or her needs than the study of a single literature. Applicants mum progress requirements. Failure to meet these requirements
should also indicate their most likely prospective primary field, results in corrective measures which may include a written warn-
including the literatures on which they intend to concentrate. ing, academic probation, and/or the possible release from the pro-
3. All applicants should arrange to have the results of the general gram.
section of the Graduate Record Examination sent to the De- Examinations—Three examinations are required. The first two
partment of Comparative Literature. are one-hour exams, taken at the end of the first and second year of
4. Recommendations should, if possible, come from faculty in at study. The first of these is on literary genre, designed to demon-
least two of the literatures in which the student proposes to strate the student’s knowledge of a substantial number of literary
work. works in a single genre, ranged over several centuries and over at
5. Applicants must submit a copy of an undergraduate term paper least three national literatures. This exam is also designed to dem-
which they consider representative of their best work. onstrate the student’s grasp of the theoretical problems involved in
6. Completed applications are due on December 7, 2010. his or her choice of genre and in the matter of genre in general.
For further information see the Graduate Admissions web site. The second of these examinations is on literary theory and criti-
DEGREE REQUIREMENTS cism, designed to demonstrate the student’s knowledge of a par-
ticular problem in the history of literary theory and criticism, or the
Residence—A candidate for the Ph.D. degree must complete student’s ability to develop a particular theoretical position. In
three years (nine quarters) of full-time work, or the equivalent, in either case, this exam should demonstrate wide reading in theoreti-
graduate study beyond the B.A. degree. The student must take 135 cal and critical texts from a variety of periods. The third and last is
units of graduate work, in addition to the doctoral dissertation. At the University oral examination.
least three consecutive quarters of course work must be taken at
Stanford.
Haims (Associate VPUE, Dean of Freshmen and Undergraduate ways that prepare students for living and working effectively in a
Advising), Liisa Malkki (Anthropology), Hazel Markus (Psy- multicultural society.
chology), Barbaro Martinez-Ruiz (Art and Art History), Doug- The interdisciplinary and integrated nature of our academic
las McAdam (Sociology), Monica McDermott (Sociology), programs means that students take courses from across the univer-
Melissa Michelson (Chicana/o Studies), Tania Mitchell (Com- sity including: anthropology, art, communication, drama, econom-
parative Studies in Race and Ethnicity, Education), Cherríe ics, education, history, languages, linguistics, literature, music,
Moraga (Drama), Paula Moya (English), Elisabeth Mudimbe- philosophy, political science, psychology, sociology, and religion,
Boyi (French and Italian), Thomas S. Mullaney (History), Ste- among others.
phen Murphy-Shigematsu (Asian American Studies), Hilton
Obenzinger (Undergraduate Advising and Research), Susan Ol- LEARNING OUTCOMES
zak (Sociology), Amado Padilla (Education), David Palumbo- The IDP in CSRE expects undergraduate majors in the program
Liu (Comparative Literature), Celine Parreñas Shimizu (Asian to be able to demonstrate the following learning outcomes. These
American Studies), Arnold Rampersad (English), Delphine Red learning outcomes are used in evaluating students and the under-
Shirt (Native American Studies), Robert Reich (Political Sci- graduate program. Students will:
ence), John Rickford (Linguistics), Cecilia Ridgeway (Sociol- 1. Demonstrate an understanding of interdisciplinary approaches
ogy), Richard Roberts (History), Aron Rodrigue (History), Mi- to the knowledge of experiences related to race and ethnicity in
chael Rosenfeld (Sociology), José David Saldívar (Comparative the United States.
Literature), Ramón Saldívar (English), Joel Samoff (History), 2. Demonstrate the ability to employ diverse analytical resources
Stephen Sano (Music), Debra Satz (Philosophy), Gary Segura and comparative modes of study as tools to frame and address
(Political Science), Vered Shemtov (Division of Literatures, research questions.
Cultures and Languages), JoEllen Shively (Native American 3. Be critical readers of both primary and secondary sources, who
Studies), C. Matthew Snipp (Sociology), Paul Sniderman (Po- can use and properly cite both types of evidence in their writ-
litical Science), Stephen Sohn (English), Jayashiri Srikantiah ten work.
(Law), James Steyer (Comparative Studies in Race and Ethnic- 4. Actively and critically engage in verbal and/or written discus-
ity), Ewart Thomas (Psychology), Jeanne L. Tsai (Psychology), sion of issues.
Linda Uyechi (Music), Guadalupe Valdés (Education), Gregory 5. Demonstrate analytical writing skills that convey their under-
Walton (Psychology), Richard White (History), Jeremy Wein- standing of the topic.
stein (Political Science), Michael Wilcox (Anthropology), 6. Expand their ability to think critically about issues in political,
Bryan Wolf (Art and Art History), Sylvia Yanagisako (Anthro- social, scientific, economic and cultural life stemming from the
pology), Yvonne Yarbro-Bejarano (Iberian and Latin American diversity of experiences related to race an ethnicity.
Cultures), Steven Zipperstein (History)
Teaching Fellows: Regina Arnold, Shantal Marshall, Manwai Ku UNDERGRADUATE PROGRAM IN
Program Office: Building 360, Room 361D COMPARATIVE STUDIES IN RACE AND
Mail Code: 2152
Email: sgamino@stanford.edu ETHNICITY
Phone: (650) 724-2088 MAJORS: CORE CURRICULUM
Web Site: http://csre.stanford.edu
The Undergraduate Program in Comparative Studies in Race The Interdepartmental Program in Comparative Studies in Race
and Ethnicity is home to four areas of study: Asian American Stud- and Ethnicity (CSRE) provides students the opportunity to struc-
ies, Chicano/a Studies, Comparative Studies, and Native American ture a major or minor in comparative ethnic studies or to focus
Studies. Students can pursue a major or minor in any of these four their course work in a single ethnic studies area. Four majors and
areas, and are encouraged to build their interdisciplinary study minors (Asian American Studies, Chicana/o Studies, Comparative
around a focus or theme. Students can then select from more than Studies, and Native American Studies) are offered as part of the
150 course options from across departments and schools to cus- the IDP in CSRE. All courses taken for the major must be taken
tomize a curriculum. The major requires 60 units of study and a for a letter grade. The directors of the program and of each major
culminating research project (either a senior paper or thesis). constitute the CSRE curriculum committee, the policy making
Courses offered by the Program in Comparative Studies in body for the interdisciplinary program.
Race and Ethnicity are listed under the subject code CSRE on the Students who declare any of the four majors participate in a
Stanford Bulletin's ExploreCourses web site. common curriculum consisting of at least two core courses and a
Courses offered by Asian American Studies are listed under the senior seminar. Individually designed majors in Jewish Studies
subject code ASNAMST on the Stanford Bulletin's Explore- may also enroll in the core curriculum. African and African Amer-
Courses web site. ican Studies majors take one CSRE core course as part of their
Courses offered by Chicana/o Studies are listed under the sub- program of study.
ject code CHICANST on the Stanford Bulletin's ExploreCourses There are two types of introductory courses taught by senior
web site. CSRE-affiliated faculty: core courses that are interdisciplinary and
Courses offered by Native American Studies are listed under compare across racial and ethnic groups; and foundational courses
the subject code NATIVEAM on the Stanford Bulletin's Explore- that focus on a specific racial or ethnic group. The core require-
Courses web site. ments illustrate how different disciplines approach the study and
CSRE 200X. CSRE Senior Seminar (WIM; 5 units) CHICANA/O STUDIES MINOR
EDUC 245. Understanding Racial and Ethnic Identity Develop- Students who wish to minor in Chicana/o Studies must com-
ment (3-5 units) plete one core introductory course and one foundational course,
HISTORY 64. Introduction to Race and Ethnicity in 20th Century either CHICANST 180E or SOC 166. Minors will also select a
America (5 units) thematic concentration and choose four additional courses relevant
HISTORY 255D. Racial Identity in the American Imagination (4-5 to that theme to customize their curriculum. A total of 30 units of
units) approved course work is required for each minor.
PSYCH 75. Introduction to Cultural Psychology (5 units)
SOC 147A/247A. Comparative Ethnic Conflict (5 units) COURSES
SOC 148. Racial Identity (5 units) Students in Chicana/o Studies may find the following courses
FOUNDATIONAL COURSES useful in fulfilling course requirements in the major or minor.
COMPLIT 148. Introduction to Asian American Cultures (3-5 CORE COURSES
units) ANTHRO 88. Theories of Race and Ethnicity (5 units)
HISTORY 59. Introduction to Asian American History (5 units) CSRE 196C/ENGLISH 172D/PSYCH 155. Introduction to Race
THEMATIC COURSES and Ethnicity (5 units)
ASNAMST 146S/CSRE 146S/COMPLIT 146. Asian American CSRE 200X. CSRE Senior Seminar (WIM; 5 units)
Culture and Community (5 units) EDUC 245. Understanding Racial and Ethnic Identity Develop-
ASNAMST 173S/CSRE 173S. Transcultural and Multiethnic ment (3-5 units)
Lives: Contexts, Controversies, and Challenges (5 units) HISTORY 64. Introduction to Race and Ethnicity in 20th Century
ASNAMST 161/CSRE 161. Asian American Immigration and America (5 units)
Health (3-5 units) HISTORY 255D. Racial Identity in the American Imagination (4-5
units)
COGNATE COURSES PSYCH 75. Introduction to Cultural Psychology (5 units)
COMPLIT 41Q. Ethnicity and Literature (3-5 units) SOC 147A/247A. Comparative Ethnic Conflict (5 units)
EDUC 193F. Psychological Well-Being on Campus: Asian Ameri- SOC 148. Racial Identity (5 units)
can Perspectives (1 unit)
ENGLISH 261B. Bright Lights, Global Cities: Reading Transna- FOUNDATIONAL COURSES
tional Asia/Pacific Spatial Geographies (5 units) CHICANST 180E/CSRE 180E. Introduction to Chicana/o Studies
ENGLISH 362S. Phantoms That Follow: Trauma and Disillusion- (5 units)
ment in Asian American Literature (5 units) SOC 166. Mexicans, Mexican Americans, and Chicanos in Ameri-
HISTORY 265. Writing Asian American History (5 units) can Society (5 units)
MUSIC 17Q. Perspectives in North American Taiko (4 units) THEMATIC COURSES
CHICANST 160N/CSRE 160N/DRAMA 17N. Salt of the Earth:
CHICANA/O STUDIES Docudrama in (Latino) America (3-5 unis)
Director: Gary Segura CHICANST 189W/CSRE 189W. Language and Minority Rights
Chicana/o Studies is an interdisciplinary major focusing on the (3-5 units)
Mexican-origin population of the U.S., the second largest ethnic CHICANST 197/CSRE 197/NATIVEAM 197/DRAMA 355. The
group in the nation. Students who major or minor in Chicana/o Rite to Remember: Performance and Chicana Indigenous
Studies have an opportunity to select from courses in the humani- Thought (3-5 units)
ties, social sciences, and courses offered by affiliated faculty in the CHICANST 201B/CSRE 201B. From Racial Justice to Multicul-
School of Education. Established in 1997, the Chicana/o Studies turalism: Movement-based Arts Organizing in the Post-Civil
program affords students an opportunity to explore the culture, Rights Era (5 units)
society, economy, and politics of this important and growing seg-
ment of our national population. COGNATE COURSES
EDUC 149. Theory and Issues in the Study of Bilingualism (3-5
BACHELOR OF ARTS IN CHICANA/O units)
STUDIES EDUC 177. Education of Immigrant Students: Psychological Per-
spectives (4 units)
A total of 60 units of course work are required for the major.
EDUC 178X. Latino Families, Languages, and Schools (3-5 units)
1. Core Curriculum—Chicana/o Studies majors must take the 15-
EDUC 193B. Peer Counseling in the Chicano/Latino Community
unit CSRE core curriculum including two introductory core (1 unit)
courses and a senior seminar taken in Autumn Quarter of the
ENGLISH 45/145. Another Way to be: Writing by Women of
senior year. One foundational course that focuses on a non-
Color (3-5 units)
Mexican origin group may be counted toward the 15-unit core
ENGLISH 64N. Growing Up in America (3 units)
requirement. HISTORY 165. Mexican American History through Film (4-5
2. Foundational Courses—Majors are required to take one foun-
units)
dational course in Chicana/o Studies. This may be either
ILAC 117N. Film, Nation, Latinidad (3-4 units)
CHICANST 180E, Introduction to Chicana/o Studies or SOC
EDUC 193N. Peer Counseling in the Native American Community munities (3 units)
(1 unit) SOC 118. Social Movements and Collective Action (5 units)
EDUC 201. History of Education in the United States (3-4 units) SOC 119. Understanding Large-Scale Societal Change: The Case
EDUC 233A. Adolescent Development and Mentoring in the Ur- of the 1960s (5 units)
ban Context (3 units) SOC 120. Interpersonal Relations (5 units)
EDUC 245. Understanding Racial and Ethnic Identity Develop- SOC 133. Law and Wikinomics: The Economic and Social Orga-
ment (3-5 units) nization of the Legal Profession (1-5 units)
ENGLISH 140A. Creative Resistance and the Holocaust (5 units) SOC 140. Introduction to Social Stratification (5 units)
ENGLISH 152D/AFRICAAM 152/PHIL 194L. W. E. B. Du Bois SOC 141A/HUMBIO 122S. Social Class, Race, Ethnicity, Health
as Writer and Philosopher (5 units) (5 units)
ENGLISH 172E/COMPLIT 142. The Literature of the Americas SOC 142. Sociology of Gender (5 units)
(5 units) SOC 149/URBANST 112. The Urban Underclass (5 units)
ENGLISH 261B. Bright Lights, Global Cities: Reading Transna- SOC 155.The Changing American Family (5 units)
tional Asia/Pacific Spatial Geographies (5 units) SOC 164. Immigration and the Changing United States (5 units)
ENGLISH 362S. Phantoms That Follow: Trauma and Disillusion- SOC 180B. Evaluation of Evidence (5 units)
ment in Asian American Literature (5 units) SPANLIT 193. The Cinema of Pedro Almodóvar (3-5 units)
FEMST 120. Introduction to Queer Studies (4-5 units) URBANST 112/SOC 149. The Urban Underclass (5 units)
HISTORY 48Q. South Africa: Contested Transitions (3 units)
HISTORY 52N. The Harlem Renaissance (5 units) TAUBE CENTER FOR JEWISH STUDIES
HISTORY 54N. African American Women's Lives (4-5 units) Directors: Charlotte Fonrobert, Vered Shemtov
HISTORY 64C. From Freedom to Freedom Now! African Ameri- Jewish Studies is an affiliated program of CSRE. For program
can History (3 units) and course descriptions, see the "Jewish Studies" section of this
HISTORY 137. The Holocaust (4-5 units) bulletin.
HISTORY 150C. The United States in the Twentieth Century (5
units) NATIVE AMERICAN STUDIES
HISTORY 151. Slavery and Freedom in American History (5
Director: Teresa LaFromboise
units)
Native American Studies provides an intensive approach to un-
HISTORY 166. Introduction to African American History: The
derstanding the historical and contemporary experiences of Native
Modern African American Freedom Struggle (4-5 units)
American people. Attention is paid not only to the special relation-
HISTORY 255B/AFRICAAM 105/ENGLISH 143E. Introduction
ship between tribes and the federal government, but to issues
to African and African American Studies (5 units)
across national boundaries, including tribal nations within Canada,
HISTORY 255D. Racial Identity in the American Imagination (4-5
and North, Central, and South America. In using the term Native
units)
American, the NAS faculty recognize the heterogeneous nature of
HISTORY 258. History of Sexuality in the U.S. (4-5 units)
this population. Native Americans include the Alaska Native popu-
HISTORY 259. Poverty and Homelessness in America (5 units)
lation, which comprises Aleuts, Eskimo, and other Native Ameri-
HISTORY 260. California's Minority-Majority Cities (5 units)
can people residing in Alaska, as well as Native Hawaiian commu-
HISTORY 261. Race, Gender, and Class in Jim Crow America (5
nities.
units)
The purpose of the Native American Studies major and minor
HISTORY 295F. Race and Ethnicity in East Asia (4-5 units)
is to introduce students to approaches in the academic study of
HUMBIO 122S/SOC 141A. Social Class, Race, Ethnicity, Health
Native American people, history, and culture. Students who major
(5 units)
in Native American Studies have the opportunity of doing ad-
HUMBIO 129. Critical Issues in International Women's Health (4
vanced work in related fields, including literature, sociology, edu-
units)
cation, and law. In addition to specialized course work on Native
LINGUIST 150. Language in Society (4 units)
American issues, students also are expected to concentrate in a
LINGUIST 156. Language and Gender (4 units)
traditional discipline such as anthropology, history, or psychology
MUSIC 17Q. Perspectives in North American Taiko (4 units)
to ensure a well rounded educational experience. The area of con-
MUSIC 37N. Ki ho'alu: The New Renaissance of a Hawaiian Mu-
centration and related course work should be chosen in consulta-
sical Tradition (3 units)
tion with a faculty adviser in Native American Studies. All courses
PHIL 194L/AFRICAAM 152/ENGLISH 152D. W.E.B. DuBois as
in the program promote the discussion of how academic knowl-
Writer and Philosopher (5 units)
edge about Native Americans relates to the historical and contem-
POLISCI 120B. Parties, Voting, the Media, and Elections (5 units)
porary experiences of Native American people and communities.
POLISCI 125S. Chicano/Latino Politics (5 units)
POLISCI 137R/EDUC 261X/ETHICSOC 137R. Justice at Home BACHELOR OF ARTS IN NATIVE AMERICAN
and Abroad: Civil Rights in the 21st Century (5 units)
POLISCI 141. The Global Politics of Human Rights (5 units)
STUDIES
POLISCI 323R/COMM 160. The Press and the Political Process A total of 60 units of course work are required for the major.
(4-5 units) 1. Core Curriculum—Native American Studies majors must take
POLISCI 323S/COMM 162. Analysis of Political Campaigns (4-5 the 15-unit CSRE core curriculum, including two introductory
units) core courses and a senior seminar taken in Autumn Quarter of
require the student to participate in service in the local community Rights Era (5 units)
as a central component to the course). CSRE 203A. Changing Face of America: Strategies for Civil
Students who select a thematic concentration in public service Rights and Education in the 21st Century (5 units)
must complete an internship as part of their program of study. This EDUC 177. Education of Immigrant Students: Psychological Per-
internship can be completed during the academic year for credit or spectives (4 units)
during the summer, but must be at least 300 hours. EDUC 201. History of Education in the U.S. (5 units)
Finally, students who pursue the concentration in public service POLISCI 141. Global Politics of Human Rights (5 units)
should select a topic for their senior paper or honors thesis that POLISCI 327. Minority Politics (5 units)
reflects their interest in community work (i.e., service or organiz- SOC 164. Immigration and the Changing United States (5 units)
ing) or a community issue or concern that is addressed through
public service. THEMATIC CONCENTRATION IN RACE
This concentration is not declared on Axess; it does not appear AND THE AMERICAN CITY
on the transcript or diploma. Students interested in this thematic
The Race and the American City concentration is designed for
concentration should contact the CSRE Undergraduate Program
students who wish to develop methodologies, data, and theoretical
Office for details about its requirements.
and conceptual materials concerning how urban life, infrastructure,
Students may find the following courses useful in fulfilling re-
and policies are influenced by race and ethnicity. As virtual labora-
quirements for the Public Service thematic concentration:
tories of social interaction, cities embody negotiations around re-
ASNAMST 146S/CSRE 146S/COMPLIT 146. Asian American
sources, residences, financial districting, economic flow, health
Culture and Community (5 units)
and educational resources, environmental policies, and city plan-
CHICANST/CSRE 201B. From Racial Justice to Multiculturalism:
ning. A primary goal is for students to learn how they might con-
Movement-based Arts Organizing in the Post-Civil Rights Era
tribute to the social and political discourse on race and ethnicity in
(5 units)
the U.S. Participation in a public service internship and/or Stanford
CSRE 146. Community Matters: Research and Service with Com-
in Washington is encouraged.
munity Organizations (2 units)
The concentration is not declared on Axess; it does not appear
CSRE 198. Internship for Public Service (1-5 units)
on the transcript or diploma. Students interested in the Race and
CSRE 203A. The Changing Face of America: Civil Rights and
the American City concentration should contact the CSRE under-
Education Strategies for the 21st Century (5 units)
graduate program office.
DANCE 197. Art and Community: Dance in Prisons (4 units)
The Race and the American City concentration requires 15
EDUC 116X. Service Learning as an Approach to Teaching (3
units including two approved CSRE core courses and CSRE 200X,
units)
Senior Seminar (WIM), taken Autumn Quarter of the senior year.
EDUC 270A. Learning to Lead in Public Service Organizations (3-
One single-group core course may be counted toward the 15 unit
5 units)
core requirement. In addition to the core requirements, students
HISTORY 260. California's Majority Minority Cities (5 units)
must take an additional 45 units of course work relevant to the
HISTORY 251A. Poverty and Homelessness in America (5 units)
thematic concentration which may include courses such as:
POLISCI 133. The Ethics and Politics of Public Service (5 units)
HISTORY 260. California's Minority-Majority Cities (5 units)
POLISCI 137R. Justice at Home and Abroad: Civil Rights in the
SOC 148. The Urban Underclass (5 units)
21st Century (5 units)
URBANST 114. Cities in Comparative Perspective (5 units)
SOC 118. Social Movements and Collective Action (5 units)
URBANST 173. Suburbs and Sprawl (5 units)
SOC 135. Poverty, Inequality, and Social Policy in the United
URBANST 162. Managing Local Governments (5 units)
States (5 units)
SOC 141. Controversies about Inequality (5 units)
URBANST 112. The Urban Underclass (5 units)
THEMATIC CONCENTRATION IN
AMERICAN DIVERSITY
The American Diversity concentration is designed for students
who wish to explore how the United States was and is constituted
with relation to issues of race and ethnicity. The concentration
investigates how American domestic and foreign policy, law, his-
tory, culture, and society are formed within conversations, debates,
policies and studies regarding race and ethnicity. Issues of immi-
gration, citizenship, empire and expansion, defense, diplomacy,
human rights, public welfare, social justice and law, educational
rights and other topics are explored from the angle of how racial
and ethnic difference impacts debate and policy.
The concentration is not declared on Axess; it does not appear
on the transcript or diploma. Students interested in the American
DRAMA
(Drama; Classics; Stanford Summer Theater) learning outcomes are used in evaluating students and the depart-
Assistant Professors: Branislav Jakovljevic (Undergraduate Fac- ment's undergraduate program. Students are expected to demon-
ulty Adviser), Jisha Menon strate:
Professors (Teaching): Michael F. Ramsaur, Janice Ross 1. the ability to find organic and meaningful ways of integrating
Associate Professors (Teaching): Helen Paris, Leslie Hill theory and practice.
Senior Lecturer: Connie Strayer 2. the ability to perform critical and theoretical analysis within
Lecturers: Jeffrey Bihr, Erik Flatmo Gambatese, Daniel Klein, the discipline.
Kathryn Kostopoulos 3. effective research and writing skills that complement practical
Visiting Artists: Ann Carlson, Robert Perillo, Joanna Settle, Mary work.
Ellen Strom
Guest Lecturers: Linda Apperson, Nadine George-Graves
MISSION OF THE GRADUATE PROGRAM
Artists in Residence: Amy Freed, Cherríe Moraga IN DRAMA
Institute for Diversity in the Arts and Black Performing Arts The mission of the graduate program in Drama is to produce
Division students who work on the leading edge of both scholarly and per-
IDA Faculty Director: Harry J. Elam, Jr. formance practice. The Ph.D. program in Drama emphasizes the
Executive Director (IDA): Georgina Hernandez combination of theory and practice. Graduate students complete a
Director (CBPA): Robert Moses program with a study of critical theory and textual history and an
Dance Division understanding that such theory is informed by practical elements in
Director: Janice Ross directing, acting, writing, and design.
Lecturers: Kristine Elliott, Diane Frank, Aleta Hayes, Richard
Powers, Ronnie Reddick BACHELOR OF ARTS IN DRAMA
Visiting Artist: Muriel Maffre The requirements for the B.A. degree in Drama are designed to
Artist in Residence: Robert Moses integrate the critical and historical study of drama with the study
Mail Code: Drama, 94305-5010; Dance, 94305-8125 and experience of performance. A total of 60 units are required to
Drama Department Office: 551 Serra Mall, Memorial Auditorium, obtain a B.A. degree in Drama. The major provides aesthetic and
Room 144 critical opportunities for students to develop special aptitudes.
Dance Division Office: 375 Santa Teresa Street, Roble Gym, Students are encouraged to declare a major in their sophomore
Room 2 year.
Phone: Drama (650) 723-2576; Dance (650) 723-1234
Student Services Email: sdbaker@stanford.edu SUGGESTED PREPARATION FOR THE MAJOR
Web Site: Drama, http://drama.stanford.edu Prospective majors in the first two years of study at Stanford
Web Site: Dance, http://dance.stanford.edu are encouraged to take part in casting opportunities in department
Courses offered by the Department of Drama are listed on the productions or independent undergraduate performing arts groups.
Stanford Bulletin's ExploreCourses web site under the subject
Recommended Preparatory Courses—Two years of a college-
codes DRAMA and DANCE.
level foreign language.
MISSION OF THE DEPARTMENT OF DEGREE REQUIREMENTS
DRAMA Required Courses—60 units total for the major
The Drama Department integrates theory, criticism, and per- A course may be listed in more than one area; however, each
formance. Convinced that scholarship is strengthened by direct course can only satisfy one major requirement. There is no double
engagement in performance, and that performance is enhanced by credit for a course. Additionally, you can petition to the depart-
practitioners whose analytic skills have been honed in scholarship, ment undergraduate advisor to have additional courses offered by
the department produces more than a dozen productions each aca- the department count towards requirements in areas 2, 3, and 4. All
demic school year, including canonical plays, commissioned dance introductory courses are required with no exceptions.
works, experimental projects, and the works of visiting artists. 1. Introductory Core Courses—14 units
DRAMA 30. How Theater is Designed (4 units)
MISSION OF THE UNDERGRADUATE DRAMA 34. Stage Management Techniques (2 units)
PROGRAMS IN DRAMA AND DANCE DRAMA 101H. How Theater Thinks (4 units)
DRAMA 101P. How Practice Practices (4 units)
The mission of the undergraduate program in Drama is to pro- 2. Theatrical Literature/History—14 units
vide a strong non-conservatory program for students studying Any course between DRAMA 150-169. The following
Drama and Dance in a liberal arts context. Joining academic re- courses are offered in 2010-11:
search with performance and technical practice, department majors DRAMA 150T. Racial Erotics
pursue areas of interest in acting, directing, playwriting, dance, DRAMA 151T. Great Books
design, stage management, performance theory, and cultural stud- DRAMA 151. Greek Tragedy
ies. Students explore these fields in a collaborative environment DRAMA 1552. Beckett
with close faculty contact. One of the requirements of the major is DRAMA 156H. Dance and Theater
to fulfill a stage management course, generally in the junior year,
DRAMA
nal and significant scholarly work grounded in practice as well as
opportunities for students to develop special aptitudes. Students are an inventive directorial practice that is based on solid scholarly
encouraged to declare a minor in their sophomore year. analysis.
MINOR REQUIREMENTS Admission—Applicants for the Ph.D. program can visit our web
Required Courses—30 units total for the minor site at http://drama.stanford.edu or write directly to the Department
A course may be listed in more than one area; however, each of Drama, Attention: Graduate Admissions, for information. On-
course can only satisfy one minor requirement. There is no double line graduate applications are available at
credit for a course. A student may petition to the department Un- http://gradadmissions.stanford.edu. In addition to the required
dergraduate Adviser to have additional courses offered by the de- statement of purpose, applicants must submit a statement detailing
partment count towards requirements in areas 2 and 3. All intro- their practical theater experience, a sample of their written critical
ductory courses are required with no exceptions. work, and a statement on directing. An invitation to interview may
Introductory Core Courses—14 units be extended by the end of January. Graduate students in the De-
DRAMA 30. How Theater is Designed (4 units) partment of Drama begin study in Autumn Quarter of each aca-
DRAMA 34. Stage Management Techniques (2 units) demic year; there are no mid-year admissions. Graduate students
DRAMA 101H. How Theater Thinks (4 units) must be degree candidates.
DRAMA 101P. How Practice Practices (4 units) The Department of Drama awards a number of fellowships to
1. Theatrical Literature/History—3 units students in the Ph.D. program.
Any course between DRAMA 150-169. The following DEGREE REQUIREMENTS
courses are offered in 2010-2011:
Department requirements 2 through 9 following are in addition
DRAMA 150T. Racial Erotics
DRAMA 151T. Great Books to the University's basic requirements for the doctorate.
DRAMA 151. Greek Tragedy 1. Units and Course Requirements—
DRAMA 1552. Beckett a. A minimum of 135 units of graduate courses and seminars
DRAMA 156H. Dance and Theater in support of the degree. These units are in addition to
DRAMA 160. Performance, Dance, and History: From units for the doctoral dissertation.
Postwar to Postmodernism b. Core seminars: DRAMA 300A, 300B, 301, 302 or 303,
DRAMA 166H. Historiography of Theater and 304.
DRAMA 167. Avant Garde Theater c. Three additional graduate seminars within the Department
DRAMA 169A. Cultural Traffic of Drama to be worked out with the adviser.
2. Theatrical Performance Courses: Acting, Directing, and d. Four workshops in directing: DRAMA 370, 372, 373, 374.
Playwriting—3 units In the first two years, students take: DRAMA 370, Con-
Any course with the subject code DANCE cepts of Directing; DRAMA 372, Actor and Director Dia-
Acting courses between DRAMA 20-29, 120-129, 210. The logue; and DRAMA 373, Directing and Dramaturgy. Stu-
following courses are offered in 2010-11: dents take DRAMA 374, Projects in Directing, to stage a
DRAMA 20. Acting for Non-Majors more fully developed production chosen in consultation
DRAMA 120A,B. Fundamentals of Acting with the faculty. DRAMA 374, Projects in Directing is ad-
DRAMA 120V. Vocal Production and Audition vanced creative work approved by the GSC and supervised
DRAMA 121C. Physical Characterization by a faculty member.
DRAMA 121S. Acting Shakespeare e. Students are allowed to take up to 6 units of DRAMA 390,
DRAMA 122. Contemporary Vernacular Dance in New Drama Tutorial/Directed Reading, to count towards their
Musical Theater degree program and towards the 135 units requirement.
DRAMA 122P. Undergraduate Acting Project 2. Language Requirement—The candidate must demonstrate
DRAMA 110. Identity, Diversity, and Aesthetics: The Insti- reading knowledge of one foreign language in which there is a
tute for Diversity in the Arts (IDA) major body of dramatic literature. The language requirement
Playwriting and Dramaturgy courses between DRAMA 70- must be met before the student can be advanced to candidacy.
79. The department is not offering any courses in the 70 se- The language requirement may be fulfilled in any of the fol-
ries in 2010-11. lowing ways:
Directing, Playwriting and Dramaturgy courses between a. achievement of a sufficiently high score (70th percentile)
DRAMA 170-179. The following courses are offered in on the foreign language examination prepared by the Edu-
2010-11: cational Testing Service (ETS). Latin and Greek are not
DRAMA 170A. Concepts of Directing tested by ETS.
DRAMA 170B. Advanced Directing b. a reading examination given each quarter by the various
DRAMA 177. Writing for Performance language departments, except for Latin and Greek.
DRAMA 178. Playwriting c. pass with a grade of 'B' or higher courses in Litera-
3. Theatrical Production—4 units ture/History numbered 100 or higher in a foreign language
DRAMA 39. Theater Crew (4 units) department at Stanford.
4. Electives—6 units 3. Examinations—Candidates must complete three examinations
Any courses in Drama or Dance.
(comprehensive, qualifying, and department oral) by the end of
the first three years of study at Stanford.
page essays. Each of these essays should demonstrate a valid for five years unless terminated by the department.
broad knowledge of two different historical periods (pre- 8. Dissertation—Normally, the Ph.D. program in Drama is com-
20th century), with emphasis on particular dramatic texts pleted in five years. The first two years should be devoted to
and/or performance practices. Essay topics should be de- full-time graduate study, and the third, fourth, and fifth years
signed and written up in consultation with a faculty ad- to research, teaching, and writing the dissertation. A candidate
viser. The reading list for each period should be approved taking more than five years is required to reinstate candidacy
by the end of the first quarter. These essays should not du- by repassing the written examinations on dramatic literature.
plicate any written work from seminars. After approval by 9. Satisfactory Progress, Annual Review—The program and pro-
the adviser, the Graduate Studies Committee reads and gress of each student must be evaluated by the Graduate Stud-
evaluates these essays. For the first qualifying examina- ies Committee at the end of each academic year. At the end of
tion, candidates must choose from the following historical the first year, the Graduate Studies Committee evaluates the
periods: work of each student in classes, seminars, examinations, and
1. Classical performance. Production planning in the Spring of each year
2. Medieval and Renaissance for the following season is contingent upon students making
3. 17th, 18th, or early 19th century satisfactory progress. Continuation in the program depends
c. Third-Year Department Oral—The department oral ex- upon the recommendation of this faculty group. At the end of
amination requires three faculty members, at least two the second year, the committee reviews the student's work in
from the Department of Drama, who most likely form the consideration of advancement to candidacy. At the end of the
dissertation reading committee. This exam is based on a 2- third year, students are expected to have developed an ap-
3 page summary of the project and a 40-page review of the proved dissertation prospectus. Funding is contingent upon sat-
literature for the dissertation that the student creates in isfactory progress. Failure to make satisfactory progress may
conjunction with the committee. This exam should be tak- result in dismissal from the program. University policy states
en by the end of Spring Quarter in the third year. that all requirements including dissertation must be completed
4. Dissertation Prospectus—The dissertation prospectus must be before candidacy expires.
approved by the candidate's adviser and by the departmental
Graduate Studies Committee two quarters after taking the de- PH.D. IN DRAMA AND HUMANITIES
partment oral. This should be done in the Autumn Quarter of The Drama department participated in the Graduate Program in
the fourth year. Within 30 days of approval, a student should Humanities leading to a Ph.D. degree in Drama and Humanities.
schedule a prospectus colloquium with the proposed reading At this time, the option is available only to students already en-
committee (the dissertation director and two other faculty rolled in the Graduate Program in Humanities; no new students are
members). The prospectus must be prepared in close consulta- being accepted. The University remains committed to a broad-
tion with the dissertation adviser during the months preceding based graduate education in the humanities; the courses, collo-
the colloquium. The prospectus should be approximately 15-20 quium, and symposium continue to be offered, and the Division of
pages and minimally cover three things: Literatures, Cultures, and Languages provides advising for stu-
a. the research question and context dents already enrolled who may contact Denise Winters at 650-
b. the methodology for research 724-1333 for further information. Courses are listed under the
c. a lay-out of a complete chapter by chapter plan subject code HUMNTIES and may be viewed on the Stanford
5. University Oral Examination—The University oral examina- Bulletin's ExploreCourses web site.
tion is a defense of the dissertation based on a full draft sub-
mitted at least 75 days before the proposed degree conferral. INSTITUTE FOR DIVERSITY IN THE ARTS
The examining committee consists of four faculty members, at AND BLACK PERFORMING ARTS
least two of whom must be from the Department of Drama, as DIVISION
well as one faculty chair from outside the department who
does not share an appointment with the department of any of The Institute for Diversity in the Arts (IDA) is an interdiscipli-
the examiners. nary program in the humanities that involves students in the study
6. Assistantships of culture, identity and diversity through artistic expression. The
a. Research Assistantship—Three quarters of research assis- Committee on Black Performing Arts (CBPA) and the Institute for
tantship with faculty members are required. Generally, this Diversity in the Arts (IDA) merged in Autumn 2005. The mission
requirement is fulfilled in the third year. of IDA/CBPA is to engage artists, students, and the local commu-
b. Teaching Assistantship—Four quarters of supervised nity collaboratively to create performance and visual art that exam-
teaching at half time are a required part of the Ph.D. pro- ines the intersections among race, diversity, and social action
gram. The requirement is normally met by teaching three through programming that includes artist residencies, classes,
courses during the fourth year and one course during the workshops, public performances, a lecture series, and symposia.
fifth year. The division produces annual student productions and is a resource
7. Application for Candidacy—By the end of the second year of for student organizations promoting artistic expression through the
residence, the following requirements or appropriate equiva- exploration of the impact of ethnic representation in the arts, litera-
lents must be completed: ture, media, and pop culture. The programs prepare students for
a. the core seminars: DRAMA 300A, 300B, 301, 302 or 303, work in areas including the arts and community development.
and 304 Students have gone on to graduate-level critical studies, M.F.A.
among the various facets of a society. 7. The courses for the major must add up to at least 76 units, com-
Potential majors must submit a Student Proposal for a Major in prised of the one-unit Senior Colloquium (taken satisfactory/no
East Asian Studies form not later than the end of the first quarter of credit) and at least 75 additional units, all taken for a letter
the junior year. Majors must complete at least 75 units of course grade. Courses must be at least three units to be counted to-
work on China, Japan, and/or Korea in addition to a one unit Sen- wards the degree.
ior Colloquium. Courses to be credited toward major requirements These requirements are in addition to the University’s basic re-
must be completed with a grade of ‘C’ or better. Requirements are: quirements for the bachelor’s degree. Letter grades are manda-
1. Language: proficiency in Chinese, Japanese, or Korean lan- tory for required courses.
guage at the second-year level or above, to be met either by
course work or examination. Students who meet the require- HONORS PROGRAM
ment through examination are still expected to take an addi- Majors with an overall grade point average (GPA) of 3.5 may
tional 15 units of language at a higher level, or literature apply for the honors program by submitting a senior thesis pro-
courses taught in the language, or the first year in an additional posal to the honors committee during Winter or Spring Quarter of
Asian language. No more than 30 units of language courses are the junior year. The proposal must include a thesis outline, a list of
counted toward the major. all relevant courses the student has taken or plans to take, a pre-
2. Area Courses: a minimum of three area courses, one in each liminary reading list including a work or works in Chinese or Jap-
category below (courses listed are examples and by no means anese, and the name of a faculty member who has agreed to act as
exhaustive--if uncertain whether a particular course fits into honors supervisor.
one of these categories, please contact the department to If the proposal is approved, research begins in Spring Quarter
check). of the junior year, or by Autumn Quarter at the latest, when the
a. Art, Literature and Religion student enrolls in 2-5 units of credit for independent study. In Win-
ARTHIST 2. Asian Art and Culture [Same as ter Quarter, students enroll for five units in independent study with
JAPANGEN 60] the thesis supervisor while writing the thesis, and the finished es-
CHINGEN 91. Traditional East Asian Civilization: China say (normally about 15,000 words) is submitted to the committee
JAPANGEN 92. Traditional East Asian Civilization: Ja- no later than the end of the Winter Quarter in the senior year. Stu-
pan dents enroll in CHINGEN 198 or JAPANGEN 198 in Spring
RELIGST 14. Introduction to Buddhism Quarter of the senior year to polish and present their theses (in-
b. History stead of writing a capstone essay). Eight to eleven units of credit
HISTORY 93. Late Imperial China are granted for honors course work and the finished thesis. One
HISTORY 94B. Japan in the Age of the Samurai advanced level colloquium or seminar dealing with China, Japan,
HISTORY 95. Modern Korean History or Korea is required as well.
HISTORY 98. The History of Modern China
c. Contemporary Social Sciences MINORS IN EAST ASIAN LANGUAGES
ANTHRO 148. Health, Politics and Culture of Modern AND CULTURES
China
POLISCI 140L. China in World Politics MINOR IN CHINESE OR JAPANESE
POLISCI 148. Chinese Politics: The Transformation and
The undergraduate minors in Chinese and Japanese have been
the Era of Reform
designed to give students majoring in other departments an oppor-
OSPKYOTO 215X. The Political Economy of Japan
3. Substantive Concentration: additional courses on East Asia, tunity to gain a substantial introduction to Chinese or Japanese
one of which must be a seminar above the 100 level. Majors language, as well as an introduction to the culture and civilization
are encouraged to distribute their course work among at least of East Asia. The minors consist of:
three disciplines and two subregions in Asia. The subregions 1. Completion of language study through the second-year level
need not be traditionally defined. Examples include China, Ja- (that is, the one year sequence of CHINLANG 21, 22, 23 or
pan, or Korea; or, in recognition of the new subregions which 21B, 22B, 23B; or JAPANLNG 17, 18, 19) for students with
are emerging, South China and Taiwan, or Central Asia. At no previous training in Chinese or Japanese. Students who al-
least four courses must have a thematic coherence built around ready have first-year competence in Chinese or Japanese must
a topic. Examples include: complete the third-year course (CHINLANG 101, 102, 103 or
East Asian religions and philosophies 101B, 102B, 103B; or JAPANLNG 117, 118, 119). Students
Culture and society of modern Japan who already have a competence at the second-year level may
Ethnic identities in East Asia fulfill the language component of the minor by taking three
Arts and literature in late imperial China courses in the department using materials in either Chinese or
Foreign policy in East Asia Japanese. These courses may be language courses such as the
Social transformation of modern Korea third-year sequence mentioned above, the fourth-year language
China’s political economy sequence, or they may be advanced literature and linguistics
These courses are listed at the East Asian Studies website, courses, depending on the capabilities and interests of the stu-
and under CHINGEN, CHINLIT, JAPANGEN, and dent.
JAPANLIT. 2. The core courses, CHINGEN 91, Traditional East Asian Civi-
lization: China, and JAPANGEN 92, Traditional East Asian
Civilization: Japan.
Admission to candidacy does not mean that the student has ful- gram who have already completed an M.A. in Japanese literature
filled all requirements for the degree except the dissertation, but or linguistics elsewhere only in cases when the level of prior
that the department faculty consider the student qualified to pursue course work and research is deemed equivalent to departmental
a program of study leading to the Ph.D. and that, subject to contin- requirements for the Ph.D. track. All courses must be taken for a
ued satisfactory progress, the student’s status in this department is letter grade.
secure. A candidate must fulfill the following requirements:
REQUIREMENTS FOR DOCTOR OF PHILOSOPHY IN 1. Demonstrate proficiency in both modern and classical Japa-
CHINESE nese language by completing the following courses, or by de-
monstrating an equivalent level of linguistic attainment by
The Ph.D. program in Chinese is designed to prepare students
passing the appropriate certifying examinations.
for a doctoral degree in Chinese literature, history (pre-modern),
philosophy, or linguistics. Applicants must have a minimum of a. fourth-year Japanese through JAPANLANG 213
b. classical Japanese through JAPANLIT 246 and 247.
three years of Chinese language study at Stanford or the equivalent
2. Demonstrate proficiency in at least one supporting language, to
to be considered for admission. Students on the Ph.D. track will
be chosen in consultation with the primary adviser according
complete the M.A. as described above on the way to advancing to
Ph.D. candidacy (see department guidelines for admission to can- to the candidate’s specific research goals. Reading proficiency
must be certified through a written examination or an appro-
didacy above). The majority of required course work for Ph.D.
priate amount of course work, to be determined on a case-by-
students demands the ability to read primary and secondary mate-
case basis. When deemed necessary by the student’s ad-
rials in Chinese. Advanced standing may be considered for stu-
dents entering the Ph.D. program who have already completed an viser(s), working knowledge of a third language may also be
required.
M.A. in Chinese literature or linguistics elsewhere only in cases
Students concentrating in classical Japanese literature are nor-
when the level of prior course work and research is deemed equiv-
mally expected to fulfill this requirement by completing
alent to departmental requirements for the Ph.D. track. All courses
must be taken for a letter grade. a. kanbun (JAPANLIT 248 and/or 249), and
b. first-year classical Chinese (CHINLIT 205, 206, 207).
A candidate must fulfill the following requirements:
3. Complete eight adviser-approved courses numbered above 200
1. Complete advanced classical Chinese through CHINLIT 223
from among the offerings of the Department of East Asian
and the department’s requirements for the M.A. in Chinese.
Languages and Cultures. At least four of these eight courses
2. Demonstrate proficiency in at least one supporting language, to
must be advanced seminars numbered above 300. At least one
be chosen in consultation with the primary adviser according
of these eight courses must deal with Japanese linguistics. For
to the candidate’s specific research goals. Reading proficiency
students focusing on modern literature, at least two of these
must be certified through a written examination or an appro-
eight courses must deal with premodern material, and for stu-
priate amount of course work, to be determined on a case-by-
dents focusing on premodern literature, at least two of the eight
case basis. When deemed necessary by the student’s ad-
courses must deal with modern material.
viser(s), working knowledge of a third language may also be
4. Complete two upper-division or graduate-level courses in two
required.
supporting fields, for a total of four courses outside of Japa-
3. Complete both CHINLIT 201 and CHINGEN 201.
nese literature or linguistics. Supporting fields, to be deter-
4. Complete two relevant seminars at the 300 level. These semi-
mined in consultation with the student's primary adviser, may
nars must be in different subjects.
include Japanese anthropology, art, history, philosophy, poli-
5. Pass a set of three comprehensive written examinations, one of
tics, and religion, Chinese literature, comparative literature,
which tests the candidate’s methodological competence in the
etc.
relevant discipline. The remaining two fields are chosen, with
5. Complete JAPANLIT 201. Introduction to Graduate Study in
the approval of the graduate adviser in consultation with the
Japanese.
student’s individual adviser, from the following: archaeology,
6. Pass a comprehensive qualifying examination that tests the
anthropology, art, Chinese literature, history, Japanese litera-
candidate’s breadth and depth in the primary field of research
ture, linguistics, philosophy, and religion. With the adviser’s
and methodological competence in the relevant discipline.
approval, a Ph.D. minor in a supporting field may be deemed
7. Demonstrate pedagogical proficiency by serving as a teaching
equivalent to the completion of one of these three examina-
assistant for a minimum of one quarter and taking DLCL 201.
tions.
The Learning and Teaching of Second Languages.
6. Demonstrate pedagogical proficiency by serving as a teaching
8. Pass the University Oral Examination. General regulations
assistant for a minimum of one quarter, and taking DLCL 201.
governing the oral examination are found in the “Graduate De-
The Learning and Teaching of Second Languages.
grees” section of this Bulletin. The candidate is examined on
7. Pass the University Oral Examination—General regulations
questions related to the dissertation after acceptable parts of it
governing the oral examination are found in the “Graduate De-
have been completed in draft form.
grees” section of this Bulletin. The candidate is examined on
9. Submit a dissertation demonstrating ability to undertake origi-
questions related to the dissertation after acceptable parts of it
nal research based on primary and secondary materials in Jap-
have been completed in draft form.
anese.
8. Submit a dissertation demonstrating ability to undertake origi- A candidate specializing in Japanese linguistics must fulfill the
nal research based on primary and secondary materials in Chi- following requirements.
nese.
ECONOMICS
David A. Starrett, Joseph E. Stiglitz careers in government and private enterprise as well as those pur-
Honorary Emerita: (Professor) Anne O. Krueger suing graduate degrees in professional schools or in the field of
Chair: Lawrence Goulder economics.
Professors: Kyle Bagwell, B. Douglas Bernheim, Michael J.
Boskin, Timothy F. Bresnahan, Lawrence Goulder, Avner
LEARNING OUTCOMES
Greif, Robert E. Hall, Han Hong, Caroline Hoxby, Matthew O. The department expects undergraduate majors in the program
Jackson, Peter Klenow, Jonathan Levin, Thomas E. MaCurdy, to be able to demonstrate the following learning outcomes. These
Paul R. Milgrom, John H. Pencavel, Monika Piazzesi, Joseph learning outcomes are used in evaluating students and the depart-
Romano, K. Martin Schneider, Ilya Segal, John B. Shoven, Ro- ment's undergraduate program. Students are expected to demon-
bert Staiger, John B. Taylor, Frank Wolak, Gavin Wright strate:
Associate Professors: Nicholas A. Bloom, Liran Einav, Muriel 1. understanding of core knowledge within Economics.
Niederle, Luigi Pistaferri 2. ability to analyze a problem and draw correct inferences using
Assistant Professors: Ran Abramitzky, Manuel Amador, Giacomo qualitative and/or quantitative analysis.
DeGiorgi, Doireann Fitzgerald, Kyna Fong, Peter R. Hansen, 3. ability to write clearly and persuasively and communicate
Matthew Harding, Seema Jayachandran, Jakub Kastl, Fuhito ideas clearly.
Kojima, Pablo Kurlat, Aprajit Mahajan, Kalina Manova, Petra 4. ability to evaluate theory and critique research within the dis-
Moser, Florian Scheuer, Michele Tertilt cipline.
Senior Lecturer: Geoffrey Rothwell
Lecturers: Moussa Blimpo, Marcelo Clerici-Arias, Doru Cojoc, GRADUATE PROGRAMS IN ECONOMICS
Maria Fitzpatrick, Gopi Shah Goda, Alexander Gould, Ward The primary objective of the graduate program is to educate
Hanson, Hamilton Helmer, Camille Landais, Peter Nilson, students as research economists. In the process, students also ac-
Nicholas Sanders, F. Victor Stanton, Faye Steiner, Mark Ten- quire the background and skills necessary for careers as university
dall teachers and as practitioners of economics. The curriculum in-
Courtesy Professors: Anat Admati, Lawrence Baker, David Baron, cludes a comprehensive treatment of modern theory and empirical
Jay Bhattacharya, Jeremy Bulow, Walter Falcon, John Ferejohn, techniques. Currently, 20 to 25 students are admitted each year.
Alan Garber, Judith Goldstein, Ilan Guttman, Stephen Haber, Graduate programs in economics are designed to ensure that
Peter Blair Henry, Saumitra Jha, David Kreps, N. Grant Miller, students receive a thorough grounding in the methodology of theo-
Rosamond Naylor, Maria Ogneva, Bruce Owen, A. Mitchell Po- retical and empirical economics, while at the same time providing
linsky, Peter C. Reiss, D. John Roberts, James Strnad, Alan specialized training in a wide variety of subfields and a broad un-
Sykes, Barry Weingast, Robert Wilson derstanding of associated institutional structures. Toward these
Visiting Professor: Enrico Moretti ends, the program is arranged so that the student has little choice in
Visiting Assistant Professor: John Lynham the curriculum at the outset but considerable latitude later on.
Mail Code: 94305-6072 Students admitted to graduate standing in the department are
Phone: (650) 725-3266 expected to have a strong background in college-level economics,
Web Site: http://economics.stanford.edu mathematics, and statistics. Preparation ordinarily consists of a
Courses offered by the Department of Economics are listed un- college major in economics, a year-long calculus sequence that
der the subject code ECON on the Stanford Bulletin's Explore- includes multivariate analysis, a course in linear algebra, and a
Courses web site. rigorous course in probability and statistics.
The department’s purpose is to acquaint students with the eco- GRADUATE FIELDS
nomic aspects of modern society, to familiarize them with tech-
niques for the analysis of contemporary economic problems, and to A. ECONOMIC DEVELOPMENT
develop in them an ability to exercise judgment in evaluating pub- To receive credit for this field, students must complete two
lic policy. There is training for the general student as well as for courses from 214, 216 and 217, and submit a paper from one of
those who plan careers as economists in civil service, private en- these courses. Students wishing to do research in the field are ad-
terprise, teaching, or research. vised to take courses in international economics, such as 266, and
The department’s curriculum is an integral part of Stanford’s in comparative institutional analysis.
programs in International Relations, Public Policy, and Urban
B. ECONOMIC HISTORY/INSTITUTIONS
Studies.
The faculty interests and research cover a wide spectrum of The requirement for the field is one research paper on a subject
topics in most fields of economics, including behavioral econom- approved by one of the faculty teaching any of the following
ics, comparative institutional analysis, econometrics, economic courses: 224, 225, 226, 227, 228, 229.
development, economic history, experimental economics, indus- C. MONETARY THEORY AND ADVANCED
trial organization, international trade, labor, macro- and microeco- MACROECONOMICS
nomic theory, mathematical economics, environmental economics, Requirements for this field are completion of two courses from
and public finance. 233, 234, and 235.
To receive credit for the field, students must complete 257 and (80 UNITS)
258 and submit one research paper, the subject of which has been
1. ECON 1A (5 units): micro and elementary economics.
approved in advance by one of the faculty teaching 257, 258, or
2. ECON 1B (5 units): macroeconomics. Prerequisite: ECON 1A.
260.
3. ECON 102A (5 units): introduction to statistical methods. It is
G. INTERNATIONAL ECONOMICS recommended that students satisfy this basic statistics require-
To receive credit for this field, students must complete 265 and ment before proceeding with the rest of the program. Prerequi-
266. Taking one or more of 267, 268, or 269 is recommended. A site: MATH 41 or equivalent.
research paper from any of these courses must also be submitted. 4. ECON 50 (5 units, grade of ‘B’ or better): basic price theory.
Prerequisites: ECON 1A and MATH 51 (letter grade required).
H. ECONOMETRICS 5. ECON 51 (5 units): intermediate microeconomics. Prerequi-
A student may satisfy the requirements for the econometrics site: ECON 50.
field by completing the requirements of one of two subfields: 6. ECON 52 (5 units): intermediate macroeconomics. Prerequi-
1. H-1: Theoretical Econometrics: To receive credit in the sites: ECON 50 and 1B.
theoretical econometrics subfield, students must complete 7. ECON 102B (5 units): econometrics. Prerequisites: ECON 50
273 and 274. and 102A. Material in ECON 102B is used in a number of
2. H-2: Applied Econometrics: To receive credit in the ap- field courses. Students are advised to design their program of
plied econometrics subfield, students must complete 273 study so that ECON 102B is not taken in their senior year but
and either 275 or 276. Students must also complete a early in their program.
course or set of courses that is empirically oriented. The
last requirements must be approved by the Director of Field Courses (must be taken at Stanford in California; 20
Graduate Study in consultation with the instructor of 275 units)—Four courses must be chosen from among ECON 111, 115,
or 276. 118, 126, 137, 140,* 141, 144, 145, 147, 149, 153, 157, 158, 160,
164, 165, 166, 168, 169, 179 (5 units each).
I. MICROECONOMIC THEORY Writing in the Major Course (must be taken at Stanford in Cali-
To receive credit for this field, students must complete two fornia; 5 units)—This requirement is fulfilled by ECON 101. This
courses from the following: 280, 281, 282, 283, 284, 286, 287, course should be taken only after completing ECON 51 and 52,
289, 291. 102B, and at least two field courses.
J. ENVIRONMENTAL ECONOMICS Electives (20 units)—Choose from Economics courses num-
To receive credit for this field, students must complete 250 and bered from 100 through 198, excluding 190 and 191. Up to 10
251. Students can petition to substitute another environ- units may be satisfied by MATH 113, 114, 115, 136, 151, 171,
ment/natural resource course (e.g., MS&E 248) for either of these. 175; or STATS 200, 206, 207, 217, 218, 237.
A maximum of 10 units of transfer credit or of ECON 139D,
K. POLITICAL ECONOMY
Directed Reading, may be taken under this section. Suitable trans-
To receive credit for this field, students must complete 220 and fer credit must be approved in writing by the Associate Director of
221. Undergraduate Studies. Advanced undergraduate majors with
OTHER PROGRAMS strong quantitative preparation may enroll in graduate (200-level)
courses with permission of the Director of Undergraduate Studies
Other programs leading to dual degrees may be arranged. For
and the course instructor. Some courses offered by Overseas Stud-
example, the Ph.D. in Economics combines with one or two years
ies may be counted towards this requirement. The department does
of study in the School of Law, leading to the nonprofessional Mas-
not give credit for internships.
ter of Legal Studies (M.L.S.) degree. A dual degree program does
* Students may not count units from both ECON 135 and 140 towards their major
not permit counting any courses toward both the Economics and as the courses are too similar in content.
the Law degrees. For more information, see
http://www.law.stanford.edu/program/degrees. OTHER REQUIREMENTS
No courses receiving Department of Economics credit under
FELLOWSHIPS AND ASSISTANTSHIPS the preceding requirements may be taken credit/no credit, and 55
The department awards a number of fellowships for graduate of the 80 units required for the major must be taken at Stanford in
study. Many first-year and a few second- or third-year students are California.
typically awarded full fellowships, including a stipend and tuition. Students scoring a 5 on both the advanced placement micro-
All students whose records justify continuation in the program may economics and advanced placement macroeconomics exam may
be assured support for the second through fourth years in the form petition the Director of Undergraduate Studies to have the ECON
of employment as a teaching or research assistant. These half-time 1A (but not 1B) course requirement waived. Students do not re-
appointments provide a stipend and tuition allowance. Entering ceive units credit for placing out of ECON 1A.
students are not normally eligible for research or teaching assis- A grade point average (GPA) of 2.0 (C) or better must be re-
tantships. ceived for all units applied toward the preceding requirements.
To use transfer credit in partial satisfaction of the requirements,
BACHELOR OF ARTS IN ECONOMICS the student must obtain written consent from the department’s
The total number of units required for the major is 80. Students Associate Director of Undergraduate Study, who establishes the
are encouraged to complete the core courses 1-6 below, as early as amount of credit to be granted toward the department requirements
ECONOMICS
SAMPLE PROGRAMS OTHER REQUIREMENTS
Sample listings of upper-division economics electives may be If the candidate’s major requires basic Economics courses
examined in the department’s Information Book for Economics (items 1 through 5), then only half of the units from those courses
Majors, available at http://economics.stanford.edu/undergraduate. apply toward the economics minor. To attain the overall 35 units
Sample programs are provided for the following areas of emphasis: required by the minor, the student must take additional Economics
(1) liberal arts, (2) pre-business, (3) quantitative, (4) international, courses numbered from 100 through 198.
(5) political economy and regulation, and (6) preparation for grad- At least 20 out of the 35 units for the minor must be taken at
uate school in economics. Stanford. Students must have completed all Stanford prerequisites
for approved transfer credit courses in order to use those courses
HONORS PROGRAM
towards the Economics minor.
The honors program offers an opportunity for independent re-
No courses receiving Department of Economics credit under
search, creativity, and achievement. It is designed to encourage a
the preceding requirements may be taken credit/no credit. A grade
more intensive study of economics than is required for the normal
point average (GPA) of 2.0 or better must be received for all units
major, with course and research work of exceptional quality. Hon-
applied toward the minor.
ors students may participate in an Honors Research Symposium
Students must complete their declaration of the minor no later
during Spring Quarter, with those nominated for prizes making
than the last day of the preceding quarter before their degree con-
oral presentations. The honors program requires:
ferral.
1. Completing all requirements for the major.
2. Achieving a grade point average (GPA) of at least 3.5 for the MASTER OF ARTS IN ECONOMICS
80 units required of the Economics major. See details in the In-
formation Book for Economics Majors. University requirements for the master’s degree are described
3. Complete ECON 102B and at least two lecture courses most in the “Graduate Degrees” section of this bulletin.
relevant for the proposed topic of the honors thesis by the end The department does not admit students who plan to terminate
of the junior year. (These can be included in the basic 80 their graduate study with the M.A. degree. Students may, but need
units.) not, elect to add this degree in addition to their current Ph.D. de-
4. Candidates must write an honors thesis in their senior year for gree. A master’s option is also available to Ph.D. candidates from
at least one unit and up to 10 units of credit (ECON 199D). other departments.
The thesis must be of very high quality and written under the Admission—Prospective students must have completed the
direction of a member of the department or its affiliated fac- Stanford requirements for a B.A. in Economics or approximately
ulty. Units of 199D do not count toward the course work re- equivalent training. Since students are required to take some of the
quirements for the basic economics major, or in the computa- same courses as Ph.D. candidates, similar preparation in mathe-
tion of the GPA requirement for honors. Students who take matics and statistics generally is expected. Prospective applicants
ECON 199D for 10 units may apply 5 of those units to meet should submit their credentials together with a plan of study to the
the Writing in the Major (WIM) requirement. Such students Director of Graduate Study for approval.
complete the major with at least 85 units overall.
Juniors interested in the honors program should attend an in- Requirements—A master’s program must satisfy these criteria:
formational meeting scheduled by the honors program director 1. Completing, at Stanford, at least 45 units of credit beyond
during the first week of each quarter. At this meeting, students those required for the bachelor’s degree, of which at least 40
receive information on organizing an honors project and are given units must be in the Department of Economics. Students must
details on honors programs. Prospective candidates for the honors complete ECON 202 and at least three other 200-level courses.
program should submit an application to the director no later than They must receive a grade of ‘B-’ or better in ECON 202. Un-
the end of the first month of the third quarter before graduation dergraduate courses must be numbered 105 or higher (with the
(typically Autumn Quarter of the senior year). Also required, later exception of the ECON 102A,B,C sequence listed below). No
in the same quarter, is a three-page thesis proposal that must be seminar courses numbered 300 or above can be counted.
approved by the thesis adviser. 2. Demonstrating competence in empirical methodology by re-
ceiving a grade of 'B-' or better in both ECON 270 and 271, or
MINOR IN ECONOMICS by receiving a grade of 'B-' or above in each of ECON 102A,
B, and C.
The minor in Economics has two main goals: to acquaint stu- 3. Submitting two term papers (or a thesis of sufficient quality).
dents with the rudiments of micro- and macroeconomic theory that At least one of these papers must be deemed to represent grad-
are required of all majors; and to allow students to build compe- uate-level work. Normally, this means that it is written in con-
tence in the application of this theory to two fields of economics of nection with a 200-level course. A maximum of 10 units of
their choosing, and the opportunity to specialize further in any one credit can be earned for a thesis toward the 45-unit degree re-
of these fields by taking one additional advanced course in the quirement. In lieu of this paper requirement, students may elect
Department of Economics. to take two additional 200+ level Economics courses.
COURSE WORK 4. A grade point average (GPA) of 3.0 must be maintained for all
master’s level work. All courses must be taken for a letter
1. ECON 1A (5 units): micro and elementary economics. grade.
2. ECON 1B (5 units): macroeconomics. Prerequisite: ECON 1A.
ECONOMICS
ing to both law and economics. Students interested in either joint
degree program must apply and gain entrance separately to the • OSPBEIJ 24. China's Economic Development. 5 units, Scott
School of Law and the Department of Economics and, as an addi- Rozelle, GER:DB:SocSci
tional step, must secure permission from both academic units to
pursue degrees in those units as part of a joint degree program. BERLIN
Interest in either joint degree program should be noted on the stu- • OSPBER 115X. German Economy: Past and Present. 4-5
dent’s admission applications and may be considered by the ad- units, Ingo Klein, GER:DB:SocSci, EC:GlobalCom
mission committee of each program. Alternatively, an enrolled FLORENCE
student in either the Law School or the Economics department may
apply for admission to the other program and for joint degree • OSPFLOR 35. European Economic and Monetary Integration.
status in both academic units after commencing study in either 5 units, Pompeo Della Posta, GER:DB:SocSci, EC:GlobalCom
program. MADRID
Joint degree students may elect to begin their course of study in • OSPMADRD 54. Contemporary Spanish Economy and the
either the School of Law or the Department of Economics. Faculty European Union. 5 units, Miguel Buñuel, GER:DB:SocSci
advisers from each academic unit participate in the planning and
supervising of the student’s joint program. Students must be en- MOSCOW
rolled full time in the Law School for the first year of law school, • OSPMOSC 62. Economic Reform and Economic Policy in
and, at some point during the joint program, may be required to Modern Russia. 5 units, Vladimir Mau, Vadim Novikov,
devote one or more quarters largely or exclusively to studies in the GER:DB:SocSci, EC:GlobalCom
Economics program regardless of whether enrollment at that time
is in the Law School or in the Department of Economics. At all OXFORD
other times, enrollment may be in the graduate school or the Law • OSPOXFRD 45. British Economic Policy since World War II.
School, and students may choose courses from either program 5 units, James Forder, GER:DB:SocSci
regardless of where enrolled. Students must satisfy the require-
ments for both the J.D. and the M.A. or Ph.D. degrees as specified PARIS
in this bulletin or by the School of Law. • OSPPARIS 124X. Building the European Economy: Economic
The Law School approves courses from the Economics De- Policies and the Challenges Ahead. 5 units, Jacques Le Ca-
partment that may count toward the J.D. degree, and the Econom- cheux, GER:DB:SocSci
ics department approves courses from the Law School that may
count toward the M.A. or Ph.D. degree in Economics. In either WINTER QUARTER
case, approval may consist of a list applicable to all joint degree BERLIN
students or may be tailored to each individual student’s program. • OSPBER 161X. The German Economy in the Age of Global-
The list may differ depending on whether the student is pursuing
ization. 4-5 units, Ingo Klein, GER:DB:SocSci,
an M.A. or a Ph.D. in Economics.
In the case of a J.D./M.A. program, no more than 45 quarter EC:GlobalCom
hours of approved courses may be counted toward both degrees. In PARIS
the case of a J.D./Ph.D. program, no more than 54 quarter hours of • OSPPARIS 91. Globalization and its Effect on France and the
approved courses may be counted toward both degrees. In either European Union. 5 units, Eloi Laurent, Jacques Le Cacheux,
case, no more than 36 quarter hours of courses that originate out- GER:DB:SocSci, EC:GlobalCom
side the Law School may count toward the Law degree. To the
extent that courses under this joint degree program originate out- SPRING QUARTER
side the Law School but count toward the Law degree, the Law
School credits permitted under Section 17(1) of the Law School BEIJING
Regulations shall be reduced on a unit-per-unit basis, but not be- • OSPBEIJ 46. Introduction to Chinese Economy. 5 units, Dong
low zero. The maximum number of Law School credits that may Chen, GER:DB:SocSci, EC:GlobalCom
be counted toward the M.A. or the Ph.D. in Economics is the
greater of: (a) 5 quarter hours in the case of the M.A. and 10 quar- KYOTO
ter hours in the case of the Ph.D.; or (b) the maximum number of • OSPKYOTO 215X. Political Economy of Japan. 4-5 units,
hours from courses outside of the department that M.A. or Ph.D. Toshihiko Hayashi, GER:DB:SocSci
candidates in Economics are permitted to count toward the appli- PARIS
cable degree under general departmental guidelines or in the case • OSPPARIS 33. The Economics of Climate Change: Policies in
of a particular student’s individual program. Theory and in Practice in the EU and the US. 5 units, Christian
Tuition and financial aid arrangements are normally made de Perthuis, Benoit Leguet, GER:DB:SocSci, EC:GlobalCom
through the school in which the student is then enrolled.
For more information, see SANTIAGO
http://www.law.stanford.edu/program/degrees. • OSPSANTG 119X. The Chilean Economy: History, Interna-
tional Relations, and Development Strategies. 5 units,
GER:DB:SocSci
ENGLISH
• Literature with Creative Writing Emphasis This field of study is declared in Axess. This program is de-
• Literature with Interdisciplinary Emphasis signed for students who want a sound basic knowledge of the Eng-
• Literature and Foreign Language Literature lish literary tradition as a whole and at the same time want to de-
• Literature and Philosophy velop skills in writing poetry or prose. In addition to degree re-
See below for further information on these fields of study. quirements required of all majors and listed above, students must
complete at least 30 additional units of approved courses includ-
DEGREE REQUIREMENTS ing:
Those interested in majoring in English are encouraged to de- 1. One course in literature in English
clare during their sophomore year, but no later than the beginning 2. One beginning prose course: ENGLISH 90, Fiction Writing or
of their junior year. They are urged to discuss their plans with the ENGLISH 91, Creative Nonfiction
undergraduate student services specialist as early as possible, and 3. One beginning poetry course: ENGLISH 92, Reading and
to take recommended preparatory courses for the major in their Writing Poetry
freshman and sophomore years. To declare the major, a student 4. Three courses specifically designed for either the prose or
must fill out the Declaration of Major in Axess; choose a faculty poetry concentration.
adviser; and submit a completed program proposal form approved Prose writers—
by the adviser. It is recommended that a student meet with the a. ENGLISH 146. Development of the Short Story
adviser at least once per quarter to discuss progress towards degree b. Two intermediate or advanced prose classes: any
completion. Students who declared prior to September 2010 should ENGLISH 190 series, 191 series, 198L, or 290.
refer to previous guidelines and requirements for the major. Poetry writers—
With the exception of the required courses listed below, which a. One literature Course in Poetry approved by a Creative
must be taken for a letter grade, any two of the elective courses Writing Professor
may be taken on a credit/no credit basis at the discretion of the b. Two intermediate or advanced poetry classes: any
instructor. Students may apply as many as four literature courses ENGLISH 192 series, 198L, or 292
taken at approved universities towards the English major electives. FIELD OF STUDY III. LITERATURE WITH
Approval of such courses towards the major is at the discretion of INTERDISCIPLINARY EMPHASIS
the Director of Undergraduate Studies. Requests for transfer credit,
including course syllabi and official transcript, should be submitted This field of study is declared in Axess. This program is in-
to the undergraduate student services coordinator, and to the Office tended for students who wish to combine the study of one broadly
of the University Registrar's external credit evaluation section. defined literary topic, period, genre, theme or problem with an
The total number of units required to graduate for each degree interdisciplinary program of courses relevant to that inquiry. In
option is specified in the relevant section following. All courses addition to degree requirements required of all majors and listed
should be taken for 5 units. Irrespective of field of study or degree above, students must complete at least 35 additional units of ap-
option, all English majors must complete the following require- proved courses including:
ments: 1. Three elective literature courses chosen from among those
offered by the Department of English. Students must select
Required Courses (40 units)— two of these courses in relation to their interdisciplinary focus.
1. Three Methodology courses 2. Four courses related to the area of inquiry. These courses may
a. ENGLISH 160. Poetry and Poetics (5 units) be chosen from disciplines such as anthropology, the arts (in-
b. ENGLISH 161. Narrative and Narrative Theory (5 units) cluding the practice of one of the arts), classics, comparative
c. ENGLISH 162. Critical Methods (5 units) literature, European or other literature, feminist studies, his-
2. Four Historical courses tory, modern thought and literature, political science, and Afri-
a. ENGLISH 100A. Literary History I (5 units) can American studies. These courses should form a coherent
b. ENGLISH 100B. Literary History II (5 units) program and must be relevant to the focus of the courses cho-
c. ENGLISH 100C. Literary History III (5 units) sen by the student to meet the requirement. Each of these
d. One additional history of literature course (5 units, denoted courses must be approved in advance by the interdisciplinary
by H-suffix) program director. In addition, students in this program must
3. One Senior Seminar (5 units, denoted by S-suffix, WIM) write at least one interdisciplinary paper. This may be
Rules that apply to all English majors irrespective of field of ENGLISH 197. Senior Honors Essay; ENGLISH 199. Senior
study or degree option— Independent Essay; ENGLISH 194 or 198. Individual Re-
1. Courses can only be counted once, i.e. can only satisfy one search ; or a paper integrating the material in two courses the
requirement. student is taking in two different disciplines.
2. Two of the elective courses may be taken on a credit/no credit FIELD OF STUDY IV. LITERATURE AND FOREIGN
basis at the discretion of the instructor. LANGUAGE LITERATURE
FIELD OF STUDY I. LITERATURE This major provides a focus in British and American literature
This field of study is declared in Axess. This program provides with additional work in French literature; German literature; Italian
for the interests of students who wish to understand the range and literature; Spanish or Spanish American literature. These are inter-
historical development of British, American and Anglophone lit- departmental majors declared in Axess. In addition to degree re-
eratures and a variety of critical methods by which their texts can quirements required of all majors and listed above, students must
with the undergraduate director concerning the Literature and Phi- 194). The research paper is written under the direct supervision of
losophy focus. This track is for students who wish to explore inter- the professor; it must be submitted first in a preliminary draft and
disciplinary studies at the intersection of literature and philosophy subsequently in a final version.
while acquiring knowledge of the English language literary tradi- Senior Independent Essay—The senior independent essay gives
tion as a whole. In addition to degree requirements required of all senior English majors the opportunity to work throughout the year
majors and listed above, students must complete at least 35-40 on a sustained piece of critical or scholarly work of around 10,000
additional units of approved courses (at least eight 5-unit courses words on a topic of their choice, with the close guidance of a fac-
of the total units required must be within the English department) ulty adviser. Each student is responsible for finding an adviser,
including: who must approve the proposed topic before the end of the third
1. PHIL 80. Mind, Matter, and Meaning (Writing in the Major): quarter prior to expected graduation. The senior essay is read and
Prerequisite: introductory philosophy course. graded by the adviser and one other member of the English faculty.
2. Gateway course: ENGLISH 81 (same as PHIL 81, Senior independent essay students register for ENGLISH 199.
CLASSGEN 81, COMPLIT 181, FRENGEN 181 and
ITALGEN 181), Philosophy and Literature. This course should OVERSEAS STUDIES OR STUDY ABROAD
be taken as early as possible in the student's career, normally in The flexibility of the English major permits students to attend
the sophomore year. an overseas campus in any quarter, but it is advisable, and in some
3. Aesthetics, Ethics, Political Philosophy: one course from PHIL cases essential, that students spend their senior year at Stanford if
170 series. they wish to participate in the Honors Program or in a special in-
4. Language, Mind, Metaphysics, and Epistemology: one course depth reading course. For more information on Stanford overseas
from PHIL 180 series. programs, see the "Overseas Studies" section of this bulletin.
5. History of Philosophy: one course in the history of Philosophy, Students should consult their advisers and the undergraduate
numbered above PHIL 100. program officer to make sure that they can fulfill the requirements
6. Two upper division courses of special relevance to the study of before graduation. The Stanford Program in Oxford usually offers
Philosophy and Literature. At least one of these courses needs courses which apply toward both University requirements and area
to be in the English department. A list of approved courses is requirements for the English major. In either case, students should
available from the Director of Undergraduate Studies in Eng- save the syllabi from their courses if they wish to apply to use
lish. them to fulfill an English major requirement.
7. Capstone seminar of relevance to the study of Philosophy and
Literature. MINOR IN ENGLISH OR IN CREATIVE
HONORS PROGRAM WRITING
Students wishing to undertake a formal program of advanced li- Both the Department of English and the Creative Writing pro-
terary criticism and scholarship, including the honors seminar and gram offer a distinct minor.
independent research, are invited to apply for the honors program
MINOR IN ENGLISH LITERATURE
in the Winter Quarter of the junior year. Any outstanding student is
The minor in English Literature offers some flexibility for
encouraged to engage in an honors thesis project.
those students who want to pursue specific interests within British
Admission is selective. Provisional admission is announced in
and American literature, while still requiring certain courses that
March. Permission to continue in the program is contingent upon
ensure coverage of a variety of periods, genres, and methods of
submission, by May 15 of the junior year, of a senior honors essay
studying literature.
proposal with a bibliography. Honors students are encouraged to
complete before the start of their senior year the three methodol- Requirements—In order to graduate with a minor in English,
ogy courses that are English major requirements: ENGLISH 160, students must complete the following program of seven 5-unit
161, and 162. courses, at least one of which must be a seminar, for a total of 35
In September before the senior year, students are encouraged to units:
participate in the Bing Honors College. In Autumn Quarter of the Required Courses for the Minor—
senior year, students take a 3-unit honors seminar on critical ap- 1. Two of the three Methodology courses
proaches to literature. The senior-year seminar is designed to in- a. ENGLISH 160. Poetry and Poetics ( 5 units)
troduce students to the analysis and production of advanced liter- b. ENGLISH 161. Narrative and Narrative Theory (5 units)
ary scholarship. In addition, in Autumn Quarter of the senior year, c. ENGLISH 162. Critical Methods (5 units)
honors students take a 2-unit essay workshop focused on the proc- 2. Two of the three Historical courses
ess of researching and writing the essay. Students who are studying a. ENGLISH 100A. Literary History I (5 units)
at Oxford or at other institutions may be exempted from these re- b. ENGLISH 100B. Literary History II (5 units)
quirements on request and with the approval of the director of the c. ENGLISH 100C. Literary History III (5 units)
honors program. Elective Courses for the Minor—
In Winter and Spring quarters of the senior year, honors stu- 1. Three elective courses from those offered in the English de-
dents complete the senior honors essay for 10 units under supervi- partment, only one of which may be a course in Creative Writ-
sion of a faculty adviser. ing.
The deadline for submitting the honors essay is May 15. Essays
that receive a grade of 'A-' or above are awarded honors.
ENGLISH
2. One beginning prose course: ENGLISH 90. Fiction Writing or Candidates who write a master's thesis may petition to be ex-
ENGLISH 91. Creative Nonfiction cused from up to 10 units of the electives described above. The
3. One beginning poetry course: ENGLISH 92. Reading and additional 35 units normally consist of the four required courses
Writing Poetry and three elective courses. These courses are chosen by the student
4. Three courses specifically designed for either the prose OR and approved by the adviser and the Director of Graduate Studies.
poetry concentration.
Prose writers: COTERMINAL PROGRAM WITH SCHOOL OF
a. ENGLISH 146. Development of the Short Story EDUCATION
b. Two intermediate or advanced prose classes: any Students interested in becoming middle school and high school
ENGLISH 190 series, 191 series, 198L, or 290. teachers of English may apply for admission to the coterminal
Poetry writers: teaching program (CTP) of the Stanford Teacher Education Pro-
a. ENGLISH 160. Poetry and Poetics gram (STEP) in the School of Education. CTP students complete a
b. Two intermediate or advanced poetry classes: any special curriculum in English language, composition, and literature
ENGLISH 192 series, 198L, or 292 that combines a full English major with supplemental course work
in subjects commonly taught in California public schools and a
MASTER OF ARTS IN ENGLISH core program of foundational courses in educational theory and
University requirements for the M.A. are described in the practice. They are then admitted to STEP for a fifth year of peda-
"Graduate Degrees" section of this bulletin. gogical study and practice teaching. Students who complete the
curriculum requirements are able to enter STEP without the neces-
COTERMINAL BACHELOR’S AND MASTER’S DEGREES sity of taking either the GRE or the usual subject matter assess-
IN ENGLISH LITERATURE ment tests. At the end of five years, CTP students receive a B.A. in
Students in the major who are interested in further postgraduate English, an M.A. in Education, and a California Secondary Teach-
work in English may apply for Stanford’s coterminal master’s ing Credential. Students normally apply to the coterminal teaching
program. Candidates for a coterminal master’s degree must fulfill program at the end of their sophomore year or at the beginning of
all requirements for the M.A. in English (including the language their junior year. For complete program details and for information
requirement), as well as general and major requirements for the on how to apply, consult the Director of Undergraduate Studies in
B.A. in English. A minimum GPA of 3.7 in the major is required English or the CTP coordinator in the School of Education.
of those applying for the coterminal master’s degree. Students
must also take the general GRE exam in the year in which they DOCTOR OF PHILOSOPHY IN ENGLISH
apply. No courses used to satisfy the B.A. requirements (either as
ADMISSION
General Education Requirements or department requirements) may
Students with a bachelor's degree in English or a closely related
be applied toward the M.A. No courses taken more than two quar-
field may apply to pursue graduate work toward an advanced de-
ters prior to admission to the coterminal master’s program may be
gree in English at Stanford. Applicants for admission to graduate
used to meet the 45-unit University minimum requirement for the
work must take the General Test of the Graduate Record Examina-
master’s degree. For University coterminal degree program rules
tion and the Subject Test in Literature. International students
and University application forms, see
whose first language is not English are also required to take the
http://ual.stanford.edu/AP/choosing_coterm/Coterm.html. Univer-
TOEFL examination (with certain exceptions: see
sity requirements for the coterminal M.A. are described in the
http://gradadmissions.stanford.edu).
"Coterminal Bachelor's and Master's Degrees" section of this bul-
letin. DEGREE REQUIREMENTS
M.A. candidates must complete with a 3.0 (B) grade point av- University requirements for the Ph.D. are described in the
erage (GPA) at least nine courses (a minimum of 45 units), at least "Graduate Degrees" section of this bulletin.
two of which must be 300-level courses. Ordinarily, graduate stu-
dents enroll in courses numbered 200 and above. They may take Tracks—Doctoral students may follow one of two tracks: Eng-
no more than two courses numbered 101-199 without the consent lish and American Literature or English and Comparative Litera-
of the Director of Graduate Studies, and no more than two courses ture.
outside the department. The master's student may take no more Requirements—The following department requirements, deal-
than 10 units of directed reading and research (ENGLISH 398). No ing with such matters as residence, dissertation, and examinations,
creative writing courses may be used to fulfill the requirements. are in addition to the University's basic requirements for the doc-
M.A. candidates must also demonstrate a reading knowledge of torate. Students should consult the most recent edition of The
one foreign language. (For ways of fulfilling this requirement, see Ph.D. Handbook; copies are available in the English graduate stud-
the section below on language requirements for the Ph.D.) Inter- ies office.
ested students should consult their faculty adviser or the graduate A candidate for the Ph.D. degree must complete three years
program adviser for further details. (nine quarters) of full-time work, or the equivalent, in graduate
study beyond the bachelor's degree. Candidates are required to
DEGREE REQUIREMENTS complete at least 135 units of graduate work in addition to the
Required Courses— doctoral dissertation. At least three consecutive quarters of gradu-
1. Two courses in literature before 1800 ate work, and the final course work in the doctoral program, must
2. Two courses in literature after 1800 be taken at Stanford.
In the first quarter of their first year, students take a 2-unit 11. Dissertation—As early as possible during graduate study, a
seminar in pedagogy as preparation for their initial teaching assis- Ph.D. candidate is expected to find a topic requiring extensive
tantship. In the first quarter of their second year, students take a original research and to seek out a member of the department
pedagogy seminar and an apprentice teaching program. The semi- as his or her adviser. The adviser works with the student to se-
nar and apprentice teaching constitute a 50-percent teaching ap- lect a committee to supervise the dissertation. Candidates
pointment. Apprentice teachers attend the classes and conferences should take this crucial step as early in their graduate careers
of a senior mentor/instructor for two to three weeks. While teach- as possible. The committee may well advise extra preparation
ing during the second and third quarters of the second year, stu- within or outside the department, and time should be allowed
dents continue to participate in a series of PWR pedagogy work- for such work. After the dissertation topic has been approved,
shops and visit one another's classrooms. the candidate should file a formal reading committee form as
I. English and American Literature—Students are expected to prescribed by the University. The dissertation must be submit-
do course work across the full range of English and American ted to the adviser as a rough draft, but in substantially final
literature. Students would be required to fulfill the following re- form, at least four weeks before the University deadline in the
quirements. Note: fulfillment of requirements 1, 2, and 3 must be quarter during which the candidate expects to receive the Ph.D.
through Stanford courses; students will not be excused from these degree.
three requirements or granted credit for course work done else- 12. Committee—The doctoral dissertation reading committee con-
where. sists of the principal dissertation adviser and two other readers.
1. ENGLISH 396, Introduction to Graduate Study for Ph.D. Stu- At least one member must be from the student's major depart-
dents (5 units), a course that introduces students to the methods ment. Normally, all members are on the Stanford Academic
of literary study, and ENGLISH 396L, Pedagogy Seminar I, Council.
for first year students (2 units). II. English and Comparative Literature—The Ph.D. program in
2. Graduate-level (at least 200-level) course work in English English and Comparative Literature is designed for students wish-
literature before 1700, and English and American literature af- ing an extensive knowledge of the literature, thought, and history
ter 1700 (at least 5 units of each). of England and of at least one foreign country, for one period.
3. Graduate-level (at least 200-level) course work in some aspect Approximately half of the student's course work and reading is
of literary theory such as courses in literary theory itself, narra- devoted to this period, with the remainder of the time given to
tive theory, poetics, rhetoric, cultural studies, gender studies other periods of English and American literature since 1350.
(at least 5 units). This degree, administered by the Department of English, is to
4. Students concentrating in British literature are expected to take be distinguished from the Ph.D. in Comparative Literature. The
at least one course (5 units) in American literature; students latter program is intended for students unusually well prepared in
concentrating in American literature are expected to take at foreign languages and involves advanced work in three literatures,
least one course (5 units) in British literature. one of which may be English. Interested students should consult a
5. Of all courses taken, a minimum of six courses for a letter Department of English adviser, but faculty from Comparative Lit-
grade must be graduate colloquia and seminars, of which at erature may also provide useful supplementary information.
least three must be graduate seminars. The colloquia and semi- The requirements are as follows:
nars should be from different genres and periods, as approved 1. Knowledge of the basic structure of the English language and
by the adviser. of Chaucer. This requirement may be met by examination, or
6. Completion, in Autumn Quarter of the second year, of a peda- by taking 10 units of courses chosen from among those offered
gogy seminar which includes the apprentice teaching program in linguistics, English philology, and early and middle English
described above, and a series of pedagogy workshops during literature including Chaucer. No particular courses are required
Winter and Spring Quarters. There are no units associated with of all students.
this work. 2. A 5-unit course, ENGLISH 396, Introduction to Graduate
7. The remaining units of graded, graduate-level courses and Study, and a 2-unit course, ENGLISH 396L, Seminar in Peda-
seminars should be distributed according to the adviser's gogy I.
judgment and the candidate's needs. A student may receive 3. Completion, in Autumn Quarter of the second year, of a peda-
graduate credit for no more than two 100-level courses in the gogy seminar, which includes the Apprentice Teaching Pro-
Department of English. gram described above, and a series of pedagogy workshops
8. Consent of the adviser if courses taken outside the Department during winter and spring quarter. There are no units associated
of English are to count toward the requirement of 70 graded with this work.
units of course work. 4. A knowledge of one foreign language sufficient to take gradu-
9. An oral qualifying examination based on a reading guide, to be ate-level literature courses in a foreign-language department
taken at the end of the summer after the first year of graduate and an advanced reading knowledge of a second language.
work. The final decision as to qualification is made by the 5. A minimum of 45 units in the history, thought, and literature of
graduate studies committee in consideration of the student's one period, in two or more languages, one of which must be
overall record for the first year's work in conjunction with per- English and one foreign. Students normally include at least
formance on the examination. Note: A student coming to the two courses in a foreign literature read in the original language
doctoral program who has done graduate work at another uni- and two courses listed under Comparative Literature or Mod-
versity must petition in the first year at Stanford for transfer ern Thought and Literature. As many as 20 units of this re-
FEMINIST STUDIES
and to begin the planning process. Philosophy: Helen Longino, Debra Satz
A minor in Ethics in Society requires six courses for a mini- Political Science: Lisa Blaydes, Terry Karl
mum of 25 and a maximum of 30 units. Required courses must be Psychology: Albert Bandura, Laura Carstensen, Hazel Markus
taken for a letter grade. Religious Studies: Charlotte Fonrobert, Hester Gelber, Linda Hess
REQUIREMENTS Slavic Languages and Literatures: Monika Greenleaf
Sociology: Shelley Correll, Paula England, Cecilia Ridgeway
1. ETHICSOC 20. Introduction to Moral Theory (same as PHIL Program Office: Serra House, 589 Capistrano Way
20) or ETHICSOC 170. Ethical Theory (same as PHIL 170) Mail Code: 94305-8640
2. ETHICSOC 171. Justice (same as IPS 208, PHIL 171, Phone: (650) 723-2412
POLISCI 136S, PUBLPOL 207) Email: zamoram@stanford.edu
3. Three courses at the 100 level or above that address some di- Web Site: http://feminist.stanford.edu
mension of moral or political theory or practice. Courses offered by the Program in Feminist Studies are listed
4. One course at the 200 level or above that addresses a moral or under the subject code FEMST on the Stanford Bulletin's Explore-
political problem, in either theory or practice. Courses web site.
See the course list in the "Honors in Ethics and Society" section Each Feminist Studies student builds an individual program of
of this bulletin for courses that fulfill requirements 3 and 4. The study around a self-defined thematic focus, integrating courses
program director may approve additional courses. from multiple departments. The Program offers an undergraduate
The 100- and 200-level courses should be focused around a major and minor, and an interdisciplinary honors program that is
central theme such as biomedical ethics, ethics and economics, open to students in all majors. The program encourages work in
ethics and politics, or environmental ethics. The courses at the 100 the arts and supports creative honors theses.
and 200 level are normally taken after completion of requirements Feminist Studies awards the annual Michelle Z. Rosaldo Prizes
1 and 2. and Francisco Lopez Prizes for the best undergraduate scholarship
Subject to the approval of the director of the Ethics in Society on women, feminism, gender, or sexuality. The Rosaldo Prizes are
Program, a course covering similar subject matter in another de- awarded for the best essay and honors thesis or master's paper in
partment or program may be substituted for ETHICSOC 20, 170, the social sciences, and the Lopez Prizes for the best essay and
or 171. No course credited to the Ethics in Society minor may be honors thesis or master's paper in the humanities. See
double-counted toward major requirements. http://stanford.edu/dept/femstudies/opportunities for details.
Curriculum guidelines and forms for the major, minor, and
FEMINIST STUDIES honors are available at the Feminist Studies office or at
http://feminist.stanford.edu. Students interested in Feminist Studies
should consult the program mentor.
Director: Heather Hadlock
Program Committee: Heather Hadlock (Music), Shelley Correll MISSION OF THE UNDERGRADUATE
(Sociology), Helen Longino (Philosophy), Valerie Miner (Fe-
minist Studies), Elizabeth Tallent (English), Christine Min Wo-
PROGRAM IN FEMINIST STUDIES
tipka (Education) The interdepartmental Program in Feminist Studies provides
Resource Faculty: students with the background and skills to investigate the signifi-
American Studies: Shelley Fisher Fishkin cance of gender and sexuality in all arenas in human life. The pro-
Anthropology: Melissa Brown, Paulla Ebron, Miyako Inoue, Sarah gram coordinates courses offered across the University into a cur-
Jain, Matthew Kohrman, Barbara Voss, Sylvia Yanagisako riculum in feminist and queer/LGBT studies, with an emphasis on
Art and Art History: Terry Berlier, Wanda Corn (emerita), Pamela diversity and transnationality. Feminist Studies majors examine
Lee, Melinda Takeuchi how societies structure gender roles, relations, and identities, and
Asian Languages: James R. Reichert, Yoshiko Matsumoto how these intersect with other relations of power, such as class,
Biology: Joan Roughgarden race, ethnicity, sexuality, and age. Students employ feminist theo-
Business: Joanne Martin (emerita) ries and methodologies to expand and reevaluate the assumptions
Classics: Maud Gleason, Susan Stephens about gender and sexuality that inform the study of individuals,
Comparative Literature: Patricia Parker cultures, social institutions, policy, and other areas of scholarly
Developmental Biology: Ellen Porzig inquiry. The program prepares majors for graduate study in hu-
Drama: William Eddelman (emeritus), Harry J. Elam, Cherríe manities and social sciences, and for professional schools.
Moraga, Peggy Phelan
Education: Susanna Loeb, Myra Strober (emerita), Christine Min
LEARNING OUTCOMES
Wotipka The program expects undergraduate majors in the program to
English: Eavan Boland, Helen Brooks, Terry Castle, Michele be able to demonstrate the following learning outcomes. These
Elam, Barbara Gelpi (emerita), Andrea Lunsford, Paula Moya, learning outcomes are used in evaluating students and the pro-
Stephen Orgel, Ramón Saldívar, Stephen Hong Sohn, Jennifer gram's undergraduate program. Students are expected to demon-
Summit, Elizabeth Tallent strate:
Feminist Studies: Nicole Baran, Kathleen Coll, Patricia Karlin- 1. knowledge of the histories of feminist and/or queer social
Neumann, Susan Krieger, Valerie Miner movements and their intersections with other social justice
French and Italian: Carolyn Springer movements.
dary major. If taken as one of multiple majors, none of the 63 units theory course offered by a department or interdepartmental
counted toward the major in Feminist Studies may overlap with program as an initiation into the practice of study in the field.
units counted toward the major in another department or program. 4. At least one course within the thematic focus should address
If taken as a secondary major, up to 30 of the units counted toward crosscultural issues.
the Feminist Studies major may also be counted as fulfilling the
major requirements in another department or program if that de- ELECTIVES
partment or program consents. A maximum of 10 of the 63 units Students are encouraged to take electives that provide intellec-
for the major may be taken on a credit/no credit or satisfactory/no tual breadth and contribute to the 63-unit requirement..
credit basis; a maximum of 10 may be taken as independent study WRITING IN THE MAJOR (WIM)
or directed reading. FEMST core courses must be taken for a letter Majors in Feminist Studies may satisfy the Writing in the Ma-
grade.
jor (WIM) requirement by taking FEMST 153, Women and the
The major should be declared before the beginning of the junior
Creative Imagination, or one of the approved WIM cognate
year. Students declare the major by developing a proposal with the courses. Honors students satisfy the WIM requirement through
help of the program mentor and a faculty adviser from the list of their honors work.
resource faculty. The proposal describes the student's thematic
focus and outlines a course of study. The proposal must be ap- HONORS CERTIFICATION
proved by the student's adviser and the Program Director.
FEMINIST STUDIES MAJORS/MINORS
CURRICULUM Admission—The honors program offers an opportunity to do
The major in Feminist Studies includes a total of at least 12 independent research for a senior thesis. It is open to students with
courses at the 100 level or above for 63 units. The courses are a grade point average (GPA) of 3.3 or better in course work in
divided among the core, the focus, and electives to reach the total Feminist Studies. Students must begin the application process for
course requirement. honors certification by meeting with the program mentor by May 1
of their junior year, but are encouraged to apply earlier. During the
THE CORE
application process, students will design a project in consultation
1. FEMST 101. Introduction to Feminist Studies. This course with their proposed thesis adviser and the Feminist Studies honors
must be taken before FEMST 103. mentor. A proposal describing the project and the number of units
2. Designated feminist theory course. The Feminist Studies web to be taken toward the honors directed project must be submitted to
site lists courses that fulfill the theory requirement this year. the director of the program for final approval. All projects must
3. FEMST 103. Feminist Theories and Methods Across the Dis- have a primary focus on gender or sexuality. See the Feminist
ciplines. Prerequisite: FEMST 101 Studies web site for details.
4. FEMST 104A,B. Practicum Requirements—
5. One Feminist Studies or cognate course in the social sciences. 1. In addition to the normal requirements for the major, students
(e.g. Anthropology, Communication, Education, History, Hu- enroll in FEMST 105 with their honors thesis adviser for 10-15
man Biology, Law, Medicine, Political Science, Psychology, units towards the preparation of the honors thesis. These units
or Sociology). may be distributed throughout the academic year.
6. One Feminist Studies or cognate course in the humanities (e.g. 2. Throughout the senior year, students work with faculty advis-
English, Linguistics, Philosophy, Religious Studies, the arts, ers and the honors tutor. The final thesis must be submitted by
and languages). the last day of classes in the Spring of their senior year. The
PRACTICUM completed thesis must carry the adviser's signature of approval.
The practicum (FEMST 104 A, B) brings together theory and Creative projects must include a section of critical analysis.
practical experience. The practicum should involve field research, For guidelines, see http//feminist.stanford.edu.
community service, or other relevant experience such as a public 3. Each student must participate in a yearlong writing workshop
service internship. Students plan their practicum during Winter with the honors mentor. See the website for more information.
Quarter of the junior year in FEMST 104A, Junior Seminar and MAJORS IN OTHER DEPARTMENTS
Practicum (1 unit). The practicum is normally done over the sum- Honors certification in Feminist Studies for majors in other de-
mer between junior and senior year, and may be taken for addi- partments or programs, as distinguished from honors for students
tional units. It is followed by FEMST 104B, Senior Seminar and pursuing a major in Feminist Studies, is intended to complement
Practicum (2 units), in Autumn Quarter of the senior year. study in any major.
THE FOCUS Admission—Honors certification is open to students majoring
Every student designs a thematic focus consisting of at least in any field with a GPA of 3.3 or better.
five courses in addition to the core. These foci are not declared on As a prerequisite, students must complete the following courses
Axess; they do not appear on the transcript or diploma. with a grade of (B+) or better:
1. The focus should be designed in consultation with the stu- 1. FEMST 101 and a designated feminist theory course
dent’s advisers. The following are examples, and students are 2. or three Feminist Studies courses and/or cognate courses re-
encouraged to develop new ones: lated to the topic of their proposed honors research.
Chicana Feminisms Students must begin the application process for honors by
Cross Cultural Perspectives on Gender meeting with the program mentor by May 1st of their junior year,
Feminist Perspectives on Science and Technologies but are encouraged to begin earlier. During the application process,
FEMINIST STUDIES
the last day of classes in the Spring of their senior year. The ILAC 272E. Clarice Lispector: the Style of Ecstasy
completed thesis must carry the adviser's signature of approval. ILAC 280. Latina/o Literature
Creative projects must include a section of critical analysis. ILAC 326. Philosophies of Otherness: Aesthetics of Difference
For more information, see http//feminist.stanford.edu. ILAC 380E. Critical Concepts in Chicana/o Literature
3. Each student must participate in a yearlong writing workshop ILAC 389E. Race, Gender and Sexuality in Cultural Representa-
with the honors mentor. See the website for more information. tions
INDE 245. Women and Health Care
COGNATE COURSES LINGUIST 156. Language and Gender
The following is a partial list of cognate courses for Feminist MED 108Q. Human Rights and Health
Studies. Please refer to the program web site for updated lists MED 240. Sex Differences in Human Physiology and Disease
throughout the year. See respective department listings for course OBGYN 240. Sex Differences in Human Physiology and Disease
descriptions and General Education Requirements (GER) informa- OBGYN 256. Current Controversies in Women's Health
tion. See degree requirements above or the program mentor for POLISCI 141. The Global Politics of Human Rights
applicability of these courses to a major or minor program. RELIGST 112. Handmaids and Harlots: Biblical Women in Jewish
AFRICAAM 144. African Women Writers and Christian Traditions
AFRICAAM 255. Racial Identity in the American Imagination RELIGST 156. Goddesses and Gender in Hinduism
AMSTUD 156H. History of Women and Medicine in the United RELIGST 172. Sex, Body, and Gender in Medieval Religion
States RELIGST 263. Judaism and the Body
ANTHRO 111. Archaeology of Sex, Sexuality, and Gender SOC 123. Sex and Love in Modern Society
ANTHRO 151. Women, Fertility, and Work SOC 134. Education, Gender, and Development
ANTHRO 180. Science, Technology, and Gender SOC 142. Sociology of Gender
ANTHRO 218. Literature, Politics, and Gender in Africa SOC 273. Gender and Higher Education: National and Interna-
BIO 185. Evolution of Reproductive Social Behavior tional Perspectives
CHICANST 122. Introduction to Latina Literature SOC 323. Sociology of the Family
CHICANST 160N. Salt of the Earth: Docudrama in America SOC 339. Gender Meanings and Processes
CHICANST 165A. Chicana/o History
CHICANST 197. The Rite to Remember: Performance and Chi- MINOR IN FEMINIST STUDIES
cana Indigenous Thought
Students interested in minoring in Feminist Studies should con-
CHINGEN 235. Chinese Bodies, Chinese Selves
sult the program mentor. The minor proposal should be drafted in
CLASSGEN 119. Gender and Power in Ancient Rome
discussion with a faculty adviser selected from the Feminist Stud-
COMPLIT 141. Literature and Society in Africa and the Caribbean
ies resource faculty list.
CSRE 145A. Poetics and Politics of Caribbean Women's Literature
The minor in Feminist Studies consists of at least six courses at
CSRE 177. Writing for Performance: The Fundamentals
the 100 level or above for a minimum of 30 and a maximum of 36
CSRE 183. Border Crossings and American Identities
units. None of the units for the minor may count towards the stu-
DANCE 160. Performance, Dance, and History: The Ballerina
dent’s major. The minor in Feminist Studies should be declared by
DRAMA 150T. Racial Erotics
Winter Quarter of a student’s junior year.
DRAMA 163. Performance and America
Requirements—
DRAMA 177. Writing for Performance: The Fundamentals
DRAMA 189Q. Mapping and Wrapping the Body 1. FEMST 101. Introduction to Feminist Studies. This must be
ECON 144. Family Economics taken before 103.
EDUC 113X. Gender and Sexuality in Schools 2. Designated feminist theory course, or FEMST 103, Feminist
EDUC 197. Education, Gender, and Development Theories and Methods Across the Disciplines.
Focus—
EDUC 201. History of Education in the United States
A four-course thematic focus may be designed by the student or
EDUC 201B. Education for Liberation
may follow one of the suggested clusters listed in the "Bachelor of
EDUC 273. Gender and Higher Education: National and Interna-
Arts in Feminist Studies" section of this bulletin. One course with-
tional Perspectives
in the thematic focus should address crosscultural issues.
ENGLISH 139B. American Women Writers, 1850-1920
ENGLISH 145. Another Way to be: Writings by Women of Color
FRENLIT 133. Literature and Society in Africa and the Caribbean
OVERSEAS STUDIES COURSES IN
HISTORY 134A. The European Witch Hunts FEMINIST STUDIES
HISTORY 161. U.S. Women's History, 1890s-1990s For course descriptions and additional offerings, see the listings
HISTORY 208. Private Lives, Public Stories: Autobiography in in the Stanford Bulletin's ExploreCourses web site
Women's History (http://explorecourses.stanford.edu) or the Bing Overseas Studies
HISTORY 208B. Women Activists' Response to War web site (http://bosp.stanford.edu). Students should consult their
HISTORY 221B. The Woman Question in Modern Russia department or program's student services office for applicability of
HISTORY 227. East European Women and War in the 20th Cen- Overseas Studies courses to a major or minor program.
tury
HISTORY 233B. Early Modern Sexualities
Papanicolaou, J. Primbs, K. Singleton ing must sign up for STATS 297 (1-3 units).
Core Faculty: Required Courses—In partial fulfillment of the M.S. degree in
Business: D. Duffie, J. M. Harrison, K. Singleton Financial Mathematics, students must fulfill six required courses,
Economics: T. Amemiya, P. Hansen, M. Kurz, J. Shoven with two from each of the following three core areas:
Electrical Engineering: T. Cover 1. Stochastic Processes and Statistics
Management Science and Engineering: K. Giesecke, P. Glynn, D. 2. Differential Equations, Modeling, Simulation and Computing
Luenberger, J. Primbs 3. Finance
Mathematics: S. Brendle, I. Camilier, A. Dembo, P. Diaconis, G. The selection of these courses is to be done in consultation with
Papanicolaou the Program Director. The following courses can be counted to-
Statistics: T. Cover, A. Dembo, P. Diaconis, D. Donoho, T. Lai, A. ward the six required courses:
Owen, B. Rajaratnam Mathematics:
The departments of Mathematics and Statistics, in close coop- • MATH 227. Partial Differential Equations and Diffusion Proc-
eration with the departments of Economics and Management, Sci- esses
ence, and Engineering, and the Graduate School of Business, offer • MATH 236. Introduction to Stochastic Differential Equations
an interdisciplinary Master of Science degree in Financial Mathe- • MATH 238. Mathematical Finance (same as STATS 250)
matics. The Financial Mathematics program provides a master's- • MATH 239. Computation and Simulation in Finance
level education in applied and computational mathematics, statis- Statistics:
tics, and financial applications. • STATS 240. Statistical Methods in Finance
• STATS 241. Financial Modeling Methodology and Applica-
GRADUATE PROGRAM IN FINANCIAL tions
MATHEMATICS • STATS 242. Algorithmic Trading and Quantitative Strategies
The department offers a Master of Science in Financial Ma- • STATS 243. Statistical Methods and Models for Risk Man-
thematics. University requirements for the M.S. are described in agement and Surveillance
the "Graduate Degrees" section of this bulletin. • STATS 315B. Modern Applied Statistics: Data Mining
• STATS 362. Monte Carlo Sampling
MASTER OF SCIENCE IN FINANCIAL Management Science & Engineering:
MATHEMATICS • MS&E 347. Credit Risk: Modeling and Management
Admission—To be eligible for admission, students are expected Graduate School of Business:
to have excelled in the following courses or their equivalent: • FINANCE 622. Dynamic Asset Pricing Theory
1. Linear algebra at the level of MATH 104. At the Program Director's discretion, courses taken previously
2. Real analysis (Advanced Calculus) at the level of MATH 115. that are equivalent to the above may be waived; in which case they
3. Basic ordinary and partial differential equations at the level of must be replaced by elective courses in the same subject area.
MATH 131 and 132.
4. Probability at the level of STATS 116; theory of statistics at Elective Courses—Each candidate must take at least six ap-
the level of STATS 200; and stochastic processes at the level proved elective courses from the list below, with two from each of
of STATS 217 or, preferably, MATH 136/STATS 219. the three core areas:
5. Computer programming at the level of CS 106A,B or X. 1. Stochastic Processes and Statistics
Some of these courses (e.g. STATS 116) are usually offered 2. Differential Equations, Modeling, Simulation and Computing
during the Summer Quarter so candidates lacking the required 3. Finance
background may take them then. Other elective courses may be authorized by the Program Di-
Candidates for admission must take the general Graduate Re- rector if they provide skills relevant to financial mathematics and
cord Examination and may take the subject test in Mathematics as do not overlap with courses in the candidate's program.
well. Information about these exams can be found at Mathematics:
http://www.gre.org. • MATH A136. Stochastic Processes (same as STATS 219)
Requirements—The program requires completion of 45 units of • MATH 180. Introduction to Financial Mathematics
course work. Ordinarily, four quarters are needed to complete all • MATH 205A/B. Real Analysis
requirements. Students who do not complete all requirements with- • MATH 220. PDE of Applied Mathematics
in three years of admission are terminated from the program. • MATH 222A. Computational Methods for Fronts, Interfaces,
Of these 45 units, six courses must be taken from the list of re- and Waves
quired courses and six must be taken from the list of elective • MATH 227. Partial Differential Equations and Diffusion Proc-
courses, available below and on the program web site at esses
http://finmath.stanford.edu/academics/required.html and • MATH 237. Stochastic Equations and Random Media
http://finmath.stanford.edu/academics/electives.html. These • MATH 256A/B. Partial Differential Equations
courses must be taken for letter grades, but students may elect to
• MATH 261A/B. Functional Analysis
take one of the 12 courses CR/NC. An overall grade point average
(GPA) of 2.75 is required. There is no thesis requirement. • MATH 266. Time Frequency Analysis and Wavelets
Revolution, and Peace also includes materials on 20th-century the Casa, which also offers in-house seminars. Assignment is made
France and French social and political movements. through the regular undergraduate housing draw.
France-Stanford Center for Interdisciplinary Studies—The cen- Stanford in Italy—The Bing Overseas Studies Program in Flor-
ter, founded in partnership with the French Ministry of Foreign ence affords undergraduates with at least three quarters of Italian
Affairs, aims to bridge the disciplines of the humanities, social language the opportunity to take advantage of the unique intellec-
sciences, sciences, engineering, business, and law, to address his- tual and visual resources of the city and to focus on two areas:
torical and contemporary issues. Its programs bring faculty and Renaissance history and art, and contemporary Italian and Euro-
students from across Stanford’s departments and schools in contact pean studies. The program is structured to help integrate students
with colleagues in France to explore issues of common intellectual into Italian culture through homestays, Florence University
concern. The center invites French-speaking scholars to offer courses, the Language Partners Program, research, internship and
courses or give lectures or seminars on campus. It facilitates in- public service opportunities, and by conducting some of the pro-
ternships for Stanford students in computer science and engineer- gram’s classes in Italian. Many courses offered in Florence may
ing in Sophia-Antipolis, France’s new high-tech center near Nice. count toward the fulfillment of requirements for the Italian major
La Maison Française—La Maison Française, 610 Mayfield, is or minor. Students are encouraged to consult with the Italian un-
an undergraduate residence that serves as a campus French cultural dergraduate adviser before and after a sojourn in Florence to en-
center, hosting in-house seminars as well as social events, film sure that their course selections meet Italian section requirements.
series, readings, and lectures by distinguished representatives of Information on the Florence program is available in the “Overseas
French and Francophone intellectual, artistic, and political life. Studies” section of this bulletin, the Stanford in Florence web site
Assignment is made through the regular housing draw. http://osp.stanford.edu/program/florence, or at the Overseas Stud-
Stanford in Paris—The Bing Overseas Studies Program in Paris ies office in Sweet Hall.
offers undergraduates the opportunity to study in France during
Autumn, Winter, and Spring quarters. It provides a wide range of MISSION OF THE UNDERGRADUATE
academic options, including course work at the Stanford center and PROGRAM IN ITALIAN
at the University of Paris, independent study projects, and intern- The mission of the undergraduate program in Italian is to ex-
ships. In addition, the program promotes interaction with the local pose students to a variety of perspectives in Italian Language, cul-
community through volunteer employment, homestays, and intern- ture, and history by providing majors with training in writing and
ships. The minimum language requirement for admission into communication as well as cultural, textual, and historical analysis
Stanford in Paris is one year of French at the college level. in order to develop students into critical and global thinkers pre-
Courses offered in Paris may count toward fulfillment of the pared for careers in business, social service, and government, or
requirements of the French major or minor. Students should con- for graduate study in Italian.
sult with the Chair of Undergraduate Studies before and after at-
tending the program, in order to ensure that course work and skills GRADUATE PROGRAMS IN FRENCH
acquired abroad can be coordinated appropriately with their degree AND ITALIAN
program. Detailed information, including program requirements
and curricular offerings, may be obtained from the “Overseas The Department of French and Italian offers three Ph.D. pro-
Studies” section of this bulletin, the Stanford in Paris web site grams: a Ph.D. in French, a Ph.D. in Italian, and a Ph.D. in French
http://osp.stanford.edu/program/paris, or the Overseas Studies and Italian.
Program Office in Sweet Hall. Students for each of these programs must complete the re-
quirements outlined in the "General Requirements for the Ph.D. in
MISSION OF THE UNDERGRADUATE French or Italian" section of this bulletin, as well as the require-
PROGRAM IN FRENCH ments outlined for their respective Ph.D. program.
The mission of the undergraduate program in French is to ex- ADMISSION TO THE M.A. AND PH.D.
pose students to a variety of perspectives in French Language, PROGRAMS
culture, and history by providing majors with training in writing
and communication as well as cultural, textual, and historical Applications and admissions information may be obtained from
analysis in order to develop students into critical and global think- Graduate Admissions at http://gradadmissions.stanford.edu. Appli-
ers prepared for careers in business, social service, and govern- cants should read the general regulations governing degrees in the
ment, or for graduate study in French. “Graduate Degrees” section of this bulletin. Applicants to the
French program should have preparation equivalent to an under-
ITALIAN SECTION graduate major in French; applicants to the Italian program should
have done significant course work in Italian literature and/or Ital-
The Italian section offers graduate and undergraduate programs ian studies on the undergraduate level; in both cases, applicants
in Italian language, literature, culture, and intellectual history. should also have reached a high level of speaking and writing pro-
Course offerings range from small, specialized graduate seminars ficiency in the language. Previous study of an additional language
to general courses open to all students on authors such as Dante, is also highly desirable. Recent Graduate Record Examination
Boccaccio, and Machiavelli. (GRE) results are required, as are two writing samples representa-
Three degree programs are available in Italian: a B.A., a termi- tive of the applicant’s best undergraduate work. One sample
nal M.A., and a Ph.D. A Ph.D. in French and Italian is also avail- should be in English, one in the language of study.
able.
the FRENLIT 130 sequence. counted toward a student’s major or toward a second minor.
3. Philosophy Writing in the Major (5 units)—PHIL 80. Prereq-
uisite: introductory philosophy class. HONORS PROGRAM
4. Philosophy and Literature Gateway Course (4 units)— Majors are eligible to apply to the honors program if they have
FRENGEN 181 (same as PHIL 81). This course should be tak- maintained an average grade point average (GPA) of 3.5 in five
en as early as possible in the student's career, normally in the upper-division French courses. The honors program candidate
sophomore year. must fulfill all regular requirements for the major, as well as the
5. Aesthetics, Ethics, Political Philosophy (ca. 4 units)—One writing of a research paper no shorter than 50 pages in length,
course from the PHIL 170 series. written in French or English, on a specialized topic.
6. Language, Mind, Metaphysics, and Epistemology (ca. 4 No later than the end of Spring Quarter of the junior year, the
units)—One course from the PHIL 180 series. student must submit to the Chair of Undergraduate Studies an Ap-
7. History of Philosophy (ca. 8 units)—Two courses in the history plication for Honors, the central portion of which must contain an
of philosophy, numbered above PHIL 100. outline of the proposed honors essay. If it is in need of revisions,
8. Upper Division French Courses (ca. 12 units)—At least three the Chair of Undergraduate Studies helps the student through the
courses numbered FRENLIT/FRENGEN 140 or higher. revision process until the proposal is granted his or her approval.
9. Related Courses (ca. 8 units)—Two upper division courses The Chair of Undergraduate Studies also helps the student identify
relevant to the student's chosen area of specialization. One an appropriate adviser for the essay.
course (4 units) may be FRENLIT 199, Individual Work. Students may enroll for 2 units of credit in FRENLIT 189B for
10. Capstone Seminar (ca. 4 units)—This year's capstone seminars the drafting or revision of the thesis proposal in Spring Quarter of
are: the junior year. In Autumn Quarter of the senior year, honors stu-
• COMPLIT 226/GERLIT 242. Narrative and Ethics dents must enroll in DLCL 189, a 5-unit seminar that focuses on
• FRENGEN 284. Philosophy and Poetry in 20th-Century researching and writing the honors thesis. Students then enroll for
French and Italian Theory 5 units of credit in FRENLIT 189A while composing the thesis
• RELIGST 271A. Dante's Spiritual Vision during Winter Quarter. Students who did not enroll in a 189B
One of these courses must be taken in the student's senior year. course in the junior year may enroll in FRENLIT 189B in Spring
The capstone seminar and the two related courses must be ap- Quarter of the senior year while revising the thesis, if approved by
proved by both the undergraduate adviser of French and the under- the thesis adviser.
graduate adviser of the initiative in philosophical and literary A total of 10-12 units are awarded for completion of honors
thought administered through the DLCL. Substitutions, including course work, independent study, and the finished thesis. Honors
transfer credit, are not normally permitted for items 5, 6, and 7, essays are due to the thesis adviser no later than 5:00 p.m. on May
and are not permitted under any circumstances for items 3, 4, and 15 of the terminal year. If an essay is found deserving of a grade of
10. Up to 10 units of courses taken in the Philosophy department 'A-' or better by the thesis adviser, honors are granted at the time of
may be taken CR/NC or S/NC; the remainder must be taken for a graduation.
letter grade.
Honors College—The Department of French and Italian en-
EXTENDED MAJORS courages honors students to enroll in the honors college run by the
Requirements for both extended majors are essentially identical Division of Literatures, Cultures, and Languages (DLCL). The
to those of the French major with a concentration in French litera- college meets at the end of every summer, during the weeks di-
ture. rectly preceding the start of the academic year, and is designed to
French and English Literatures—In addition to the require- help students develop their honors thesis projects. Applications
ments for the B.A. in French, candidates complete four English must be submitted by Spring Quarter of the same calendar year.
literature courses numbered 100 and above related to their French For more information, contact the undergraduate student services
program. officer in the DLCL.
French and Italian Literatures—In addition to the requirements BACHELOR OF ARTS IN ITALIAN
for the B.A. in French, students complete four Italian courses
numbered 200 and above related to their concentration in French. REQUIREMENTS
FRENCH AND LINGUISTICS ITALIAN
Linguistics majors may elect to specialize in the French lan- The Italian major offers students the opportunity to develop an
guage. In addition to 50 units in Linguistics, of which two courses in-depth knowledge of Italian literature, language, and civilization
(LINGUIST 110 and 160) may be replaced by comparable courses through a highly flexible program combining course work in Ital-
in French, students opting for a French Language specialization ian with work in such fields as art history, classics, comparative
must take three courses in the introductory series devoted to literature, economics, English, French, history, international rela-
French and Francophone literature and culture (FRENLIT 130- tions, music, philosophy, and political science. All Italian majors
133). For details, contact the Department of Linguistics. are required to have completed three second-year language courses
(or the equivalent taken at the Florence campus):
MINOR IN FRENCH • ITALLANG 21. Second-Year Italian, First Quarter
Students considering a minor in French are encouraged to de- • ITALLANG 22. Second-Year Italian, Second Quarter
sign a course of studies that fosters their understanding of the in- • ITALLANG 23. Second-Year Italian, Third Quarter
undergraduate adviser early in their junior year. In addition to the either inside or outside the Department of French and Italian). All
requirements listed above, the student must submit to the Italian remaining units are to be taken in advanced French literature
faculty a proposal for the honors essay by the end of Spring Quar- courses (200 level or above), three of which must be concerned
ter of the junior year. During the quarter, students may enroll in with the pre-revolutionary period of French cultural history.
ITALLIT 189B while drafting and revising the proposal and con- Applications for admission to the Masters of Arts program
ducting preliminary research. In Autumn Quarter of the senior must be received by the last Friday of March in the prior academic
year, honors students must enroll in DLCL 189, a 5-unit seminar year. Candidates for this degree are not eligible for financial aid or
that focuses on researching and writing the honors thesis. Students for teaching assistantships.
then enroll for 5 units of credit in ITALLIT 189A while composing EXAMINATION
the thesis during Winter Quarter. Students who did not enroll in a
189B course in the junior year may enroll in ITALLIT 189B in The terminal M.A. examination is normally administered two
Spring quarter of the senior year while revising the thesis, if ap- weeks before the end of the Spring Quarter by the two members of
proved by the thesis adviser. A total of 10-12 units are awarded for the examination committee, selected each year by the Chair of
successful completion of honors course work, independent study, Graduate Studies. It consists of two parts:
and the finished thesis. Honors essays are due to the thesis adviser 1. The written exam (two hours) tests the candidate’s general
no later than 5:00 p.m. on May 15 of the terminal year. If an essay knowledge of French literature and is based on the same read-
is found deserving of grade of 'A-' or better by the thesis adviser, ing list as that for the Ph.D. qualifying exam (see below).
honors are granted at the time of graduation. The exam requires that the candidate answer two questions
(out of three) in a manner that demonstrates his/her ability to
Honors College—The Department of French and Italian en- synthesize and draw parallels between periods, genres, and
courages honors students to enroll in the honors college run by the systems of representation on the basis of the standard reading
Division of Literatures, Cultures, and Languages (DLCL). The list. At least one question must be answered in French and
college meets at the end of every summer, during the weeks di- two in English. Use of a dictionary is allowed.
rectly preceding the start of the academic year, and is designed to If the student’s performance on the exam is deemed a ‘pass’
help students develop their honors thesis projects. Applications by two out of three of the members of the examining com-
must be submitted by Spring Quarter of the same calendar year. mittee, the student is then permitted to go on to the oral ex-
For more information, contact the undergraduate student services amination (which is ordinarily taken later the same week).
officer in the DLCL. Should the candidate fail the M.A. written exam, he/she is
given a second chance at the end of the Spring Quarter.
MINOR IN LITERATURE AND MINOR IN 2. The oral exam (90 minutes) assumes as its point of departure
MODERN LANGUAGES the student’s answers on the written exam. It examines the
candidate’s knowledge and understanding of French literary
The Division of Literatures, Cultures, and Languages offers
history on the basis of the standard reading list.
two undergraduate minor programs: the minor in Literature and the At the conclusion of the oral exam, the examination committee
minor in Modern Languages. Both of these minors draw on litera- meets in closed session and discusses the student’s performance on
ture and language courses offered through this and other literature the written and the oral portions of the examination. If it is judged
departments. See the "Literatures, Cultures, and Languages" sec- adequate, the M.A. degree is granted. In no event may the master’s
tion of this bulletin for further details about the minors and their written and oral exams be taken more than twice.
requirements.
and the Chair of Graduate Studies. The student should design the following parts: 1) a clear presentation of the student’s central
this research project so that it has the breadth and focus of a thesis; 2) a synthetic overview of the dissertation; 3) a description
book he or she might write or a seminar he or she might teach. of the methodology that is used in the dissertation; 4) an in-depth
The student should discuss the proposed topic with the Chair discussion of current secondary sources on the topic. The student
of Graduate Studies before the end of the quarter preceding the must also append a bibliography, but this does not take the place of
quarter in which he or she plans to take the exam; together 4. The prospectus must be prepared in close consultation with the
they choose a committee of two faculty members with interests dissertation director during the months preceding the colloquium.
close to the proposed topic. (In most cases, one of these com- The exam committee consists of four members, in addition to a
mittee members is the student’s adviser.) In addition to these committee chair from outside the Department of French and Italian
two members, the examination committee includes the Chair whose principal functions are to keep track of time and to call on
of Graduate Studies, who serves in an ex officio capacity as the four members of the committee who question the candidate on
the third member of the examination committee. This presenta- the talk and on the reading list.
tion is followed by a 20-minute discussion. After a 20-minute presentation on the part of the candidate,
2. An 80-minute discussion of a reading list, assembled by the each member of the committee (apart from the committee chair)
student, which covers about a century of writing. The reading questions the student for 20 minutes. At the end of the hour and
list should include works in all genres relevant to the period forty minutes, the faculty readers vote on the outcome of the exam.
covered and should be around two single-spaced pages in If the outcome is favorable (by majority vote), the student is free to
length. The list may well include critical and scholarly works proceed with work on the dissertation. If the proposal is found to
or texts from outside the traditional domain of literary studies be unsatisfactory (by majority vote), the dissertation readers may
in the chosen tradition (such as film, philosophy, other literary ask the student to revise and resubmit the dissertation prospectus
traditions), but such coverage should be regarded as supple- and to schedule a second exam.
mental except in rare instances where the chair and faculty ad- The University oral examination is a formal University event. It
visers have agreed to define these materials as the student’s represents the last occasion for the faculty to evaluate a student’s
field. Students are required to discuss the reading list for the overall preparation as a candidate for the Ph.D. After the Univer-
examination with the Chair of Graduate Studies and with sity oral, only the certification of the final dissertation by the stu-
members of their committee during the quarter preceding the dent’s reading committee must be obtained before conferral of the
examination. A final reading list must be in the hands of the Ph.D. The examination, therefore, is a uniquely significant event
committee no later than two weeks preceding the examination; and is designed to evaluate the student’s preparation to write a
two copies of the final reading list must be given to the student dissertation at the highest standards of excellence.
services officer for the Division of Languages, Cultures, and Evaluation—At the end of each examination, the committee
Literatures (one for the student’s file and one for a special file meets briefly and immediately informs the student whether he or
which subsequent students can consult). she has passed. In the week following, the student is expected to
Each member of the committee is assigned a 20-minute period meet individually with members of the committee to discuss
to question the candidate on the reading list and its intellectual- strengths and weaknesses revealed during the examination.
historical implications. The aim of these questions is to establish
the student’s credentials as a specialist in the period of his or her DISSERTATION
choosing, so the core of the reading list must be made up of The fourth and (if necessary) fifth years of graduate study are
texts that are essential to any specialist. It follows that reading devoted to writing and researching the doctoral dissertation. The
lists must not focus on the narrow area of the student’s research doctoral dissertation should demonstrate the ability to carry out
interests. The tendency to bias reading lists toward the disserta- research, organize, and present the results in publishable form. The
tion topic, be it an author or a genre, does not cancel the obliga- scope of the dissertation should be such that it could be completed
tion to cover the major figures and genres. It is understandable in 12 to 18 months of full-time work.
that some students, by their third year, have become so deeply
committed to their work toward the dissertation that they wish DOCTOR OF PHILOSOPHY IN FRENCH
to use the preparation period for the examination as part of their The Department of French and Italian provides students with
dissertation research. Certainly, some of the exam work may the opportunity to pursue advanced work in French language, lit-
prove relevant, but students should also remember that the ex- erature, cultural history, theory, and Francophone studies within a
amination is the central means of certifying their expertise in a uniquely flexible interdisciplinary framework. Unlike conventional
literary period. Ph.D. programs, it encourages students to construct a highly indi-
The University Oral—The University Ph.D. examination takes vidualized course of study, integrating specialization in a particular
the form of a dissertation proposal defense. It is to be taken no literary period or area with work in such fields as art history, clas-
later than Autumn Quarter of the student’s fourth year (or third sics, film studies, the history of science and technology, linguistics,
year, if the student received four years of funding). Normally stu- literary theory, music, and philosophy. The program is founded on
dents put one, and at most two, full-time quarters of study into the belief that such a balance between period/area specialization
preparation for the exam. Students must complete minimum course and interdisciplinary breadth is not only desirable but essential in a
requirements (as listed in this bulletin) and all language and course field such as French Studies.
requirements before the quarter in which they take the University Students in the Ph.D. program are normally admitted as French
oral examination. By the time of the examination, they must have Fellows on a four- to five-year fellowship plan that integrates their
no outstanding incompletes. Students must submit the Request for
GERMAN STUDIES
Ermelinda Campani, GER:DB:Hum ested in German literature or the influence of German thought on
• OSPFLOR 111Y. From Giotto to Michelangelo: Introduction other fields in the humanities, students find a broad range of
to the Renaissance in Florence. 4 units, Timothy Verdon, courses covering language acquisition and refinement, literary
GER:DB:Hum history and criticism, cultural history and theory, history of
PARIS thought, continental philosophy, and linguistics.
By carefully planning their programs, students may fulfill the
• OSPPARIS 186F. Contemporary African Literature in French. B.A. requirements for a double major in German Studies and an-
4 units, Françoise Rullier, GER:DB:Hum, EC:GlobalCom other subject. An extended undergraduate major in English and
SPRING QUARTER German literature is available, as are coterminal programs for the
B.A. and M.A. degrees in German Studies. Doctoral students may
FLORENCE elect Ph.D. minors in Comparative Literature, Linguistics, and
• OSPFLOR 23. European Universities: The New Renaissance Modern Thought and Literature.
of Italian Higher Education. 3 units, Eric. P. Bettinger Special collections and facilities at Stanford offer possibilities
• OSPFLOR 54. High Renaissance and Maniera. 5 units, Timo- for extensive research in German Studies and related fields pertain-
thy Verdon, GER:DB:Hum ing to Central Europe. Facilities include the Stanford University
• OSPFLOR 67. Women in Italian Cinema: Maternity, Sexual- Libraries and the Hoover Institution on War, Revolution, and
Peace. Special collections include the Hildebrand Collection (texts
ity, and the Image. 4 units, Ermelinda Campani,
and early editions from the 16th to the 19th century), the Austrian
GER:DB:Hum, EC:Gender Collection (with emphasis on source material to the time of Maria
PARIS Theresa and Joseph II, the Napoleonic wars, and the Revolution of
• OSPPARIS 30. The Avant Garde in France through Literature, 1848), and the Stanford Collection of German, Austrian, and Swiss
Art, and Theater. 4 units, Tiphaine Karsenti, GER:DB:Hum Culture. New collections emphasize culture and cultural politics in
the former German Democratic Republic. The Hoover Institution
has a unique collection of historical and political documents per-
GERMAN STUDIES taining to Germany and Central Europe from 1870 to the present.
The department also has its own reference library.
Emeriti: (Professors) Theodore M. Andersson, Gerald Gillespie, The Republic of Austria has endowed the Distinguished Visit-
Walter F. W. Lohnes, Katharina Mommsen, Kurt Müller- ing Professorship in Austrian Studies. The professorship rotates on
Vollmer a yearly basis through several departments.
Director: Russell A. Berman Haus Mitteleuropa, the German theme house at 620 Mayfield,
Chair of Graduate Studies: Amir Eshel is an undergraduate residence devoted to developing an awareness
Chair of Undergraduate Studies: Adrian Daub of the culture of Central Europe. A number of department courses
Professors: Russell A. Berman, Elizabeth Bernhardt, Amir Eshel, are regularly taught at the house, and there are in-house seminars
Orrin W. Robinson III (on leave, Autumn) and conversation courses. Assignment is made through the regular
Assistant Professors: Adrian Daub, Márton Dornbach, Charitini undergraduate housing draw.
Douvaldzi (on leave Winter) MISSION OF THE UNDERGRADUATE
Senior Lecturers: William E. Petig, Kathryn Strachota
Visiting Professor: Kurt Müller-Vollmer (Winter) PROGRAM IN GERMAN STUDIES
Department Office: Building 260, Room 108 The mission of the undergraduate program in German Studies
Mail Code: 94305-2030 is to provide students with the linguistic and analytic background
Phone: (650) 723-3266 necessary to explore the significance of cultural traditions and
Email: germanstudies@stanford.edu political histories of the German-speaking countries of Central
Web Site: http://germanstudies.stanford.edu Europe. In addition, its interdisciplinary component prepares stu-
Courses offered by the Department of German Studies are dents to evaluate how the literary, artistic, and cultural responses to
listed on the Stanford Bulletin's ExploreCourses web site under the the belated yet rapid modernization of Germany allow for reflec-
subject codes GERGEN (German General) and GERLIT (German tion of its modern condition. Students pursue course work at all
Literature). For courses in German language instruction with the levels in the languages, literatures, and intellectual histories of the
subject code GERLANG, see the “Language Center” section of Germanic nations. The program prepares students for careers in
this bulletin. business, social service, and government, and for graduate work in
The department’s goal is to provide students with the linguistic German Studies.
and analytic ability to explore the significance of the cultural tradi- LEARNING OUTCOMES
tions and political histories of the German-speaking countries of
Central Europe. At the same time, the interdisciplinary study of The department expects undergraduate majors in the program
German culture, which can include art, history, literature, media to be able to demonstrate the following learning outcomes. These
theory, philosophy, and political science, encourages students to learning outcomes are used in evaluating students and the depart-
evaluate broader and contradictory legacies of modernity, such as ment's undergraduate program. Students are expected to demon-
how the literary, artistic, and cultural responses to the belated and strate:
rapid modernization of Germany allow for reflection on the mod-
internships in German industry, government, and cultural organiza- b. GERLIT 132. Nineteenth-Century German Literature
tions year round. Through the Center, students with at least two c. GERLIT 133. Twentieth-Century German Literature
years of college-level German can also take courses at the Freie 3. GERLIT 190: German Studies (WIM)
Universität, Technische Universität, or Humboldt Universität. a. Remaining 33 units to be completed through elective
Most students live in homes with German hosts. courses approved in consultation with the Chair of Under-
Most credits earned in Berlin can be applied to the undergradu- graduate Studies. A maximum of 27 units of GERLANG
ate major in German Studies. All students who are planning to courses and/or 25 units from courses covering German ma-
study at Stanford in Berlin or engage in an internship are encour- terial taught in other departments may be applied to these
aged to consult with the Chair of Undergraduate Studies and the elective units.
Overseas Studies office about integrating work done abroad into
their degree program. Returning interns who wish to develop a GERMAN AND PHILOSOPHY
paper based on their experience should enroll in GERLIT 298. The German and Philosophy major option offers students the
More detailed information is available at the Overseas Studies opportunity to combine studies in literature and philosophy. Stu-
Program in Sweet Hall or with the Chair of Undergraduate Studies. dents take most of their courses from departments specializing in
the intersection of literature and philosophy. This option is not
COTERMINAL PROGRAMS declared in Axess; it does not appear on the transcript or diploma.
Students may elect to combine programs for the B.A. and M.A. The German and Philosophy major option requires a minimum
degrees in German Studies. University requirements for the coter- of 16 courses, for a minimum total of 65 units, distributed as fol-
minal M.A. are described in the "Coterminal Bachelor's and Mas- lows:
ter's Degrees" section of this bulletin. For University coterminal 1. 35 units in German Studies, including:
degree program rules and University application forms, see a. completion of two GERLIT courses at the 120-level
http://studentaffairs.stanford.edu/registrar/publications#Coterm. b. completion of German Studies Core series:
1. GERLIT 131. Eighteenth-Century German Literature
GRADUATE PROGRAMS IN GERMAN 1. GERLIT 132. Nineteenth-Century German Literature
STUDIES 2. GERLIT 133. Twentieth-Century German Literature.
c. GERLIT 190. German Studies (WIM)
The University requirements for the M.A. and Ph.D. degrees 2. GERGEN 181/PHIL 81, the gateway course in philosophy and
are described in the "Graduate Degrees" section of this bulletin. literature, preferably in the sophomore year.
3. Requirements in Philosophy:
BACHELOR OF ARTS IN GERMAN a. Prerequisite: an introductory philosophy class
STUDIES b. PHIL 80. Mind, Matter, and Meaning
Majors must demonstrate basic language skills, either by com- c. a course in the PHIL 180 series
pleting GERLANG 1,2,3, First-Year German, or the equivalent d. a course in the PHIL 170 series
such as an appropriate course of study at the Stanford in Berlin e. two courses in the history of philosophy numbered above
Center. Students then enroll in intermediate and advanced courses 100
on literature, culture, thought, and language. Requirements for the 4. Two additional elective courses of special relevance to the
B.A. include at least two courses at the 120-129 level and three study of philosophy and literature as identified by the commit-
core literature courses. Every major is expected to complete at tee in charge of the program. In German, these courses include
least one Writing in the Major (WIM) course. Including the GERGEN 120Q, Is God Dead?; GERGEN 122Q, The Cul-
GERLANG 1,2,3, the total requirement for the B.A. is a minimum ture of Pessimism; GERGEN 125, Varieties of Freedom in
of 60 units of work; the German and Philosophy option requires 65 Modern German Culture; GERGEN 211, Theodor W. Adorno;
units. At the discretion of the Chair of Undergraduate Studies, GERGEN 212, The Invention of Experience; GERGEN 246,
appropriate courses offered by other departments or relevant trans- Kant's Third Critique; GERGEN 268A, Freud and the Enter-
fer units can be accepted toward this total, up to a maximum of 25 prise of Psychoanalysis; and other advanced seminars in Ger-
units. All GERLANG courses count as department electives. man thought and literature. Students must consult with their
Courses counted toward degree requirements must be taken for a advisers, the Chair of Undergraduate Studies, and the under-
letter grade unless that grading option is not available. graduate adviser of the program in philosophical and literary
Requests for exceptions to any of these requirements must be thought.
referred to the Chair of Undergraduate Studies who, in consulta- 5. Capstone: One of the courses must be taken in the student’s
tion with the Director, makes a final decision. senior year. When choosing courses, students must consult
Internships—Internships in Germany are arranged through the with their advisers, the Chair of Undergraduate Studies, and
Overseas Studies Program. In addition, students may consult with the undergraduate adviser of the program in philosophical and
the department to arrange local internships involving German lan- literary thought.
guage use or issues pertaining to Germany or Central Europe. In- 6. Units devoted to meeting the department’s language require-
terns who prepare papers based on their experience enroll in ment are not counted toward the 65-unit requirement.
GERLIT 298. The capstone seminar and the two related courses must be ap-
Extended Major in English and German Literatures—Students proved by both the German Studies Chair of Undergraduate Stud-
may enter this program with the consent of the Director of German ies and the undergraduate adviser of the program in philosophical
Studies and the Chair of the Department of English. See the "Field and literary thought administered through the DLCL. Substitutions,
GERMAN STUDIES
ties to start research projects are offered at the Stanford in Berlin mum of 10 units per quarter during the six quarters following
Center. In addition to the requirements listed above, the student the first year. A total of 135 units is required for the Ph.D.;
must submit a proposal for the honors essay to the German faculty doctoral candidates are advised to complete at least one course
by the end of Spring Quarter of the junior year. During this quar- with each member of the department.
ter, students may enroll for 2 units of credit in GERLIT 189B for 2. A reading knowledge of one language other than English and
the drafting or revision of the thesis proposal. In Autumn Quarter German, normally French. Students in Medieval Studies must
of the senior year, the student must enroll in DLCL 189, a 5-unit also have a reading knowledge of Latin.
seminar that focuses on researching and writing the honors thesis. 3. A master’s oral examination, unless the student has an M.A.
Students then enroll for 5 units of credit in GERLIT 189A while upon entering the program
composing the thesis during Winter Quarter. Students who did not 4. A qualifying paper
enroll in 189B in the junior year may enroll in GERLIT 189B in 5. A qualifying examination
Spring Quarter of the senior year while revising the thesis, if ap- 6. The University oral examination
proved by the thesis supervisor. A total of 10-12 units are awarded 7. A dissertation
for completion of honors course work, independent study, and the During the first year of work, the student should select courses
that provide an introduction to the major areas of the discipline.
finished thesis.
During Spring Quarter of the first year, students, except those ad-
MINOR IN GERMAN STUDIES mitted with a master’s degree, must take an oral M.A. examina-
tion. During the one-hour examination, the student is questioned
The department offers two minor options; the DLCL offers two by three faculty members, two of whom are regular faculty in the
additional minor options. department, chosen by the student, on work undertaken in specific
MINOR IN GERMAN LANGUAGE AND graduate courses.
By July 1 of the summer following the first year of graduate
CULTURE study, students should present as a qualifying paper an example of
Students may choose to minor in German Language and Cul- their course work. Although ordinarily not meant to represent an
ture if they are particularly interested in developing a strong ability original contribution to scholarship, it should demonstrate the can-
in the German language, or in pursuing linguistic issues pertinent didate’s ability to grasp complex subject matter with sufficient
to German. Students satisfy the requirements for the minor in competence to organize materials and to present arguments in a
German Language and Culture by completing 35 units of course clear and concise manner commensurate with scholarly standards.
work, including at least three courses at the 100-139 level in either The paper is submitted to the department director, who passes it on
GERLANG or GERLIT, taught in German. Study at the Stanford for approval by the student’s faculty adviser and a second reader
in Berlin Center for at least one quarter is highly recommended. appointed by the director in consultation with the Chair of Gradu-
ate Studies.
MINOR IN GERMAN CULTURAL STUDIES Students who enter the program with a master’s degree from
Students who wish to study German literature, culture, or another institution must submit, in lieu of a qualifying paper, a
thought, without necessarily acquiring facility in the German lan- master’s thesis or a major research paper as evidence of ability to
guage, may pursue a minor in German Cultural Studies. Students pursue advanced scholarly work.
meet the requirements for the minor in German Cultural Studies by At the end of the sixth quarter of study (and only if the qualify-
completing 35 units of course work in German literature, culture, ing paper has been accepted), the student takes a one-hour oral
and thought in translation, including at least three courses at the qualifying exam with two faculty members from German Studies,
130- or 140- level. the student’s chosen adviser, and another faculty member ap-
pointed by the director. The purpose of this examination is to dem-
MINOR IN LITERATURE AND MINOR IN onstrate a broad familiarity with the literature of the major periods,
MODERN LANGUAGES movements, and some major figures. Only after completion of the
The Division of Literatures, Cultures, and Languages offers qualifying procedure does the department approve the student’s
undergraduate minor programs in Literature and in Modern Lan- admission to candidacy. A student who fails the qualifying exami-
guages. Both of these minors draw on literature and language nation may retake it once at the beginning of the seventh quarter.
courses offered through this and other literature departments. See After passing the qualifying exam, the student should consult
the “Literatures, Cultures, and Languages” section of this bulletin with appropriate faculty members in order to develop a dissertation
for further details about the minors and their requirements. topic. It is important to consider scholarly significance, access to
resources, and feasibility of completion within a reasonable period.
MASTER OF ARTS IN GERMAN STUDIES The student then prepares a preliminary statement describing the
This program is designed for those who do not intend to con- topic (no more than five pages), which is circulated to prospective
tinue studies through the Ph.D. degree. Students desiring the M.A. committee members for discussion at a meeting normally held
degree must complete a minimum of 45 units of graduate work. If during the eighth quarter. The purpose of this meeting is to provide
students enroll for three quarters for a minimum of 15 units per the student with feedback and guidance in the preparation of the
quarter, they can fulfill the M.A. requirements in one year. The formal prospectus.
program normally includes at least one course in each of the three The University oral examination in the Department of German
areas of concentration: language and linguistics, literature, and Studies is based on the dissertation prospectus. The prospectus,
thought. normally 25 pages plus bibliography, elaborates on the topic, the
German; DLCL 201, The Learning and Teaching of Second Lan- SPRING QUARTER
guages, is required. The teaching requirement is five quarters dur-
ing the second and third years of study and mandatory for contin- BERLIN
ued enrollment or support in the program. Students may request to • OSPBER 11. The Vanishing City: Lost Architecture and the
teach and additional literature course at a latter time in the course Art of Commemoration in Berlin. 4-5 units, Knut Ebelingr,
of study, contingent upon department need and approval of the GER:DB:Hum
director. Such teaching does not extend the length or scope of sup- • OSPBER 101A. Contemporary Theater. 5 units, Karen Kra-
port. mer, GER:DB:Hum
The department expects candidates to demonstrate research
• OSPBER 174.Sports Culture and Gender in Comparative Per-
skills appropriate to their special areas of study. The requirement
can be fulfilled in the capacity of either a University Fellow or a spective. 5 units, Wolf Junghanns, GER:DB:SocSci,
Research Assistant. EC:Gender
Graduate students are also advised to start developing skills in
the teaching of literature by participating in the teaching of under-
graduate literature courses. Students can earn up to 3 units of grad-
HISTORY
uate credit for practice teaching in literature.
Regular attendance at the departmental colloquium is manda- Emeriti: (Professors) Barton J. Bernstein, Carl N. Degler, Peter
tory. Each student is expected to make a formal presentation, no Duus, Terence Emmons, Harold L. Kahn, David M. Kennedy,
earlier than the third year, at the colloquium for public discussion. George H. Knoles, Richard W. Lyman, Mark Mancall, Peter Pa-
The principal conditions for continued registration of a graduate ret, Paul A. Robinson, Paul Seaver, James J. Sheehan, Peter
student are the timely and satisfactory completion of University, Stansky, David B. Tyack, Lyman P. Van Slyke; (Senior Lec-
department, and program requirements for the degree, and fulfill- turer) Joseph J. Corn
ment of minimum progress requirements. Failure to meet these Chair: Paula Findlen
requirements results in corrective measures which may include a Professors: Keith M. Baker, Joel Beinin, Philippe Buc, Albert
written warning, academic probation, and/or the possible release Camarillo, James T. Campbell, Clayborne Carson, Gordon
from the program. Chang, Paula Findlen, Estelle Freedman, Stephen Haber, Tamar
Herzog, David Holloway, Nancy S. Kollmann, Mark E. Lewis,
PH.D. IN GERMAN STUDIES AND Carolyn Lougee Chappell, Ian Morris, Norman M. Naimark,
HUMANITIES Robert Proctor, Jack N. Rakove, Richard L. Roberts, Aron Rod-
The department of German Studies participates in the Graduate rigue, Richard P. Saller, Londa Schiebinger, Richard White,
Program in Humanities leading to the joint Ph.D. in German and Kären E. Wigen, Caroline Winterer, Steven J. Zipperstein
Humanities. At this time, the option is available only to students Associate Professors: David R. Como, Robert Crews, James P.
already enrolled in the Graduate Program in Humanities; no new Daughton, Zephyr Frank, Jessica Riskin, Matthew H. Sommer,
students are being accepted.The University remains committed to Amir Weiner
abroad-based graduate education in the humanities: the courses, Assistant Professors: Sean Hanretta, Allyson V. Hobbs, Aishwary
colloquium, and symposium continue to be offered, and the Divi- Kumar, Yumi Moon, Thomas S. Mullaney, Priya Satia, Edith
sion of Literatures, Cultures, and Languages provides advising for Sheffer, Laura Stokes, Jun Uchida
students already enrolled who may contact DLCL Student Affairs Courtesy Professors: Giovanna Ceserani, Lawrence Friedman,
at (650) 724-1333 or dlcl@stanford.edu for further information. Leah Gordon, Avner Greif, Amalia Kessler, Larry Kramer, Da-
Courses are listed under the subject code HUMNTIES and may be vid F. Labaree, Reviel Netz, Walter Scheidel, Sam Wineburg,
viewed on Stanford Bulletin's ExploreCourses web site. Gavin Wright
Senior Lecturers: Katherine Jolluck, Martin W. Lewis
GERMAN STUDIES AND A MINOR FIELD Acting Assistant Professor: Sophie Roberts
Students may work toward a Ph.D. in German Studies with mi- Lecturers: Heather Ferguson, Bradley Naranch
nors in such areas as Comparative Literature, Modern Thought and Department Office: Building 200, Room 113
Literature, Linguistics, or History. Students obtaining a Ph.D. in Mail Code: 94305-2024
such combinations may require additional training. Phone: (650) 723-2651
Web Site: http://history.stanford.edu
OVERSEAS STUDIES COURSES IN Courses offered by the Department of History are listed under
the subject code HISTORY on the Stanford Bulletin's Explore-
GERMAN STUDIES Courses web site.
For course descriptions and additional offerings, see the listings
in the Stanford Bulletin's ExploreCourses web site MISSION OF THE DEPARTMENT OF
(http://explorecourses.stanford.edu) or the Bing Overseas Studies HISTORY
web site (http://bosp.stanford.edu). Students should consult their
department or program's student services office for applicability of History courses teach the analytical, interpretive, and writing
Overseas Studies courses to a major or minor program. knowledge and skills necessary for understanding the connections
between past and present. History is a pragmatic discipline in
which the analysis of change over time involves sifting the influ-
HISTORY
ment's undergraduate program. Students are expected to demon- 333, 334,
strate: 334F,
1. an understanding of what it means to think historically: locat- 335,
ing subjects in time and place and being sensitive to the con- 336A,D,
tingencies of context and to change over time. 337,
2. critical and interpretive thinking skills using course's primary 338A,
source materials. 339D,
3. the ability to identify different types of sources of historical 385F,
knowledge. 387E,G,K
4. analytical writing skills and close reading skills. Eastern 20Q 125 224A, 424A,B
5. effective oral communication skills Europe, 227, 322,
Russia, 327
DEGREES OFFERED Eurasia
History 130A 231A,
The Department of History offers the following degree pro- of Sci- 242A,
grams: Bachelor of Arts, coterminal Bachelor of Arts and Master ence 331A,
of Arts, Master of Arts, and Doctor of Philosophy. 342A
GRADUATE PROGRAMS IN HISTORY Africa 48Q 43S, 45S 145B,
147
248S,
345B, 346
448A,B
The primary goal of the Stanford Department of History's grad- United 35N, 51S, 150A,B, 201, 461A,B
uate program is the training of scholars. Most students who receive States 36N, 53S, C, 243J,
doctorates in the program go on to teach at colleges or universities. 58N, 58S, 158B,C, 250A,
Other students have obtained positions in university administration 62N 60S, 161, 251C,G,
and research. 61S, 62S 164C, 255E,
166, 258,
HISTORY COURSE CATALOG 166B 258D,E,
NUMBERING SYSTEM 260, 301,
337C,
Intro- Sources Lectures Colloquia Research 351A,B,C
ductory and Semi- ,E, 352B,
Semi- Methods nars and 358, 360
nars: Semi- Work-
Latin 170 278A,
Fresh- nars shops America 371,
men, 378E, 470
Sopho-
Middle 82N 181B, 224B, 481
mores
East 182C, 282, 284,
Interna- 6N, 95N 102, 201, 307A,
183, 287S,
tional, 103D, 202C, 401A 187D 288,
Global, 106A,B, 203E, 324B,
Thematic 107, 108 204E, F,
382, 384,
206,
388
207C,
Jewish 137, 285F,
208S,
History 185B, 286E,
209B,C,D
186D, 287D,E,K
, 233D,
187D , 337,
299E,X,
385F,
301,
386E,
303E,
387D,E,K
304, 305,
Asia 92S 191C, 291D, 495A,B
306G,
193, 292,
307C,E,
309A,B,F, 194B, 292D,F,
195, 391C,D,
333D,
195C, 392,
399A
196, 392B,D,F,
Ancient 11N 17S
197, 198 393C,
and
396D
Medieval
Europe
HISTORY
• HISTORY 209S. Research Seminar for Majors • HISTORY 299A. Senior Research I (5 units)
• Autumn: History and the Arts: Europe since 1600 • HISTORY 299B. Senior Research II (5 units)
• Winter: American Identities and Comparative Colonialism • HISTORY 299C. Senior Research III (1-5 units)
• Spring: China to 1000 CE, Early Modern Topics, and State
and Nation since 1650 OVERSEAS STUDIES OR STUDY ABROAD
Courses offered by Stanford's Bing Overseas Studies Program
HONORS PROGRAM and appearing on the History department's cognate course list au-
For a limited number of majors, the department offers a special tomatically receive credit towards the major or minor in History.
program leading to Departmental Honors in History. Students ac- Course work completed in non-Stanford Study Abroad programs is
cepted for this program, in additional to fulfilling the general re- evaluated for major/minor credit by designated History department
quirements stated above, begin work on an essay in Spring Quarter faculty on a case-by-case basis. Students in non-Stanford Study
of the junior year and complete the essay by mid-May of the senior Abroad programs are advised to take classes with reading and
year. In addition to HISTORY 299H, The Junior Honors Collo- writing components comparable to History department course
quium, students must enroll in 11-15 units of Senior Research in loads.
the senior year, to be distributed as best fits their specific project.
For students in the Honors program, Senior Research units (299A, HISTORY FIELDS OF STUDY OR DEGREE
B, C) are taken in addition to the thirteen required courses in His- OPTIONS
tory. The Department of History offers five tracks to the B.A. in His-
To enter this program, the student must be accepted by a mem- tory. These tracks are not declared on Axess. The tracks are:
ber of the department who agrees to advise the research and writ- • General History
ing of the essay, and must complete the Junior Honors Colloquium • History, Literature, and the Arts
(299H) offered in Winter Quarter. An exception to the latter re- • History of Science and Medicine
quirement may be made for those studying overseas Winter Quar- • History and the Law
ter of the junior year, but such students should consult with the • Public History/Public Service
director of the honors program, if possible, prior to going overseas. The General History track emphasizes breadth of study among
Students who study abroad for the entire junior year and want to historical areas and periods as well as concentration in one selected
write an honors thesis should plan to take the Research Seminar for field. The four tracks with interdisciplinary emphasis (History,
Majors in the first quarter following completion of the study Literature and the Arts, History of Science and Medicine, History
abroad program. Under exceptional circumstances, students are and the Law, and Public History/Public Service) combine the study
admitted to the program in Autumn Quarter of the senior year. of history with the methods and approaches of other disciplines,
Such students must not enroll in any HISTORY 299A,B,C, Senior and involve substantial course work outside of History.
Research I,II,III units until HISTORY 209S, Research Seminar for
Majors, has been completed. GENERAL HISTORY TRACK
In considering an applicant for such a project, the adviser and In addition to completing the requirements for all History ma-
director of the honors program take into account general prepara- jors, the student in the General History track is required to satisfy
tion in the field of the project and expect a GPA of at least 3.3 breadth and concentration requirements.
(B+) in the student's previous work in History and in the Univer- 1. Breadth Requirements: to ensure chronological and geographi-
sity. Students completing the thesis with a grade of 'B+' or higher cal breadth, at least two courses must be completed in a pre-
are eligible for Departmental Honors in History. To enter the Hon- modern chronological period and in each of three geographical
ors program, apply at the Department of History office. fields: Field I (Africa, Asia, and Middle East); Field II (the
Outstanding Honors essays may be considered for the Univer- Americas); and Field III (Europe, including Western Europe,
sity's Robert M. Golden Medals, as well as for departmental James Eastern Europe, and Russia). Courses fulfilling the premodern
Birdsall Weter prizes. chronological period (Field IV) may also count for Fields I-III.
Honors Program Requirements—To graduate with Departmen- For 2010-2011, these courses are as follows:
tal Honors in History, students must: (1) complete HISTORY 1. Field I: Africa/Asia/Middle East
299H in the junior year; (2) maintain a 3.3 GPA in History courses • HISTORY 43S. Indian Ocean History, 1100-1945
and throughout the University during the final 5 quarters of en- • HISTORY 45S. Colonial Anthropologists and the Pro-
rollment/thesis preparation: (3) select both a primary thesis adviser duction of Knowledge about Africa
(who is a member of the Stanford History faculty) and a secondary • HISTORY 48Q. South Africa: Contested Transitions
adviser (who is a Stanford University faculty member) no later • HISTORY 82N. Modern Islamic Movements
than Autumn quarter of the senior year ; (4) submit on May 16, • HISTORY 92S. Cultural Identity in Ancient and Me-
2011 by noon a 65-120 page honors thesis including bibliography dieval China
that receives a grade of 'B+' or better; (5) enroll in the 11-15 units • HISTORY 135. History of European Law, Medieval to
of Senior Research as specified below; and (6) participate in man- Contemporary
datory Honors Program activities throughout senior year (includ- • HISTORY 145B. Africa in the 20th-Century
ing, but not limited to, writing workshops and the annual Honors • HISTORY 147. History of South Africa
Day oral presentations) as specified in the Honors Program Hand- • HISTORY 181B. Formation of the Contemporary
book. Middle East
HISTORY
• HISTORY 20Q. Russia in the Early Modern European how interdisciplinary approaches can deepen their understanding
Imagination of history, or who are primarily interested in developing interdisci-
• HISTORY 92S. Cultural Identity in Ancient and Me- plinary approaches to historical scholarship by combining the care-
dieval China ful attention to evidence and context that motivates historical re-
• HISTORY 110B. Early Modern Europe search with the analytic and methodological tools of science and
• HISTORY 110D. Europe in the High and Late Middle the humanities. In pursuing the above requirements for all History
Ages, 1000-1500 majors, students in HMIE are required to complete their thirteen
• HISTORY 131. Science, Technology and Art: The courses for the major as follows:
Worlds of Leonardo da Vinci
• HISTORY 132A. Enlightenment and the Arts Gateway Course (one course)—Students are required to take
• HISTORY 133B. Revolutionary England: The Stuart the appropriate gateway course for their interdisciplinary track.
Age This course introduces students to the application of particular
• HISTORY 135. History of European Law interdisciplinary methods to the study of history. See the section on
• HISTORY 170. Colonial Latin America each HMIE for the gateway course appropriate to that major track.
• HISTORY 182C. From Prophet to Empire: The Mak- (Note: The History and the Law track has no gateway course re-
ing of the Modern Middle East, 600-1500 quirement.)
• HISTORY 191C. Early Imperial China Methodological Cluster (three courses)—This cluster is de-
• HISTORY 193. Late Imperial China signed to acquaint students with the ways in which interdiscipli-
• HISTORY 194B. Japan in the Age of the Samurai nary methods are employed in historical scholarship, by practicing
• HISTORY 202C. Heretics to Headscarves historians and scholars in other disciplines whose work is histori-
• HISTORY 207C. The Global Early Modern cal. This program of study must provide methodological coherence
• HISTORY 231G. European Reformations and must be approved in advanced by the student's adviser. See the
• HISTORY 233. Reformation, Political Culture, and the section on each HMIE for the appropriate historical methods
Origins of the English Civil War courses. (Note: The History and the Law track requires four meth-
• HISTORY 233C. Two British Revolutions odology courses.)
• HISTORY 233D. Strangers, Barbarians, and Infidels: Geographic Cluster (four courses)—History is embedded in
Crosscultural Encounters in the Pre-Modern World time and place. This cluster is designed to emphasize that the pur-
• HISTORY 233F. Political Thought in Early Modern pose of studying methodology is to more fully understand the his-
Britain tory of a particular region of the world. Students select a particular
• HISTORY 284. The Ottoman Turks in Comparative geographic region, as specified in the History major, and complete
Perspective: The Inner Life of a Eurasian Empire four courses in that area.
• HISTORY 292F. Traditional Korea
• IHUM 11A. Origins of the World: Europe and Latin Interdisciplinary Cluster (four courses)—These courses, taken
America outside the Department of History, acquaint students with the me-
2. Concentration: to develop some measure of expertise, students thods and approaches of another discipline appropriate for the
must complete four courses in a single area (including one un- interdisciplinary study of history. This program of study must pro-
dergraduate colloquium or research seminar). The proposed vide methodological coherence and must be approved in advance
concentration must be approved by the major adviser; a pro- by the student's adviser. See the section on each HMIE for appro-
posal for a thematic concentration must be approved by both priate interdisciplinary courses.
the adviser and the department's director of undergraduate Research Seminar for Majors (HISTORY 209S)—Fulfills Writ-
studies. Areas of concentration are: ing in the Major Requirement.
• Africa
• Asia HMIE tracks do not mandate the breadth or concentration re-
• Eastern Europe and Russia quirements of the General History track. Introduction to the Hu-
• Europe before 1700 manities courses taught by History faculty may apply to HMIE
• Europe since 1700 tracks only insofar as their content is specifically appropriate to the
• Jewish History particular methodological or geographic cluster.
• Latin America HISTORY, LITERATURE, AND THE ARTS
• Science and Technology
• The United States The History, Literature, and the Arts (HLA) track is designed
• The Middle East for the student who wishes to complement his or her work in His-
• International History tory with study in literature, particularly in a foreign language. For
• Comparative Empires and Cultures the purposes of this major, literature is defined broadly, including
• or a thematic subject treated comparatively, such as war art, drama, films and poetry, memoirs and autobiography, novels,
and revolution, work, gender, family history, popular cul- as well as canonical works of philosophy and political science. It
ture, or high culture. appeals to students who are interested in studying literature primar-
3. Required course: HISTORY 102. The History of the Interna- ily in its historical context, or who want to focus on both the litera-
ture and history of a specific geographical area while also learning
tional System is a required course for students who select the
the language of that area.
• HISTORY 6N. Utopia: History of Nowhere Land • HPS 158. The Social History of Mental Illness
• HISTORY 17S. Princesses, Politicians, and Patronesses: Iden- • HPS 220. Nineteenth Century Philosophy of Science
tities of Early Modern Noble Women
Geographical Cluster (four courses)—Students select four His-
• HISTORY 31Q. British History Revealed by the Arts of the tory courses in one geographic area. Examples include: Europe,
20th Century Britain and the countries of the former British Empire, Asia, North
• HISTORY 32S. Gender and European Imperial Crisis through America, Latin America, the Middle East, or Africa. These four
Media: 1880-2000 courses must be taken in addition to the three methodological clus-
• HISTORY 36N. Gay Autobiography ter courses. Courses in the history of science, technology, and
• HISTORY 37S. Youth in Modern Europe, 1762-1968 medicine that have a geographic focus may be used to fulfill this
• HISTORY 95N. Mapping the World: Cartography and the requirement, but cannot be double-counted in the methodological
Modern Imagination cluster.
• HISTORY 110C. Introduction to Modern Europe Interdisciplinary Cluster (four courses)—Students select four
• HISTORY 131. Science, Technology and Art: The Worlds of courses in scientific disciplines and/or in philosophy of science,
Leonardo da Vinci anthropology of science, or sociology of science. These courses
• HISTORY 150A. Colonial and Revolutionary America require faculty adviser pre-approval.
• HISTORY 191C. Early Imperial China* Research Seminar for Majors (HISTORY 209S)—Fulfills the
• HISTORY 193. Late Imperial China* Writing in the Major requirement.
• HISTORY 194B. Japan in the Age of the Samurai*
General Requirements—Like all history majors, students in
• HISTORY 196. The Idea of India*
History Interdisciplinary Programs must complete two lecture
• HISTORY 251C. The American Enlightenment courses (one Europe or U.S., one Africa, Asia, Middle East or
• HISTORY 292F. Traditional Korea Latin America), two 200-level courses, a Sources and Methods
* Courses marked with an asterisk are non-Western lectures that students in the The seminar, and a Research Seminar for Majors.
History, Literature, and the Arts (HLA) track can use towards both a HLA methodol-
ogy course and as the non-Western lecture requirement. HISTORY AND LAW
Geographical Cluster—Students select four History courses in The History and Law (HL) interdisciplinary track is for stu-
one geographic area. These are: Europe, Britain and the countries dents who wish to explore the intersections between historical and
of the former British Empire, Asia, North America, Latin America, legal studies. The HL curriculum focuses on the role of legal insti-
the Middle East, or Africa. These four courses must be taken in tutions, policies, and structures in various societies. HL track ma-
addition to the three methodological courses required above. jors enroll in at least four History department courses that focus on
issues of law in civil societies and four courses that provide a geo-
Interdisciplinary Cluster—Four courses, taken outside the De- graphic concentration. In addition, students enroll in four courses
partment of History, must address the literature and arts, broadly outside History that provide disciplinary or interdisciplinary per-
defined, of the area chosen for the geographic concentration. The spectives on the role of law in shaping societies and a Research
student's adviser must pre-approve all courses in this cluster; these Seminar for Majors.
courses may not be double-counted towards a minor or major other
than History. Gateway Course—There is no gateway course for this track. In-
stead, students take an extra course in the Methodological cluster.
Research Seminar for Majors—HISTORY 209S; fulfills Writ-
ing in the Major requirement. Methodological Cluster (four courses)—Students enroll in at
least four History department courses, including courses outside
General Requirements—Like all History majors, students in History taught by faculty affiliated with the department, that focus
History Interdisciplinary Programs must complete two lecture on how law, policies, constitutions, and legal structures affect the
courses (one Europe or U.S, one Africa, Asia, Middle East or Latin development of various societies. (Note: The Methodological
America), two 200-level courses, a Sources and Methods seminar, Cluster for this HIP contains one extra course since there is no
and a Research Seminar for Majors. Gateway course.)
HISTORY OF SCIENCE, AND MEDICINE For 2010-11, these courses are—
The History of Science, and Medicine (HS&M) track is a col- • HISTORY 108. Mass Violence in Modern History
laborative program of the Department of History and the Program • HISTORY 135. History of European Law
in the History and Philosophy of Science. The major is designed • HISTORY 196. The Idea of India
for students interested in both sciences and humanities, and in the • HISTORY 202C. Heretics to Headscarves
interactions between the two. It is also especially useful for stu- • HISTORY 208S. The Politics of Retrospective Justice
dents contemplating medical school, since it allows them to study • HISTORY 251G. Topics in Constitutional History
the history of medicine, biology, and allied sciences in conjunction • HISTORY 258. Topics in the History of Sexuality: Sexual
with fulfilling the pre-med science requirements. Violence
Gateway Course (one course)—HISTORY 131. Science, Tech- Geographical Cluster (four courses)—Students choose four
nology, and Art: The Worlds of Leonardo da Vinci (Winter Quar- History courses in one geographic area, such as the United States,
ter) Europe, Latin America, Asia, Middle East, or Africa.
HISTORY
Latin America), two 200-level courses, a Sources and Methods • HISTORY 201. Introduction to Public History in the U.S.,
seminar, and a Research Seminar for Majors. 19th Century to the Present (Autumn)
PUBLIC HISTORY/PUBLIC SERVICE • HISTORY 260. California's Minority-Majority Cities (Spring)
The Public History/Public Service (PH/PS) interdisciplinary If students elect to fulfill the internship requirement through a
history track is designed for students who wish to include in their History Department service-learning course, they must enroll in an
course of studies the application of historical study in (1) public additional course in either the geographical cluster or the Interdis-
settings such as museums and heritage sites, national and state ciplinary cluster in order to complete the 13 courses required for
parks, public agencies, and private foundations, and (2) public the major.
service settings in non-profit organizations, public agencies, and Research Seminar for Majors—HISTORY 209S; fulfills Writ-
educational institutions. ing in the Major requirement.
PH/PS majors enroll in a gateway course on public history and
public service and in four History department courses that provide General Requirements—Like all history majors, students in
a geographic concentration as well as completing a two-course History Interdisciplinary Programs must complete two lecture
methodological requirement. In addition, students, in consultation courses (one Europe or US, one Africa, Asia, Middle East or Latin
with the PH/PS faculty coordinator, complete four courses from America), two 200-level courses, a Sources and Methods seminar,
outside the History department drawn from the annual listing of and a Research Seminar for Majors.
service-learning courses provided by the Haas Center for Public
Service; these courses provide interdisciplinary and methodologi- HISTORY SECONDARY TEACHER'S
cal perspectives on public service. PH/PS majors must also com- CREDENTIAL
plete an internship through a regularly offered service-learning Applicants for the Single Subject Teaching Credential (Secon-
course or through a summer internship or fellowship. dary) in the social studies may obtain information regarding this
Gateway course (one course)—HISTORY 201, Introduction to program from the Credential Administrator, School of Education.
Public History in the U.S., Nineteenth Century to the Present, pro-
vides grounding in the theory and practice of public service and MINOR IN HISTORY
exposure to the types of public history practiced in venues such as Students must declare the minor in History no later than Au-
museums, historical sites, parks, and non-profit organizations, tumn Quarter of the senior year via Axess. Minor declarations are
including local historical societies. approved by the Department of History and confirmation is sent
Geographical Cluster (four courses)—Students select four His- via email to the student.
tory courses in one geographic area, such as the United States, Candidates for the minor in History must complete six courses,
Europe, Latin America, Asia, Middle East, or Africa. The faculty at least three of which must have a field or thematic focus. Stu-
coordinator must pre-approve all courses in this cluster. dents completing the minor may choose to concentrate in such
fields as African, American, Asian, British, European (medieval,
Interdisciplinary Cluster (four courses)—Students select four early modern, or modern), Russian and East European history,
courses from outside the History department drawn from the an- comparative empires and cultures, or such thematic topics as the
nual listing of service-learning and theory/practice courses pro- history of gender, the family, religion, technology, or revolution.
vided by the Haas Center for Public Service. The faculty coordina- Students may also petition to have a concentration of their own
tor must pre-approve all courses in this cluster. design count toward the minor.
Examples of appropriate PH/PS interdisciplinary courses are:
• AMSTUD 221. Public and Professional Service: Theories and REQUIREMENTS
Ethical Practice of Public and Community All six courses must be of at least 3 units each and must be tak-
• ETHICSOC 144. Nongovernmental Organizations and Devel- en for a letter grade. The student must maintain a grade point aver-
opment in Poor Countries age (GPA) in History courses of 2.0 (C) or higher. Two of the six
• POLISCI 133. Ethics and Politics In Public Service courses must be small-group in format (Stanford Introductory Se-
• POLISCI 141. Global Politics of Human Rights minars, Sources and Methods Seminars, departmental colloquia,
• SOC 118. Social Movements and Collective Action and research seminars). History courses taken at Stanford overseas
campuses may count toward the minor, but at least three of the six
• SOC 137. Homelessness: Its Causes, Consequences, and Pol-
courses must be taken from Stanford History faculty.
icy Solutions Advanced Placement credits do not fulfill any minor require-
Methodological Cluster (two courses)—Students must enroll in ments.
one Sources and Methods seminar course and one additional 200- Optional Courses for the Minor—History courses taken at non-
level History course. The Writing in the Major (WIM) requirement
Stanford Study Abroad programs may count toward the minor
must be completed in a Research Seminar for Majors. (provided the History Department approves them), but at least
• HISTORY 166B. Immigration in 20th-Century America: Eth- three of the six courses must be taken from Stanford History fac-
nicity, Race, Nation ulty. One course from certain Introduction to the Humanities
• HISTORY 260. California's Majority Minority Cities courses (IHUM 4A,B; 5A,B; and 11A,B) may count toward the
Public Service/Service Learning Internship (one course)— six-course requirement, but not for the three-course field of con-
Students must engage in at least a one quarter internship through a centration. One Directed Research (299S) course may count to-
HISTORY
upon by the adviser and the student. • Jewish History
• Russia
FINANCIAL SUPPORT • Eastern Europe
Students who are admitted with financial support are provided • Middle East and Central Asia
multiple years of support through fellowships, teaching and re- • South Asia
search assistantships, and tuition grants. Applicants should indicate • East Asia before 1600
on the admissions application whether they wish to be considered • China since 1600
for such support. No separate application for financial aid is re- • Japan since 1600
quired. • Africa
U.S. citizens and permanent resident aliens who are interested • Britain and the British Empire since 1460
in area language studies in East Asia, Africa, and the republics of • Latin America
the former Soviet Union may request a Foreign Language and • The United States (including colonial America)
Area Studies (FLAS) fellowship application from the FLAS coor- • The History of Science, Medicine, and Technology
dinator of the respective programs offering the FLAS (CEAS, • Transnational, International, and Global
CAS, CREEES). The FLAS application deadlines are in January 2. The department seeks to provide a core colloquium in every
and February (CAS). major concentration. Students normally enroll in this collo-
quium during the first year of graduate study.
RESOURCES 3. Students are required to take two research seminars, at least
The degree requirements section relates to formal requirements, one in the major concentration. Normally, research seminars
but the success of a student's graduate program depends in large are taken in the first and second years.
part on the quality of the guidance received from faculty and on 4. Each student, in consultation with the adviser, defines a secon-
the library resources available. Prospective graduate applicants are dary concentration. This concentration should represent a total
advised to study the list of History faculty and the courses this of four graduate courses or their equivalents, and it may be ful-
faculty offers. As to library resources, no detailed statement is filled by working in a historical concentration or an interdisci-
possible in this bulletin, but areas in which library resources are plinary concentration. The historical concentrations include:
unusually strong are described following. a. One of the concentrations listed above (other than the stu-
The University Library maintains strong general collections in dent's major concentration).
almost all fields of history. It has a very large microtext collection, b. One of the concentrations listed below, which falls largely
including, for instance, all items listed in Charles Evans' American outside the student's major concentration:
Bibliography, and in the Short-Title Catalogues of English publica- • The Ancient Greek World
tions, 1474-1700, and virtually complete microfilmed documents • The Roman World
of the Department of State to 1906. It also has a number of valu- • Europe, 300-1000
able special collections including the Borel Collection on the His- • Europe, 1000-1400
tory of California; many rare items on early American and early • Europe, 1400-1600
modern European history; the Brasch Collection on Sir Isaac New- • Europe, 1600-1789
ton and scientific thought during his time; the Gimon Collection on • Europe, 1700-1871
French political economy, and other such materials. • Europe since 1848
The rich collection of the Hoover Institution on the causes, • England, 450-1460
conduct, and results of WW I and WW II are being augmented for • Britain and the British Empire, 1460-1714
the post-1945 period. The materials include government docu- • Britain and the British Empire since 1714
ments, newspaper and serial files, and organization and party pub- • Russia to 1800
lications (especially the British and German Socialist parties). • Russia since 1800
There are also important manuscript collections, including unpub- • Eastern Europe to 1800
lished records of the Paris Peace Conference of 1919 and the Her- • Eastern Europe since 1800
bert Hoover archives, which contain the records of the Commis- • Jewish History
sion for Relief in Belgium, the American Relief Administration, • Middle East and Central Asia to 1800
the various technical commissions established at the close of WW • Middle East and Central Asia since 1800
I for reconstruction in Central and Eastern Europe, the personal • Africa
papers of Herbert Hoover as United States Food Administrator, • South Asia
and other important personal papers. Other materials for the period • China before 1600
since 1914 relate to revolutions and political ideologies of interna- • China since 1600
tional importance; colonial and minority problems; propaganda • Japan before 1600
and public opinion; military occupation; peace plans and move- • Japan since 1600
ments; international relations; international organizations and ad- • Latin America to 1825
ministration including the publications of the United Nations, as • Latin America since 1810
well as principal international conferences. The Hoover Institution • The United States (including Colonial America) to
also possesses some of the richest collections available anywhere 1865
on the British labor movement; Eastern Europe, including the So- • The United States since 1850
viet Union; East Asia (runs of important newspapers and serials • The History of Science, Medicine, and Technology
starting point, and combine a number of the electives listed below SCIENCE AND TECHNOLOGY
in conjunction with courses in the other concentrations that address For course descriptions and additional offerings, see the listings
their specific interests. in the Stanford Bulletin's ExploreCourses web site
• FEMST 166/PHIL 184F/284F. Feminist Theories of Knowl- (http://explorecourses.stanford.edu) or the Bing Overseas Studies
edge web site (http://bosp.stanford.edu). Students should consult their
• HPS 220. Nineteenth-Century Philosophy of Science department or program's student services office for applicability of
• PHIL 107/207. Plato and Heraclitus Overseas Studies courses to a major or minor program.
• PHIL 115/215. Problems in Medieval Philosophy
• PHIL 163/263. Significant Figures in Philosophy of Science WINTER QUARTER
• PHIL 164/264. Central Topics in the Philosophy of Science: FLORENCE
Theory and Evidence • OSPFLOR 44. The Revolution in Science: Galileo and the
• PHIL 165C/265C. Philosophy of Physics: Probability and Birth of Modern Scientific Thought. 5 units, Paolo Galluzzi,
Relativity GER:DB:Hum
• PHIL 167A/267A. Philosophy of Biology
• PHIL 167B/267B. Philosophy, Biology, and Behavior
• PHIL 167C/267C. Associative Theories of Mind and Brain HUMAN BIOLOGY
• PHIL 224. Kant's Philosophy of Physical Science
• PHIL 224A. Math in Kant's Philosophy Emeriti: (Professors) Clifford Barnett (Anthropological Sciences),
• PHIL 348. Evolution of Signals Luigi Cavalli-Sforza (Genetics), Christos Constantinou (Urol-
• PHIL 360. Core Seminar in Philosophy of Science ogy), Carl Djerassi (Chemistry), Sanford Dornbusch (Sociol-
• PHIL 365. Seminar in Philosophy of Science: Time ogy), Stanley Falkow (Microbiology/Immunology), Albert H.
Hastorf (Psychology), Dale Kaiser (Biochemistry), Herant
• OSPOXFRD 26. Spirit, Mind, Brain:Evolving Understanding
Katchadourian (Human Biology), Donald Kennedy (Biology),
in Neurology/Neuroscience Carol Winograd (Medicine), Shirley Feldman (Associate Direc-
ADVANCED tor)
Director: Carol Boggs (Biology)
HISTORICAL PERSPECTIVES ON SCIENCE Associate Director: Katherine Preston
The following courses focus on specific episodes in or ap- Professors: Laurence Baker (Health Research & Policy), Lisa
proaches to the history of science. Curran (Anthropology), William H. Durham (Anthropology),
• HPS 154. The History of Scientific Methods, Pythagoras to Heidi Feldman (Neonatology), Russell D. Fernald (Biology),
Popper Paul Fisher (Neurology and Neurological Sciences, Pediatrics),
• FRENGEN 295. Science, Technology, and Society in Europe Uta Francke (Genetics), Margaret Fuller (Developmental Biol-
and the U.S.: Ethical Debates and Controversies ogy), Lawrence H. Goulder (Economics), H. Craig Heller (Bi-
• HISTORY 142/342. Darwin in History of Life ology), Richard Klein (Biology and Anthropology), Tanya
• HISTORY 208A/308A. Science and the Law in History Luhrmann (Anthropology), Michael Marmor (Ophthalmology),
Gordon Matheson (Orthopedic Surgery), Roeland Nusse (De-
• HISTORY 231A/331A. Charles Darwin and the Global 19th
velopmental Biology), Amado Padilla (Education), Thomas
Century Rando (Neurology), Natalie Rasgon (Psychiatry and Behavioral
• HISTORY 232F/332F. The Scientific Revolution Sciences), Thomas Robinson (Pediatrics), Robert Sapolsky (Bi-
• HISTORY 234F/334F. Science, Technology, and Empire ology, Neurology and Neurological Sciences), Matthew Scott
• HISTORY 241F/341F. History of the Modern Fact (Developmental Biology), William Talbot (Developmental Bi-
• HISTORY 241G/341G/STS 134/234. History of the Senses ology), Lucy Tompkins (Infectious Diseases), Shripad Tul-
• HISTORY 241S. Science and Culture Wars japurkar (Biology), Irving Weissman (Pathology), Jeffrey Wine
• HISTORY 242A/342A. Technology and Society in the Mod- (Psychology), Paul Wise (Pediatrics), Arthur P. Wolf (Anthro-
ern World pological Sciences)
Associate Professors: Firdaus Dhabhar (Psychiatry and Behavioral
CONTEMPORARY PERSPECTIVES ON SCIENCE, Sciences), Anne Fernald (Psychology), James Fox (Anthropol-
MEDICINE, AND TECHNOLOGY ogy), Brenda Golianu (Anesthesia), James Jones (Anthropol-
The following courses focus on contemporary cultural and so- ogy), Jelena Obradovic (Education), John Rick (Anthropology),
cial science approaches to science, technology, and medicine. Randall Stafford (Medicine)
• HPS 199. Directed Reading Assistant Professors: Melissa Brown (Anthropology), Daniel Gar-
• HPS 299. Graduate Individual Work za (Orthopedic Surgery, Emergency Medicine), Norman G. Mil-
• ANTHRO 180. Science, Technology, and Gender ler (Medicine),
• HISTORY 144/344. Gender in Science, Medicine, and Engi- Professors (Research): David Katzenstein (Medicine), Marcia
neering Stefanick (Medicine)
• HISTORY 242G. Representing the World: Maps, Statistics, Associate Professors (Research): Christopher Gardner (Medicine),
and Photography David Lyons (Psychiatry and Behavioral Sciences)
HUMAN BIOLOGY
Seef, Wesley F. Alles (Medicine), Judy Chu, Gerda Endemann dergraduate major, each student must meet with one of six student
(Biology), Anne Firth-Murray, Anne Friedlander, Renu Heller advisers who assist in developing a coherent study plan based on
(Biology), Camillan Huang, Donald Light, Lisa Medoff, Kath- an individualized area of concentration, and the selection of foun-
erine Preston, Lynn Rothschild, Merritt Ruhlen, Daniel Salkeld dation, concentration, and upper-division courses. The student
(Anthropology), Darvin Scott Smith (Microbiology and Immu- advisers also assist students in selecting an appropriate faculty
nology), James Truncer (Anthropology), Beatriz Piedad Urdi- adviser and a suitable internship for their area of concentration and
nola (Latin American Studies), Katherine E. Williams (Psychia- career goals. Student advisers offer drop-in services during sched-
try and Behavioral Sciences), Jennifer Wolf (Education), Na- uled office hours every weekday and some evenings. The student
than Wolfe, Larry Zaroff (Biomedical Ethics) advisers also sponsor events including the Internship Faire, Be-
Course Associates: Kimberly Basurto, Jolene Kokroko, Sophie yond HumBio, and declaration workshops. To maintain high stan-
Lambert, Cooper Lloyd, Heather Roberts, Dane Saksa, Tanya dards of advising that respond to the needs of individual students,
Widmer, Lauren Wood student advisers meet weekly with the program’s faculty advising
Honors Chair: Katherine Preston chairs and the student services coordinator to review the program’s
Program Offices: Building 20 policies and specific student inquiries and petitions concerning the
Mail Code: 94305-2160 program.
Phone: (650) 725-0336
Email: cacciari@stanford.edu (Student Services) BACHELOR OF ARTS IN HUMAN
Web Site: http://humbio.stanford.edu BIOLOGY
Courses offered by the Program in Human Biology are listed
under the subject code HUMBIO on the Stanford Bulletin's Explo- DECLARING THE MAJOR
reCourses web site. A prospective major must consult with the student and faculty
The program offers a Bachelor of Arts in Human Biology, as advisers to obtain detailed information about the program and
well as a minor and an honors program. guidance in the development of an individual course of study.
At the time the major is declared, the student must submit a
MISSION OF THE UNDERGRADUATE written statement (3-5 pages) of academic and long-term goals and
the proposed list of courses satisfying the requirements for the
PROGRAM IN HUMAN BIOLOGY major. The proposal is then reviewed by the student advisers who
The mission of the undergraduate program in Human Biology help identify an appropriate faculty adviser. Final approval of the
is to provide students with an interdisciplinary approach to under- proposed course of study rests with the faculty adviser.
standing human beings from biological, behavioral, social, and It is important to declare early, preferably in early spring as
cultural perspectives. Courses in the major allow students to see soon as students have passed both Autumn and Winter Quarter
connections and parallels with other fields as they learn to formu- core courses (2A,B, 3A,B). The University requires students to
late and evaluate health, environmental, and other public policies declare a major by the end of Spring Quarter of the sophomore
issues that influence human welfare. The program prepares majors year. Under special circumstances students may declare as late as
to pursue advanced training in professional or graduate programs. Autumn Quarter of the junior year. Petitions to declare late require
To achieve these goals, all students complete a 30-unit core se- additional documentation and are less likely to be approved.
quence, normally in the sophomore year, that provides the founda- Students who plan to pursue graduate work should be aware of
tion for the major. Also during the sophomore year, students con- the admission requirements of the schools to which they intend to
sult with student advisers to choose a faculty adviser and complete apply. Early planning is advisable to guarantee completion of ma-
the declaration process. Together they plan a road map of course jor and graduate school requirements.
work designed to help each student focus on an area of interest
within Human Biology. Early planning and subsequent refining of REQUIREMENTS
an individualized course of study, in consultation with student and The B.A. in Human Biology (HUMBIO) requires a minimum
faculty advisers, is a strength and requirement of the program. The of 87 units in the major divided among four levels of courses:
curriculum draws on faculty from across the University. To com- 1. Fundamental Program: at least 38 units, to include
plete a B.A. in Human Biology, students must take courses from a. Human Biology Core (30 units)
within the program and from other University departments. Most • The Human Biology Core refers to HUMBIO 2A and
Human Biology majors go on to advanced training in professional 2B, 3A and 3B, and 4A and 4B. See "Human Biology
schools, or graduate programs in the behavioral, natural, and social Core" below for more information.
sciences, including coterminal master's degree programs in other b. Statistics (4-5 units)
University departments. Additional information about the major • Statistics may be chosen from courses such as STATS
may be obtained from the program's offices or at 60 or 141, PSYCH 10, SOC 181B, and BIO 141. For
http://humbio.stanford.edu. questions about other statistics courses that might ful-
fill this requirement, see the program office. The core
LEARNING OUTCOMES and statistics courses must be taken for a letter grade
The program expects its undergraduate majors to be able to by majors.
demonstrate the following learning outcomes. These learning out- c. Internship (HUMBIO 197, 4 units)
comes are used in evaluating students and the Program in Human • The internship requirement, a mentored non-classroom
Biology. Students are expected to demonstrate: project, is graded satisfactory/no credit only.
In addition, candidates choose two secondary areas of study The dissertation must be submitted to the reading committee at
outside the major field from any of the above. least eight weeks before the University filing deadline in the quar-
At least four courses must be taken in the major field of study. ter during which the candidate expects to receive the Ph.D. degree.
At least two courses must be taken in each secondary area. Ph.D. dissertations must be completed and approved within five
In addition to the department’s course offerings, students may years from the date of admission to candidacy. Candidates taking
take relevant courses with the approval of their adviser in other more than five years must apply for reinstatement of candidacy
departments and programs, such as courses in Comparative Litera- and may not expect financial support.
ture, Feminist Studies, History, Linguistics, or Modern Thought
and Literature. It is also possible to complete a minor in another PH.D. IN SPANISH AND HUMANITIES
department with approval of the adviser. Not more than 20 units The department participated in the Graduate Program in Hu-
may be taken outside the department. The principal conditions for manities leading to a Ph.D. degree in Spanish and Humanities. At
continued registration of a graduate student are the timely and this time, the option is available only to students already enrolled
satisfactory completion of the university, department, and program in the Graduate Program in Humanities; no new students are being
requirements for the degree, and fulfillment of minimum progress accepted. The University remains committed to a broad-based
requirements. Failure to meet these requirements results in correc- graduate education in the humanities; the courses, colloquium, and
tive measures which may include a written warning, academic symposium continue to be offered, and the Division of Literatures,
probation, and/or the possible release from the program. Cultures, and Languages provides advising for students already
After the first year of study, the student’s progress is evaluated enrolled who may contact DLCL student affairs officer at (650)
by the faculty to determine whether continuation to the Ph.D. is 724-1333 or dlcl@stanford.edu for further information. Courses
recommended and whether there are particular areas where im- are listed under the subject code HUMNTIES and may be viewed
provement is needed. For this evaluation, students submit a re- on the Stanford Bulletin's ExploreCourses web site.
search paper, called the qualifying paper. The qualifying paper
should be written in Catalan, English, Portuguese, or Spanish (stu- PH.D. MINOR IN IBERIAN AND LATIN
dents must write the paper in a language other than their first lan- AMERICAN CULTURES
guage), of no more than 6,000 words, including notes and bibliog- For a minor in Spanish. the student must complete 25 units,
raphy, and following current MLA Style. A digital copy of the with a grade point average (GPA) of 3.0 or above, selected from
qualifying paper must be submitted to the department administra- courses numbered 200 or higher.
tor by October 1 of the second year. For more details consult the Students in the Ph.D. program in ILAC who choose a minor in
Graduate Student Handbook. another department should consult with advisers in that depart-
If approval of the qualifying paper is granted, the student ment.
should file a formal application for candidacy no later than the end
of the second year, as prescribed by the University. Course re- IBERIAN AND LATIN AMERICAN
quirements are usually completed by the third year of study. A
written comprehensive examination on the major field and secon-
CULTURES COURSE CATALOG
dary areas is then taken. The examination is based on a list of read- NUMBERING SYSTEM
ings, selected in consultation with the adviser, which integrates WIM indicates that the course satisfies the Writing in the Major
major and secondary topics in both Iberian and Latin American or requirements.
Latino/Chicano Studies. The comprehensive examination must Students interested in literary studies should also consult course
take place in its entirety during the same quarter (usually during listings in the departments of East Asian Languages and Cultures,
the first quarter of the fourth year of graduate study), but not dur- Classics, Comparative Literature, English, French and Italian,
ing dead week or finals week. The comprehensive examination German Studies, and Slavic Languages and Literatures, in the Pro-
consists of three components: gram in Modern Thought and Literature, and in the Division of
1. A written exam in the major field of study. This exam lasts Literatures, Cultures, and Languages.
four hours. Students are given four questions, and they must an-
swer two. Students may write in Catalan, English, Portuguese, or OVERVIEW
Spanish. 1. Stanford Introductory Seminars, freshman and sophomore
2. A written examination in each of the minor fields of study. preference (suffix of N or Q)
These exams last two hours each. For each exam, students are 2. Courses in Literature and Culture (100-399)
given two questions, and they must answer one. Students may a. Undergraduate Courses (100-199)
write in Catalan, English, Portuguese, or Spanish. b. Courses for Advanced Undergraduates and Graduates
3. An oral examination. This exam is presented to the Doctoral (200-299)
Dissertation Reading Committee and lasts no more than two hours. Iberian Literature (200-239)
It may be conducted in Catalan, English, Portuguese, and /or Span- Latin American Literature, including Brazil (240-279)
ish depending on the committee, and is based on the student's read- Latino/Chicano Literature (280-298)
ing list and written examinations. Individual Work (299)
The written exams may be taken all on one day or on two con- 3. Graduate Seminars (300-399)
secutive days. The oral examination must take place between two Iberian Literature (300-339)
and three weeks after the written examinations. For further details, Latin American and Brazilian Literature (340-379)
consult the Graduate Student Handbook. Chicano Literature (380-398)
PROGRAM IN HUMANITIES
INDIVIDUALLY DESIGNED MAJORS AND INDIVIDUALLY DESIGNED HONORS
in the Stanford Bulletin's ExploreCourses web site manities and Sciences. (See the "Individually Designed Majors in
(http://explorecourses.stanford.edu) or the Bing Overseas Studies Engineering" section of this bulletin for information about the
web site (http://bosp.stanford.edu). Students should consult their IDM in Engineering.)
department or program's student services office for applicability of The IDM is intended for exceptional undergraduates interested
Overseas Studies courses to a major or minor program. in pursuing an area of study that, by virtue of its focus and intellec-
AUTUMN QUARTER tual content, cannot be accommodated by existing departmental or
programmatic majors. Students must have a minimum GPA of 3.5
MADRID and the IDM cannot be a student’s secondary major. IDM curricula
• OSPMADRD 37. Madrid in Film. 3-5 units, Jorge Ruffinelli. are designed by students with the assistance of three faculty mem-
GER:DB:Hum bers of their choice; all advisers must be members of the Academic
• OSPMADRD 40. Introduction to Literary and Cultural Analy- Council.
sis in the Spanish World. 4-5 units, Santiago Tejerina-Canal, Students must submit a written proposal detailing their course
GER:DB:Hum of study. It is recommended that students considering an IDM meet
with staff in the Office of Graduate and Undergraduate Studies in
SANTIAGO the School of Humanities and Sciences prior to writing the pro-
• OSPSANTG 14. Women Writers of Latin America in the 20th posal. Programs must meet the following requirements:
Century. 4-5 units, Sergio Missana, GER:DB:Hum, 1. A minimum of 75 units, with all courses at or above the 100
EC:Gender level.
• OSPSANTG 66. Latin American Current Affairs. 3-5 units, 2. A maximum of 5 units on a credit/no credit basis.
Héctor Hoyos 3. A maximum of 8 units in practical or direct reading, the results
of which work must be presented in an academic paper for
• OSPSANTG 67. 21st Century Chilean Literature. 3-5 units,
these units to count.
Héctor Hoyos, GER:DB:Hum 4. A core sequence in the department of one of the advisers.
• OSPSANTG 104X. Modernization and Culture in Latin Amer- 5. A WIM course in the department of one of the advisers.
ica. 5 units, Bernardo Subercaseaux, GER:DB:SocSci, 6. None of the units may count towards another major, minor, or
EC:GlobalCom other special program.
The proposed major must not be achievable through a major or
WINTER QUARTER combination of majors already offered by another degree-granting
MADRID department or program. IDM students are required to complete a
• OSPMADRD 41. Dissidence and Continuity: Spanish Theater capstone requirement in the form of an honors project.
1907 to the Present. 4-5 units, Santiago Tejerina-Canal, Each proposal should begin with a statement describing the
GER:DB:Hum proposed major. In the statement, the student should make clear
the motivation for and goal of the major. The statement should
• OSPMADRD 45. Women in Art: Case Study in the Madrid
specify how the courses to be taken relate to the major’s goals. A
Museums. 4 units, Julia Doménech López, GER:DB:Hum, proposed title for the major should be included.
EC:Gender The proposal statement should be followed by a four-year study
SANTIAGO plan that identifies the courses to be taken each quarter. The pro-
• OSPSANTG 14. Women Writers in Latin America in the 20th posal should include a completed IDM Proposal Application form
that has been signed by three faculty member advisers who certify
Century. 4-5 units, Sergio Missana, GER:DB:Hum, EC: Gen-
that they endorse the major as described in the proposal and that
der they agree to serve as the student’s permanent advisers. The pro-
• OSPSANTG 118X. Artistic Expression in Latin America. 5 posal must be accompanied by a statement from the primary ad-
units, César Albornoz, GER:DB:SocSci, EC:GlobalCom viser giving an appraisal of the academic value and viability of the
SPRING QUARTER proposed major.
Any changes to a previously endorsed major must be endorsed
MADRID by the adviser and approved by the Associate Dean of Graduate
• OSPMADRD 50. Flirting with Spanish Metafiction: Cervan- and Undergraduate Studies. A request by a student to make
tes, Velázquez, Fuentes, Almodóvar. 4-5 units, Santiago Te- changes in her or his approved curriculum must be made suffi-
jerina-Canal ciently far in advance so that, should the request be denied, ade-
quate time remains to complete the original, approved curriculum.
SANTIAGO The application deadline for IDM proposals is the fifth week of
• OSPSANTG 10. Borges and Argentina. 4-5 units, Sergio Mis- Spring Quarter of the sophomore year. Applications are reviewed
sana, GER:DB:Hum only once a year by an IDM Curriculum Committee in H&S. In-
formation about proposal procedures and the procedure for an
honors project is available at the Office of Graduate and Under-
graduate Studies in the School of Humanities and Sciences. Pro-
posals should be submitted to the Associate Dean for Graduate and
Undergraduate Studies in the School of Humanities and Sciences.
gree, except IPS 300, must be taken for a letter grade. Overall GPA SOC 141A)
of 3.0 must be maintained. • HUMBIO 153. Parasites and Pestilence: Infectious Public
Additional Academic Requirements— Health Challenges
1. Students are not required to repeat a course that duplicates • INTNLREL 140C. The U.S., U.N. Peacekeeping, and Humani-
material they have already mastered. Students, may, by peti- tarian War
tion and approval, substitute a different course for a core re- • LAW 330. International Human Rights
quirement whose material would be duplicative. This flexibil- • LAW 336. International Jurisprudence
ity does not reduce the unit requirements for the M.A. degree.
• LAW 338. Land Use
2. All graduate degree candidates must submit a Master's Degree
Program Proposal to the International Policy Studies office by • LAW 407. International Deal Making: Legal and Business
the end of Autumn Quarter; this document must be on file in Aspects
order to apply to graduate. • LAW 605. International Environmental Law: Climate Change
Financial Aid—Limited fellowship support is available for gradu- • MED 242. Physicians and Human Rights
ate students entering the IPS program. • MGTECON 331. Political Economy of Health Care in the
United States (same as HRP 391, PUBLPOL 231)
COGNATE COURSES
• MS&E 243. Energy and Environmental Policy Analysis (same
The courses listed below fulfill elective requirements within the
as IPER 243)
various areas of concentration. Not all courses are applicable for
every area of concentration. Additional relevant courses may be • MS&E 248. Economics of Natural Resources
offered. For course descriptions, see ExploreCourses. • MS&E 294. Climate Policy Analysis
• ANTHRO 109/209. Archaeology: World Cultural Heritage • PHIL 176/276. Political Philosophy: The Social Contract Tra-
• ANTHRO 277. Environmental Change and Emerging Infec- dition
tious Diseases (same as HUMBIO 114) • POLISCI 110B. Strategy, War, and Politics
• ANTHRO 336. Anthropology of Rights • POLISCI 110D/110Y. War and Peace in American Foreign
• ANTHRO 356. The Anthropology of Development Policy
• BIO 180/280. Fundamentals of Sustainable Agriculture (same • POLISCI 113F. The United Nations and Global Governance
as EARTHSYS 280) • POLISCI 116. History of Nuclear Weapons (same as
• BIO 247. Controlling Climate Change in the 21st Century HISTORY 103E)
(same as EARTHSYS 247, HUMBIO 116) • POLISCI 134. Democracy and the Communication of Consent
• BIOMEDIN 432. Analysis of Costs, Risks, and Benefits of (same as COMM 236)
Health Care (same as MGTECON 332, HRP 392) • POLISCI 215. Explaining Ethnic Violence
• CEE 242A. Creating Sustainable Development • POLISCI 216E/316. International History and International
• CEE 265A. Sustainable Water Resources Development Relations Theory (same as HISTORY 202/306E)
• CEE 265C. Water Resources Management • POLISCI 218. U.S. Relations in Iran
• CEE 265D. Water and Sanitation in Developing Countries • POLISCI 221. Tolerance and Democracy
• CEE 275A. Law and Science of California Coastal Policy • POLISCI 223S. The Imperial Temptation: U.S. Foreign Policy
(same as EARTHSYS 275) in a Unipolar World
• COMM 336G. Democracy, Justice, and Deliberation • POLISCI 231S. Contemporary Theories of Justice
• COMM 338. Democratic Theory: Normative and Empirical • POLISCI 236. Theories of Civil Society, Philanthropy, and the
Issues Nonprofit Sector
• COMM 344. Democracy, Press, and Public Opinion • POLISCI 336. Justice (same as PHIL 271)
• ECON 106. World Food Economy • POLISCI 348R. Workshop: China Social Science (same as
• ECON 127. Economics of Health Improvement in Developing SOC 368W)
Countries (same as MED 262) • POLISCI 440B. Political Economy of Development (same as
• ECON 214. Development Economics I HISTORY 378E)
• ECON 216. Development Economics II • PSYCH 215. Mind, Culture, and Society
• ECON 265. International Economics I • SOC 141/241. Controversies about Inequality
• ECON 266. International Economics II • SOC 210. Politics and Society
• GES 253. Petroleum Geology and Exploration • SOC 218. Social Movements and Collective Action
• HISTORY 102. The History of the International System • SOC 240. Introduction to Social Stratification
• HISTORY 227/327. East European Women and War in the • SOC 247A. Comparative Ethnic Conflict
20th Century • SOC 314. Economic Sociology
• HISTORY 257/347. The Politics and Ethics of Modern Sci- • SOC 345. Seminar in Comparative Race and Ethnic Relations
ence and Technology (same as STS 221) • STS 210. Ethics, Science, and Technology
• HISTORY 304G. War, Culture, and Society in the Modern
Age
INTERNATIONAL RELATIONS
Larry J. Diamond (Hoover Institution), Peter Duus (History, litical science, economics, history, and language, focusing on is-
emeritus), Amir Eshel (German Studies), James Fearon (Politi- sues such as international security, political economy, economic
cal Science), Zephyr Frank (History), Lawrence H. Goulder development, and democratization. Students must spend at least
(Economics), David J. Holloway (History, Political Science), one quarter overseas. The major prepares students for careers in
Terry L. Karl (Political Science), David M. Kennedy (History, government and the corporate sector, and for admission into
emeritus), Stephen D. Krasner (Political Science), Gail Lapidus graduate programs in law, business, economics, and political sci-
(Freeman Spogli Institute for International Studies, emerita), ence.
Philip Lipscy (Political Science) , Beatriz Magaloni (Political
Science), Mark I. Mancall (History, emeritus), Robert McGinn LEARNING OUTCOMES
(Management Science and Engineering), Norman Naimark The program expects its undergraduate majors to be able to
(History), Rosamond Naylor (Freeman Spogli Institute for In- demonstrate the following learning outcomes. These learning out-
ternational Studies), Jean C. Oi (Political Science), Daniel I. comes are used in evaluating students and the Program in Interna-
Okimoto (Political Science, emeritus), William J. Perry (Free- tional Relations. Students are expected to demonstrate:
man Spogli Institute for International Studies, Management Sci- 1. understanding of core knowledge within International Rela-
ence and Engineering), Richard Roberts (History), Jonathan tions.
Rodden (Political Science), Scott Sagan (Political Science), De- 2. ability to analyze a problem and draw correct inferences using
bra M. Satz (Philosophy), Andrew Walder (Sociology), Amir qualitative and/or quantitative analysis.
Weiner (History), Jeremy Weinstein (Political Science) 3. ability to write clearly and persuasively, communicating ideas
Other Affiliation: Jasmina Bojic (International Relations), Christo- clearly.
phe Crombez (Freeman Spogli Institute for International Stud- 4. ability to evaluate theory and critique research within the dis-
ies), Rafiq Dossani (Freeman Spogli Institute for International cipline.
Studies), Gili S. Drori (International Relations), John Dunlop
(Hoover Institution), Katherine Jolluck (History), Anjini Kochar COTERMINAL PROGRAMS IN RELATED
(Stanford Institute for Economic Policy Research), Martin W. FIELDS
Lewis (History), Pawel Lutomski (International Relations), Al- It is possible for students majoring in International Relations to
ice Lyman Miller (Hoover Institution), Thomas O’Keefe (Inter- work simultaneously for a coterminal master’s degree in a number
national Relations), Bertrand Patenaude (Hoover Institution), of related fields. Coterminal students should consult advisers in
Armin Rosencranz, Miriam Abu Sharkh (CDDRL), Stephen both departments or programs to ensure that they fulfill the degree
Stedman (Political Science), Richard Steinberg (International requirements in both fields. For information on the M.A. program
Comparative and Area Studies), Kathryn Stoner-Weiss (Free- in International Policy Studies, see the “International Policy Stud-
man Spogli Institute for International Studies) ies” section in this bulletin. University requirements for the coter-
Program Office: Encina Hall West, Room 216 minal M.A. are described in the "Coterminal Bachelor's and Mas-
Mail Code: 94305-6045 ter's Degrees" section of this bulletin. For University coterminal
Phone: (650) 725-0715 degree program rules and University application forms, see
Web Site: http://internationalrelations.stanford.edu http://studentaffairs.stanford.edu/registrar/publications#Coterm.
Courses offered by the Program in International Relations are
listed under the subject code INTNLREL on the Stanford Bulletin's BACHELOR OF ARTS IN INTERNATIONAL
ExploreCourses web site. RELATIONS
International Relations (IR) is an interdisciplinary undergradu- The International Relations major must be declared no earlier
ate major focusing on the changing political, economic, and cul- than the beginning of sophomore year and no later than the end of
tural relations within the international system in the modern era. the second quarter of the junior year. Students must submit an
The program explores how global, regional, and domestic factors acceptable proposal to the director of the program and declare IR
influence relations among world actors. Students are equipped with on Axess. Students completing a double major, or fulfilling Inter-
the skills and knowledge necessary to analyze choices and chal- national Relations as a secondary major, are also required to file a
lenges that arise in this arena. IR majors pursue a study in world proposal by the end of the second quarter of the junior year.
politics that includes courses in political science, economics, his- Requirements for the major (70 units) are as follows; IR core
tory, and languages, focusing on issues such as international secu- courses are listed in items 1-5:
rity, international political economy, political and economic devel- 1. POLISCI 1
opment, and democratization. Students must spend at least one 2. POLISCI 110A or 110B or 110C or 110D or HISTORY 158
quarter overseas and show two-year proficiency in a foreign lan- 3. ECON (10 units), two of these five courses: ECON 1A, 1B,
guage. 50, 51, 52
International Relations offers an undergraduate Bachelor of 4. Two additional upper-division courses with strong economic
Arts program, an honors program, and a minor in International components from the IR approved course offerings lists
Relations. 5. At least one of the following skills classes: ECON 102A,
POLISCI 150A, STATS 60
6. Complete either a functional specialization or an area speciali-
zation (see below for descriptions of specializations). Courses
approved by the IR program before the student enrolls in the POLISCI 114S. International Security in a Changing World
program. POLISCI 116. History of Nuclear Weapons (Same as HISTORY
12. Proficiency in a foreign language through two years of course 103E)
work (second-year, third-quarter) or a proficiency exam. POLISCI 140L. China in World Politics
POLISCI 144T. Democracies and Dictatorships
FUNCTIONAL SPECIALIZATION POLISCI 147. Comparative Democratic Development
The three functional specializations are: POLISCI 147S. Comparative Democratic Politics
1. Comparative Political and Historical Analysis (CPHA) POLISCI 148/348. Chinese Politics: The Transformation and the
2. Comparative Culture and Society (CCAS) Era of Reform
3. Comparative and International Political Economy (CIPE) POLISCI 149S. Islam and the West
Students must complete a total of seven courses (35 units) for POLISCI 149T. Middle Eastern Politics
their functional specialization. Four courses must be from the stu- POLISCI 210C. Globalizations and Discontents
dent’s functional area (CPHA, CCAS, CIPE); two courses from a POLISCI 212. Managing Global Complexity (Same as IPS 201)
second track; and the final course from the third track (4-2-1). POLISCI 217. International Organizations
Functional specializations are not declared on Axess. POLISCI 218. U.S. Relations in Iran
The following courses are approved for each functional spe- POLISCI 245R. Politics in Modern Iran
cialization. Updated lists are made available every quarter on the POLISCI 248. Mexican Politics
web and they are also available in the International Relations of- POLISCI 248S. Latin American Politics
fice. POLISCI 346S. The Logic of Authoritarian Government, Ancient
COMPARATIVE POLITICAL AND HISTORICAL ANALYSIS (CPHA) and Modern
INTNLREL 114D. Democracy, Development, and the Rule of SOC 167A/267A. Asia-Pacific Transformation
Law COMPARATIVE CULTURE AND SOCIETY (CCAS)
INTNLREL 116. Politics of Divided Korea INTNLREL 114D. Democracy, Development, and the Rule of
INTNLREL 120.Terrorism and Security in Israel Law
INTNLREL 125. Japanese Postwar Politics INTNLREL 141A. Camera as a Witness
INTNLREL 131. Globalization and Organizations INTNLREL 161A. Global Human Geography: Asia and Africa
INTNREL 136R. Introduction to GLobal Justice INTNLREL 161B. Global Human Geography: Europe and Ameri-
INTNLREL 140A. International Law and International Relations cas
INTNLREL 140B. Theories of International Law INTNREL 165A. Global Governance and Human Rights
INTNLREL 163. History and Geography of Contemporary Global INTNLREL 166. Russia and Islam
Issues AFRICAST 111/211. Education for All? The Global and Local in
INTNLREL 170. Energy and the Climate Public Policy Making in Africa
COMM 177K. Specialized Writing and Reporting - Human RIghts AFRICAST 107. Community Restructuring and Development in
Reporting South Africa
EASTASN 189K. Politics of Divided Korea CASA 77/277. Japanese Society and Culture
HISTORY 102. The History of the International System (WIM) EASTASN 118. History, Memory and Citizenship in East Asia
HISTORY 120C. 20th-Century Russian and Soviet History ECON 143. Ethics in Economics Policy
HISTORY 123. Reform and Revolution in Modern Russia, 1856- EDUC 136/306D. World, Societal, and Educational Change:
2008 Comparative Perspectives
HISTORY 125. 20th-Century Eastern Europe HISTORY 185B. Jews in the Modern World
HISTORY 137/337. The Holocaust HISTORY 221B. The Woman Question in Modern Russia
HISTORY 145B. Africa in the 20th Century HISTORY 227/327. East European Women and War in the 20th
HISTORY 150C. The United States in the Twentieth Century Century
HISTORY 158. The United States Since 1945 HISTORY 245E/347E. Health and Society in Africa
HISTORY 181B. The Middle East in the 20th Century HISTORY 248S/448A. African Societies and Colonial States
HISTORY 195. Modern Korean History HISTORY 295J. Chinese Women’s History
HISTORY 195C. Modern Japanese History IPS 210. The Politics of International Humanitarian Action
HISTORY 197. Southeast Asia: From Antiquity to the Modern Era IPS 221B. Citizenship and Immigration
HISTORY 198. The History of Modern China JAPANGEN 51/251. Japanese Business Culture
HISTORY 202/306E. International History and International Rela- PHIL 171/271. Justice (Same as ETHICSOC 171, IPS 208,
tions POLISCI 136S, PUBLPOL 207)
HISTORY 224/324. Violence, Islam, and the State in Central Asia POLISCI 141. The Global Politics of Human Rights
HISTORY 224A/324A. Modern Russia, Iran, and Afghanistan POLISCI 149S. Islam and the West
HISTORY 228/328. Circles of Hell: Poland in World War II POLISCI 215. Explaining Ethnic Violence
HISTORY 252/355. Decision Making in International Crises: The SOC 110/210. Politics and Society
A-Bomb, the Korean War, and the Cuban Missile Crisis SOC 111/211. State and Society in Korea
HISTORY 256/356. U.S.-China Relations: From the Opium War SOC 117A/217A. China Under Mao
to Tiananmen
INTERNATIONAL RELATIONS
INTNLREL 130. Science, Technology, and Development be fulfilled by comparative or further area course work.
INTNLREL 133. Introduction to Comparative and International Students must also demonstrate proficiency in a language, other
Political Economy than English, commonly spoken in the area chosen, by completing
INTNLREL 143. Nongovernmental Organizations and Develop- two years of language study or by passing a second-year, third-
ment in Poor Countries quarter proficiency exam.
INTNLREL 147. The Political Economy of the Southern Cone of Check the IR office for updated information about the area spe-
South America cialization requirements. Area specializations are not declared on
INTNLREL 148. Economic Integration of the Americas Axess.
INTNLREL 149. The Economics and Political Economy of the
Multilateral Trade System HONORS PROGRAM
BIO 147/247. Controlling Climate Change in the Twenty-First The International Relations honors program offers qualified
Century students the opportunity to conduct a major independent research
EASTASN 183C. Doing Business in China project under faculty guidance. Such a project requires a high de-
EASTASN 185C/285C. Economic Development of Greater China: gree of initiative and dedication, significant amounts of time and
Past, Present, and Future energy, and demonstrated skills in research and writing.
ECON 106. World Food Economy In their junior year, students should consult with prospective
ECON 111. Money and Banking honors advisers, choose the courses that provide academic back-
ECON 113. Technology and Economic Change ground in their areas of inquiry, and demonstrate an ability to con-
ECON 115. European Economic History duct independent research. Students can select from the IR honors
ECON 117. Economic History and Modernization of the Islamic option or the CDDRL (Center on Democracy, Development, and
Middle East the Rule of Law) option which focuses on issues of democracy,
ECON 118. Development Economics development, and the rule of law; for information on the CDDRL,
ECON 120. Socialist Economies in Transition see http://cddrl.stanford.edu.
ECON 122. Economic Development of Latin America Students should submit their honors thesis proposal late in
ECON 124. Contemporary Japanese Economy Winter Quarter of the junior year; check with IR office for the
ECON 126. Economics of Health and Medical Care (Same as exact deadline.
BIOMEDIN 156/256) Prerequisites for participation include a 3.5 grade point average
ECON 150. Economic Policy Analysis (Same as PUBLPOL 104) (GPA), a strong overall academic record, good academic standing,
ECON 155. Environmental Economics and Policy (Same as successful experience in writing a research paper, and submission
EARTHSYS 112) of an acceptable thesis proposal. Students are required to enroll in
ECON 162. Monetary Economics INTNLREL 200A, International Relations Honors Field Research,
ECON 165. International Trade and Finance in Spring Quarter of their junior year and consider participating in
ECON 166. International Trade Honors College. CDDRL option students should enroll in
ECON 167. European Monetary and Economic Integration INTNLREL 199, Honors Research: Democracy, Development, and
ECON 169/269. International Financial Markets and Monetary the Rule of Law in Developing Countries. In their senior year,
Institutions honors students must enroll in INTNLREL 200B in Autumn Quar-
HISTORY 279/379. Latin American Development: Economy and ter and in research units each quarter with their faculty adviser.
Society, 1800-2000 Honors students present a formal defense of their theses in mid-
HUMBIO 129. Critical Issues in International Women’s Health May. Students must receive at least a grade of ‘B+’ in order to
HUMBIO 129S. International Health graduate with honors in International Relations.
IPS 222. Economic Development
POLISCI 110A. Sovereignty and Globalization MINOR IN INTERNATIONAL RELATIONS
POLISCI 110C/110X. America and the World Economy (110C A minor in International Relations is intended to provide an in-
fulfills WIM) terdisciplinary background allowing a deeper understanding of
POLISCI 140. Political Economy of Development contemporary international issues. Declaration of the minor must
POLISCI 211. Political Economy of East Asia take place no later than the end of the second quarter of the junior
POLISCI 213R. Political Economy of Financial Crisis year. To declare, complete the application for a minor on Axess.
POLISCI 216. Law, Economics, and Politics of International Trade Students complete the minor by taking seven unduplicated
(Same as LAW 306) courses (35 units) from the IR curriculum, including the following:
POLISCI 242S. Politics of Welfare State Expansion and Reform 1. POLISCI 1
POLISCI 247R. Politics and Economics in Democracies (WIM) 2. Two of these five courses: POLISCI 110A,B,C,D, or
1- and 2-unit options HISTORY 158
INTNLREL 191. International Relations Journal 3. Four courses from one of the three major tracks (CPHA,
CCAS, CIPE), or four courses relating to the same geographic
INDEPENDENT STUDY/HONORS
region (Africa, Europe, Latin America, and Russia/East Eu-
INTNLREL 197. Directed Reading in International Relations— rope).
open only to declared International Relations majors.
INTNLREL 198. Senior Thesis—open only to declared Interna-
tional Relations majors with approved senior thesis proposals.
JEWISH STUDIES
Perspective. 5 units, Cristóbal Aninat, GER:DB:SocSci
SPRING QUARTER
BEIJING
JEWISH STUDIES
• OSPBEIJ 19. Population and Society in East Asia. 4 units, Yun Directors: Charlotte Elisheva Fonrobert, Vered Karti Shemtov
Zhou, GER:DB:SocSci, EC:GlobalCom Academic Advisory Committee: Zachary Baker (Stanford Univer-
• OSPBEIJ 41. Chinese Society and Business Culture. 4 units, sity Libraries), Joel Beinin (History), Jonathan Berger (Music),
Bobai Li, GER:DB:SocSci, EC:GlobalCom Arnold Eisen (Religious Studies, emeritus), Amir Eshel (Ger-
• OSPBEIJ 46. Introduction to Chinese Economy. 5 units, Dong man Studies), John Felstiner (English, emeritus), Shelley Fisher
Chen, GER:DB:SocSci, EC:GlobalCom Fishkin (English), Charlotte Fonrobert (Religious Studies), Av-
ner Greif (Economics), Katherine Jolluck (History), Mark Man-
BERLIN call (History, emeritus), Norman Naimark (History), Reviel
• OSPBER 126X. A People's Union? Money, Markets, and Iden- Netz (Classics), Jack Rakove (History), Aron Rodrigue (His-
tity in the EU. 4-5 units, Uli Brückner, GER:DB:SocSci, tory), Gabriella Safran (Slavic Languages and Literatures),
EC:GlobalCom Vered Shemtov (African and Middle Eastern Languages and
• OSPBER 174. Sports, Culture and Gender in Comparative Literatures), Peter Stansky (History, emeritus), Amir Weiner
Perspective. 5 units, Wolf-D. Junghanns, GER:DB:SocSci, (History), Steven Weitzman (Religious Studies), Sam Wineburg
EC:Gender (Education), Steven Zipperstein (History), Writer in Residence:
Maya Arad
CAPETOWN Offices: Building 360, Room 362H
• OSPCPTWN 32. Adult Learning, Development and Social Mail Code: 94305-2190
Change: Service-Learning in the Contemporary South African Phone: (650) 725-2789
Context. 4-5 units, Janice McMillan Email: jewish.studies@stanford.edu
• OSPCPTWN 40. Education in the Post-Apartheid City. 4 units, Web Site: http://jewishstudies.stanford.edu
Aslam Fataar The Taube Center for Jewish Studies investigates all aspects of
Jewish culture in history, religion, literature, language and educa-
• OSPCPTWN 44.Negotiating Home, Citizenship and the South
tion from biblical times to the present. Courses are offered on the
African City. 4 units, Sophie Oldfield, GER:DB:SocSci, undergraduate and graduate levels in a program complemented by
EC:GlobalCom a full range of guest lectures, conferences, and symposia. The Cen-
• OSPCPTWN 52. The Ethics of Imperialism. 5 units, James ter annually sponsors the Donald and Robin Kennedy Undergradu-
Daughton, GER:DB:Hum ate Award for the best undergraduate essay on any theme in Jewish
FLORENCE Studies, and the Dr. Bernard Kaufman Undergraduate Research
Award in Jewish Studies to an undergraduate engaged in research
• OSPFLOR 78. An Extraordinary Experiment: Politics and
on Jews in modernity.
Policies of the "New" European Union. 5 units, Leonardo Mor- Graduate students enroll in the program through the depart-
lino, GER:DB:SocSci, EC:GlobalCom ments of English, History, Comparative Literature, Religious Stud-
KYOTO ies, or the School of Education, and must meet the requirements of
• OSPKYOTO 60. Japan in World War II: Experience and those departments.
Memory. 5 units, Peter Duus, Andras Horvat UNDERGRADUATE PROGRAMS IN
• OSPKYOTO 215X. Political Economy of Japan. 4-5 units,
Toshihiko Hayashi, GER:DB:SocSci
JEWISH STUDIES
The center does not offer an undergraduate program in Jewish
MADRID Studies. However, the Individually Designed Major in Jewish Stu-
• OSPMADRD 57. Health Care: A Contrastive Analysis be- dies permits interested students to focus their attention on the
tween Spain and the U.S. 5 units, Pablo de Lora del Toro, broad field of Jewish Studies and, at the same time, to expand their
GER:DB:SocSci knowledge of one or another related fields.
OXFORD INDIVIDUALLY DESIGNED MAJOR IN
• OSPOXFRD 24. British and American Constitutional Systems JEWISH STUDIES
in Comparative Perspective. 4-5 units, Robert McMahon,
GER:DB:SocSci The Individually Designed Major in Jewish Studies permits in-
terested students to focus their attention on the broad field of Jew-
PARIS ish Studies and, at the same time, to expand their knowledge of
• OSPPARIS 33. The Economics of Climate Change: Policies in one or another related fields.
Theory and in Practice in the EU and the US. 5 units, Christian Each major should complete at least 75 units, all in courses at
de Perthuis, Benoit Leguet, GER:DB:SocSci, EC:GlobalCom or above the 100 level (or their equivalent). A maximum of 15 of
• OSPPARIS 122X. Challenges of Integration in the European these 75 units may be taken on a credit/no credit basis. A maxi-
Union. 4-5 units, Sylvie Strudel, GER:DB:SocSci mum of 5 of these 75 units may be taken in individual study or
directed reading.
ies can be obtained at the Taube Center for Jewish Studies, Bldg. Quarter
360, Main Quad, (650) 725-2789. See also the "Individually De- • JEWISHST 107C/AMELANG 170C. Biblical Hebrew, Third
sign Majors in Humanities and Sciences" section of this bulletin. Quarter
• JEWISHST 140/COMPLIT 140. Introduction to Hebrew Lit-
REQUIREMENTS erature
The faculty members in Jewish Studies have designed the fol- • JEWISHST 346/COMPLIT 346. Modern Hebrew Literature:
lowing structure for the individually designed major:
Prose
HISTORY AND SOCIETY: • JEWISHST 150A/ENGLISH 140A. Creative Resistance and
Students must take one course in each of the three periods: 20 units the Holocaust
biblical and ancient, medieval and modern, and contem- • JEWISHST 153C/ENGLISH 183C/AMSTUD 183C. Femi-
porary
nism and American Literature
RELIGION: • JEWISHST 250G/ENGLISH 260G/AMSTUD 260G. Cen-
Biblical, rabbinic, medieval, modern 20 units tury's End: Race, Gender, and Ethnicity at the Turn of the Cen-
LITERATURE: tury
Hebrew, Holocaust, American Jewish, Yiddish, German Jew- • JEWISHST 183,283/HISTORY 137,337. The Holocaust
15 units
ish, Russian Jewish • JEWISHST 185/HISTORY 185B. Jews in the Modern World
• JEWISHST 186D/HISTORY186D. Jews, Citizenship, and
HEBREW LANGUAGE (SECOND YEAR OR BEYOND):
Europe's Others
Students who demonstrate by examination that they have com- 12 units
pleted the equivalent of at least two years of university- • JEWISHST 187D/HISTORY 187D. Zionism and Its Critics
level modern Hebrew may apply the 12 units required in • JEWISHST 182C/POLISCI 224H/HISTORY 202C. Heretics
this category to more work in another category, with the to Headscarves
approval of their primary adviser • JEWISHST 285F/HISTORY 285F. Jewish Women in History,
ANCILLARY COURSES: Religion, and Literature, 17th Century to the Present
Ancient history, medieval history, modern European history, 8-10 • JEWISHST 286E,386 E/HISTORY 286E,386E. Jews in
history of philosophy, Islam, Christianity units France from the Dreyfus Affair to World War II
Total number of units required 75-77 • JEWISHST 287S,481/HISTORY 287S,481. Research Seminar
units on the Modern Middle East
Students planning an Individually Designed Major in Jewish • JEWISHST 287D,387D/HISTORY 287D,387D. Tel-Aviv:
Studies are also urged to write an honors thesis. Students interested Site, Symbol, City
in declaring an Individually Designed Major in Jewish Studies • JEWISHST 287E,387E/HISTORY 287E,387E. Understanding
should discuss this with their adviser(s) when discussing the major the Age of Extremes: Intellectual Responses to the Holocaust
itself. Up to 10 honors thesis units may be included in the major. and Totalitarianism
No course proposed for the major may be counted as fulfilling • JEWISHST 287G,387G/HISTORY 287G,387G. Jews in Co-
more than one required category in the proposed major. Transfer lonial North Africa
credits from other universities must be approved by the appropriate • JEWISHST 287K,387K/HISTORY 287K,387K. Gentlemen
Stanford authorities.
and Jews: History of the Jews of England
COURSES • JEWISHST 288,388/HISTORY 288,388. Palestine and the
Students interested in pursuing an Individually Designed Major Arab-Israeli Conflict
in Jewish Studies are advised to consult the following list of • JEWISHST 486A/HISTORY 486A. Graduate Research Semi-
courses in preparing their program. nar in Jewish History
• JEWISHST 102/AMELANG 127. Land and Literature • JEWISHST 15N/RELIGST 15N. Travels Through the After-
• JEWISHST 101A/AMELANG 128A. Beginning Hebrew, First life
Quarter • JEWISHST 16SI/RELIGST 16SI. Religion and Spirituality:
• JEWISHST 101BAMELANG 128B. Beginning Hebrew, Sec- LGBT Perspectives
ond Quarter • JEWISHST 95/RELIGST 95. How to Read the Bible
• JEWISHST 101C/AMELANG 128C. Beginning Hebrew, • JEWISHST 120/RELIGST 130. Genesis and Gender: Male
Third Quarter and Female in Judaism, Christianity, and Islam
• JEWISHST 102A/AMELANG 129A. Intermediate Hebrew, • JEWISHST 221C,321C/RELIGST 221C,321C. Aramaic Jew-
First Quarter ish Texts
• JEWISHST 102B/AMELANG 129B. Intermediate Hebrew, • JEWISHST 226B,326B/RELIGST 226B,326B/ Judaism and
Second Quarter Christianity in the Mediterranean World; Contact, Competi-
• JEWISHST 102C/AMELANG 129C. Intermediate Hebrew, tion, and Conflict
Third Quarter • JEWISHST 226C,326C/RELIGST 226C,326C. Mystics and
Merrymakers: Innovations in Modern Judaism
LANGUAGE CENTER
ample, a student graduating in Spring Quarter must declare the bright Scholar)
minor no later than the last day of Autumn quarter of the same Portuguese Language
year. Senior Lecturer: Lyris Wiedemann (Coordinator)
Students must complete six courses for a maximum of 36 units Lecturer: Karen Sotelino
toward the minor. Courses of study should be discussed and ap- Slavic Language
proved by a Jewish Studies faculty member in the departments of Senior Lecturer: Rima Greenhill
English, History, Religious Studies, or the Division of Literatures, Lecturer: Eugenia Khassina (Coordinator)
Cultures, and Languages, and by the center directors. In addition to Spanish Language
suggested introductory courses, students are also encouraged to Senior Lecturer: Irene Corso
take courses in the Hebrew language as part of their Jewish studies Lecturers: Vivian Brates, Loreto Catoira, Citlalli del Carpio, Alice
minor, and are granted credit toward the minor for up to 5 units of Miano (Coordinator), Joan Molitoris (Associate Director, Lan-
language study. Any variations on the minor requirements must be guage Center), Paul Nissler, Carimer Ortiz Cuevas, Veronika
approved in advance by one of the directors of the center. Reinhold, Kara Sanchez, Cintia Santana, Ana M. Sierra, María
Courses credited toward the minor must be distributed as fol- Cristina Urruela, Hae-Joon Won
lows: Special Language Program
1. Three introductory courses at the 100 level or below in the Lecturers: Sneha Desai, Sharlene Gotico (Fulbright Scholar),
fields of history, religious studies, literature, or Hebrew lan- Cathy Haas, Eva Prionas (Coordinator, Modern Greek Lan-
guage (for a maximum of 5 units) or one of the designated in- guage and Literature), Pooja Sancheti (Fulbright Scholar)
troductory courses offered through the Program in Compara- Tibetan Language Program
tive Studies in Race and Ethnicity. Lecturer and Coordinator: Robert W. Clark
2. Two courses at the 100 level or above from two of three areas Language Center Offices: Building 30
of concentration (history, religious studies, or literature). Mail Code: 94305-2015
One seminar or undergraduate colloquium at the 200 level or Department Phone: (650) 725-9222
above in one area of concentration (history, religious studies, or Email: patricia@stanford.edu
literature). No course credited toward the Jewish Studies minor Web Site: http://language.stanford.edu
may be double counted toward major requirements. Courses offered by the Language Center are listed under the
following subject codes on the Stanford Bulletin's ExploreCourses
LANGUAGE CENTER web site: AMELANG (African and Middle Eastern Languages and
Literatures), CATLANG (Catalan Language), CHINLANG (Chi-
nese Language), EFSLANG (English for Foreign Students),
Director: Elizabeth Bernhardt FRENLANG (French Language), GERLANG (German Lan-
Associate Director: Joan Molitoris guage), ITALLANG (Italian Language), JAPANLNG (Japanese
Assistant Director: Patricia de Castries Language), KORLANG (Korean Language), PORTLANG (Portu-
African and Middle Eastern Languages guese Language), SLAVLANG (Slavic Language), SPANLANG
Senior Lecturers: Khalil Barhoum (Coordinator, and Minor Ad- (Spanish Language), SPECLANG (Special Language), and
viser: Arabic Language and Literature), Vered Shemtov (Jewish TIBETLNG (Tibetan Language).
Language and Literature)
Lecturers: Salem Aweiss, Estee Greif, Jon Levitow, Catherine The Stanford Language Center oversees all language instruc-
Mapunda (Fulbright Scholar), Khalid Obeid, Gallia Porat, Mer- tion at Stanford. The center’s charge is to guarantee that Stanford
chades Method Rutechura, Ramzi Salti, Galen Sibanda language programs are of the highest quality; to develop and ad-
Catalan Language minister achievement and proficiency tests needed to implement
Lecturers: Joan Molitoris (Associate Director, Language Center, the language requirement; to provide technical assistance and sup-
Coordinator), Robert Casas Roige port to the graduate students, lecturers, and faculty who deliver
Chinese Language Stanford’s language instruction; and to take leadership in research
Coordinator: Chao Fen Sun (Professor, Asian Languages and Cul- and development efforts in language learning. The Language Cen-
tures) ter is a unit within the Division of Literatures, Cultures, and Lan-
Lecturers: Marina Chung, Michelle DiBello, Sik Lee Dennig, Nina guages.
Lin, Yu-hwa Liao Rozelle, Huazhi Wang, Hong Zeng, Qiong The African and Middle Eastern Languages and Literatures
Zhang, Youping Zhang, Xiaofang Zhou, Qi Zhu Program (AME) offers classes in Arabic, Hebrew, Swahili, and
English for Foreign Students African languages not regularly taught at Stanford. Based on cur-
Director and Senior Lecturer: Philip Hubbard rent funding and student requests, the courses planned for 2010-11
Lecturers: Robyn Brinks Lockwood, Carole Mawson, Andrea are listed below. Additional languages may still be offered upon
Kevech, Andrew Oman, Kenneth Romeo, Constance Rylance, request, provided funding is available. Requests for the 2011-12
Seth Streichler academic year should be made by Spring Quarter of this year to
French Language the AME program office by email to khalil@stanford.edu. All
Lecturers: Jane Dozer-Rabedeau, Heather Howard (Coordinator), beginning-level, three-unit courses are offered on a S/NC basis
Miranda Kershaw, Marie Lasnier, Fanny-Elisabeth Rollet only. Intermediate-level and four-unit courses are offered with a
German Language grading option. Beginning and intermediate each refer to an aca-
Lecturer: Paul Nissler (Coordinator) demic year's sequence of language study. Most three-unit language
LANGUAGE CENTER
ten and oral parts. A student must display first-year level profi- Contact patricia@stanford.edu for more information.
ciency in the requested language in order to fulfill the requirement.
Testing is guaranteed only for these languages currently offered. BEGINNING-LEVEL, FIRST-YEAR COURSES
Students planning to take a test must contact the Special Language Beginning-level, first-year language courses require no previ-
Program no later than the Spring Quarter of sophomore year. To ous knowledge of the language. The beginning-level sequence
submit a request for language testing, or to request a language, emphasizes development of the full range of language skills, read-
apply via the web at http://www.stanford.edu/dept/SLP. ing, listening comprehension, the use of grammatical structures,
BEGINNING-LEVEL, FIRST-YEAR COURSES and oral and written communication, through a variety of learning
Beginning-level, first-year language courses require no previ- themes. Individual, small group, interactive work and multimedia-
ous knowledge of the language. The beginning-level sequence based activities reinforce language skills and provide the platform
emphasizes development of the full range of language skills -- for adapting the curriculum to specific student learning goals. Cul-
reading, listening comprehension, the use of grammatical struc- tural awareness is a strong component of the curriculum.
tures, and oral and written communication -- through a variety of INTERMEDIATE-LEVEL, SECOND-YEAR
learning themes. Individual, small group, interactive work and
multimedia-based activities reinforce language skills and provide COURSES
the platform for adapting the curriculum to specific student learn- Intermediate-level, second-year language courses require com-
ing goals. Cultural awareness is a strong component of the curricu- pletion of the beginning sequence, or consent of instructor. The
lum. intermediate-level sequence focuses on continuous mastery and
development of learning skills that help students to converse accu-
INTERMEDIATE-LEVEL, SECOND-YEAR COURSES rately and more fluently, incorporate more advanced grammatical
Intermediate-level, second-year language courses require com- structures in their oral and written work, use idiomatic expressions
pletion of the beginning sequence, or consent of instructor. The in the right context, and write simple compositions. Curricular
intermediate-level sequence focuses on continuous mastery and objectives and enhanced understanding of the culture are built into
development of learning skills that help students to converse accu- the courses through a multimodal approach.
rately and more fluently, incorporate more advanced grammatical
structures in their oral and written work, use idiomatic expressions ADVANCED-LEVEL, THIRD-YEAR COURSES
in the right context, and write simple compositions. Curricular Advanced-level, third-year language courses require comple-
objectives and enhanced understanding of the culture are built into tion of the intermediate-year sequence and consent of the program
the courses through a multimodal approach. coordinator. The advanced-level sequence focuses on accurate
ADVANCED-LEVEL, THIRD-YEAR COURSES understanding and use of structures through authentic texts and
Advanced-level, third-year language courses require comple- multimedia materials, and readings from various genres. Individual
tion of the intermediate-year sequence and consent of the program learning goals and student proficiency are taken into account to
coordinator. The advanced-level sequence focuses on accurate provide a learning environment that helps students become more
understanding and use of structures through authentic texts and autonomous learners.
multimedia materials, and readings from various genres. Individual
learning goals and student proficiency are taken into account to
OVERSEAS STUDIES COURSES IN THE
provide a learning environment that helps students become more LANGUAGE CENTER
autonomous learners. For course descriptions and additional offerings, see the listings
in the Stanford Bulletin's ExploreCourses web site
AFRICAN AND MIDDLE EASTERN (http://explorecourses.stanford.edu) or the Bing Overseas Studies
LANGUAGES AND LITERATURES web site (http://bosp.stanford.edu). Students should consult their
PROGRAM department or program's student services office for applicability of
Overseas Studies courses to a major or minor program.
The African and Middle Eastern Languages and Literatures
Program offers classes in Arabic, Hebrew, Swahili, and African AUTUMN QUARTER
languages not regularly taught at Stanford. Based on current fund-
ing and student requests, the courses planned for 2009-10 are listed BEIJING
below. Additional languages may still be offered upon request, • OSPBEIJ 1C. First-Year Modern Chinese. 5 units, Yan Wang,
provided funding is available. Requests for the 2010-11 academic Xiaoya Zhu
year should be made by Spring Quarter of this year at the AME • OSPBEIJ 6C. Beginning Conversational Chinese. 2 units, Staff
program office, email: khalil@stanford.edu. • OSPBEIJ 21C. Second-Year Modern Chinese. 5 units, Li Chen
All beginning-level, three-unit courses are offered on a S/NC • OSPBEIJ 101C. Third-Year Modern Chinese. 5 units, Xiaoya
basis only. Intermediate-level and four-unit courses are offered Zhu
with a grading option. Beginning and intermediate each refer to an • OSPBEIJ 211C. Advanced Modern Chinese. 5 units, Yan
academic year's sequence of language study. Most three-unit lan-
Wang
guage courses are offered for a two-year, three quarter sequence:
All 'A' suffix courses are taught Autumn.
All 'B' suffix courses are taught Winter.
All 'C' suffix courses are taught Spring.
Requirements for the minor include: with a focus on Latin America. These courses are normally
1. Completion of 25 units as follows: taken during the sophomore and junior years. For approved
a. A 5-unit course surveying Latin America: either courses, see the "Latin American Studies Cognate
HISTORY 170, Colonial Latin America, or OSPSANTG Courses" section of this bulletin.
68, The Emergence of Nations in Latin America (or an ap- c. For depth: one 4-5-unit course, approved by the honors ad-
proved substitute). viser, at the 100-level or higher with a focus on Latin
b. 20 additional units in a number of courses which together America that explores in depth an issue of particular inter-
comprise a coherent focus on a theoretical problem or is- est to the student. See the "Latin American Studies Cog-
sue of the region, such as (but not limited to) culture and nate Courses" section of this bulletin.
identity, political economy, or sustainable development. d. LATINAM 198, Honors Thesis (1-10 units), under the su-
All courses, with the exception of Overseas Studies pervision of the honors adviser. Normally these units are
courses, must be at the 100-level or higher. For approved spread over two or three quarters of the senior year and are
courses, see the "Latin American Studies Cognate devoted to the completion of the honors thesis.
Courses" section of this bulletin. e. Honors Seminar in Latin American social history, taken in
c. At least 10 of the 25 units must be completed at Stanford. the senior year. Please consult the Center for Latin Ameri-
All courses to be counted toward the minor must be taken can Studies website for the 2010-11 honors seminar.
for a letter grade. f. Additional courses at the 100-level or higher focusing on
2. Fulfill the Foreign Language Requirement. The minimum re- Latin America to bring the total to 35 units. Up to 5 units
quirement for completion of the minor in Latin American Stud- may come from study of Spanish or Portuguese beyond the
ies is advanced proficiency in Spanish or Portuguese by any one seventh quarter. For approved courses, see the "Latin
of the following means: American Studies Cognate Courses" section of this bulle-
a. Successful completion of seven quarters of college-level tin.
study of Spanish or Portuguese. g. Of the courses applied to 'b' and 'c' above, up to 10 units
b. Completion of a course taught in Spanish or Portuguese at may be completed in Overseas Studies, and up to 5 units
the 100-level or higher, with a letter grade of 'B' (3.0) or may be taken as directed individual study. For approved
higher. This may be a course on Spanish or Portuguese Overseas Studies courses, see the "Latin American Studies
language or literature, or some other subject, as long as it Cognate Courses" section of this bulletin.
fulfills the above criteria. h. All courses to be counted toward the honors certification
c. Achievement of the advanced proficiency level on the must be taken for a letter grade.
ACTFL scale in a test administered by the Stanford Lan- 2. Fulfill the Foreign Language Requirement. The minimum
guage Center. Contact the Language Center for test dates requirement for completion of the honors program in Latin
and procedures. American Studies is advanced proficiency in Spanish or Portu-
3. Recommended: experience in Latin America such as study guese by any one of the following means:
abroad, field research, or an internship. a. Successful completion of seven quarters of college-level
Upon completion of all requirements, the CLAS subcommittee study of Spanish or Portuguese.
on undergraduate programs authorizes the designation of the Mi- b. Completion of a course taught in Spanish or Portuguese at
nor in Latin American Studies on the student's transcript. the 100-level or higher, with a letter grade of 'B' (3.0) or
higher. This may be a course on Spanish or Portuguese
HONORS IN LATIN AMERICAN STUDIES language or literature, or another subject, as long as it ful-
fills the above criteria.
The Honors Program in Latin American Studies is open to un-
3. Achievement of the advanced proficiency level on the ACTFL
dergraduate students in any major. The aim of the honors program
is to prepare students to pursue individualized research on Latin scale in a test administered by the Stanford Language Center.
Contact the Language Center for test dates and procedures.
America, culminating in an honors thesis completed under the
4. Submit an honors thesis that meets standards of scholarly ex-
supervision of a faculty adviser. The honors program is particu-
cellence and is approved by the thesis adviser. If graduating in
larly suited to the student who wishes to go on to graduate school
or pursue employment in an institution emphasizing research and June, participate in the LAS honors symposium in late May or
early June.
independent work. Although not required, students are encouraged
to undertake independent field research in Latin America for their COTERMINAL BACHELOR'S AND
thesis. It is strongly recommended that students enroll in
HISTORY 299X, Design and Methodology for International Field MASTER'S DEGREES IN LATIN AMERICAN
Research (1 unit), during their sophomore or junior year for an STUDIES
overview of research design and methods for international field Undergraduates at Stanford may apply for admission to the co-
research. terminal master's program in Latin American Studies when they
Admission to the honors program is by application by the end have earned a minimum of 120 units toward graduation, including
of the junior year. Applications are reviewed and approved by the advanced placement and transfer credit, and no later than the quar-
CLAS director and associate director. Applicants must have a cu- ter prior to the expected completion of their undergraduate degree.
mulative grade point average (GPA) of 3.3 (B+) or higher and The application deadline for the 2011-12 academic year is January
maintain this average in courses taken to satisfy the requirements. 11, 2011.
• COMPLIT 242. The Global South: Faulkner, García Márquez, Conservation, Natural Resource Extraction, and Agribusiness
Morrison, and Cisneros • ANTHRO 177/277. Environmental Change and Emerging
• EDUC 177/277. Education of Immigrant Students: Psycho- Infectious Diseases (same as HUMBIO 114)
logical Perspectives • BIO 175. Tropical Ecology and Conservation
• HISTORY 106B. Global Human Geography: Europe and the • CEE 265A. Sustainable Water Resources Development
Americas • CEE 265D. Water & Sanitation in Developing Countries
• HISTORY 170. Colonial Latin America (minor/honors survey • EARTHSYS 132/232. Energy and Climate Cooperation in the
course) Western Hemisphere (same as IPS 263, INTNLREL 146A)
• HISTORY 306G. Colonial Law • HRP 240. Rethinking International Health (same as MED 230)
• HISTORY 370. Graduate Colloquium on Colonial Latin • HUMBIO 119C. Demography and Measurement of the Effects
American History of Armed Conflict
• HISTORY 371. Graduate Colloquium: Explorations in Latin • OSPSANTG 58. Living Chile: A Land of Extremes
American Social History (M.A. core course and honors core • OSPSANTG 85. Marine Ecology of Chile and the South Pa-
course) cific
• HISTORY 406. Graduate Research Seminar on Colonial Law • PEDS 220. Latin America's Millennium Development Goals
• HISTORY 470A. Graduate Research Seminar: Latin American and Children's Health
Social History POLITICAL ECONOMY
• ILAC 114N. Lyric Poetry
• ILAC 117N. Film, Nation, Latinidad • ANTHRO 166/266. Political Ecology of Tropical Land Use:
• ILAC 131. Cultural Perspectives in the Luso-Hispanic Ameri- Conservation, Natural Resource Extraction, and Agribusiness
cas • EARTHSYS 132/232. Energy and Climate Cooperation in the
• ILAC 141. The Spanish American Short Story as Cultural and Western Hemisphere (same as IPS 263/INTNLREL 146A)
Political Artifact • ECON 127. Economics of Health Improvement in Developing
• ILAC 142. Modernismo and the World Interior Countries (same as MED 262)
• ILAC 161. Survey of Modern Latin American Literature • EDUC 306A. Economics of Education in the Global Economy
• ILAC 193Q. Spaces and Voices of Brazil through Films (same • INTNLREL 147. The Political Economy of the Southern Cone
as PORTLANG 193Q) of South America
• ILAC 194E. Black Brazil • INTNLREL 148. Economic Integration of the Americas
• ILAC 211. The Poetry of Pablo Neruda • OSPSANTG 68. Emergence of Nations in Latin America
• ILAC 241. Fiction Workshop in Spanish • OSPSANTG 116X. Modernization and its Discontents: Chil-
• ILAC 256. Drug Wars: Narcos in Media and Literature ean Politics at the Turn of the Century
• ILAC 260. The Mexican Revolution of 1910 in the Cinema • OSPSANTG 119X. The Chilean Economy: History, Interna-
• ILAC 265. Museums and Novels in Argentina tional Relations, and Development Strategies
• ILAC 273. Brazilian Resonances: Poems, Lyrics, Songs • OSPSANTG 129X. Latin America in the International System
• ILAC 278A. Senior Seminar: Amazonia-Manhattan: Visions • OSPSANTG 130X. The Chilean Economy in Comparative
of El Dorado Perspective
• ILAC 280. Latina/o Literature • OSPSANTG 141X. Politics and Culture in Chile
• ILAC 343. García Márquez • OSPSANTG 221X. Political Transition and Democratic Con-
• ILAC 357. Juan Carlos Onetti: The Creation of Urban Narra- solidation: Chile in Comparative Perspective
tives • POLISCI 125S. Chicano/Latino Politics
• ILAC 365. Anthropological Fictions in Latin America: Alejo • POLISCI 240. The Politics of Wealth Redistribution
Carpentier and Guimarães Rosa • POLISCI 240P. Trials, Truth, and Mentality
• ILAC 380E. Critical Concepts in Chicana/o Literature • POLISCI 242D. Political Economy of Property Rights (same
• INTNLREL 141A. Camera as Witness: International Human as HISTORY 278A)
Rights Documentaries • POLISCI 248S. Latin American Politics (M.A. core course)
• LAW 455. Law and Society in International Perspective OVERSEAS STUDIES COURSES IN LATIN
• OSPMADRD 40. Introduction to Literary and Cultural Analy-
sis in the Spanish World
AMERICAN STUDIES
• OSPMADRD 50. Flirting with Spanish Metafiction: Cervan- For course descriptions and additional offerings, see the listings
tes, Velázquez, Fuentes, Almodóvar in the Stanford Bulletin's ExploreCourses web site
• OSPSANTG 10. Borges and Argentina (http://explorecourses.stanford.edu) or the Bing Overseas Studies
web site (http://bosp.stanford.edu). Students should consult their
• OSPSANTG 14. Women Writers of Latin America in the 20th
department or program's student services office for applicability of
Century Overseas Studies courses to a major or minor program.
• OSPSANTG 66. Latin American Current Affairs
• OSPSANTG 67. 21st Century Chilean Literature
LINGUISTICS
Marcela A. Bustamante, GER:DB:EngrAppSci Consulting Associate Professors: Jared Bernstein, Cleo Con-
• OSPSANTG 66. Latin American Current Affairs. 3-5 units, doravdi
Héctor Hoyos Department Offices: Margaret Jacks Hall, Building 460
• OSPSANTG 68. The Emergence of Nations in Latin America. Mail Code: 94305-2150
4-5 units, Ivan Jaksic, GER:DB:SocSci Phone: (650) 723-4284
• OSPSANTG 104X. Modernization and Culture in Latin Amer- Email: linguistics@lists.stanford.edu
ica. 5 units, Bernardo Subercaseaux, GER:DB:SocSci, Web site: http://linguistics.stanford.edu
EC:GlobalCom Courses offered by the Department of Linguistics are listed un-
• OSPSANTG 221X. Political Transition and Democratic Con- der the subject code LINGUIST on the Stanford Bulletin's Explo-
solidation: Chile in Comparative Perspective. 5 units, Sergio reCourses web site.
Micco, GER:DB:SocSci Linguistics concerns itself with the fundamental questions of
what language is and how it is related to the other human faculties.
WINTER QUARTER In answering these questions, linguists consider language as a cul-
tural, social, and psychological phenomenon and seek to determine
SANTIAGO what is unique in languages, what is universal, how language is
• OSPSANTG 14. Women Writers of Latin America in the 20th acquired, and how it changes. Linguistics is, therefore, one of the
Century. 4-5 units, Sergio Missana, GER:DB:Hum, cognitive sciences; it provides a link between the humanities and
EC:Gender the social sciences, as well as education, and hearing and speech
• OSPSANTG 58. Living Chile: A Land of Extremes. 5 units, sciences.
Marcela A. Bustamante, GER:DB:EngrAppSci The department offers courses at the undergraduate and gradu-
• OSPSANTG 62. Topics in Chilean History. 4-5 units, Ivan ate levels in the areas central to linguistic theory and analysis.
Jaksic Many of them deal with the analysis of structural patterns in the
• OSPSANTG 118X. Artistic Expression in Latin America. 5 different components that make up language, including sounds
units, César Albornoz, GER:DB:SocSci, EC:GlobalCom (phonetics and phonology), meanings (semantics and pragmatics),
words (morphology), sentences (syntax), and the way they vary
• OSPSANTG 129X. Latin America in the International System.
and change over time. Other courses integrate the analysis of lin-
4-5 units, Claudio Fuentes, GER:DB:SocSci guistic structure with phenomena that directly concern other disci-
SPRING QUARTER plines. These include courses in computational linguistics, lan-
guage acquisition, the philosophy of language, psycholinguistics,
MADRID and sociolinguistics.
• OSPMADRD 50. Flirting with Spanish Metafiction: Cervan- A variety of open forums provide for the discussion of linguis-
tes, Velázquez, Fuentes, Almódovar. 4-5 units, Santiago Te- tic issues, including colloquia and regularly scheduled workshops
jerina-Canal, GER:DB:Hum in child language, computational linguistics, phonology, psycho-
linguistics, semantics, sociolinguistics, and syntax.
SANTIAGO
• OSPSANTG 10. Borges and Argentina. 4-5 units, Sergio Mis- MISSION OF THE UNDERGRADUATE
sana, GER:DB:Hum PROGRAM IN LINGUISTICS
• OSPSANTG 68. The Emergence of Nations in Latin America. The mission of the undergraduate program in Linguistics is to
4-5 units, Ivan Jaksic, GER:DB:SocSci provide students with the skills necessary to analyze the structure
• OSPSANTG 85. Marine Ecology of Chile and the South Pa- of human languages including sounds (phonetics and phonology),
cific. 5 units, Alvaro Palma, GER:DB:NatSci meanings (semantics and pragmatics), words (morphology), sen-
• OSPSANTG 116X. Modernization and its Discontents: Chil- tences (syntax), and the way in which these structural patterns vary
ean Politics at the Turn of the Century. 5 units, Gerrman Cor- and change over time. Courses in the major also integrate the
rea, GER:DB:SocSci analysis of linguistic structure with phenomena that directly con-
• OSPSANTG 141X. Politics and Culture in Chile. 5 units, Ber- cern other disciplines including computer science, psychology,
nardo Subercaseaux, GER:DB:Hum, EC:GlobalCom cognitive science, communication, anthropology, and foreign lan-
guage. The program provides students with excellent preparation
for further study in graduate or professional schools as well as
LINGUISTICS careers in business, social services, government agencies, and
teaching.
Emeriti: (Professors) Joan Bresnan, Clara N. Bush, Shirley Brice LEARNING OUTCOMES
Heath, William R. Leben, Stanley Peters, Elizabeth C. Traugott
Chair: Beth Levin The department expects undergraduate majors in the program
Professors: Eve V. Clark, Penelope Eckert, Daniel Jurafsky, Mar- to be able to demonstrate the following learning outcomes. These
tin Kay, Paul Kiparsky, Beth Levin, John R. Rickford, Ivan A. learning outcomes are used in evaluating students and the depart-
Sag, Thomas A. Wasow (on leave) ment's undergraduate program. Students are expected to demon-
Associate Professors: Arto Anttila, Christopher Manning (on strate:
leave), Christopher Potts (on leave Spring)
LINGUISTICS
Autumn Quarter of the senior year, honors students enroll in 2. Language: reading knowledge of a non-native language in
LINGUIST 199, Independent Study, to work closely with one of which a substantial linguistic literature is written, with suffi-
their advisers on the research project. In Winter and Spring quar- cient facility to understand and interpret linguistic research
ters, honors students enroll in LINGUIST 198, Honors Research, published in that language, or in-depth research on the struc-
with the student’s principal adviser for close supervision of the ture of a non-native language.
honors thesis. The thesis must be submitted in final, acceptable, 3. Thesis or Thesis Project: a research paper supervised by a
form by May 15. The thesis topic is presented orally at a depart- committee of three faculty (normally fulfilled by up to 6 units
ment Honors Colloquium late in Spring Quarter. of LINGUIST 398, Directed Research).
dlen (History), Tamar Herzog (History), Bissera Pentcheva (Art students interested in biomedical applications. The program pre-
and Art History), Morten Steen Hansen (Art and Art History), pares students for careers in academic, financial and government
Jennifer Summit (English) settings as well as for study in graduate or professional schools.
Web Site: http://dlcl.stanford.edu/groups/renaissances
The Renaissances focal group discusses work in progress, LEARNING OUTCOMES
draws different fields of literature into conversation, and considers The department expects undergraduate majors in the program
the present and future of early modern studies. In addition to spon- to be able to demonstrate the following learning outcomes. These
sored lectures and seminars, the group convenes monthly as a re- learning outcomes are used in evaluating students and the depart-
search workshop. ment's undergraduate program. Students are expected to be able to
demonstrate:
MATHEMATICAL AND 1. understanding of principles and tools of statistics.
2. command of optimization and its applications and to be able to
analyze and interpret problems from various disciplines.
COMPUTATIONAL SCIENCE 3. an understanding of computer applications emphasizing mod-
ern software engineering principles.
Co-Directors: Bradley Efron, Susan Holmes 4. an understanding of multivariate calculus, linear algebra, and
Committee in Charge: Takeshi Amemiya (Economics), Emmanuel agebraic and geometric proofs.
Candes (Mathematics and Statistics), Gunnar Carlsson (Mathe-
matics), Richard Cottle (Management Science and Engineer- BACHELOR OF SCIENCE IN
ing), Thomas M. Cover (Electrical Engineering, Statistics), MATHEMATICAL AND COMPUTATIONAL
Bradley Efron (Statistics), J. Michael Harrison (Graduate SCIENCE
School of Business), Susan Holmes (Statistics), Parviz Moin The requirement for the bachelor’s degree, beyond the Univer-
(Engineering), George Papanicolaou (Mathematics), Eric Rob- sity’s basic requirements, is an approved course program of 72-77
erts (Computer Science), David Rogosa (Education), Tim
units, distributed as follows:
Roughgarden (Computer Science), Amin Saberi (Management
Science and Engineering), David Siegmund (Statistics), Jona- Mathematics (MATH): 29-31 units
than Taylor (Statistics), Arthur F. Veinott, Jr. (Management Qtr. and Units
Science and Engineering), Brian White (Mathematics), Nancy MATH 41. Calculus A 5
R. Zhang (Statistics) and MATH 42. Calculus A,W 5
Program Offices: Sequoia Hall, 390 Serra Mall MATH 51. Linear Algebra and Differential Calculus
of Several Variables A,W,S 5
Mail Code: 94305-4065
or MATH 51H. Honors Advanced Calculus A 5
Phone: (650) 723-2620
MATH 52. Integral Calculus of Several Variables A,W,S 5
Email: helen@stat.stanford.edu
or MATH 52H. Honors Advanced Calculus W 5
Web Site: http://stanford.edu/group/mathcompsci
MATH 53. Ordinary Differential Equations with A,W,S 5
Courses offered by the Program in Mathematical and Computa- Linear Algebra
tional Science are listed under the subject code MCS on the Stan- or MATH 53H. Honors Advanced Calculus S 5
ford Bulletin's ExploreCourses web site. MATH 109. Applied Group Theory (WIM) W 3
This interdepartmental interschool undergraduate program pro- or MATH 110. Applied Number Theory and S 3
vides a major for students interested in the mathematical and com- Field Theory (WIM)
or MATH 120. Modern Algebra (WIM) A,S 3
putational sciences, or in the use of mathematical ideas and analy-
or MATH 171. Fundamental Concepts of Analysis A,S 3
sis in problems in the social or management sciences. It provides a (WIM)
core of mathematics basic to all the mathematical sciences and an MATH 104. Applied Matrix Theory A,W 3
introduction to concepts and techniques of computation, optimal or MATH 113. Linear Algebra and Matrix Theory W,S 3
decision making, probabilistic modeling, and statistical inference.
Computer Science (CS): 16-18 units
It also provides an opportunity for elective work in any of Stan- CS 103. Mathematical Foundations of Computing A,S 5
ford’s mathematical science disciplines. CS 106X. Programming Methodology and Abstrac- A,W 3-5
The program uses the faculty and courses of the departments of tions (Accel)
Computer Science, Management Science and Engineering, Ma- or CS 106A. Programming Methodology A,W,S 3-5
thematics, and Statistics. It prepares students for graduate study or and CS 106B. Programming Abstractions A,W,S 3-5
employment in the mathematical and computational sciences or in And two of the following (CS or CME):
those areas of applied mathematics which center around the use of CME 108. Introduction to Scientific Computing W 3-4
computers and are concerned with the problems of the social and CS 107. Programming Paradigms A,S 3-5
management sciences. CS 154. Introduction to Automata and Complexity W,S 3-4
A biology option is offered for students interested in applica- Theory
tions of mathematics, statistics, and computer science to the bio- CS 161. Design and Analysis of Algorithms A,W 3-4
logical sciences (bioinformatics, computational biology, statistical CS 181. Computers, Ethics and Public Policy (WIM) W,S 3-4
genetics, neurosciences); and in a similar spirit, an engineering Management Science and Engineering (MS&E): 8-9 units
option. Both:
courses for the Mathematics and Computational Sciences major MATH 106. Functions of a Complex Variable
with the following allowable substitutions. MATH 108. Introduction to Combinatorics and its Applications
The MATH 51-53 series may be replaced by: MATH 109. Applied Group Theory
Qtr. and Units MATH 110. Applied Number Theory and Field Theory
CME 100/ENGR 154. Vector Calculus for Engineers A 5 MATH 115. Functions of a Real Variable
CME 102/ENGR 155A. Ordinary Differential Equa- W 5 MATH 131. Partial Differential Equations I
tions for Engineers
CME 104/ENGR 155B. Linear Algebra and Partial
MATH 132. Partial Differential Equations II
S 5
Differential Equations for Engineers MATH 171. Fundamental Concepts of Analysis
MATH 115. Functions of a Real Variable A,S 3 PHIL 151. First-Order Logic
STATS 116 may be replaced by either one of the following: STATS 191. Introduction to Applied Statistics
STATS 110. Statistical Methods in Engineering and A 4-5 STATS 200. Introduction to Statistical Inference
Physical Sciences STATS 202. Data Analysis
or CME 106/ENGR 155C. Introduction to Prob- W 3-4 STATS 203. Introduction to Regression Models and Analysis of
ability and Statistics for Engineers Variance
STATS 191/STATS 203 may be replaced by: STATS 217. Introduction to Stochastic Processes
STATS 202. Data Analysis A 3 Other upper-division courses appropriate to the program major
Electives— may be substituted with consent of the program director. Under-
Take at least one course from the following list: graduate majors in the constituent programs may not count courses
MATH 106. Introduction to Theory of Functions of a A 3 in their own departments.
Complex Variable
MATH 108. Introduction to Combinatorics Applica- A 3
tions
MATH 116. Complex Analysis W 3 MATHEMATICS
MATH 132. Partial Differential Equations II S 3
PHIL 151. First-Order Logic W 4 Emeriti: Solomon Feferman, Robert Finn, Joseph Keller, Georg
Take at least two courses from the following list: Kreisel, Harold Levine, Tai-Ping Liu, R. James Milgram, Don-
ENGR 15. Dynamics A,S 3 ald Ornstein, Robert Osserman
ENGR 20. Introduction to Chemical Engineering S 3 Chair: Rafe Mazzeo
ENGR 25. Biotechnology W,S 3 Professors: Simon Brendle, Gregory Brumfiel, Daniel Bump,
ENGR 30. Engineering Thermodynamics A,W 3 Emmanuel Candes, Gunnar Carlsson, Ralph L. Cohen, Brian
ENGR 40. Introductory Electronics A, S 5 Conrad, Amir Dembo, Persi Diaconis, Yakov Eliashberg, Eleny
ENGR 50. Introductory Science Materials W, S 4 Ionel, Yitzhak Katznelson, Steven Kerckhoff, Jun Li, Rafe
ENGR 105. Feedback Control Design 3 Mazzeo, Maryam Mirzakhani, George Papanicolaou, Lenya
Ryzhik, Richard Schoen, Leon Simon, Kannan Soundararajan,
Ravi Vakil, Andras Vasy, Akshay Venkatesh, Brian White
MINOR IN MATHEMATICAL AND Associate Professor: Soren Galatius
COMPUTATIONAL SCIENCE Szegö Assistant Professors: Fei Han, Pierre Garapon, Vladislav
The minor in Mathematical and Computational Science is in- Kargin, Joan Licata, Antoine Toussaint, Denis Trotabas, Leo
tended to provide an experience of the four constituent areas: Tzou, Melanie Wood
Computer Science, Mathematics, Management Science and Engi- Lecturers: Eric Bahuaud, Mark Lucianovic, Laurence Nedelec,
neering, and Statistics. Five basic courses are required: Wojciech Wieczorek
CS 106X. Programming Methodology and Abstractions (Acceler- Courtesy Professors: Renata Kallosh, Grigori Mints
ated) Consulting Professors: Brian Conrey, Keith Devlin, David Hoff-
or CS 106A,B. Programming Methodology man, Wu-chung Hsiang
MATH 51. Linear Algebra and Differential Calculus of Several Samelson Fellows: Matthew Kahle, Anthony Licata, Samuel Lisi,
Variables Catherine Williams
or MATH 104. Applied Matrix Theory Web site: http://math.stanford.edu
ENGR 62/MS&E 111. Introduction to Optimization Courses offered by the Department of Mathematics are listed
or MS&E 121. Introduction to Stochastic Modeling under the subject code MATH on the Stanford Bulletin's Explore-
STATS 116. Theory of Probability, and either Courses web site.
STATS 191. Introduction to Applied Statistics The Department of Mathematics offers programs leading to the
or STATS 200. Introduction to Statistical Inference degrees of Bachelor of Science, Master of Science, and Doctor of
In addition to the above, the minor requires three courses from Philosophy in Mathematics, and participates in the program lead-
the following, two of which must be in different departments: ing to the B.S. in Mathematical and Computational Science. The
CME 108. Introduction to Scientific Computing department also participates in the M.S. and Ph.D. degree pro-
CS 103. Mathematical Foundations of Computing grams in Scientific Computing and Computational Mathematics
CS 107. Programming Paradigms and the M.S. degree program in Financial Mathematics.
CS 154. Introduction to Automata and Complexity Theory
CS 161. Design and Analysis of Algorithms
MATHEMATICS
with 10 units of advanced placement credit.
LEARNING OUTCOMES 2. MATH 51H, 52H, 53H cover the same material as 51, 52, 53,
The department expects undergraduate majors in the program but with more emphasis on theory and rigor.
to be able to demonstrate the following learning outcomes. These The department offers three classes on linear algebra: 51 (or
learning outcomes are used in evaluating students and the depart- 51H), 104, and 113.
ment's undergraduate program. Students are expected to demon-
strate: GRADUATE PROGRAMS IN
1. the ability to comprehend mathematical arguments. MATHEMATICS
2. problem solving skills.
3. the ability to formulate proofs and to structure mathematical TEACHING CREDENTIALS
arguments. For information concerning the requirements for teaching cre-
4. the ability to communicate mathematical ideas. dentials, see the “School of Education” section of this bulletin or
address inquiries to Credential Secretary, School of Education.
ADVANCED PLACEMENT IN MATHEMATICS
FOR FRESHMEN BACHELOR OF SCIENCE IN
Students of unusual ability in mathematics often take one or MATHEMATICS
more semesters of college-equivalent courses in mathematics while The following department requirements are in addition to the
they are still in high school. Under certain circumstances, it is pos- University’s basic requirements for the bachelor’s degree:
sible for such students to secure both advanced placement and Students wishing to major in Mathematics must satisfy the fol-
credit toward the bachelor’s degree. A decision as to placement lowing requirements:
and credit is made by the department after consideration of the 1. Department of Mathematics courses (other than MATH 100)
student’s performance on the Advanced Placement Examination in totaling at least 49 units credit; such courses must be taken for
Mathematics (forms AB or BC) of the College Entrance Examina- a letter grade. For the purposes of this requirement, STATS
tion Board, and also after consideration of transfer credit in ma- 116, PHIL 151, and PHIL 152 count as Department of Mathe-
thematics from other colleges and universities. matics courses.
The department does not give its own advanced placement ex- 2. Additional courses taken from Department of Mathematics
amination. Students can receive either 5 or 10 units of advanced courses numbered 101 and above or from approved courses in
placement credit, depending on their scores on the CEEB Ad- other disciplines with significant mathematical content, total-
vanced Placement Examination. Entering students who have credit ing at least 15 units credit. At least 9 of these units must be
for two quarters of single variable calculus (10 units) are encour- taken for a letter grade.
aged to enroll in MATH 51-53 in multivariable mathematics, or 3. A Department of Mathematics adviser must be selected, and
the honors version 51H-53H. These three-course sequences, which the courses selected under items ‘1’ and ‘2’ above must be ap-
can be completed during the freshman year, supply the necessary proved by the department’s director of undergraduate study,
mathematics background for most majors in science and engineer- acting under guidelines laid down by the department’s Com-
ing. They also serve as excellent background for the major or mi- mittee for Undergraduate Affairs. The Department of Mathe-
nor in Mathematics, or in Mathematical and Computational Sci- matics adviser can be any member of the department’s faculty.
ence. Students who have credit for one quarter of single variable 4. To receive the department’s recommendation for graduation, a
calculus (5 units) should take MATH 42 in Autumn Quarter and 51 student must have been enrolled as a major in the Department
in Winter Quarter. Options available in Spring Quarter include of Mathematics for a minimum of two full quarters, including
MATH 52, or 53. For proper placement, contact the Department of the quarter immediately before graduation. Students are en-
Mathematics. couraged to declare as early as possible, preferably by the end
BACHELOR OF SCIENCE IN MATHEMATICAL of the sophomore year.
AND COMPUTATIONAL SCIENCE Students are normally expected to complete either the sequence
19, 20, 21 or the sequence 41, 42 (but not both). Students with an
The Department of Mathematics participates with the depart-
Advanced Placement score of at least 4 in BC math or 5 in AB
ments of Computer Science, Management Science and Engineer-
math may receive 10 units credit and fulfill requirement ‘1’ by
ing, and Statistics in a program leading to a B.S. in Mathematical
taking at least 39 units of Department of Mathematics courses
and Computational Science. See the “Mathematical and Computa-
numbered 51 and above. Students with an Advanced Placement
tional Science” section of this bulletin.
score of at least 3 in BC math or at least 4 in AB math may receive
INTRODUCTORY AND UNDERGRADUATE 5 units credit and fulfill requirement ‘1’ by taking at least 44 units
COURSES of Department of Mathematics courses numbered 42 and above.
Sophomore seminar courses may be counted among the choice
The department offers two sequences of introductory courses in of courses under item ‘1’. Other variations of the course require-
single variable calculus. ments laid down above (under items ‘1’ and ‘2’) may, in some
1. MATH 41, 42 present single variable calculus. Differential circumstances, be allowed. For example, students transferring from
calculus is covered in the first quarter, integral calculus in the other universities may be allowed credit for some courses com-
second. pleted before their arrival at Stanford. However, at least 24 units of
the 49 units under item ‘1’ above and 9 of the units under item ‘2’
over and above the minimum requirements laid out under items ‘1’ contain MATH 106 or 116, MATH 120, and MATH 171 and
and ‘2’ above, including at least one 200-level course. Such stu- must also include seven additional 3-unit Math courses num-
dents are also encouraged to consider the possibility of taking the bered 121 or higher. (The logic courses PHIL 151 and 152 can
honors program, discussed below. also be used.) These seven courses must include at least one
To help develop a sense of the type of course selection (under algebra course (121, 122, 152, 154, or 155), one analysis
items ‘1’ and ‘2’ above) that would be recommended for math course (131P, 132, 136, 151, 172, 173, or 175), and one ge-
majors with various backgrounds and interests, see the following ometry/topology course (143, 145, 146, 147, or 148).
examples. These represent only a few of a very large number of 2. Students in the honors program must write a senior thesis. In
possible combinations of courses that could be taken in fulfillment order to facilitate this, the student must, by the end of the jun-
of the Mathematics major requirements: ior year, choose an undergraduate thesis adviser from the De-
Example 1—A general program (a balanced program of both partment of Mathematics faculty, and map out a concentrated
pure and applied components, without any particular emphasis on reading program under the direction and guidance of the ad-
any one field of mathematics or applications) as follows: viser. During the senior year, the student must enroll in MATH
A. either MATH 19, 20, and 21, or 41 and 42 (or satisfactory 197 for a total of 6 units (typically spread over two quarters),
Advanced Placement credit); 51, 52, 53; 104 or 113; 106; 109; and work toward completion of the thesis under the direction
110; 115; and guidance of the thesis adviser. The thesis may contain
B. plus any selection of at least eight of the following courses, original material, or be a synthesis of work in current or recent
including three Department of Mathematics courses: MATH research literature. The 6 units of credit for MATH 197 are re-
108, 131, 132, 143, 146, 147, 148, 152, 161; CS 137; ECON quired in addition to the course requirements laid out under
50; PHYSICS 41, 43, 45; STATS 116. These courses from items ‘1’ and ‘2’ above and in addition to all other require-
other departments are only meant as examples; there are many ments for math majors.
suitable courses in several departments that can be taken to ful- In addition to the minimum requirements laid out above, it is
fill part or all of requirement ‘2.’ strongly recommended that students take at least one graduate-
level course (that is, at least one course in the 200 plus range).
Example 2—A theoretical program recommended for those MATH 205A, 210A, and 215A or B are especially recommended
contemplating possible later graduate work providing an introduc- in this context.
tion to the main areas of mathematics both broader and deeper than Students with questions about the honors program should see
the general program outlined above: the director of undergraduate advising.
A. either MATH 19, 20 and 21, or 41 and 42 (or satisfactory Ad-
vanced Placement credit) MINOR IN MATHEMATICS
B. either the sequence 51, 52, 53, or the sequence 51H, 52H, 53H; To qualify for the minor in Mathematics, a student should
106 or 116; 113; 120; 171 complete, for a letter grade, at least six Department of Mathemat-
C. plus nine or more 3-unit math courses numbered 121 or higher ics courses (other than MATH 100) numbered 51 or higher, total-
(the logic courses PHIL 151 and PHIL 152 are considered to ing a minimum of 24 units. It is recommended that these courses
be such courses), including at least one algebra course, one include either the sequence 51, 52, 53 or the sequence 51H, 52H,
analysis course, and one geometry/topology course. (See the 53H. At least 12 of the units applied toward the minor in Mathe-
description of the honors program below.) matics must be taken at Stanford. The policy of the Mathematics
In addition, those contemplating eventual graduate work in Ma- Department is that no courses other than the MATH 50 series and
thematics should consider including at least one graduate-level below may be double-counted toward any other University major
math course such as MATH 205A, 210A, or 215A or B. Such stu- or minor.
dents should also consider the possibility of entering the honors
program. MASTER OF SCIENCE IN MATHEMATICS
Example 3*—An applied mathematics program: The University’s basic requirements for the master’s degree are
A. either MATH 19, 20, and 21; or 41 and 42 (or satisfactory discussed in the “Graduate Degrees” section of this bulletin. Stu-
Advanced Placement credit); 51, 52, 53; 104; 106; 108; 109; dents should pay particular attention to the University’s course
110; 115; 131; 132; STATS 116 requirements for graduate degrees. The following are specific de-
B. plus at least 15 units of additional courses in Applied Mathe- partmental requirements:
matics, including, for example, suitable courses from the de- Candidates must complete an approved course program of 45
partments of Physics, Computer Science, Economics, Engi- units of courses beyond the department requirements for the B.S.
neering, and Statistics. degree, of which at least 36 units must be Mathematics Department
* Students with interests in applied mathematics, but desiring a broader-based courses, taken for a letter grade. The Mathematics courses must
program than the type of program suggested in Example 3, including significant
computational and/or financial and/or statistical components, are encouraged to include at least 18 units numbered 200 or above. The candidate
also consider the Mathematics and Computational Science program. must have a grade point average (GPA) of 3.0 (B) over all course
work taken in Mathematics, and a GPA of 3.0 (B) in the 200-level
HONORS PROGRAM courses considered separately. Course work for the M.S. degree
The honors program is intended for students who have strong must be approved during the first quarter of enrollment in the pro-
theoretical interests and abilities in mathematics. The goal of the gram by the department’s Director of Graduate Studies.
program is to give students a thorough introduction to the main
MEDIEVAL STUDIES
bered 200 and above). In addition, the student must pass qualifying
ploreCourses web site.
examinations given by the department.
The Program in Medieval Studies draws together a wide range
Beyond the requirements for candidacy, the student must com-
of disciplines: art and architecture; literature and languages; music;
plete a course of study approved by the Graduate Affairs Commit-
philosophy; religious studies; and economic, social, and political
tee of the Department of Mathematics and submit an acceptable
history. Faculty interests bridge Western, Islamic, and Asian cul-
dissertation. In accordance with University requirements, Ph.D.
tures, and encompass both traditional and innovative materials and
students must complete a total of 135 course units beyond the
methods.
bachelor’s degree. These courses should be Department of Mathe-
The Medieval Studies Program is administered through the
matics courses or approved courses from other departments. The
Center for Medieval and Early Modern Studies, but the degree is
course program should display substantial breadth in mathematics
conferred by the School of Humanities and Sciences. The commit-
outside the student’s field of application. The student must receive
tee has approved the program as below. Students interested in pur-
a grade point average (GPA) of 3.0 (B) or better in courses used to
suing a Medieval Studies major or minor should visit the program
satisfy the Ph.D. requirement. In addition, the student must pass
office in Pigott Hall and consult with one of the co-directors. The
the Department area examination and the University oral examina-
major is normally declared by the beginning of the student's junior
tion.
year.
Experience in teaching is emphasized in the Ph.D. program.
The major combines interdisciplinary breadth with a discipli-
Each student is required to complete nine quarters of such experi-
nary focus. The interdisciplinary emphasis is provided by
ence. The nature of the teaching assignment for each of those quar-
MEDVLST 165, Crusades: Interdisciplinary Approaches, by up-
ters is determined by the department in consultation with the stu-
per-division interdisciplinary colloquia, and by the requirement
dent. Typical assignments include teaching or assisting in teaching
that students take courses in three different areas. Depth is ensured
an undergraduate course or lecturing in an advanced seminar.
by the requirement that students take at least four courses in one
For further information concerning degree programs, fellow-
area. A faculty adviser helps each student choose courses that inte-
ships, and assistantships, inquire of the academic associate of the
grate the requirements of breadth and depth. To that end, the fol-
department.
lowing guidelines are provided.
PH.D. MINOR IN MATHEMATICS The student should take a minimum of 60 units of course work
from the list of Medieval Studies courses or appropriate alterna-
The student should complete both of the following:* tives approved by the co-directors, including ten courses as fol-
1. MATH 106 or 116, 131, 132 lows:
2. MATH 113, 114, 120 or 152 1. the introductory course, MEDVLST 165, Crusades: Interdisci-
These courses may have been completed during undergraduate plinary Approaches (given alternate years).
study, and their equivalents from other universities are acceptable. 2. two upper-division courses, ideally with an interdisciplinary
In addition, the student should complete 21 units of 200-level component, in any field dealing with the Middle Ages.
courses in Mathematics. These must be taken at Stanford and ap- 3. four courses in one of the following categories:
proved by the Department of Mathematics Ph.D. minor adviser. a. Literature: English, French, German and Scandinavian,
* A third coherent sequence designed by the student, subject to the approval of the Italian, Latin, Slavic, Spanish
graduate committee, may be considered as a substitute for items ‘1’ or ‘2’.
b. History
c. Art History, Drama, Music
MEDIEVAL STUDIES d. Humanities, Philosophy, Religious Studies. Certain hu-
manities courses may fulfill requirements within other cat-
egories.
Co-Directors: Paula Findlen, Jennifer Summit 4. two courses in a second category from the above list
Associate Director: Michael Wyatt
5. one courses in a third category from the above list.
Committee in Charge: Philippe Buc, Hester Gelber, Hans Ulrich Students doing the Medieval Studies concentration for the Hu-
Gumbrecht, Robert P. Harrison, Nancy S. Kollman, Seth Lerer, manities major should use these requirements as guidelines for
William Mahrt, Bissera Pentcheva, Jennifer Summit, Rega developing their program of study.
Wood In addition to the ten courses, a language proficiency equal to
Affiliated Faculty: Cecile Alduy (French and Italian), Theodore two years of college-level study is suggested in Latin or one of the
Andersson (German Studies), Vincent Barletta (Iberian and Lat- following: French, German, Italian, or Spanish.
in American Cultures), Shahzad Bashir (Religious Studies), The Medieval Studies Writing in the Major (WIM) requirement
Carl Bielefeldt (Religious Studies), George H. Brown (English), can be fulfilled in one of three ways:
Philippe Buc (History), Steven Carter (Asian Languages), Char- 1. through a course designated as WIM by a department contrib-
lotte Fonrobert (Religious Studies), Hester Gelber (Religious uting to the Medieval Studies major
Studies), Avner Greif (Economics), Hans Ulrich Gumbrecht 2. through a paper in a Medieval Studies course
(French and Italian), Robert Harrison (French and Italian), Mi-
3. through an independent paper with a member of the Medieval
chelle Karnes (English), Nancy S. Kollmann (History), Seth Studies faculty
Lerer (English, Comparative Literature), Mark E. Lewis (His- Check with the program office regarding requirements for each
tory), William Mahrt (Music), David Malkiel (Religious Stud- of these options.
ies), Michael Markham (Music), Kathryn Miller (History), Courses used to satisfy Medieval Studies major requirements
Patricia Parker (Comparative Literature), Bissera Pentcheva must be taken for a letter grade.
The qualifying paper must be a substantial revision of a semi- manities leading to a Ph.D. degree in Modern Thought and LItera-
nar paper written at Stanford during the first year and should ture and Humanities. At this time, the option is available only to
embody a substantial amount of independent research, develop students already enrolled in the Graduate Program in Humanities;
an intellectual argument with significant elements of original no new students are being accepted. The University re-
thinking, and demonstrate the ability to do interdisciplinary mains committed to a broad-based graduate education in the hu-
work. Each paper is evaluated by two or three readers (desig- manities; the courses, colloquium, and symposium continue to be
nated before the end of the first year of graduate study), one of offered, and the Division of Literatures, Cultures, and Languages
whom must be a member of the Committee in Charge. Quali- provides advising for students already enrolled who may contact
fying papers must be submitted to the program office no later Denise Winters at 650-724-1333 for further information. Courses
than the end of the third week of the fifth quarter of enroll- are listed under the subject code HUMNTIES and may be viewed
ment, normally, Winter Quarter of the second year. on the Stanford Bulletin's ExploreCourses web site.
6. Teaching, an essential part of the program, is normally under-
taken in conjunction with the Department of English. Candi-
7.
dates are required to demonstrate competence in teaching.
Students must demonstrate, by the end of the third quarter of
MUSIC
the first year, a reading knowledge of one foreign language Emeriti: (Professors) John M. Chowning, Albert Cohen, George
and, by the beginning of the first quarter of the third year, a Houle, William H. Ramsey, Leonard G. Ratner, Leland C.
reading knowledge of one other foreign language. Reading Smith; (Professors, Performance) Arthur P. Barnes, Marie Gib-
knowledge means the ability to make a genuine scholarly use son; (Professor, Research) Max V. Mathews
of the language: that is, to read prose of ordinary difficulty. Chair: Stephen M. Sano
Students may not take the University oral examination before Professors: Jonathan Berger, Karol Berger, Chris Chafe, Brian
completion of the foreign language requirement. Ferneyhough, Thomas Grey (on leave Winter, Spring), Stephen
8. Candidacy: At the end of the second year, students apply for Hinton (on leave Winter, Spring), Julius O. Smith (on leave Au-
candidacy. The following qualifications are required before tumn)
candidacy can be certified: the earlier submission of a satisfac- Associate Professors: Mark Applebaum, Heather Hadlock, Wil-
tory qualifying paper; demonstration of a reading knowledge liam P. Mahrt
of one foreign language; satisfactory progress in course work; Assistant Professors: Jaroslaw Kapuscinski, Jesse Rodin, Anna
a list of courses applicable to the degree, distinguishing be- Schultz, Ge Wang
tween courses appropriate to the literary component and Professors (Teaching): George Barth (Piano), Stephen M. Sano
courses appropriate to the non-literary component; designation (Director of Choral Studies)
of a departmental minor or an interdisciplinary concentration; Associate Professor (Performance): Jindong Cai (Director of Or-
and the submission of a statement outlining the scope and co- chestral Studies, on leave Autumn)
herence of the interdisciplinary component of the program in Courtesy Professor: Paul DeMarinis
relation to the literary component, and noting the relevance of Senior Lecturers: Giancarlo Aquilanti (Director of Theory; Wind
the course work to that program. Ensemble), Talya Berger (Theory), Stephen Harrison (Violon-
9. Annual Review: The program and progress of each student cello), Thomas Schultz (Piano), Gregory A. Wait (Voice; Direc-
must be approved by the Committee in Charge at the end of tor of Vocal Studies), Frederick R. Weldy (Piano)
each academic year. Lecturers: Kumaran Arul (Piano, on leave), Fredrick Berry (Jazz
10. University Oral Examination: This examination, covering the Ensemble), Mark Brandenburg (Clarinet), Marie-Louise Cat-
student’s areas of concentration, is normally taken in the third salis (Voice), Marjorie Chauvel (Harp), Jonathan Clark (Maria-
year of graduate study. It is a two-hour oral examination ad- chi), Tony Clements (Tuba), Laura Dahl (Resident Collabora-
ministered by four faculty members specializing in the stu- tive Pianist), Anthony Doheny (Violin), John Dornenburg (Vi-
dent’s areas of concentration, and a chair from another de- ola da Gamba), Maria Ezerova (Piano), Charles A. Ferguson
partment. The exam is based on a substantial reading list pre- (Guitar), Debra Fong (Violin), Claire Giovannetti (Voice),
pared by the student in conjunction with the faculty committee Dawn Harms (Violin, Viola), Alexandra Hawley (Flute), David
and designed to cover the areas of expertise pertinent to the Henderson (Classical Saxophone), Wendy Hillhouse (Voice),
student’s dissertation project. Robert Hubbard (Oboe), Joyce Johnson-Hamilton (Trumpet),
11. Dissertation Proposal and Colloquium: Within one quarter Wendy Ju (HCI theory), Jay Kadis (Audio Recording),
after the University oral examination, the student writes up the McDowell Kenley (Trombone), Mary Linduska (Voice, Sum-
dissertation proposal: 15-20 pages with a general description mer only), Murray Low (Jazz Piano), Janet Maestre (Flute), An-
of the project and a chapter breakdown plus a bibliography. thony Martin (Baroque Violin), James Matheson (Oboe), Se-
The proposal is submitted to the program director and the dis- ward McCain (Jazz Bass), Charles McCarthy (Jazz Saxophone),
sertation committee for approval. After completion of the first Robert Huw Morgan (University Organist, Organ), Bruce
chapter of the dissertation, the student sets up a meeting with Moyer (Contrabass), Herbert Myers (Early Winds), James
the dissertation committee for one hour to discuss the work ac- Nadel (Jazz), Rufus Olivier (Bassoon), Larry S. Ragent (French
complished in the first chapter and plans for completing the Horn), Melody Schaefle (Flute), Amy Schneider (Voice, on
rest of the dissertation. leave), Robin Sharp (Violin), Jerome Simas (Clarinet), Livia
12. Dissertation: The fourth and fifth years are devoted to the Sohn (Violin), Elaine Thornburgh (Harpsichord), Erik Ulman
dissertation, which should be a substantial and original contri-
MUSIC
The undergraduate major in Music is built around a series of
(Violin), Scott St. John (Violin), Lesley Robertson (Viola), foundation courses in theory, musicianship, and music history, in
Christopher Costanza (Violincello) addition to performance and the proficiency requirements outlined
Mellon Fellow: Shana Goldin-Perschbacher (Music History) below. Majors must complete a minimum of 66 units within the
Department Offices: Braun Music Center, Room 101 department. All required courses for the B.A. in any concentration
Mail Code: 94305-3076 must be taken for a letter grade. Electives may be taken credit/no
Phone: (650) 723-3811 credit, but any courses taken towards concentration requirements
Email: musicdept@stanford.edu must carry a letter grade.
Web Site: http://music.stanford.edu
Courses offered by the Department of Music are listed under SUGGESTED PREPARATION FOR THE MAJOR
the subject code MUSIC on the Stanford Bulletin's ExploreCourses Because of the sequence of courses, it takes more than two
web site. years to complete the requirements for the major. Students are
required to meet with the undergraduate student services officer in
MISSION OF THE DEPARTMENT OF the department prior to declaring the major. It is recommended that
MUSIC prospective majors schedule this consultation with the undergradu-
The Department of Music's aims are to provide specialized ate student services officer as early as possible in their careers in
training for those who plan careers in music as composers, per- order to plan a program that allows sufficient time for major course
formers, teachers, and research scholars, and to promote the under- work, practice, and University requirements outside the major.
standing and enjoyment of music in the University at large through Early planning is especially important for students wishing to dou-
its courses and performance offerings. ble-major, for those contemplating overseas study during their
undergraduate years, for those wishing to do an in-depth concen-
LEARNING OUTCOMES tration in the Music major, and for those with particular musical
The department expects undergraduate majors in the program talents and interests. It is recommended that music majors com-
to be able to demonstrate the following learning outcomes. These plete MUSIC 21, 22, and 23 in the freshman year; the series should
learning outcomes are used in evaluating students and the depart- be completed by Autumn Quarter of the junior year. It is recom-
ment's undergraduate program. Students in the following concen- mended that music majors complete MUSIC 40, 41, and 42 in the
trations are required to demonstrate the outcomes as described. sophomore year; the series should be completed by the end of the
junior year.
PERFORMANCE PRACTICE
Suggested Preparatory Course—MUSIC 19. Introduction to
1. the ability to select and organize a series of pieces in an effec- Music Theory.
tive and nuanced order.
2. appropriate performance skills derived from the progression of FIELDS OF STUDY OR DEGREE OPTIONS
works taught in lessons. Concentrations are offered in: performance; conducting; com-
3. knowledge of the relevant critical literature appropriate to the position; history and theory; or music, science, and technology.
repertoire being prepared. Each of these concentration areas is declarable in Axess as a sub-
4. analytical writing skills in the preparation of program notes plan. Specific guidelines and information on the concentration
appropriate to the repertoire selected. tracks are available from the Department of Music office and stu-
5. the artistic execution of their repertoire in a formal concert dents are urged to select this option no later than the middle of
recital setting. their junior year in order to complete all of the requirements in a
MUSIC HISTORY timely manner.
1. the ability to select and outline an appropriate topic area and to DEGREE REQUIREMENTS
select appropriate methodologies. In conjunction with the undergraduate student services officer,
2. appropriate mastery of the primary source materials. the student is assigned a departmental adviser with whom the stu-
3. appropriate mastery of the secondary source materials. dent is required to meet at least one time each quarter. Total units
4. the analytical writing skills necessary for the execution of the and courses required to graduate for each concentration are speci-
thesis. fied in the relevant section following.
COMPOSITION Required Courses—The following courses are required of all
1. the ability to articulate the scope of works in the portfolio. majors.
2. appropriate understanding of the styles and techniques neces- 1. Theory—
sary to accomplish the creation of the portfolio's contents. MUSIC 21. Elements of Music I (4 units)
3. a compelling artistic vision or voice in the creation of the MUSIC 22. Elements of Music II (4 units)
works in their portfolio. MUSIC 23. Elements of Music III (4 units)
4. the ability to compose and complete sufficient works in a vari- 2. History—
ety of sizes to demonstrate versatility of the portfolio. MUSIC 40. Music History to 1600 (4 units)
5. the artistic coherence of their portfolio, preferably in a concert MUSIC 41. Music History 1600-1830 (4 units)
recital reading of its contents. MUSIC 42. Music History Since 1830 (4 units)
3. Analysis—
MUSIC 121. Analysis of Tonal Music (4 units)
and two at the 4-unit level, from:
MUSIC 147. The Soul Tradition in African American Music MUSIC 182. Diction for Singers
MUSIC 148. Musical Shakespeare: Theater, Song, Opera, MUSIC 183. Art Song Interpretation
and Film MUSIC 269. Research in Performance Practices
MUSIC 149. Reactions to the Record: Early Recordings, 1. Register for an independent project (MUSIC 198, 4 units)
Lost Styles, and Music's Future in the senior year under faculty supervision, leading to a
MUSIC 190H. Sex, Sacrifice, and Civilization: Baroque Op- senior recital.
era and Tragedy II. Concentration in Conducting—In addition to degree require-
MUSIC 251. Psychophysics and Music Cognition ments required of majors listed above, students in the Conduct-
5. Applied— ing concentration must:
a. A minimum of five quarters totaling 15 units of private in- 1. Complete at least 6 additional, graded course units in con-
struction in instrumental and/or vocal performance ducting. Additional courses might include, but are not lim-
(MUSIC 172/272-177/277); students who do not qualify ited to:
for private instruction at the intermediate or advanced MUSIC 127. Instrumentation and Orchestration
level, but who wish to pursue the major may take introduc- MUSIC 130. Elementary Conducting
tory voice (MUSIC 65 and 73), piano (MUSIC 12 and MUSIC 230. Advanced Orchestral Conducting
72A), or guitar (MUSIC 74C) to reach the minimum profi- MUSIC 231. Advanced Choral Conducting
ciency levels required to be accepted into a private studio 1. Register for an independent project (MUSIC 198, 4 units)
and then complete their 5 quarters. Requirements for the in the senior year under faculty supervision, leading to a
minimum levels of proficiency in each instrument for pri- senior conducting project.
vate instruction are posted at: III. Concentration in Composition—In addition to degree re-
http://music.stanford.edu/Academics/Auditions.html. quirements required of majors listed above, students in the
b. A minimum of five quarters totaling at least 5 units of Composition concentration must:
work in one or more of the department's organizations or 1. Complete at least 6 additional, graded course units in com-
chamber groups. To fulfill the ensemble requirement, Mu- position. Additional courses might include, but are not lim-
sic majors need at least three quarters of participation in ited to:
the department's traditional large ensembles (MUSIC 159– MUSIC 123. Undergraduate Seminar in Composition
167), with the exception of students whose primary in- MUSIC 125. Individual Undergraduate Projects in Composi-
strument is harp, keyboard, or guitar, who need to partici- tion
pate at least one quarter in the ensembles above, but who MUSIC 127. Instrumentation and Orchestration
may fulfill the rest of the requirement with chamber music MUSIC 150. Musical Acoustics
(MUSIC 171). MUSIC 181 and MUSIC 156 may count for MUSIC 154. Composition and Performance of Instrumental
up to two of the ensemble-unit requirements for the Music Music with Electronics
major. MUSIC 220A, B, or C—any of the series in computer-
Note—MUSIC 128, Composition, Coding, and Perform- generated sound, music, and composition
ance with SLOrk; MUSIC 157, Mariachi Band; MUSIC 1. Register for an independent project (MUSIC 198, 4 units)
158, Soundwire Ensemble; MUSIC 160A, Stanford Phil- in the senior year under faculty supervision, leading to a
harmonia Orchestra; MUSIC 160B, Stanford New En- composition.
semble; MUSIC 161C, Red Vest Band; and MUSIC IV. Concentration in History and Theory—In addition to degree
161D, Stanford Brass Ensemble do not satisfy this re- requirements required of majors listed above, students in the
quirement. History and Theory concentration must:
6. Additional requirements— 1. Complete at least 6 additional, graded course units in his-
a. Majors are required to pass a Piano Proficiency examina- tory and theory. Additional courses might include, but are
tion as part of the music theory core (MUSIC 21, 22, 23). not limited to:
The examination is given in the first two weeks of MUSIC MUSIC 122A, B, or C—any course not taken in fulfillment
21. Students who do not pass the Piano Proficiency exami- of the major requirement
nation are required to enroll in MUSIC 12 concurrently MUSIC 140-149/240-249, 251—any courses not taken in
with the music theory core until they are able to pass the fulfillment of the major requirement
examination. The examination consists of scales and ar- MUSIC 221. Topics in the History of Theory
peggios, performance of a simple tune to be set by the ex- MUSIC 220A, B, or C—any of the series in computer-
aminer, sight-reading, and the performance of prepared generated sound, music, and composition
pieces. Information regarding the proficiency examination 1. Register for an independent project (MUSIC 198, 4 units)
may be downloaded at in the senior year under faculty supervision, leading to a
http://music.stanford.edu/private/downloads/PIANO%20P senior research paper.
ROFICIENCY%20EXAM.doc V. Concentration in Music, Science, and Technology—Requires
b. Majors must also pass an ear-training proficiency examina- completion of 66 units of course work that differs from that of
tion, which is one of the requirements to complete MUSIC the major and is delineated below. This field of study is de-
23. It may be taken by arrangement and demonstrates a signed for those students interested in the musical ramifications
student's ability to hear music accurately and to perform it of rapidly evolving computer technology and digital audio, and
at sight. in the acoustic and psychoacoustic foundations of music. This
MUSIC
units) in music, science, and technology—
MUSIC 220A. Fundamentals of Computer-Generated Sound 1. Theory—
(4 units) • MUSIC 21. Elements of Music I (4 units)
MUSIC 220B. Compositional Algorithms, Psychoacoustics, • MUSIC 22. Elements of Music II (4 units)
and Spatial Processing (4 units) • MUSIC 23. Elements of Music III (4 units)
MUSIC 220C. Research Seminar in Computer-Generated • MUSIC 150. Musical Acoustics (3 units)
Music (4 units) • MUSIC 251. Psychophysics and Music Cognition (WIM)
MUSIC 220D. Research in Computer-Generated Music (4 (4 units)
units) • MUSIC 220A. Fundamentals of Computer-Generated
MUSIC 250A. Human-Computer Interface Theory and Prac- Sound (4 units)
tice (4 units) • MUSIC 220B. Compositional Algorithms, Psychoacous-
1. Applied— tics, and Spatial Processing (4 units)
a. Individual studies in performance, MUSIC 171/272- 2. Applied—
177/277, (6 units), or MUSIC 192A, Foundations of • MUSIC 192A. Foundations of Sound-Recording Technol-
Sound Recording Technology and MUSIC 192B, Ad- ogy (3 units)
vanced Sound-Recording Technology (3 units each). • MUSIC 192B. Advanced Sound-Recording Technology (3
b. Ensemble as described above for the major (5 units) or units)
MUSIC 192C. Session Recording (5 units). • MUSIC 192C. Session Recording (two quarters; 3 units to-
2. History—Two at the 4-unit level from: tal)
MUSIC 40. Music History to 1600
MUSIC 41. Music History 1600–1830 MASTER OF ARTS IN MUSIC
MUSIC 42. Music History Since 1830 University requirements for the M.A. are described in the
1. The program requires a senior research project (4 units) "Graduate Degrees" section of this bulletin.
completed under faculty guidance. May be completed in None of Stanford's required undergraduate courses may be cre-
conjunction with enrollment in any of the following: dited toward an advanced degree unless specifically required for
MUSIC 220D; MUSIC 199; MUSIC 198. both degrees. Only work that receives a grade of 'A,' 'B,' or
'Satisfactory' (a passing grade in an instructor-mandated credit/no
HONORS PROGRAM
credit course) in Music courses numbered 100 or higher taken as a
Honors in Music are awarded by the faculty to concentrators
graduate student is recognized as fulfilling the advanced-degree
who have produced an independent project of exceptional quality
requirements. Students may need to devote more than the mini-
and meet certain departmental standards in musicianship, scholar-
mum time in residence if preparation for graduate study is inade-
ship, and academic standing. The conferral of honors is done sole-
quate.
ly through faculty consultation. Students do not petition for honors.
ADMISSION
OVERSEAS STUDY OR STUDY ABROAD Applicants are required to submit evidence of accomplishment
Courses in Music are often available at Stanford overseas pro- (scores, recordings, and/or research papers) when they complete
grams, especially in Berlin, Paris, Florence, and Oxford. See the the application form. Applicants should arrange to take the Gradu-
"Overseas Studies Program" section of this bulletin for this year's ate Record Examination (GRE) well in advance of the December
listings. Music majors and minors should talk to the Department of 14 application deadline. All components of the application are due
Music undergraduate administrator prior to going overseas. by December 14. International students whose first language is not
English are also required to take the TOEFL exam (with certain
MINOR IN MUSIC exceptions: see http://studentaffairs.stanford.edu/gradadmissions).
Minors in Music in the concentration areas of performance, FIELDS OF STUDY OR DEGREE OPTIONS
conducting, composition and history and theory, as well as in the All of the above fields of study are declarable as subplans in
concentration in music, science, and technology provide the stu- Axess:
dent with a core of essential Music courses in the disciplines that
• Master of Arts degree (M.A.)—in Composition.
establish both a foundation for informed appreciation of music and
a basis for more advanced study, should the student wish to pursue • Master of Arts degree (M.A.)—in Music History.
it. • Master of Arts degree (M.A.)—in Computer-Based Music
Theory and Acoustics.
Requirements—Total of 36 units required course work as de- • Master of Arts degree (M.A.)—in Music, Science, and Tech-
lineated below. Students in either minor must also pass the piano
nology (M.A./M.S.T.) Note: The MA/MST program is the
and ear-training proficiency examinations required of Music ma-
jors. only terminal master's degree; it is one year in duration and
consists only of course work.
Required Courses for the Minor in Music with concentrations
in performance, conducting, composition, and history and theory— DEGREE REQUIREMENTS
1. Theory— A minimum of 45 academic units is required for the master's
• MUSIC 21. Elements of Music I (4 units) degree in Music. The Department of Music does not accept stu-
• MUSIC 22. Elements of Music II (4 units)
MUSIC
dents in musicology, regardless of entering degree level. ing on the candidate's field of study). If one of these languages
MUSIC 280. TA Training (1 unit) is the student's native language, the student may be exempted
MUSIC 301A. Analysis of Music: Modal (4 units) from an examination.
MUSIC 301B. Analysis of Music: Tonal (4 units) 3. Special-Area Examination—A written and oral examination
MUSIC 301C. Analysis of Music: Post-Tonal (4 units) testing the student's knowledge of music and research in the
I. Composition—The Doctor of Musical Arts (D.M.A.) degree student's field of concentration is completed during the fourth
in Composition is given breadth through collateral studies in other year of study, no later than the last day of classes in Autumn
branches of music and in relevant studies outside music as seems Quarter of that year. This includes an oral defense of the dis-
desirable. In addition to degree requirements required of all doc- sertation proposal. The examining committee comprises pro-
toral graduate students and listed above, students must complete at spective readers of the dissertation.
least 24 units of: 4. University Oral Examination—Taken once the dissertation is
1. MUSIC 323. Doctoral Seminar in Composition substantially under way; an oral presentation is a defense of
2. Besides those requirements listed above, candidates are ex- dissertation research methods and results.
pected to produce a number of works demonstrating their abil- 5. Dissertation—After the first two years of graduate study, the
ity to compose in a variety of forms and for the common me- student concentrates on research and writing of the disserta-
dia: vocal, instrumental, and electronic music. If possible, the tion. The dissertation demonstrates the student's ability to work
works submitted are presented in public performance prepared systematically and independently to produce an essay of com-
by the composer. Annual progress is reviewed by the composi- petent scholarship.
tion faculty with a major portfolio review conducted at the 6. Reading Committee—The minimum membership of the read-
conclusion of the second year. ing committee is 1) the principal dissertation adviser, 2) a sec-
3. Foreign Language Requirement—At the time of advancement ond member from the department, and 3) a third member from
to candidacy, all D.M.A. students are required to have demon- the major department or another department. If a third member
strated a reading knowledge of one language other than Eng- is from another institution, a fourth member must be appointed
lish and the ability to translate it into idiomatic English. from the department. The principal dissertation adviser and all
4. Special-Area Examination—A written examination in the can- other members of the committee must belong to the Academic
didate's field of concentration, including a final project pro- Council. The notice of appointment of a Reading Committee
posal, is required to be completed during the fourth year of should be submitted to the department at the same time as the
study, no later than the last day of classes in Autumn Quarter approved dissertation proposal and the completion of the Spe-
of that year. cial-Area Exam. It is the responsibility of the student, with the
5. Final Project Presentation—Required during the last quarter advice of his or her adviser, to approach appropriate faculty
of residence, the purpose of the presentation is to demonstrate members and obtain their consent to serve on the reading
the ability of the candidate to organize and present the topic of committee.
the final project for public review. It should be two hours in III. Computer-Based Music Theory and Acoustics—In addition
length, treating aspects of the final project. Details regarding to degree requirements required of all doctoral graduate students
the D.M.A. final project presentation may be found in the De- and listed above, students must complete at least 28 units of ap-
partment of Music Graduate Handbook available at: proved courses including:
http://music.stanford.edu/Academics/gradStudies.html 1. Required:
6. Final Project—Candidate's work culminates in a required MUSIC 220A. Fundamentals of Computer-Generated Sound
Final Project. The final project in composition must be a sub- (4 units)
stantial composition, the scope of which shall be agreed upon MUSIC 220B. Compositional Algorithms, Psychoacoustics,
by the members of the committee. Typically, work on the final and Spatial Processing (4 units)
project encompasses several quarters. Usually, smaller works, MUSIC 220C. Research Seminar in Computer-Generated
for specific performances, are composed at the same time. Music (4 units)
7. Reading Committee—The membership of the reading commit- MUSIC 220D. Research in Computer-Generated Music (12
tee is the principal final project adviser and a minimum of two units total)
additional members. The notice of appointment of a D.M.A. MUSIC 320. Introduction to Digital Audio Signal Processing
Final Project Reading Committee should be submitted to the (4 units)
department at the same time as the approved final project pro- 2. Foreign Language Requirement—At the time of advancement
posal and the completion of the special area exam. It is the re- to candidacy, all Ph.D. students in computer-based music the-
sponsibility of the student, with the advice of his or her ad- ory and acoustics are required to have demonstrated a reading
viser, to approach appropriate faculty members and obtain knowledge of one language other than English and the ability
their consent to serve on the reading committee. Obtain the to translate it into idiomatic English.
D.M.A. reading committee form from the department office; 3. Special-Area Examination—A written and oral examination
fill it out; obtain committee members' signatures; return to the testing the student's knowledge of music and research in the
department office. student's field of concentration is completed during the fourth
II. Musicology—In addition to degree requirements required of year of study, no later than the last day of classes in Autumn
all doctoral graduate students and listed above, students must com- Quarter of that year. This includes an oral defense of the dis-
plete at least 42 units of approved courses including: sertation proposal. The examining committee comprises pro-
1. Required: spective readers of the dissertation.
is from another institution, a fourth member must be appointed an important influence on human endeavors of all kinds, including
from the department. The principal dissertation adviser and all artistic, political, and economic, students of the humanities should
other members of the committee must belong to the Academic find their understanding deepened by acquaintance with philoso-
Council. The notice of appointment of a Reading Committee phy.
should be submitted to the department at the same time as the
approved dissertation proposal and the completion of the Spe- MISSION OF THE UNDERGRADUATE
cial-Area Exam. It is the responsibility of the student, with the PROGRAM IN PHILOSOPHY
advice of his or her adviser, to approach appropriate faculty The mission of the undergraduate program in Philosophy is to
members and obtain their consent to serve on the reading train students to think clearly and critically about the deepest and
committee. broadest questions concerning being, knowledge, and value and
IV. Ph.D. in Music and Humanities—The department partici-
their connections to the full range of human activities and interests.
pated in the Graduate Program in Humanities leading to a Ph.D.
The Philosophy major presents students with paradigms and per-
degree in Music and Humanities. At this time, the option
spectives of past thinkers and introduces students to a variety of
is available only to students already enrolled in the Graduate Pro-
methods of reasoning and the ways in which judgments are
gram in Humanities; no new students are being accepted. The Uni-
formed. Courses in the major equip students with core skills in-
versity remains committed to a broad-based graduate education in
volved in critical reading, analytical thinking, sound argumenta-
the humanities; the courses, colloquium, and symposium continue
tion, and the clear and well-organized expression of ideas. Phi-
to be offered, and the Division of Literatures, Cultures, and Lan-
losophy is an excellent major for those planning a career in law,
guages provides advising for students already enrolled who may
medicine, or business. It provides analytical skills and a breadth of
contact DLCL Student Affairs at 650-724-1333 or
perspective helpful to those called upon to make decisions about
dlcl@stanford.edu for further information. Courses are listed under
their own conduct and the welfare of others. Philosophy majors
the subject code HUMNTIES and may be viewed on the Stanford
who have carefully planned their undergraduate program have an
Bulletin's ExploreCourses web site.
excellent record of admission to professional and graduate schools.
PHILOSOPHY
proficiency in at least one foreign language. LITERARY THOUGHT
GENERAL PROGRAM Undergraduates may major in Philosophy with a special option
in philosophy and literature. This option is declared to the depart-
1. Course requirements, minimum 55 units: ment; it is not declared on Axess, and it does not appear on the
a. preparation for the major: an introductory course (under transcript or the diploma. Students in this option take courses
100) and 80. (PHIL 80 should normally be taken no later alongside students from other major departments which also have a
than the first quarter after declaring the major.) Students specialized option associated with the program for the study of
taking both quarters of the Winter/Spring Philosophy In- philosophical and literary thought, with administrative staff in the
troduction to the Humanities (IHUM) track can count 5 DLCL. Each student in this option is assigned an adviser in Phi-
units toward the introductory Philosophy requirement. losophy, and students’ schedules and overall course of study must
b. the core, 24 additional Philosophy units as follows: be approved in writing by the adviser, and the Directors of Under-
1. logic: one from 50, 150, 151, 154 graduate Studies of Philosophy and of the program.
1. philosophy of science: any course from 60, 61, 156, A total of 65 units must be completed for this option, including
163-168 the following requirements.
2. moral and political philosophy: one from 170-173 1. Core requirements for the major in Philosophy, including:
3. metaphysics and epistemology: one from 180-189 a. an introductory course
4. history of philosophy: 100 and 102 are required of b. PHIL 80
each major c. the core distribution requirements listed in section 1b of
c. one undergraduate philosophy seminar from the 194 series. the general program above.
d. electives: courses numbered 10 or above, at least 13 units 2. Gateway course in philosophy and literature (PHIL 81). This
of which must be in courses numbered above 99. course should be taken as early as possible in the student’s ca-
2. Units for Tutorial, Directed Reading (PHIL 196, 197, 198), reer, normally in the sophomore year.
The Dualist (PHIL 198), Honors Seminar (PHIL 199), or af- 3. Three courses in a single national literature, chosen by the
filiated courses may not be counted in the 55-unit requirement. student in consultation with the adviser and the program direc-
No more than 10 units completed with grades of ‘satisfactory’ tor of undergraduate studies. This normally involves meeting
and/or ‘credit’ may be counted in the 55-unit requirement. the language proficiency requirements of the relevant literature
3. A maximum of 10 transfer units or two courses can be used for department.
the departmental major. In general, transfer courses cannot be 4. Electives within Philosophy beyond the core requirements
used to satisfy the five area requirements or the undergraduate totaling at least 5 units, and drawn from courses numbered 100
seminar requirement. Students may not substitute transfer units or higher.
for the PHIL 80 requirement. 5. Two upper division courses of special relevance to the study of
SPECIAL PROGRAM IN HISTORY AND philosophy and literature, as identified by the committee in
charge of the program. A list of approved courses is available
PHILOSOPHY OF SCIENCE from the program director of undergraduate studies.
Undergraduates may major in Philosophy with a field of study 6. Capstone seminar in the PHIL 194 series.
in History and Philosophy of Science. This field of study is de- 7. Capstone seminar of relevance to the study of philosophy and
clared on Axess. Each participating student is assigned an adviser literature, as approved by the program committee. In some
who approves the course of study. A total of 61 units are required cases, with approval of the Philosophy Director of Under-
for the sub-major, to be taken according to requirements 1 through graduate Study and the program director of undergraduate
5 below. Substitutions for the listed courses are allowed only by studies, the same course may be used to meet requirements 6
written consent of the undergraduate adviser for History and Phi- and 7 simultaneously. In any case, the student’s choice of a
losophy of Science. Students are encouraged to consider doing capstone seminar must be approved in writing by the Philoso-
honors work with an emphasis on the history and philosophy of phy Director of Undergraduate Study and the program director
science. Interested students should see the description of the hon- of undergraduate studies.
ors thesis in Philosophy and consult their advisers for further in- Students are encouraged to consider doing honors work in a
formation. topic related to philosophy and literature through the Philosophy
1. Three science courses (for example, biology, chemistry, phys- honors program.
ics) for 12 units. The following rules also apply to the special option:
2. The following Philosophy (PHIL) core courses must be com- 1. Units for Honors Tutorial, Directed Reading (PHIL 196, 197,
pleted with a letter grade by the end of the junior year: 198), The Dualist (PHIL 198), Honors Seminar (PHIL 199)
a. one from 50, 150, 151, 154 may not be counted toward the 65-unit requirement. No more
b. 60 or 61 than 10 units with a grade of ‘satisfactory’ or ‘credit’ may be
c. 80 counted toward the unit requirement.
3. Three history of science courses. 2. A maximum of 15 transfer units may be counted toward the
4. Three philosophy of science courses, of which one must be major, at most 10 of which may substitute for courses within
PHIL 164. Philosophy. Transfer credits may not substitute for PHIL 80 or
5. Three additional courses related to the major, in philosophy or 81, and are approved as substitutes for the five area require-
history, to be agreed on by the adviser. ments or PHIL 194 only in exceptional cases.
strated ability in philosophy, including an average grade of at least The joint undergraduate major in Philosophy and Religious
‘A-’ in a substantial number of philosophy courses and progress Studies consists of 60 units of course work with approximately one
third each in the philosophy core, the religious studies core, and
towards satisfying the requirements of the major.
either the general major or the special concentration. Affiliated
With their application, candidates should submit an intended
plan of study for the remainder of the junior and the senior years. It courses cannot be used to satisfy this requirement.
should include at least 5 units of Senior Tutorial (196) during Au- No courses in either the philosophy or religious studies core
may be taken satisfactory/no credit or credit/no credit.
tumn and/or Winter Quarter(s) of the senior year. Students who are
In general, transfer units cannot be used to satisfy the core re-
applying to Honors College may use the same application for phi-
losophy honors. In the quarter preceding the tutorial, students quirements. Transfer units and substitutions must be approved by
should submit an essay proposal to the Philosophy undergraduate the director of undergraduate studies in the appropriate department.
director and determine an adviser. CORE REQUIREMENTS
Students applying for honors should enroll in Junior Honors
Seminar (199) during the Spring Quarter of the junior year. 1. Philosophy (PHIL) courses:
The length of the honors essay may vary considerably depend- a. 80
b. 16 units, including at least one Philosophy course from
ing on the problem and the approach; usually it falls somewhere
each of the following areas:
between 7,500 and 12,500 words. This essay may use work in
1. logic and philosophy of science: 50, 60, 61, 150, 151,
previous seminars and courses as a starting point, but it cannot be
154, 156, 162-168
the same essay that has been used, or is being used, in some other
1. ethics and value theory: 170-173
class or seminar. It must be a substantially new and different piece
2. epistemology, metaphysics, and philosophy of lan-
of work reflecting work in the tutorials.
guage: 180-189
A completed draft of the essay is submitted to the adviser at the
3. history of philosophy: 100-103
end of the Winter Quarter of the senior year. Any further revisions
2. Religious Studies (RELIGST) courses: 20 units, chosen in
must be finished by the fifth full week of the Spring Quarter, when
consultation with the student’s adviser, including:
three copies of the essay are to be given to the undergraduate sec-
retary. The honors essay is graded by the adviser together with a a. RELIGST 290. Theories of Religion (5 units; Winter
second reader, chosen by the adviser in consultation with the stu- Quarter; recommended junior year; fulfills WIM require-
ment)
dent. The student also provides an oral defense of the thesis at a
b. at least one course in philosophy of religion, broadly con-
meeting with the adviser and second reader. The essay must re-
ceive a grade of ‘A-’ or better for the student to receive honors. strued: RELIGST 52, 54, 62, 101, 173, 174E, 183, 212,
Honors tutorials represent units in addition to the 55-unit re- 220, 226, 238, 240, 242, 244, 245, 271A, 271B, 273 274,
275, 278, 279, 280
quirement.
c. diversity requirement: Students may not take all their relig-
MINOR IN PHILOSOPHY ion courses in one religious tradition.
A minor in Philosophy consists of at least 30 units of Philoso- General Major Requirements—Five additional courses (ap-
phy courses satisfying the following conditions: proximately 20 units) divided between the two departments. No
1. Students taking both quarters of the Winter/Spring Philosophy more than five of these units may come from courses numbered
Introduction to the Humanities (IHUM) track may count these under 99 in either department. Each student must also take at least
courses as equivalent to a maximum of 5 units of Philosophy one undergraduate seminar in religious studies and one under-
courses under 100. graduate seminar in philosophy.
2. At least 10 units must be from courses numbered 100 or above. Special Concentration—With the aid of an adviser, students
3. The 30 units must include one of: pursue a specialized form of inquiry in which the combined de-
a. a history of philosophy course numbered 100 or above partments have strength; for example, American philosophy and
b. two quarters of IHUM (only 5 of the 10 units can count religious thought, philosophical and religious theories of human
towards 30-unit requirement) nature and action, philosophy of religion. Courses for this concen-
4. One course from any two of the following three areas (PHIL): tration must be approved in writing by the adviser.
a. philosophy of science and logic: 60, 61, 156, 163-168; 50, Directed Reading and Satisfactory/No Credit Units—Units of
150, 151, 154 directed reading for fulfilling requirements of the joint major are
b. moral and political philosophy: 20, 30, 170-172 allowed only with special permission. No more than 10 units of
c. metaphysics and epistemology: 10, 80, 180-189 work with a grade of ‘satisfactory’ count toward the joint major.
5. Units for tutorials, directed reading, and affiliated courses may
not be counted. HONORS PROGRAM
6. Transfer units must be approved in writing by the Director of Students pursuing a joint major in Philosophy and Religious
Undergraduate Study at the time of declaring. The number of Studies may also apply for honors by following the procedure for
transfer units is generally limited to a maximum of 10. honors in either of the departments.
7. No more than 6 units completed with grades of ‘satisfactory’
or ‘credit’ count towards the 30-unit requirement.
Students must declare their intention to minor in Philosophy in
a meeting with the Director of Undergraduate Study. This formal
PHILOSOPHY
in the "Coterminal Bachelor's and Master's Degrees" section of this bered above 200; these cannot be graduate sections of under-
bulletin. For University coterminal degree program rules and Uni- graduate courses.
versity application forms, see 4. Specialization—
http://studentaffairs.stanford.edu/registrar/publications#Coterm. Students must take at least three courses numbered over 105
in one of the five areas.
MASTER OF ARTS IN PHILOSOPHY
SPECIAL PROGRAM IN SYMBOLIC
University requirements for the M.A. are discussed in the
"Graduate Degrees" section of this bulletin. SYSTEMS
Three programs lead to the M.A. in Philosophy. One is a gen- Students should have the equivalent of the Stanford under-
eral program providing a grounding in all branches of the subject. graduate major in Symbolic Systems. Students who have a strong
The others provide special training in one branch. major in one of the basic SSP disciplines (philosophy, psychology,
linguistics, computer science) may be admitted, but are required to
Admissions—All prospective master’s students, including those do a substantial part of the undergraduate SSP core in each of the
currently enrolled in other Stanford programs, must apply for ad- other basic SSP fields. This must include the following three phi-
mission to the program. No fellowships are available. Entering losophy courses or their equivalents: 80; 151 (formerly 160A); and
students must meet with the director of the master’s program and one from 181, 183, 184, 186. This work does not count towards the
have their adviser's approval, in writing, of program proposals. The 45-unit requirement.
master’s program should not be considered a stepping stone to the
doctoral program; these two programs are separate and distinct. COURSE REQUIREMENTS
Unit Requirements—Each program requires a minimum of 45 1. Four courses in philosophy at the graduate level (numbered
units in philosophy. Students in a special program may be allowed 200 or above), including courses from three of the following
or required to replace up to 9 units of philosophy by 9 units in the five areas:
field of specialization. Although the requirements for the M.A. are a. Philosophy of language
designed so that a student with the equivalent of a strong under- b. Logic
graduate philosophy major at Stanford might complete them in one c. Philosophy of mind
year, most students need longer. Students should also keep in mind d. Metaphysics and epistemology
that although 45 units is the minimum required by the University, e. Philosophy of science
quite often more units are necessary to complete department re- At most two of the four courses may be graduate sections of
quirements. Up to 6 units of directed reading in philosophy may be undergraduate courses numbered 100 or higher.
allowed. There is no thesis requirement, but an optional master’s 2. Three courses numbered 100 or higher from outside Philoso-
thesis or project, upon faculty approval, may count as the equiva- phy, chosen in consultation with an adviser. These courses
lent of up to 8 units. A special program may require knowledge of should be from two of the following four areas:
a foreign language. At least 45 units in courses numbered 100 or a. Psychology
above must be completed with a grade of 'B-' or better at Stanford. b. Linguistics
Students are reminded of the University requirements for advanced c. Computer Science
degrees, and particularly of the fact that for the M.A., students d. Education
must complete three full quarters as measured by tuition payment. Remaining courses are chosen in consultation with and ap-
proved by an adviser.
GENERAL PROGRAM
SPECIAL PROGRAM IN THE PHILOSOPHY
The General Program requires a minimum of 45 units in Phi-
losophy courses numbered above 99. These courses must be taken OF LANGUAGE
for a letter grade, and the student must receive at least a ‘B-’ in the Admission is limited to students with substantial preparation in
course. Courses taken to satisfy the undergraduate core or affili- philosophy or linguistics. Those whose primary preparation has
ated courses may not be counted in the 45 units. The requirement been in linguistics may be required to satisfy all or part of the un-
has three parts: dergraduate core requirements as described in the “General Pro-
1. Undergraduate Core— gram” subsection above. Those whose preparation is primarily in
Students must have when they enter, or complete early in philosophy may be required to take additional courses in linguis-
their program, the following undergraduate courses (students tics.
entering from other institutions should establish equivalent COURSE REQUIREMENTS
requirements with a master's adviser upon arrival or earlier):
a. Logic: 50 (formerly 57), 150 (formerly 159), or 151 (for- 1. Philosophy of language: two approved courses in the philoso-
merly 160A) phy of language numbered 180 or higher.
2. Syntactic theory and generative grammar: 384 and LINGUIST
b. Philosophy of science: any course from 60, 61, 163-167
231.
c. Moral and political philosophy: one from 170-173
d. Metaphysics and epistemology: one from 80, 180-189 3. Logic: at least two approved courses numbered 151 (formerly
e. History of philosophy: two history of philosophy courses 160A) or higher.
4. An approved graduate-level course in mathematical linguistics
numbered 100 or above
or automata theory.
2. Graduate Core—
must be passed with a letter grade of 'B-' or better (no satisfac- the sixth quarter, normally Spring Quarter of the second year.
tory/no credit), except in the case of a course/seminar used to sat- 4. Teaching Assistancy—A minimum of five quarters of teaching
isfy the third-year course/seminar requirement and taken for only 2 assistancy are required for the Ph.D. Normally students do not
units. Such a reduced-unit third-year course/seminar must be taken teach in their first year and teach no more than two quarters in
credit/no credit. their second year. Students are required to take PHIL 239 dur-
At the end of each year, the department reviews the progress of ing Spring Quarter of their first year and during Autumn Quar-
each student to determine whether the student is making satisfac- ter of their second year.
tory progress, and on that basis to make decisions about probation- 5. Review at the End of the Second Year for Advancement to
ary status and termination from the program where appropriate. Candidacy—By the fourth week of the sixth quarter students
Any student in one of the Ph.D. programs may apply for the must submit a one-page explanation of their first- and second-
M.A. when all University and department requirements have been year course plan and their writing requirement paper. The fac-
met. ulty’s review of each student includes a review of the student’s
record, an assessment of the qualifying paper, and an assess-
PROFICIENCY REQUIREMENTS ment of the student’s preparation for work in her/his intended
1. First-year Ph.D. Proseminar—A one quarter, topically focused area of specialization, as well as recommendations of addi-
seminar offered in Autumn Quarter, and required of all first- tional preparation, if necessary.
year students. 6. Candidacy—To continue in the Ph.D. program, each student
2. Distribution requirements during the first six quarters— must be approved for candidacy during the sixth academic
a. six courses distributed across three areas as follows: quarter, normally the Spring Quarter of the student’s second
1. two courses in value theory including ethics, aesthet- year. Students may be approved for candidacy on a conditional
ics, political philosophy, social philosophy, philosophy basis if they have only one or two outstanding deficiencies, but
of law. At least one of the courses satisfying this dis- are not officially advanced to candidacy until these deficien-
tribution requirement must be in ethics or political phi- cies have been removed. Approval for candidacy indicates
losophy. that, in the department’s judgment, the student can complete
2. Two courses in language, mind, and action. One the Ph.D. In reaching this judgment, the department considers
course satisfying this requirement must be drawn from the overall quality of the student’s work during the first six
the language related courses, and one from mind and quarters and the student’s success in fulfilling course and writ-
action related courses. ing requirements.
3. two courses in metaphysics and epistemology (includ- 7. During the Summer Quarter of the second year, students are
ing metaphysics, epistemology, philosophy of science). required to attend a dissertation development seminar given by
At least one of the courses satisfying this requirement the department.
must be drawn from either metaphysics or epistemol- 8. During the third year of graduate study, and after advancement
ogy. to candidacy, a Ph.D. student must complete at least three
• Instructors indicate which courses may satisfy particu- graduate-level courses and/or seminars, at least two of which
lar requirements. If a course potentially satisfies more must be in Philosophy. Courses required for candidacy are not
than one requirement the student may use it for only counted toward satisfaction of this requirement. Courses
one of those area requirements; no units may be dou- and/or seminars outside Philosophy are determined in consul-
ble-counted. Students must develop broad competen- tation with a student’s adviser. Except in special circum-
cies in all these areas. Those without strong back- stances, one of these courses and/or seminars may be taken for
grounds in these areas would normally satisfy these reduced units if that option is provided by the faculty teaching
distribution requirements by taking more basic courses the course or seminar. Courses used to satisfy these require-
rather than highly specialized and focused courses. ments must be passed with a letter grade of 'B-' or better, ex-
Students should consult with their adviser in making cept in the case of a course or seminar used to satisfy the third-
these course decisions, and be prepared to explain year course and/or seminar requirement and taken for only 2
these decisions when reviewed for candidacy; see re- units. Such a reduced-unit third-year course or seminar must
quirement 6 below. be taken credit/no credit.
b. Logic requirement: PHIL 150 or equivalent. 9. Dissertation Work and Defense—The third and fourth, and
c. History/logic requirement. Three of the four courses listed normally fifth, years are devoted to dissertation work. Students
below. should make every effort to conform to the following dead-
1. Three approved history courses lines.
2. PHIL 151 a. Dissertation Proposal—By Spring Quarter of the third
• To satisfy this history/logic requirement it is necessary year, students choose a dissertation topic, a reading com-
to take at least one course in ancient philosophy and mittee, and a possible thesis relative to that topic. The topic
one course in the history of modern philosophy. and thesis should be sketched in a proposal of 3-5 pages,
d. Students should normally take at least 64 graduate level along with a detailed, annotated bibliography demonstrat-
units at Stanford during their first six quarters (in many ing familiarity with the relevant literature. Individual fac-
cases students would take more units than that) and of ulty on the committee may impose further requirements on
those total units, at least 49 units of course work are to be the proposal. The proposal should be approved by the read-
in the Philosophy department. These courses must be
PHILOSOPHY
on an aspect of the student’s dissertation research. a special designation in Cognitive Science along with the Ph.D. in
d. University Oral Exam—Ph.D. students must submit a Philosophy. To receive this field designation, students must com-
completed draft of the dissertation to the reading commit- plete 30 units of approved courses, 18 of which must be taken in
tee at least one month before the student expects to defend two disciplines outside of philosophy. The list of approved courses
the thesis in the University oral exam. If the student is giv- can be obtained from the Cognitive Science program located in the
en consent to go forward, the University oral take place Department of Psychology.
approximately two weeks later. A portion of the exam con- SPECIAL TRACK IN PHILOSOPHY AND SYMBOLIC
sists of a student presentation based on the dissertation and SYSTEMS
is open to the public. A closed question period follows. If Students interested in interdisciplinary work relating philoso-
the draft is ready by Autumn Quarter of the fourth year, the phy to artificial intelligence, cognitive science, computer science,
student may request that the University oral count as the linguistics, or logic may pursue a degree in this program.
department oral. Prerequisites—Admitted students should have covered the
SPECIAL GRADUATE PROGRAMS equivalent of the core of the undergraduate Symbolic Systems
Program requirements as described in the "Symbolic Systems"
The department recognizes that some students may need to section of this bulletin, including courses in artificial intelligence
spend a large amount of time preparing themselves in some other (AI), cognitive science, linguistics, logic, and philosophy. The
discipline related to their philosophical goals, or in advanced prep- graduate program is designed with this background in mind. Stu-
aration in some area within philosophy. In such circumstances, the dents missing part of this background may need additional course
department may be willing to waive some of the Ph.D. re- work. Aside from the required course work below, the Ph.D. re-
quirements. Such an exemption is not automatic; a program must quirements are the same as for the regular program, with the ex-
be worked out with an adviser and submitted to the department ception that one course in value theory and one course in history
some time in the student’s first year. This proposal must be in writ- may be omitted.
ing and must include: Courses of Study—The program consists of three years of
1. The areas to be exempted (see below). courses and two years of dissertation work. Students are required
2. A program of additional courses and seminars in the special to take the following courses in the first two years:
area, usually at least 12 units. 1. Philosophy courses:
3. A justification of the program that considers both intellectual a. at least three graduate seminars in the general area of sym-
coherence and the student’s goals. bolic systems other than logic, such as philosophy of mind
The department believes there is plenty of room for normal and philosophy of language.
specialization within the program as it stands, and that all students b. two quarters of graduate logic courses from among 350A,
specialize to some extent. In particular, a normal course schedule 351A, 352A, 353A
for the first six quarters would involve graduate units considerably 2. Five cognitive science and computer science courses:
beyond the basic requirement of 49 units in Philosophy. Thus, the a. at least two courses in cognitive psychology
intent is not to exempt courses on a one-to-one basis, but only to b. two or three graduate courses in computer science, at least
grant exemptions when a student plans an extensive and intensive one in AI and one in theory
study of some relevant area. 3. Three linguistics and computational linguistics courses:
Special program students may be exempted from the following: a. graduate courses on natural language that focus on two of
1. One item from the Proficiency requirement 2.a in the general the following areas: phonetics and phonology, syntax, se-
Ph.D. program. mantics, or pragmatics
2. PHIL 150 (formerly 159); but in this case, a student must take b. one graduate course in computational linguistics, typically
PHIL 50. Note that PHIL 50 does not earn graduate credit to- LINGUIST 288
wards the Proficiency Requirement 2.d. 4. At least two additional graduate seminars at a more advanced
If a student’s special program involves substantial course level, in the general area of the program, independent of de-
work outside of philosophy, the student may, with the ap- partment. These would typically be in the area of the student’s
proval of the adviser, petition the department to reduce re- proposed dissertation project.
quirement 2.d, the Philosophy unit requirement for the first The requirements for the third year and subsequent years are
two years. Normally this requirement is not reduced below the same as for other third-year graduate students in philosophy:
37 units. The dissertation committee must include at least one member of
INTERDEPARTMENTAL PROGRAMS the Department of Philosophy and one member of the Program in
Symbolic Systems outside the Department of Philosophy.
PH.D. IN PHILOSOPHY AND HUMANITIES
The department participated in the Graduate Program in Hu- JOINT PROGRAM IN ANCIENT PHILOSOPHY
manities leading to a Ph.D. degree in Philosophy and Humanities. This program is jointly administered by the Departments of
At this time, the option is available only to students already en- Classics and Philosophy and is overseen by a joint committee
rolled in the Graduate Program in Humanities; no new students are composed of members of both departments. It provides students
being accepted. The University remains committed to a broad- with the training, specialist skills, and knowledge needed for re-
based graduate education in the humanities; the courses, collo- search and teaching in ancient philosophy while producing schol-
quium, and symposium continue to be offered, and the Division of ars who are fully trained as either philosophers with a strong spe-
Literatures, Cultures, and Languages provides advising for stu-
Requirements for Philosophy Graduate Students—These are the • POLISCI 132. Ethics of Political Animals
same as the proficiency requirements for the Ph.D. in Philosophy • POLISCI 332R,S. Greek Political Economy I,II
with the following exception: if the student has already taken two • RELIGST 278/378. Heidegger: Confronting the Ultimate
courses in modern philosophy, there is no need to take a course in
modern philosophy to satisfy proficiency requirement 2.c.
One year of Greek is a requirement for admission to the pro-
gram. If students have had a year of Latin, they are required to take
PHYSICS
3 courses in second- or third-year Greek or Latin, at least one of Emeriti: (Professors) Steven Chu, Alexander L. Fetter, Stanley S.
which must be in Latin. If they have not had a year of Latin, they Hanna, William A. Little, David M. Ritson, H. Alan Schwett-
are then required to complete a year of Latin, and take two courses man, Robert V. Wagoner, John Dirk Walecka, Stanley G. Wo-
in second- or third-year Greek or Latin. jcicki*, Mason R. Yearian; (Professors, Research) John A.
Students are also required to take at least three courses in an- Lipa*, Todd I. Smith*, John P. Turneaure; (Professors, Cour-
cient philosophy at the 200 level or above, one of which must be in tesy) Peter A. Sturrock (Applied Physics), Richard Taylor
the Classics department and two of which must be in the Philoso- (SLAC National Accelerator Laboratory)
phy department. Chair: Steven Kahn
GRADUATE DEGREES IN HISTORY AND Associate Chair: Giorgio Gratta
PHILOSOPHY OF SCIENCE AND TECHNOLOGY Professors: Roger Blandford, Phil Bucksbaum, Patricia Burchat,
Blas Cabrera, Savas G. Dimopoulos, Sebastian Doniach, Gior-
See the description in the “History and Philosophy of Science
gio Gratta, Shamit Kachru, Steven Kahn, Renata E. Kallosh,
and Technology” section of this bulletin.
Aharon Kapitulnik, Mark Kasevich, Steven A. Kivelson, Robert
PH.D. MINOR IN PHILOSOPHY B. Laughlin, Andrei D. Linde, Peter F. Michelson, Douglas D.
Osheroff, Vahé Petrosian, Roger W. Romani, Zhi-Xun Shen,
To obtain a Ph.D. minor in Philosophy, students must follow Stephen Shenker, Eva Silverstein, Leonard Susskind, Shou-
these procedures: cheng Zhang
1. Consult with the Director of Graduate Study to establish eligi- Associate Professors: Tom Abel, Steven Allen, Sarah Church,
bility, and select a suitable adviser. David Goldhaber-Gordon, Hari Manoharan, Kathryn Moler
2. Give to the department academic assistant a signed copy of the Assistant Professors: Stefan Funk, Peter Graham, Sean Hartnoll
program of study (designed with the adviser) which offers: (Effective Autumn 2010), Chao-Lin Kuo, Xiao-liang Qi, Leon-
a. 30 units of courses in the Department of Philosophy with a ardo Senatore, Risa Wechsler
letter grade of 'B-' or better in each course. No more than 3 Professor (Research): Phillip H. Scherrer
units of directed reading may be counted in the 30-unit re- Courtesy Professors: Rhiju Das, Craig Levin,Stephen Quake, Ri-
quirement. chard N. Zare
b. At least one course or seminar numbered over 99 to be Lecturer: Chaya Nanavati, Rick Pam
taken in each of these five areas: Consulting Professors: Ralph Devoe, Gerald Fisher, Barbara
1. Logic Jones, Greg Madejski, Alan Title
2. Philosophy of science Visiting Professors: Edward Witten, Chandra Varma
3. Ethics, value theory, and moral and political philoso- * Recalled to active duty.
phy Department Offices: 382 Via Pueblo Mall
4. Metaphysics, epistemology, and philosophy of lan- Mail Code: 94305-4060
guage Phone: (650) 723-4344
5. History of philosophy Web Site: http://stanford.edu/dept/physics
c. Two additional courses numbered over 199 to be taken in Courses offered by the Department of Physics are listed under
one of those (b) five areas. the subject code PHYSICS on the Stanford Bulletin's Explore-
3. A faculty member from the Department of Philosophy (usually Courses web site.
the student’s adviser) serves on the student’s doctoral oral ex-
amination committee and may request that up to one third of MISSION OF THE UNDERGRADUATE
this examination be devoted to the minor subject. PROGRAM IN PHYSICS
4. Paperwork for the minor must be submitted to the department
office before beginning the program. The mission of the undergraduate program in Physics is to pro-
vide students with a sound foundation in both classical and modern
COGNATE COURSES physics. Courses in the program include labs in which undergradu-
The following courses have substantial philosophical content. ates carry out individual experiments which, in advanced courses,
However, in the absence of special permission these courses can- may include the conception, design, and fabrication of laboratory
not generally be used to satisfy requirements for the Philosophy equipment. Students are also encouraged to participate in inde-
major or graduate degrees in Philosophy. pendent research projects. The program prepares students for fu-
• CLASSHIS 101. The Greeks ture careers in medicine, engineering, government, and industry, as
• CLASSGRK 113. Advanced Greek: Thucydides well as graduate programs in physics.
• CLASSGEN 94. Ethics of Pleasure
PHYSICS
3. the ability to draw appropriate conclusions supported by ex-
perimental results, including the ability to methodically deter- coherent optical radiation, novel imaging technologies, and bio-
mine statistical and systematic errors to report limits (uncer- physics. Faculty advisers are drawn from many departments, in-
tainties) on the accuracy of results. cluding Physics, Applied Physics, Materials Science and Engineer-
4. the ability to communicate content understanding and research ing, Electrical Engineering, and Biology. Opportunities for re-
outcomes effectively (i.e., produce a written product that is search are also available with the faculty at SLAC in the areas of
well organized and demonstrates understanding of the disci- theoretical and experimental particle physics, particle astrophysics,
pline and its techniques.) cosmology, accelerator design, and photon science.
The number of graduate students admitted to the Department of
COURSE WORK Physics is strictly limited. Students should submit applications by
Course work is designed to provide students with a sound Tuesday, December 14, 2010 for matriculation the following
foundation in both classical and modern physics. Students who Autumn Quarter. Graduate students may normally enter the de-
wish to specialize in astronomy, astrophysics, or space science partment only at the beginning of Autumn Quarter.
should also consult the "Astronomy Program" section of this bulle-
tin. FELLOWSHIPS AND ASSISTANTSHIPS
Three introductory series of courses include labs in which un- The Department of Physics makes an effort to support all its
dergraduates carry out individual experiments. The Intermediate graduate students through fellowships, teaching assistantships,
Physics Laboratories offer facilities for increasingly complex indi- research assistantships, or a combination of sources. More detailed
vidual work, including the conception, design, and fabrication of information is provided with the offer of admission.
laboratory equipment. Undergraduates are also encouraged to par-
ticipate in research; most can do this through the senior thesis TEACHING CREDENTIALS
and/or the summer research program. For information on teaching credentials, consult the “School of
The study of physics is undertaken by three principal groups of Education” section of this bulletin or visit http://suse-
undergraduates: those including physics as part of a general educa- step.stanford.edu. Also see the section on the Individually De-
tion; those preparing for careers in professional fields that require a signed Major program in Teaching Physical Science.
knowledge of physics, such as medicine or engineering; and those
preparing for careers in physics or related fields, including teach-
MASTER OF SCIENCE
ing and research in colleges and universities, research in federally The department does not offer a coterminal degree program, or
funded laboratories and industry, and jobs in technical areas. Phys- a separate program for the M.S. degree, but this degree may be
ics courses numbered below 100 are intended to serve all three of awarded for a portion of the Ph.D. degree work.
these groups. The courses numbered above 100 mainly meet the University requirements for the master’s degree, discussed in
needs of the third group, but also of some students majoring in the “Graduate Degrees” section of this bulletin, include completion
other branches of science and in engineering. of 45 units of unduplicated course work after the bachelor’s de-
gree. Among the department requirements are a grade point aver-
ENTRY-LEVEL SEQUENCES IN PHYSICS age (GPA) of at least 3.0 (B) for courses 210 or 211, 212, 220,
The Department of Physics offers three year-long, entry-level 221, 230, 231, or their equivalents. Up to 6 of these required units
physics sequences, the PHYSICS 20, 40, and 60 series. The first of may be waived on petition if a thesis is submitted.
these is non-calculus-based, and is intended primarily for those
who are majoring in biology. Such students with AP Physics cre- LABORATORIES AND INSTITUTES
dit, particularly those who are considering research careers, may The Russell H. Varian Laboratory of Physics, the Physics and
wish to consider taking the PHYSICS 20 or 40 series, rather than Astrophysics Building, the W. W. Hansen Experimental Physics
using AP placement. These introductory series provide a depth and Laboratory (HEPL), the E. L. Ginzton Laboratory, and the Geballe
emphasis on problem solving that is of significant value in biologi- Laboratory for Advanced Materials (GLAM) together house a
cal research, which today involves considerable physics-based range of physics activities from general courses through advanced
technology. research. Ginzton Lab houses research on optical systems, includ-
For those intending to major in engineering or the physical sci- ing quantum electronics, metrology, optical communication and
ences, or simply wishing a stronger background in physics, the development of advanced lasers. GLAM houses research on novel
department offers the PHYSICS 40 and 60 series. Either of these and nanopatterned materials, from high-temperature superconduc-
satisfies the entry-level physics requirements of any Stanford ma- tors and magnets to organic semiconductors, subwavelength pho-
jor. The 60 series is intended for those who have already taken a ton waveguides, and quantum dots. GLAM also supports the mate-
Physics course at the level of the 40 series, or at least have a strong rials community on campus with a range of characterization tools:
background in mechanics, some background in electricity and it is the site for the Stanford Nanocharacterization Lab (SNL) and
magnetism, and a strong background in calculus. The PHYSICS 40 the NSF-sponsored Center for Probing the Nanoscale (CPN). The
series begins with mechanics in Winter Quarter, electricity and SLAC National Accelerator Laboratory is just a few miles from
magnetism in Spring Quarter, and light and heat in Autumn Quar- the Varian Laboratory. SLAC is a national laboratory funded by
ter. While it is recommended that most students begin the sequence the Office of Basic Energy Sciences and High Energy Physics of
with mechanics (PHYSICS 41) in Winter Quarter, those who have the Department of Energy. Scientists at SLAC conduct research in
had strong physics preparation in high school (such as a score of at photon science, accelerator physics, particle physics, astrophysics
and cosmology. The laboratory hosts a two-mile-long linear accel-
other independent labs: the Center for Integrated Systems, focused able, students considering a major in Physics may contact the Un-
on electronics and nanofabrication; and the Clark Center, an inter- dergraduate Program Coordinator (elva@stanford.edu) to arrange
disciplinary biology, medicine, and bioengineering laboratory. an advising appointment. Although it is possible to complete the
The Kavli Institute for Particle Astrophysics and Cosmology Physics major in three years, students who contemplate starting the
(KIPAC), formed jointly with the SLAC National Accelerator major during sophomore year should make an advising appoint-
Laboratory, provides a focus for theoretical, computational, obser- ment to map out their schedule. Students who have had previous
vational, and instrumental research programs, including the Fermi college-level courses (including EPGY) should make an advising
Gamma-Ray Space Telescope (FGST, formally known as appointment for placement and possible transfer credit. For ad-
GLAST), the Large Synoptic Survey Telescope (LSST), the Joint vanced placement advice, see
Dark Energy Mission (JDEM) and the Dark Energy Survey (DES). http://studentaffairs.stanford.edu/registrar/students/ap.
KIPAC members are also involved in several microwave back- Undergraduates are offered help with physics problems in the
ground experiments, new x-ray telescopes, TeV gamma ray as- Physics Tutoring Center in the Physics and Astrophysics Building,
tronomy, the Cryogenic Dark Matter Search (CDMS) and the sub-basement, room S-17, which is staffed Monday through Fri-
EXO-200 double beta decay experiments. Stanford is a member of day. See schedule at http://physicstutor.stanford.edu.
the Hobby-Eberly Telescope Consortium, operating an innovative 1. Prospective Physics majors are advised to take PHYSICS 59,
9.2 meter-equivalent telescope at the McDonald Observatory in Current Research Topics, in their freshman or sophomore year.
Texas. The CDMS experiment is operated in an underground labo- 2. A calculus-based entry-level series is required, either
ratory on the Stanford campus and in the Soudan mine in Minne- PHYSICS 61, (62), 63, 64, 65, 67, or 41, (42), 43, 44, 45, 46
sota. Stanford is the center of activities for EXO-200, a search for (or preferably 67 rather than 44). One-unit mechanics lab
neutrinoless double-beta decay, that is about to start recording data courses (PHYSICS 42 and 62) are being introduced in 2010-
at a deep underground site in New Mexico. The experiment is 11. The mechanics lab course is recommended for Physics ma-
sensitive to a neutrino mass close to 0.2 eV. Many research oppor- jors taking the PHYSICS 40 or 60 series in 2010-11 and will
tunities are available for students in the growing fields of particle be required for Physics majors taking either series in 2011-12.
astrophysics and cosmology. • Students who take the PHYSICS 40 series take PHYSICS
The Stanford Institute for Theoretical Physics is devoted to the 70, which covers the foundations of modern physics.
investigation of the basic structure of matter (particle theory, string • Students taking the PHYSICS 60 series do not take
theory, M-theory, quantum cosmology, condensed matter physics). PHYSICS 70; instead, they must take one advanced Phys-
ics elective (100-level or higher).
PHYSICS COURSE CATALOG 3. In addition, the following advanced courses are required:
NUMBERING SYSTEM PHYSICS 105, 107 (WIM), 108, 110, 120, 121, 130, 131, 170,
There are four series of beginning courses. One course from the and 171; MATH 51, 52, 53, 131P (MATH 173 can be taken in
teen series (15, 16, 17, 19) is recommended for the humanities or place of MATH131P); one additional Mathematics course
social science student who wishes to become familiar with the numbered 101 or higher, or PHYSICS 112 or STATS 116 or
methodology and content of modern physics. The 20 series (21, 22, EE 261.
23, 24, 25, 26) is recommended for general students and for stu- • MATH 51H, 52H, and 53H may substitute for MATH 51,
dents preparing for medicine or biology. The 40 series (41, 42, 43, 52, and 53.
44, 45, 46) is for students of engineering, chemistry, earth sci- 4. It is recommended that students intending to complete a Ph.D.
ences, mathematics, or physics. The advanced freshman series (61, in Physics also take PHYSICS 113, 134, and one or more of
62, 63, 64, 65, 67) is for students who have had strong preparation the following, depending upon their interests:
in physics and calculus in high school. Students who have had • PHYSICS 152A,B, 160, 161, 172, 204 and EE 268.
appropriate background and wish to major in physics should take • PHYSICS 113 is designed to be taken in parallel with 110.
this introductory series. 5. The department advises the study of some computer science
The 20, 40, and 60 series consist of demonstration lectures on such as CS 106A,B or CS 106X.
the fundamental principles of physics, problem work on applica- 6. Physics and Mathematics courses taken to satisfy the depart-
tion of these principles to actual cases, and lab experiments corre- ment’s major requirements must be taken for a letter grade,
lated with the lectures. Their objectives are not only to give infor- and a grade of 'C-' or better must be received for all units ap-
mation on particular subjects, but also to provide training in the plied toward the major.
use of the scientific method. The primary difference between the
series of courses is that topics are discussed more thoroughly and
REQUIRED COURSES FOR MAJORS
treated with greater mathematical rigor in the 40 and 60 series. For sample schedules illustrating how to complete the Physics
Courses beyond 99 are numbered in accordance with a three- major, see http://physics.stanford.edu/academics/undergrad.html.
digit code. The first digit indicates the approximate level of the INTRODUCTORY SEQUENCE
course: Students must complete either the 40 or 60 series as follows:
100 undergraduate courses 40 Series: Qtr. and Units
200 first-year graduate courses PHYSICS 41. Mechanics W 4
300 more advanced courses PHYSICS 42. Mechanics Lab (recommended in 2010/11; W 1
400 research, special, or current topics required 2011/12)
The second digit indicates the general subject matter: PHYSICS 43. Electricity and Magnetism S 4
PHYSICS
PHYSICS 64. Electromagnetism Lab W 1 CHURCH)
PHYSICS 65. Thermodynamics and Foundations of S 4 Requirements—
Modern Physics
PHYSICS 67. Introduction to Laboratory Physics S 2
• PHYSICS 100. Introduction to Observational and Laboratory
and Astronomy
MATH 51, 52, 53. Linear Algebra, Multivariable Calcu- • PHYSICS 160. Introduction to Stellar and Galactic Astrophys-
lus, and Ordinary Differential Equations A,W,S 15 ics
PHYSICS 59. Current Research Topics (recommended)* A 1 • PHYSICS 161. Introduction to Extragalactic Astrophysics and
INTERMEDIATE SEQUENCE Cosmology
PHYSICS 105. Intermediate Laboratory I: Analog Elec- A 3 Plus one elective from below or a senior thesis—
tronics • PHYSICS 211. Continuum Mechanics
PHYSICS 107. Intermediate Laboratory II: Experimental W 4 • PHYSICS 260. Introduction to Astrophysics and Cosmology
Techniques and Data Analysis (WIM)
PHYSICS 108. Intermediate Laboratory III: Project W or S 3 • PHYSICS 262. Introduction to Gravitation
PHYSICS 110. Intermediate Mechanics S 4 • PHYSICS 312. Basic Plasma Physics; prerequisites are
PHYSICS 112. Math Methods of Physics (recom- W 4 PHYSICS 210 and 220
mended)**
PHYSICS 113. Computational Physics (recommended)* S 4 C. BIOPHYSICS (SEB DONIACH)
PHYSICS 120,121. Intermediate Electricity and Magnet- W,S 8 • APPPHYS 136. Biology by the Numbers
ism • APPPHYS 192/292. Introductory Biophysics
and MATH 131P or MATH 173. Partial Differential A,W 3 • BIOC 202. Metabolic Biochemistry
Equations
• BIOPHYS 228. Computational Structure Biology
ADVANCED SEQUENCE • BIO 141. Biostatistics
PHYSICS 130,131. Quantum Mechanics A,W 8 • BIO 132/232. Advanced Imaging Lab In Biophysics
PHYSICS 134. Advanced Topics in Quantum Mechan- S 4 • BIO 135/HUMBIO 182. Biological Clocks
ics*
PHYSICS 170,171. Statistical Mechanics • BIO 211. Biophysics of Sensory Transduction
A,W 8
and one advanced Mathematics elective (100 level or higher) • BIO 217. Neuronal Biophysics
or PHYSICS 112 or STATS 116 or EE 268. • CS 273A. A Computational Tour of the Human Genome
One advanced Physics elective (100 level or higher): It is recommended that Physics majors interested in pursuing a
required only for students who are not required to take PHYSICS 70 career in biophysics consider a minor in Biology.
* These courses are not required. PHYSICS 113 is recommended for students D. GEOPHYSICS (SIMON KLEMPERER, GEOPHYSICS)
planning to work in technical fields. Both PHYSICS 113 and PHYSICS 134 are The Geophysics Department has revamped its offerings begin-
recommended for students who intend to complete a Ph.D. in Physics.
ning 2010-11. The following requirements apply to students ma-
** Those wishing to pursue theoretical physics in graduate school may wish to take a
collection of courses in the Department of Mathematics rather than or in addition triculating 2010-11 or later:
to PHYSICS 112. Requirements—
• GEOPHYS 110. Earth on the Edge
CONCENTRATIONS IN PHYSICS • GEOPHYS 120. Ice, Water, Fire
The primary purpose of concentrations in the Physics major is • GEOPHYS 150. Geodynamics
to provide consistent and more formal advising to students who Plus one elective from below or a senior thesis—
want to concentrate in a particular area of physics during their • GEOPHYS 130. Introductory Seismology
undergraduate education, or prepare for future graduate studies in a
• GEOPHYS 140. Remote Sensing
particular area of physics. Physics majors are not required to
choose a concentration and a concentration does not add any for- • GEOPHYS 170. Global Tectonics
mal requirements to the Physics major. Upon graduation, students • GEOPHYS 184. Journey to the Center of the Earth
receive a certificate of completion of a concentration. • GEOPHYS 190. Near Surface Geophysics
Students seeking further advice on a given concentration should Physics majors matriculating prior to 2010-11 who wish to
contact the professor whose name appears next to the respective complete a Concentration in Geophysics should consult Prof.
title of each section below. Klemperer.
No more than one of the courses can be taken for CR/NC. E. THEORETICAL PHYSICS (ANDREI LINDE)
Within the chosen concentration below, complete at least four • PHYSICS 152A,B. Introduction to Particle Physics
courses from the list or three courses plus a senior thesis.
• PHYSICS 204. Seminar in Theoretical Physics
A. APPLIED PHYSICS (HARI MANOHARAN) • PHYSICS 212. Statistical Mechanics
Solid State— • PHYSICS 232. Quantum Mechanics
• PHYSICS 172. Solid State Physics • PHYSICS 260. Introduction to Astrophysics and Cosmology
• APPPHYS 270. Magnetism and Long Range Order in Solids • PHYSICS 262. Introduction to Gravitation
• MATSCI 195. Waves and Diffraction in Solids • PHYSICS 330,331,332. Quantum Field Theory
• PHYSICS 351. Standard Model of Particle Physics and Be-
Biophysics—
yond
POLITICAL SCIENCE
the following Stanford MATH courses: 106, 113, 114, 116, 131,
MINOR IN PHYSICS 132.
An undergraduate minor in Physics requires a minimum of 27 Prior to making an application for candidacy, each student is
units with the following course work: required to pass a comprehensive qualifying examination on un-
Non-Technical—For students whose majors do not require the dergraduate physics. This closed book exam is given in the month
PHYSICS 40 or 60 series: of January following the student’s arrival at Stanford. This is a
Subject and Catalog Number Units written examination held over two days, covering particle mechan-
PHYSICS 21, 22, 23, 24, 25, and 26 12 ics, electricity and magnetism, quantum mechanics, statistical me-
Any combination of PHYSICS courses totaling 15 units or 15 chanics, thermodynamics, special relativity, and general physics. A
greater thesis proposal must be submitted during the third year. In order to
Total 27 assess the direction and progress toward a thesis, an oral report and
Technical—For students whose majors require the PHYSICS evaluation are required during the fourth year. After completion of
40 or 60 series: the dissertation, each student must take the University oral exami-
Units nation (defense of dissertation).
PHYSICS 41/42*, 43/44, 45/46 and PHYSICS 70 19 Three quarters of teaching (including a demonstrated ability to
or
teach) are a requirement for obtaining the Ph.D. in Physics.
PHYSICS 61/62*, 63/64, 65/67 16 Students interested in applied physics and biophysics research
at least three PHYSICS courses numbered 100 or above 9-12
should also take note of the Ph.D. granted independently by the
Total 25-31 Department of Applied Physics and by the Biophysics Program.
* PHYSICS 42 or 62 are required for the technical minor in Physics beginning Students interested in astronomy, astrophysics, or space science
2011-12 and recommended in 2010-11. should also consult the "Astronomy Course Program" section of
this bulletin.
MINOR IN ASTRONOMY
Students wishing to pursue advanced work in astrophysical sci- PH.D. MINOR IN PHYSICS
ences should major in physics and concentrate in astrophysics. Minors in Physics must take at least six courses numbered 210
However, students outside of physics with a general interest in to 232 among the 20 required units. All prospective minors must
astronomy may organize their studies by completing one of the obtain approval of their Physics course program from the Physics
following minor programs. Graduate Study Committee at least one year before award of the
An undergraduate minor in astronomy requires the following Ph.D.
courses:
Non-Technical—For students whose majors do not require the
PHYSICS 40 series:
Units
POLITICAL SCIENCE
PHYSICS 21, 23, 25/26 10 Emeriti: (Professors) David B. Abernethy, Lucius J. Barker, Rich-
PHYSICS 50 or 100 (Observatory Lab) 3-4 ard A. Brody, David Danielski, Charles Drekmeier, John A.
Choose two courses from the following: Ferejohn, John W. Lewis, John Manley, James March, Hubert
PHYSICS 15, 16, 17 6
R. Marshall, Daniel Okimoto, Robert A. Packenham, Philippe
Total 19-20 (9-10 in addition to the 20 series) Schmitter, Robert Ward, Hans N. Weiler; (Senior Lecturer) Eli-
Technical—For students whose majors require the PHYSICS sabeth Hansot
40 series: Chair: Josiah Ober
Units
Professors: David W. Brady, Joshua Cohen, Gary W. Cox, James
PHYSICS 41, 43, 45/46 13
PHYSICS 70
D. Fearon (on leave), Morris P. Fiorina, Judith L. Goldstein (on
4
PHYSICS 100 (Observatory Lab)
leave), Stephen H. Haber, David J. Holloway, Shanto Iyengar,
4
Choose two courses from the following: Simon D. Jackman, Terry L. Karl, Stephen D. Krasner, Jon A.
PHYSICS 160,* 161,* EE Krosnick, David D. Laitin, Michael A. McFaul (on leave), Terry
6
106* M. Moe, Josiah Ober, Jean C. Oi, Jack N. Rakove, Condoleezza
Total 27 (14 in addition to the 40 series) Rice (on leave), Douglas Rivers, Scott D. Sagan, Kenneth A.
* With approval of the minor adviser and the chair of the Astronomy Course Pro- Schultz, Gary M. Segura, Paul M. Sniderman, Michael R.
gram, 3 units of PHYSICS 169, Independent Study in Astrophysics, may be sub- Tomz, Barry R. Weingast
stituted for one course of astronomy (e.g., 160, 161, EE 106). This independent Associate Professors: Beatriz Magaloni, Rob Reich, Jonathan A.
study can either be constituted as a directed reading program or participation in a
research project. Students are also strongly encouraged to take the electricity and Rodden, Jeremy Weinstein
magnetism/optics lab of the appropriate Physics series (24, 44) for 1 additional Assistant Professors: Lisa Blaydes, Justin Grimmer, Karen L.
unit. Jusko, Phillip Y. Lipscy, Jonathan Wand
Lecturers: Tammy Frisby, Erica R. Gould, Andrew R. Rutten, Joel
DOCTOR OF PHILOSOPHY IN PHYSICS Samoff, Bruce Sievers, James Steyer, Kathryn Stoner-Weiss,
The University’s basic requirements for the Ph.D. are discussed Patricia Young
in the "Graduate Degrees" section of this bulletin. Courtesy Professors: David P. Baron, Jonathan B. Bendor, Coit D.
Blacker, Gerhard Casper, Martha Crenshaw, Larry Diamond,
POLITICAL SCIENCE
• EDUC 260X. Understanding Statistical Models and their So- temporary France
cial Science Applications (same as HRP 239, STATS 209) • OSPSANTG 86. Global Issues, Local Politics, and American
• ETHICSOC 174A. Moral Limits of the Market (same as PHIL Foreign Policy
174A, PHIL 274A) • OSPSANTG 116X. Modernization and its Discontents: Chil-
• ETHICSOC 181M. The Ethics of Risk (same as PHIL 79) ean Politics at the Turn of the Century
• ETHICSOC 185M. Contemporary Moral Problems (same as • OSPSANTG 129X. Latin America in the International System
PHIL 72) • OSPSANTG 221X. Political Transition and Democratic Con-
• HISTORY 150A. Colonial and Revolutionary America solidation: Chile in Comparative Perspective
• HRP 239. Understanding Statistical Models and their Social
Science Applications HONORS PROGRAM
• HUMBIO 171. The Death Penalty: Human Biology, Law, and The honors program offers qualified students an opportunity to
Policy conduct independent research, write a thesis summarizing their
• HUMBIO 172A,B. Children, Youth, and the Law findings, and make presentations of their work. During the process
• IPS 206B. Organizations (same as PUBLPOL 204B) of research, analysis, and drafting, students work closely with a
• IPS 243. The History, Science, Technology, and Politics of faculty adviser, a graduate student mentor, and their fellow stu-
dents.
Missile Defense
Applicants must have a minimum grade point average (GPA)
• INTNLREL140B. Theories of International Law (same as IPS of 3.5, and an adviser who is a member of the Academic Council.
241A) Students interested in pursuing honors should submit a paper ap-
• INTNLREL 206. Palestinian Nationalism, Past and Present plication to the undergraduate administrator in Encina Hall West,
• INTNLREL 207. Tribe, State, and Society in the Modern Mid- room 100, by the first Friday of Spring Quarter. Once students are
dle East accepted into the program, they will be asked to apply for honors
• MS&E 193,193W,293. Technology and National Security in Political Science on Axess. Applications can be obtained from
• PUBLPOL 102. Organizations and Public Policy (same as the department website and from Encina Hall West, room 100.
PUBLPOL 202) Students pursuing honors must complete the following by the
• PUBLPOL 183. Philanthropy and Social Innovation end of Spring Quarter of their junior year: Methods requirement
• REES 105. Central and East European Politics (same as REES (STATS 60, ECON 102A, POLISCI 150A,B,C, 151A, or 151B),
205) WIM requirement, and a completed research paper from an ad-
• REES 320. State and Nation Building in Central Asia vanced undergraduate seminar or directed reading. Students are
required to enroll in POLISCI 299Q: Junior Research Seminar, in
• STATS 60. Introduction to Statistical Methods (same as
Spring Quarter of their junior year. This course is designed to help
PSYCH 10 and STATS 160) students understand the research process and map out a concrete
• OSPBEIJ 47. Institutional Change in Reform China time line for their thesis work.
• OSPBEIJ 66. Essentials of China's Criminal Justice System Students who are accepted into the program should plan to
• OSPBER 15. Shifting Alliances? The European Union and the make the thesis the focus of their senior year. They should enroll in
U.S. 10-15 units of POLISCI 299A,B,C, which covers research and
• OSPBER 115X. The German Economy: Past and Present writing directed by the student’s adviser.
• OSPBER 126X. A People's Union? Money, Markets, and Iden- To complete the honors program, students must:
tity in the EU 1. Complete all requirements for the major.
• OSPCPTWN 35. Political Economy of AIDS 2. Enroll in POLISCI 299Q during Spring Quarter of the student's
• OSPFLOR 61. Europe and U.S. Foreign Policy junior year.
• OSPFLOR 78. An Extraordinary Experiment: Politics and 3. Enroll in at least 10 units of POLISCI 299A, B, or C, Senior
Policies of the New European Union Project. Students must take at least two quarters of Senior Pro-
• OSPFLOR 97. Human Rights, Justice and Terrorism: Is the ject units.
4. Complete a thesis of honors quality, for a grade of ‘B+’ or
World Community Prepared to Prevent a Catastrophe?
better.
• OSPFLOR 106V. Italy: From Agrarian to Post-Industrial Soci- Students cannot apply units from the POLISCI 299Q, Junior
ety Research Seminar, toward the 70-unit requirement for the major.
• OSPKYOTO 24. Japan in Contemporary International Affairs However, students can apply up to 10 units from POLISCI
• OSPKYOTO 215X. The Political Economy of Japan 299A,B,C, Senior Project, toward the 70-unit requirement.
• OSPMOSC 72. Space, Politics, and Modernity in Russia
• OSPMOSC 74. Post-Soviet Eurasia and SCO: Society, Poli- PRIZES
tics, Integration There are several annual prizes for undergraduate students: the
• OSPOXFRD 13. Politics and Economics of the Euro Zone Arnaud B. Leavelle Memorial Prize for the best paper in the His-
• OSPOXFRD 18. Making Public Policy: An Introduction to tory of Political Thought sequence (POLISCI 130A,B,C), a cash
Political Philosophy, Politics, and Economics prize for the best thesis written in political theory, the Lindsay
Peters, Jr., Memorial Prize for the outstanding student each year in
• OSPOXFRD 24. British and American Constitutional Systems
in Comparative Perspective
POLITICAL SCIENCE
since revisions of the paper are often required prior to obtain- Chamorel, GER:DB: SocSci
ing faculty approval.
7. During the third year, a formal dissertation proposal must be SANTIAGO
submitted to and approved by the student’s dissertation adviser • OSPSANTG 221X. Political Transition and Democratic Con-
and the Director of Graduate Studies. Dissertation proposals solidation: Chile in Comparative Perspective. 5 units, Micco,
must be approved by the end of the third year. GER:DB:SocSci
8. A candidate for the Ph.D. in Political Science is required to
serve as a teaching assistant (TA) in the department for a min- WINTER QUARTER
imum of three quarters. BERLIN
9. Doctoral candidates who apply for the M.A. degree are • OSPBER 15. Shifting Alliances? The European Union and the
awarded that degree on completion of the requirements out- US. 4-5 units, Brückner, GER:DB:SocSci, EC:GlobalCom
lined in the description of the M.A. program.
10. The candidate must pass the University oral examination on OXFORD
the area of the dissertation at a time, after the passing of the • OSPOXFRD 13. Politics and Economics of the Euro Zone. 5
written comprehensive examinations, suggested by the candi- units, Goldstein, GER:DB:SocSci
date’s dissertation committee. • OSPOXFRD 18. Making Public Policy: an Introduction to
11. The candidate must complete a dissertation satisfactory to the Political Philosophy, Politics and Economics. 4-5 units,
dissertation reading committee. McMahon, GER:DB:SocSci
PH.D. MINOR IN POLITICAL SCIENCE PARIS
Candidates in other departments which accept a minor in Po- • OSPPARIS 57. Human Rights in Comparative Perspective. 4-5
litical Science select two concentrations in political science in units, Boussaguet, GER:DB:SocSci, EC:GlobalCom
consultation with the Director of Graduate Studies and submit to
her or him a program of study for approval. Written approval for SANTIAGO
the program must be obtained from the Director of Graduate Stud- • OSPSANTG 129X. Latin America in the International System.
ies before application for doctoral candidacy. Students are required 4-5 units, GER:DB:SocSci
to complete at least 20 units in Political Science courses. Courses
must be 300 level and above. Grades must be a GPA of 3.0 (B) or
SPRING QUARTER
better. Candidates may be examined in their concentrations in the BERLIN
general oral examination by a member of the Department of Politi- • OSPBER 126X. A People's Union? Money, Markets, and Iden-
cal Science, chosen in consultation with the Director of Graduate tity in the EU. 4-5 units, Brückner, GER:DB:SocSci,
Studies. EC:GlobalCom
OVERSEAS STUDIES COURSES IN FLORENCE
POLITICAL SCIENCE • OSPFLOR 78. An Extraordinary Experiment: Politics and
For course descriptions and additional offerings, see the listings Policies of the New European Union. 5 units, Morlino,
in the Stanford Bulletin's ExploreCourses web site GER:DB:SocSci
(http://explorecourses.stanford.edu) or the Bing Overseas Studies KYOTO
web site (http://bosp.stanford.edu). Students should consult their
department or program's student services office for applicability of • OSPKYOTO 215X. Political Economy of Japan. 4-5 units,
Overseas Studies courses to a major or minor program. Hayashi, GER:DB:SocSci
OXFORD
AUTUMN QUARTER
• OSPOXFRD 24. British and American Constitutional Systems
BEIJING in Comparative Perspective. 4-5 units, McMahon,
• OSPBEIJ 66. Essentials of China's Criminal Justice System. 5 GER:DB:SocSci
units, Wang, GER:DB:SocSci, EC:GlobalCom
PARIS
BERLIN • OSPPARIS 122X. Challenges of Integration in the European
• OSPBER 115X. German Economy: Past and Present. 4-5 Union. 4-5 units, Strudel, GER:DB:SocSci
units, Klein, GER:DB:SocSci, EC:GlobalCom
SANTIAGO
FLORENCE • OSPSANTG 116X. Modernization and its Discontents: Chil-
• OSPFLOR 106V. Italy: From an Agrarian to a Post-industrial ean Politics at the Turn of the Century. 5 units, Correa,
Society. 5 units, Mammarella, GER:DB:SocSci, GER:DB:SocSci
EC:GlobalCom
PSYCHOLOGY
dent may also take advantage of widespread opportunities for for the major requirement, but must be pre-approved by the student
directed research, working closely with individual faculty and services office or faculty adviser.
graduate students.
2. The student may apply to the senior honors program, described HONORS PROGRAM
below. The senior honors program is designed for exceptionally able
3. The student may elect to pursue one of four fields of study: Psychology majors who wish to pursue a year of intensive super-
Cognitive Sciences; Health and Development; Mind, Culture, vised independent research. Admission to the program is made at
and Society; or Neuroscience, described below. the end of the student’s junior year on the basis of:
The training obtained from the pursuit of any of these options is • excellent academic performance,
valuable not only for students considering graduate work in psy- • previous research experience
chology, but also for those thinking of professional careers outside • two letters of recommendations by faculty and/or graduate
of psychology in fields such as business, counseling, education, students
law, or medicine. Applications are available late Spring Quarter and are to be
turned in to the student services office with a current transcript and
CREDIT FROM OUTSIDE THE DEPARTMENT recommendations prior to the student’s senior year.
Psychology majors must complete at least 60 units of course Students interested in the program should involve themselves in
work toward their major at Stanford within the Psychology de- research as early as possible and should acquire a broad general
partment. Psychology minors may count no more than a total of 10 background in Psychology, including statistics, and a deep back-
units credit from outside the department toward the minor. Both ground in their chosen area. The honors program is particularly
majors and minors, under extenuating circumstances, may use one appropriate for students planning to go to graduate school in Psy-
course from outside the department to fulfill core course require- chology or in other social sciences, as well as in computer science,
ments. Additional courses may be used to fulfill the 70-unit major business, law, and medicine.
requirement, but may not be counted as core courses. Please see During Autumn Quarter of their senior year, honors program
the student services office for further clarification. students participate in a weekly seminar and meet with their advis-
Petition for transfer of credit is rarely granted. In cases where ers to develop their experimental program and begin data collec-
petitioning is necessary, there are two types of credit from outside tion. Winter and Spring quarters are devoted to completing the
the department: external transfer credit for courses taken at institu- research, analyzing the data, and writing the thesis, which is sub-
tions other than Stanford and credit for courses in other Stanford mitted mid-May. Students give oral presentations of their projects
departments. A student must have already declared Psychology as at the annual Honors Convention. This convention is attended by
a major or minor in order to submit a petition for transfer credit. undergraduates, graduate students, and faculty.
Stanford credit for courses completed at other institutions must
have been granted by the External Credit Evaluation section of the MINOR IN PSYCHOLOGY
Registrar’s Office; those units may be applied toward the 180 units
required for graduation. To have credit from outside the depart- Declaration—Students who wish to declare a minor field of
ment evaluated to fulfill requirements toward the Psychology ma- concentration in Psychology must do so no later than the deadline
jor or minor, students must complete an Undergraduate Petition for their application to graduate.
form, available from the student services office, and submit it with Requirements—Completion of a minimum of 35 units in Psy-
a course syllabus. Students requesting external transfer credit must chology is required for the minor, including PSYCH 1, Introduc-
also submit a copy of the signed transcript from the External Credit tion to Psychology, and PSYCH 10, Introduction to Statistical
Evaluation section of the Registrar’s Office showing the number of Methods, or a comparable statistics course. Advanced placement
Stanford units granted for the course. The Psychology department (AP) credit may no longer be used towards the Psychology minor.
then evaluates external credit courses and courses from other Stan- The minor must include three of eleven core courses, with a mini-
ford departments to determine if they can be applied toward Psy- mum of one from each of two areas (A: BIO 20; PSYCH 30, 45,
chology major or minor requirements. 50, 55; and B: 60, 70, 75, 80, 90, 95) and elective Psychology
courses of at least three units each, totaling 35 units. Students who
FIELDS OF STUDY declared a Psychology minor prior to the 2002-03 academic year
Students in the major program, including those in the senior may choose any three of the eleven core courses. Students who
honors program, may elect to specialize in one of four fields of declared a Psychology minor prior to the 2005-06 academic year
study: Cognitive Sciences; Health and Development; Mind, Cul- may choose to complete seven total courses: PSYCH 1 and 10,
ture, and Society; or Neuroscience. Fields of study consist of a three core courses, and two elective courses. Independent study,
coherent set of courses leading to advanced undergraduate or even research, and practica cannot be counted toward the minor. Sum-
graduate-level courses in an area. In the ideal case, the student who mer Quarter Psychology courses are not applicable toward the 35
specializes would acquire an understanding of a range of psycho- units needed for the minor. All courses used to fulfill the require-
logical processes, as well as an appreciation of the significance of ments of the minor must be passed with a grade of ‘C-’ or better,
these processes in the chosen area of application. In this way, spe- except for courses offered only on a satisfactory/no credit basis.
cialization could facilitate the student’s preparation for a profes- No more than 10 units of transfer credit may be counted toward the
sional career in, for example, medicine, business, or counseling, as Psychology minor.
well as for graduate work in Psychology.
PSYCHOLOGY
of two documents: a dissertation proposal (DP) or a conceptual the learning of substantial amounts of technical information. A
analysis of the dissertation area (CADA). The timing and sequenc- number of courses and seminars are provided to assist in this learn-
ing of the DP and CADA are developed by the student in consulta- ing, and a student is expected to work out a program, with his or
tion with the committee. As a general guide, one of the two pre- her adviser, to attain this knowledge in the most stimulating and
liminary elements (CADA or DP) should be completed by the end economical fashion.
of the third Summer Quarter and the second should be completed A second aspect of training is one that cannot be gained from
by the end of the fourth Spring Quarter. Students are free to alter the courses or seminars. This is firsthand knowledge of, and prac-
the membership of the committee at any time during the process, tical experience with, the methods of psychological investigation
subject to consultation with the adviser. and study. These methods include ways of behaving with the sub-
The DP should be a description of the proposed research. The jects being studied. Students are provided with whatever opportu-
CADA provides a framework for the research topic of the disserta- nities they need to reach those levels of competence representative
tion, addresses the central issues within the specialty area, and of doctoral standing. Continuing research programs, sponsored by
reviews the pertinent literature. members of the faculty, offer direct opportunities for experience in
Advanced Course or Minor Requirements—The candidate must fields represented by the faculty’s many research interests.
complete 12 units of advanced graduate course work or a Ph.D. Each student achieves competence in unique ways and at dif-
minor in another department. If a student waives the minor re- ferent rates. Each student and adviser share in planning a program
quirement in favor of the 12 advanced units, the student must ful- leading to the objectives discussed. The student is expected to
fill the advanced course requirement by taking (a) non-core gradu- spend half of his or her time on research and takes no more than 10
ate courses required by a particular area, or (b) graduate-level units of course work per quarter. For further information please
courses in other departments comparable in quality to Psychol- contact the student services office and the department graduate
ogy’s graduate courses. If there is any question about comparabil- guide.
ity, the student should consult the adviser, student services, and, in
some cases, the graduate program committee chair before taking TEACHING REQUIREMENT
the course. The department views experience in supervised teaching as an
Orals—The candidate must pass the University oral examina- integral part of its graduate program. Regardless of the source of
tion, which also serves as a dissertation defense. A committee is financial support, all students serve as teaching assistants for at
formed to review the oral examination, including the dissertation least five Psychology courses during their graduate study. Of the
reading committee, an additional faculty member, and one oral courses, two must be PSYCH 1, Introduction to Psychology, or
examination committee chair from outside the Psychology depart- PSYCH 10, 252 or 253, Statistical Methods. Students are discour-
ment. The oral examination consists of a 40-45-minute presenta- aged from participating in teaching during the first year of gradu-
tion to the department of the completed dissertation research. Par- ate study. Students typically progress from closely supervised
ents and friends are welcome to attend. Following the presentation, teaching to more independent work. Some students may be invited
the student and the committee convene for a discussion of the dis- to offer a supervised, but essentially independent, seminar during
sertation and the presentation. their final year of graduate study.
Dissertation Requirements—The candidate must complete a
dissertation satisfactory to the dissertation reading committee prior PSYCHOLOGY COLLOQUIUM
to the oral examination. Minor revisions to formatting may be The Psychology Colloquium meets on most Wednesday after-
made after the oral examination. noons at 3:45 p.m. Speakers from Stanford and other institutions
Ph.D. candidacy expires five years after admission to candidacy present topics of current interest. Graduate students are expected to
at the end of the second year of study. Reapplication requires de- attend. Additional announcements may be found at
partment reexamination. http://www.stanford.edu/dept/psychology/colloquium.
PUBLIC POLICY
The following joint degree programs, permitting students to ment is fulfilled either by an honors thesis or by participation
complete requirements for two degrees with a reduced number of in a team research project (Practicum) in which small student
total residency units, are also offered: teams analyze real world policy problems faced by Bay Area
• Juris Doctor with a Master of Public Policy (J.D./M.P.P) agencies and produce a report for use by the client. A seminar
• Juris Doctor with an M.A. of Public Policy (J.D./M.A.) for honors students is offered autumn quarter (PUBLPOL
200A, 3 units). The Practicum is offered both Winter and
• Doctor of Philosophy in Economics, Education, Management
Spring quarters (PUBLPOL 200B and C, 5 units). The Cap-
Science and Engineering, Psychology, or Sociology with a stone research requirement must be completed for a letter
Master of Public Policy (Ph.D./M.P.P) grade.
• Master of Business Administration with a Master of Public 5. Students must complete the Public Policy core, concentration
Policy (M.B.A./M.P.P.) and the senior capstone requirement with an overall grade
• Master of Arts in International Policy Studies with a Master of point average (GPA) of 2.3 (C+) or higher.
Public Policy (M.A./M.P.P.) 6. It is recommended that the major be declared by the end of
• Master of Science in Management Science and Engineering sophomore year but no later than the end of Autumn Quarter of
with a Master of Public Policy (M.S./M.P.P.) the junior year. Major declaration forms are available in the
Requirements for the joint degrees differ from completing the Public Policy Program office and on the web site.
two degrees separately. See the "Master's Degrees in Public Pol- The Public Policy Program encourages students to attend the
icy" section for more details. Bing Stanford in Washington Program and to participate in appro-
priate Stanford internship programs, especially those available
BACHELOR OF ARTS IN PUBLIC POLICY through the Haas Center for Public Service.
The core courses in the Public Policy Program develop the HONORS PROGRAM
skills necessary to assess the performance of alternative ap-
proaches to policy implementation, evaluate the effectiveness of The Public Policy Program offers students the opportunity to
policies, understand the political objectives and constraints faced pursue honors work during the senior year. To graduate with hon-
ors in Public Policy, a student must:
by policy makers, and appreciate the conflicts in fundamental hu-
man values that often animate the policy debate. After completing 1. Apply for admission to the honors program no later than the
the core, students apply these skills by focusing their studies in one end of Spring Quarter of the junior year.
of several areas of concentration. The areas of concentration ad- 2. Complete the requirements for the B.A. in Public Policy and
dress specific fields of public policy, types of institutions, or a achieve an overall grade point average (GPA) of 3.5 in the fol-
deeper development of the tools of policy analysis. Students design lowing courses: the Public Policy core; concentration; Senior
their own concentrations with the help of their faculty advisers and Capstone; PUBLPOL 199, Senior Research; and a course in
the approval of the program director. Students must submit a list of applied econometrics (ECON 102C, ECON 103, ECON 104,
their proposed concentration course work and a brief written de- STATS 202, PUBLPOL 303C, or POLISCI 150B). Students
fense of its coherence in advance of taking concentration courses. are encouraged to complete the applied econometrics course
Areas of concentration are not declared on Axess. They do not by the end of Spring Quarter of the junior year and take
appear on the transcript or diploma. PUBLPOL 200A during Autumn Quarter. Courses not taken at
Recent areas of concentration include, but are not limited to: Stanford are not included in calculating the GPA.
3. During Senior year, enroll in at least 8 but no more than 15
• Advanced Methods of Policy Analysis
units of PUBLPOL 199, Senior Research, with the thesis ad-
• Design of Public Institutions viser. Students need to contact the program office to have their
• Development and Growth Policies thesis adviser listed as a 199 instructor. The honors thesis must
• Education demonstrate mastery of relevant analytical tools and address a
• Environment, Resources, and Population policy issue. All PUBLPOL 199 units must receive a final
• Health Care grade of at least a 'B+.'
• International Policies 4. The honors thesis must be submitted to both the thesis adviser
• Law and the Legal System and the Public Policy Program office. In order to be considered
• Social Policy: Discrimination, Crime, Poverty for University and department awards, the final thesis must be
submitted to the program office no later than the third
Completion of the Bachelor of Arts degree in Public Policy re-
Wednesday in May in both printed and electronic forms. All
quires a minimum of 87 units of course work.
other theses must be submitted by the last Friday in May in
1. Preparatory courses (44 units)—POLISCI 2 or equivalent; both printed and electronic forms.
ECON 1A, 1B, 50, 51, 102A, 102B; MATH 51; MS&E 180 or Students who intend to pursue honors work should plan their
PSYCH 138. The U.S. Government and politics requirement academic schedules so that most of the core courses are completed
can be fulfilled by taking POLISCI 2, by passing a diagnostic before the beginning of the senior year, and all of the core and
exam offered by the Public Policy program, or by receiving a concentration courses are completed by the end of Winter Quarter
score of at least 4 on the Advanced Placement exam in U.S. of senior year. This scheduling gives students both the time and the
government and politics (which appears on the student's Stan- necessary course background to complete their honors thesis dur-
ford transcript). ECON 50, 51 and MATH 51 must be taken for ing Spring Quarter. In addition, prospective honors students are
encouraged to enroll in PUBLPOL 197, Junior Honors Seminar,
Graduation with honors requires that the thesis be approved by Policy core course curriculum. Track A consists of at least 45 units
both the adviser and the program director. The role of the director of course work:
is to assure that the thesis deals with an issue of public policy and 1. 27 or more units in an area of concentration. There are five
satisfies the standards of excellence of the program. However, the concentrations:
grade for the honors thesis (PUBLPOL 199 units) is determined • Health Policy
solely by the adviser. • Education Policy
Members of the affiliated faculty in Public Policy are available • International Policy
to provide assistance in selecting a thesis topic and adviser. • Regulatory Policy
• Environmental Policy
COTERMINAL M.A. IN PUBLIC POLICY Each concentration consists of a set of required core courses
and a variety of electives. Students must present a coherent
The coterminal M.A. in Public Policy is a structured program written study plan to support concentration course choices,
designed to impart the basic analytical tools of public policy analy- designed in consultation with a faculty adviser and approved
sis, or to permit public policy majors to specialize in an applied by the program director.
field of policy analysis. Most students will complete their M.A. in 2. 4 or 5 units of applied econometrics (ECON 102C, ECON 103,
a fifth year at Stanford; occasionally students may be able to com- ECON 104, STATS 202, PUBLPOL 303C, or POLISCI 150B)
plete their B.A. and coterminal M.A. in the fourth year. 3. PUBLPOL 302A. Introduction to American Law
APPLICATION AND ADMISSION 4. Year-long attendance and participation in PUBLPOL 311.
Colloquium. Students enroll in one quarter of their choosing.
There are three application deadlines for the 2010-11 academic 5. Completion of a 10-unit practicum or a faculty-supervised
year: November 16, 2010; February 22, 2011; and April 26, 2011. internship
Seniors wishing to apply to the coterminal program must apply by 6. All 45 units must be taken in upper division (100-level)
the November or February deadlines. courses, and at least 25 of those units must be at the graduate
To apply for admission to the Public Policy coterminal M.A. level (200-level and above).
program, students should submit the following materials directly to 7. Track A students must also complete ECON 52, which does
the Public Policy office: not count toward the 45 units.
1. the coterminal application
2. 1-2 page statement of purpose TRACK B
3. one page resume For students who will not complete the Public Policy core cur-
4. a preliminary program proposal riculum. Track B consists of at least 45 units of core subjects in the
5. a current unofficial undergraduate transcript analysis of public policy.
6. two confidential letters of recommendation from Stanford 1. The following preparatory courses are required, but do not
faculty members familiar with the student's academic work. count toward the 45-units:
All applicants should have completed, or be currently enrolled • ECON 1A, 1B, 50, 51, 52, 102A, 102B
in, required preparatory course work (MATH 51, POLISCI 2, • MATH 51
ECON 1A, 1B, 50, 51, 52, 102A and 102B) prior to application. • POLISCI 2 or equivalent
University regulations govern both the coterminal M.A. degree 2. The following core courses are required and do count toward
application process and the requirements for the degree. Under- the required 45 units:
graduates with strong academic records may apply for admission • PUBLPOL 201. Politics and Public Policy or PUBLPOL
upon completion of 120 units, but no later than the quarter prior to 304A. Politics and Collective Action or PUBLPOL 214.
the expected completion of the undergraduate degree. The Univer- Collective Choice
sity requires that units for a given course may not be counted to • PUBLPOL 301A. Microeconomics
meet the requirements of more than one degree; that is, no units • PUBLPOL 202. Organizations and Public Policy or
may be double-counted. No courses taken more than two quarters MS&E 180. Organizations: Theory and Management or
prior to admission to the coterminal master’s program may be used PUBLPOL 317. Comparing Institutional Forms
to meet the 45-unit University minimum requirement for the mas- • PUBLPOL 307. Justice
ter’s degree. • PUBLPOL 301B. Cost-Benefit Analysis and Evaluation
The University requirements for the coterminal M.A. are de- • PUBLPOL 302A. Introduction to American Law
scribed in the "Coterminal Bachelor's and Master's Degrees" sec- • ECON 102C, ECON 103, ECON 104, STATS 202,
tion of this Bulletin. For University coterminal degree program PUBLPOL 303C, or POLISCI 150B
rules and University application forms, also see • PUBLPOL 206. Economics of Legal Rules and Institutions
http://studentaffairs.stanford.edu/registrar/publications#Coterm. or 302B. Introduction to Economic Analysis of Law and
302C. Advanced Topics in Law and Economics
REQUIREMENTS • PUBLPOL 305A. Judgment and Decision Making or
To graduate with a coterminal M.A. in Public Policy, students PUBLPOL 305B. Public Policy and Social Psychology
must: 3. Year-long attendance and participation in PUBLPOL 311,
1. Take all courses applied to the coterminal master’s degree for Colloquium. Students enroll in one quarter of their choosing.
a letter grade (with the exception of PUBLPOL 311, which is 4. Students should petition additional advanced policy skills
only offered C/NC). No units are counted for courses in which courses to meet the 45-unit degree requirement. All 45 units
a student earns a grade less than B-. Courses offered only for
PUBLIC POLICY
The Public Policy Program does not provide financial assis- gree program or for the dual M.P.P. or M.A. degree. Applications
tance to coterminal M.A. students. For information on student are reviewed and accepted on a rolling basis but must be received
by the Public Policy Program office no later than April 15, 2011.
loans and other sources of support, please consult the Stanford
Financial Aid Office. Students who enter public service employ- REQUIREMENTS
ment with local, state, or federal agencies, schools, or certain non-
for-profit organizations may obtain forgiveness for educational 1. Core Curriculum—
All core courses must be taken for a letter grade and must be
loans, based on years of public service employment.
completed with an overall grade point average (GPA) of 3.0
MASTER'S DEGREES IN PUBLIC POLICY or better.
• PUBLPOL 301A. Microeconomics
The program offers two master's programs in Public Policy. • PUBLPOL 301B. Cost-Benefit Analysis and Evaluation
The Master in Public Policy (M.P.P.) is a two-year professional • PUBLPOL 302A. Introduction to American Law
degree and the Master of Arts in Public Policy (M.A.) is a one-year • PUBLPOL 302B. Introduction to Economic Analysis of
non-professional degree. Law
At this time, only currently-enrolled students in other Stanford • PUBLPOL 302C. Advanced Topics in Law and Econom-
graduate programs or applicants to those programs may apply for ics
either of the Public Policy master's programs. All Public Policy • PUBLPOL 303A. Foundations of Statistical Inference
master's programs require at least one year of study at Stanford • PUBLPOL 303B. Econometrics
beyond the requirements for the other joint or dual degree. • PUBLPOL 304A. Politics and Collective Action
1. Public Policy Joint Degrees. Students enrolled in or applying or PUBLPOL 214. The Logic of Collective Choice
to the Law, Education, Business, or Humanities/Social Science • PUBLPOL 202. Organizations and Public Policy
schools or departments are eligible to apply for Public Policy or PUBLPOL 317. Comparing Institutional Forms
joint degrees. • PUBLPOL 305A. Judgment and Decision Making
• Juris Doctor and Master of Public Policy (J.D./M.P.P.) • PUBLPOL 305B. Public Policy and Social Psychology
• Juris Doctor and Master of Arts of Public Policy • PUBLPOL 306. Writing and Rhetoric for Policy Audi-
(J.D./M.A.) ences (M.P.P. students only)
• Doctor of Philosophy in Education and Master of Public • PUBLPOL 307. Justice
Policy (Ph.D./M.P.P.) 2. Colloquium—Year-long participation in the weekly collo-
• Doctor of Philosophy in Economics and Master of Public quium (PUBLPOL 311) is required for all first-year M.P.P.
Policy (Ph.D./M.P.P.) and M.A. students, and strongly encouraged for second-year
• Doctor of Philosophy in Management Science & Engineer- students. One unit of credit is given, for which students may
ing and Master of Public Policy (Ph.D./M.P.P.) register in any quarter.
• Doctor of Philosophy in Psychology and Master of Public 3. Practicum (M.P.P. students only)—Completion of the two
Policy (Ph.D./M.P.P.) quarter practicum course, PUBLPOL 309 (10 units, Autumn
• Doctor of Philosophy in Sociology and Master of Public and Winter quarters), and presentation of a report in which in-
Policy (Ph.D./M.P.P.) terdisciplinary student teams analyze real world policy issues
• Master of Business Administration and Master of Public for an outside client.
Policy (M.B.A./M.P.P.) 4. Concentration (M.P.P. students only)—Advanced course work
• Master of Arts in International Policy Studies and Master in a specialized field, chosen from the approved list of concen-
of Public Policy (M.A./M.P.P.) tration courses with the prior approval of the student’s faculty
• Master of Science in Management Science & Engineering adviser and the program director.
and Master of Public Policy (M.S./M.P.P.) 5. Master’s Thesis (M.A. students only)—All M.A. students must
For further information, see the "Joint Degree Programs" submit a 5-unit master's thesis, written under the guidance of
section of this bulletin and the University Registrar's site. an adviser who is a member of the Public Policy affiliated fac-
2. Master of Public Policy (M.P.P.) and Master of Arts in Public ulty on a topic approved in advance by the program director.
Policy (M.A.) Dual Degrees Students give the program office the name of their thesis ad-
Any other Stanford graduate student (i.e., not covered in '1' viser during Autumn Quarter and enroll in PUBLPOL 310 dur-
above) is eligible to apply for a dual degree, either the M.P.P. ing a quarter of their choosing. The 5 units may be spread over
or the M.A. in Public Policy, in addition to the degree pro- multiple quarters, and an 'N' (continuing course) grade is given
gram in which they are currently enrolled. during any quarters prior to Spring. The thesis must be submit-
PREREQUISITES ted to the Public Policy Program office in both electronic and
printed form no later than the last Friday in May. The final
Graduate students in Public Policy are expected to be literate in grade for PUBLPOL 310 is the M.A. thesis grade, which is de-
mathematics and economics at the Stanford equivalent of MATH termined solely by the thesis adviser.
51 and ECON 50 before beginning the curriculum. A no-credit
refresher course in mathematics and economics is offered in the M.P.P. AND M.A. DEGREE REQUIREMENTS
two weeks preceding the start of Autumn Quarter. 1. All graduate degree candidates must submit a Master's Degree
Program Proposal to the Public Policy office by the end of Au-
RELIGIOUS STUDIES
The department offers a Bachelor of Arts major, minor, and
GER:DB:SocSci
honors program in Religious Studies, and a joint major with the
Philosophy Department in Religious Studies and Philosophy. Un-
RELIGIOUS STUDIES dergraduate courses in Religious Studies are designed to engage
students existentially and to assist them in thinking about intellec-
tual, ethical, and sociopolitical issues in the world's religions. The
Emeriti: (Professors) Arnold Eisen, Bernard Faure, René Girard, department's faculty seek to provide tools for understanding the
Edwin M. Good, Robert C. Gregg, Van Harvey, David S. Nivi- complex encounters among religious ideas, practices, and commu-
son nities, and the past and present cultures that have shaped and been
Chair: Hester G. Gelber shaped by religion. Courses therefore expose students to: leading
Professors: Carl W. Bielefeldt (on leave), Hester G. Gelber, Paul concepts in the field of religious studies such as god(s), sacrifice,
Harrison, Thomas Sheehan, Steven Weitzman, Lee Yearley ritual, scripture, prophecy, and priesthood; approaches developed
Associate Professors: Shahzad Bashir, Charlotte Fonrobert, Brent over the past century, including the anthropological, historical,
Sockness psychological, philosophical, and phenomenological, that open
Assistant Professor: Behnam Sadeghi (on leave) religion to closer inspection and analysis; and major questions,
Senior Lecturers: Linda Hess, Barbara Pitkin themes, developments, features, and figures in the world's religious
Lecturers: Zachary Baker, Kirsti Copeland, Sarah Horton, David traditions. The department encourages and supports the acquisition
Kangas, Irene Lin, Azim Nanji, Yuhan S.-D. Vevaina, Candace of languages needed for engagement with sacred texts and inter-
West pretive traditions as well as study abroad at Stanford's overseas
Visiting Professors: Stephen R. Bokenkamp, Paul Crowley, Grif- centers where religions can be observed and experienced in the
fith Foulk culture of their origin.
Affiliated Faculty: Vincent Barletta (Iberian and Latin American
Cultures), Jean-Pierre Dupuy (French and Italian) GRADUATE PROGRAMS IN RELIGIOUS
Department Offices: Building 70
Mail Code: 94305-2165
STUDIES
Phone: (650) 723-3322 The graduate mission of the department is to provide students
Web Site: http://stanford.edu/dept/relstud with an interdisciplinary setting of study within which to focus on
Courses offered by the Department of Religious Studies are their respective areas of specialization. The department offers an
listed under the subject code RELIGST on the Stanford Bulletin's M.A. and a Ph.D. degree in Religious Studies.
ExploreCourses web site.
BACHELOR OF ARTS IN RELIGIOUS
MISSION OF THE DEPARTMENT STUDIES
The field of Religious Studies brings a variety of disciplinary
perspectives to bear on the phenomena of religion for the purpose
SUGGESTED PREPARATION FOR THE
of understanding and interpreting the history, literature, thought, MAJOR
social structures, and practices of the religious traditions of the There is no prescribed route or prerequisite to the major; stu-
world. Comprised of a dozen regular faculty with particular dents typically find themselves majoring after taking courses in the
strengths in the study of Buddhism, Christianity, Islam, and Juda- department and becoming acquainted with department faculty.
ism, it enrolls about thirty graduate students (mostly doctoral) and Students contemplating the major or joint major are invited to
roughly as many undergraduate majors, minors, and joint majors. consult with the Director of Undergraduate Studies. The under-
Religious Studies works closely with several related programs graduate student services associate in Building 70 can also field
at Stanford: the Department of Philosophy, with which it offers a questions regarding the declaration procedure within the depart-
joint undergraduate major; the Ho Center for Buddhist Studies; the ment.
Taube Center for Jewish Studies; the Abbasi Program in Islamic
Studies; the McCoy Center for Ethics in Society; and the Program DEGREE REQUIREMENTS
in Medieval Studies. The curriculum for majors is designed to move students se-
While some undergraduates continue their study of religion in a quentially from foundational courses, through deeper investiga-
graduate or professional program, most pursue meaningful and tions, culminating in integrative research courses. Thus, the intro-
successful careers in business, government, the nonprofit sector, ductory sequence is designed to lead to courses which build on this
and medicine. In this respect, Religious Studies is an ideal inter- foundation with topics including: particular traditions such as Ju-
disciplinary major in the liberal arts. Graduates of the department's daism or Buddhism; comparative studies such as nonviolence in
doctoral program generally pursue academic careers and are rou- Hinduism and Buddhism, or Muslim and Christian interpretations
tinely placed in the best universities and colleges in the country. of scripture; specific topics such as mysticism, gender and religion,
or theodicy; and distinctive approaches such as the philosophy of
LEARNING OUTCOMES religion or ritual studies. Majors complete their careers with inte-
The department expects undergraduate majors in the program grative courses that afford opportunity for research and consolida-
to be able to demonstrate the following learning outcomes. These tion of the knowledge and skills gained earlier.
learning outcomes are used in evaluating students and the depart- A Bachelor of Arts in Religious Studies requires 60 units of
course work. At least 44 units are to be taken in courses numbered
RELIGIOUS STUDIES
"Graduate Degrees" section of this bulletin. The Ph.D. in Religious
Studies signifies special knowledge of an interdisciplinary field of by a committee of at least three faculty, of whom one is the
study and potential mastery of an area of specialization within it. adviser (as chair) and the two others are members of the
The faculty of the department have established certain fields of Academic Council. One non-departmental faculty member
study in which the department's strengths and those of other Stan- may be included.
ford departments cohere. They are: Buddhist studies, Islamic stud- b. Dissertation Committee—The dissertation committee is
ies, Jewish studies, and modern religious thought, ethics, and phi- formed after acceptance of the dissertation proposal. It is
losophy. Students who wish to specialize in other fields must ob- normally composed of the dissertation adviser and at least
tain early approval by the faculty. Each of these areas of speciali- two Academic Council members of the Religious Studies
zation follows a shared structure of study. department. One non-departmental faculty member may
serve as a reader when approved by the Director of Gradu-
DEGREE REQUIREMENTS ate Studies.
The following requirements are in addition to the University's 9. University Oral Examination—This examination, required by
basic requirements. the University of Ph.D. students, is a defense of a completed
1. Residence—Each student completes three years (nine quarters) draft of the dissertation. The composition of the examination
of full-time study, or the equivalent, in graduate work beyond committee is set by University regulation: five or more faculty,
the B.A. degree, and a minimum of 135 units of graduate normally all of whom are members of the Academic Council,
course work (excluding the dissertation). one of whom must be outside the department to serve as chair
2. Required Courses—The 135 units of graduate course work of the committee. Normally, the examining committee includes
must include the following: all qualified members of the dissertation committee.
RELIGST 304A. Theories and Methods PH.D. IN RELIGIOUS STUDIES AND
RELIGST 304B. Theories and Methods
RELIGST 391. Pedagogy HUMANITIES
RELIGST 399. Recent Works in Religious Studies The department participated in the Graduate Program in Hu-
The remainder of the course work is individually designed, in manities leading to a Ph.D. degree in Religious Studies and Hu-
consultation with the adviser. manities. AAt this time, the option is available only to students
3. Languages—Each student demonstrates a reading knowledge already enrolled in the Graduate Program in Humanities; no new
of two foreign languages, including French or German. One of students are being accepted. The University remains committed to
those language requirements should be fulfilled by the time of a broad-based graduate education in the humanities; the courses,
advancing to candidacy at the end of the second year. Compe- colloquium, and symposium continue to be offered, and the Divi-
tence in the second language must be demonstrated at the time sion of Literatures, Cultures, and Languages provides advising for
of the qualifying examination. Each student also demonstrates students already enrolled who may contact DLCL Student Affairs
reading knowledge of other ancient or modern languages nec- at 650-724-1333 or dlcl@stanford.edu for further information.
essary for the field of study, area of specialization, and disser- Courses are listed under the subject code HUMNTIES and may be
tation topic. viewed on the Stanford Bulletin's ExploreCourses web site.
4. Candidacy—At the end of each academic year, the depart-
ment's faculty recommend second-year students for candidacy PH.D. MINOR IN RELIGIOUS STUDIES
on the basis of all relevant information, and especially on the Candidates for the Ph.D. in other departments may select a
student's candidacy dossier that includes the approved declara- Ph.D. minor in Religious Studies.
tion of an area of specialization, certification for one foreign
Requirements—The minor requires at least 24 units in Religious
language, and two substantial papers written for courses during
Studies at the 200 level or above. Four of the 24 units should be in
the previous two years. Students are required to take RELIGST
RELIGST 304 A,B, Theories and Methods.
391 and RELIGST 399 prior to candidacy.
5. Paper-in-Field—During the third year, under the supervision Required Courses for the Minor—
of their advisers, students prepare a paper suitable for submis- RELIGST 304A or B. Theories and Methods
sion to an academic journal in their field. The paper is read and Optional Courses for the Minor—
approved by at least two faculty members in the department. The student should choose any of the courses offered in the de-
Students are encouraged to register for RELIGST 392 while partment at the 200 level or above, for the equivalent of at least 24
working on the paper. units. Other courses can be chosen in consultation with the Gradu-
6. Teaching Internship—At least one teaching internship under ate Director.
the supervision of faculty members is undertaken at a time ne-
gotiated with the Graduate Director. Students receive academic OVERSEAS STUDIES COURSES IN
credit for the required internship, which is a part of academic RELIGIOUS STUDIES
training and not of employment.
7. Qualifying Examination—To qualify for writing a dissertation, For course descriptions and additional offerings, see the listings
the student must pass a comprehensive examination in the cho- in the Stanford Bulletin's ExploreCourses web site
sen field and the area of specialization, typically during the (http://explorecourses.stanford.edu) or the Bing Overseas Studies
first quarter of their fourth year. The student must complete the web site (http://bosp.stanford.edu). Students should consult their
second language requirement before taking the qualifying ex- department or program's student services office for applicability of
Overseas Studies courses to a major or minor program.
artifact or carry out some other work that itself represents original,
each category): creative thinking. When an honors project results in a work other
1. Philosophical/Ethical/Aesthetic Perspectives: STS 110, than an essay, the student must also submit an accompanying scho-
112, 114; COMM 131; ENGLISH 176 larly exegesis of the work in question. Past honors projects are on
1. Historical Perspectives: STS 128; CLASSGEN 123, file in the STS office library.
133; ECON 116; HISTORY 31/131, 41A/141A, 140A,
208A; POLISCI 116 ADMISSION
2. Social Science Perspectives: ANTHRO 82, 180; Application for admission to the STS honors program is typi-
COMM 120, 169; ECON 113; MS&E 181, 185, 193; cally made during the last quarter of the student's junior year. By
POLISCI 114S, 116; SOC 114 the end of that quarter, interested students must have a plan for
c. Advanced courses (one course in each category): completing all courses required to satisfy honors requirements 1-3
1. Disciplinary Analysis: STS 210; CS 181; COMM listed below. Students requiring a major research grant should
168/268; ECON 224, 225, 226; FRENGEN 265; enroll in STS 190, Junior Honors Seminar, in Winter Quarter of
EDUC 358X; HISTORY 243G; ME 214/314; SOC the junior year. Work done in STS 190 will enable submission of a
115 research grant proposal that meets the University deadline in early
2. STS 200. Senior Colloquium April. Each student seeking admission to the honors program must
2. Technical Literacy (five courses)— submit a research proposal to the Honors Director, Rebecca Slay-
a. CS 105 or 106A or equivalent; and ton (rslayton@stanford.edu), including the name of at least one
b. A four-course sequence (minimum of 12 units) in a field of potential thesis adviser. For proposal parameters, see the document
engineering or science (sample sequences available in the STS Honors Program, available in the STS office and on the STS
STS office); or web site. Students are also encouraged to apply to join the STS
c. Four of the following Engineering Fundamentals courses: contingent at the Bing Honors College in early September to get a
ENGR 10, 14, 15, 20, 25, 30, 31, 40, 50, 50M, 60, 62, 70A running start on their theses. See
(see course descriptions in the "School of Engineering" http://ual.stanford.edu/OO/honors/BingHonors.html for further
section of this bulletin). details.
3. Thematic Concentration (minimum of 20 units, at least five
courses, one each from among those designated on the appro- REQUIREMENTS
priate concentration course list as foundational and advanced). 1. Course Work—Non-STS majors must complete requirements 1
Thematic concentrations are organized around an STS-related and 2 of the STS minor and either STS 190 and/or the Bing
problem or area. The following themes have been pre-certified Honors College. STS majors must complete the STS core. Stu-
as declarable fields of concentration on Axess: dents pursuing STS honors must also sign up for STS 290
• Interactions of Technology and Science with Aesthetics A,B,C, Senior Honors Seminar, in each quarter of the senior
• Development year for which the students are on campus. STS majors pursu-
• History and Philosophy ing honors are not required to enroll in STS 200, Senior Collo-
• Information and Society quium, or to write a separate senior paper. The minimum GPA
• Public Policy for courses taken to meet these requirements is 3.4.
• Social Change 2. The Honors Project—An original critical essay or investigative
• Work and Organizations. project with accompanying explanatory essay on an STS topic
These concentration themes appear on the transcript but not of general importance. To earn honors, students must earn at
on the diploma. least a 'B' on the completed thesis.
Course lists for these thematic concentrations areas are avail- 3. STS Honors Day—All students present their research projects
able in the STS office. A student choosing one of the certi- at a special public event in early June of the senior year.
fied topics may include one or more courses not on the corre- If all these requirements are met, the designation "Honors Pro-
sponding course list if they are germane to the concentration, gram in Science, Technology, and Society" is affixed to the stu-
meet the student’s special interests, and are approved by the dent's permanent record and appears in the Commencement pro-
STS director and thematic concentration adviser. gram.
Alternatively, subject to program approval, the student may
choose to design a unique thematic concentration topic and COGNATE COURSES
course package. A self-designed thematic concentration is The following cognate courses offered by other departments
not declared on Axess. may be used to fulfill STS major, minor, and honors requirements:
Each thematic concentration, certified or self-designed, re- 1. Disciplinary Analysis: Philosophical/Ethical/Aesthetic Per-
quires the signature of an appropriate faculty adviser. See the spectives—
program director or student services specialist for details. • COMM 131: Media Ethics and Responsibility
4. STS majors not writing an honors thesis must produce an • ENGLISH 176: Science Fiction
original, 20-25 page senior paper on an STS topic of personal 2. Disciplinary Analysis: Historical Perspectives—
interest. Intended as a capstone experience, each student's sen- • CLASSGEN 123. Urban Sustainability
ior paper is evaluated by an STS faculty committee and placed • CLASSGEN 133. Invention of Science
in the student's permanent STS major file. • ECON 116. American Economic History
• HISTORY 31/131: Science, Technology and Art: The
Worlds of Leonardo
• HISTORY 125. 20th-Century Eastern Europe pate in the department’s honors program. Prospective honors stu-
dents must choose a senior thesis tutor from among the depart-
• HISTORY 221A. Men, Women, and Power in Early Modern
ment's regular faculty in their junior year and may enroll for 2
Russia, 1500-1800 units of credit in SLAVLIT 189B in Spring Quarter of the junior
• HISTORY 221B. The Woman Question in Modern Russia year to conduct preliminary research and draft an honors proposal
• HISTORY 223F/323F. The Nationality Question in the Rus- under the guidance of their tutor. In addition to the program re-
sian Empire and the Soviet Union quirements above, students must also complete the following:
• HISTORY 227/327. East European Women and War in the 1. Majors who propose a senior project in literature must take a
20th Century course in literary or cultural theory, such as SLAVLIT 200
• HISTORY 229/329. Poles and Jews (Proseminar in Literary Theory and Study of Russian Litera-
• HISTORY 321A. Classics of Russian Historiography ture); this requirement may also be fulfilled by enrollment in
• POLISCI 140C. The Comparative Political Economy of Post- DLCL 189 or, with approval of the thesis adviser, in an ad-
Communist Transitions vanced course related to the area of the student’s expected re-
• REES 200. Current Issues in Russian, East European, and search. Students concentrating in Russian Language, Culture,
Eurasian Studies and History, and pursuing a project in cultural history, must
take a course in literary or cultural theory, a graduate seminar
• SOC 15N. The Transformation of Socialist Societies
in the area of their topic, or DLCL 189, a 5-unit seminar that
RUSSIAN AND PHILOSOPHY focuses on researching and writing the honors thesis. DLCL
The Russian and Philosophy option offers students the oppor- 189 is taken in Autumn Quarter of the senior year. Students
tunity to gain a command of the Russian language and literary concentrating in Russian Language and Literature who propose
tradition, while gaining a background in philosophical thought, a senior project in Russian language select their course in con-
broadly construed. They take courses alongside students in other sultation with the Director of Undergraduate Studies.
departments participating in the program in Philosophical and 2. SLAVLIT 189A, taken for 5 units of credit while composing
Literary Thought, with administrative staff in the DLCL. This the thesis during Winter Quarter. Students who did not enroll
option is not declared on Axess. Majors who concentrate in Rus- in a 189B course in the junior year may enroll in SLAVLIT
sian and Philosophy must earn a grade point average (GPA) of 2.0 189B in Spring Quarter of the senior year while revising the
(C) or better in order to receive credit toward the major. Courses in thesis, if approved by the thesis adviser.
other departments may not, in general, be counted toward the Rus- 3. To qualify for honors, the candidate must receive a grade of
sian language, Russian literature, and elective requirements, but ‘B’ or better on the thesis or project completed during this pe-
may be counted toward the other requirements. riod. A total of 10-12 units may be awarded for completion of
honors course work, independent study, and the finished thesis.
Prerequisites—Completion of SLAVLANG 1, 2, 3, or the
equivalent, as determined by the results of the department place- OVERSEAS STUDIES
ment examination. The department encourages interested students to consider
Requirements—Candidates for the B.A. degree with a concen- studying abroad at the Stanford Center in Moscow. Some of the
tration in Russian and Philosophy must complete an additional 67 courses offered in Moscow taken there may be applied toward the
units according to the following distribution: major. For more information on the Moscow program see the
"Overseas Studies" section of this bulletin or contact the Overseas
Russian Language—A minimum of 12 units selected from: Studies office, Sweet Hall, Ground Floor.
SLAVLANG 111, 112, 113, 177, 178, 179, 181, 182, 183.
Russian Literature—A minimum of 16 units of Russian litera- MINORS IN SLAVIC LANGUAGES AND
ture, including the following: LITERATURES
• SLAVGEN 145 and 146 The Department of Slavic Languages and Literatures offers
• SLAVGEN 147 or 148 four undergraduate minor options in Slavic Languages and Litera-
• SLAVLIT 187 or 188 ture.
Electives—At least 12 units of electives in Russian language The minor is designed for students who, while pursuing a major
and literature, chosen in consultation with the undergraduate direc- in another program, seek a comprehensive introduction to Russian
tor. culture through Russian language courses, or a combination of
minimal proficiency in Russian and courses in the history of Rus-
Philosophy and Literature Gateway Course (4 units)— sian culture, or courses on Russian literature in translation and,
SLAVGEN 181 (same as PHIL 81). depending on the student's interest, other forms of the country's
Philosophy Writing in the Major (5 units)—PHIL 80; prerequi- cultural expression and social institutions. Students seeking a
site: introductory philosophy course. Slavic minor are encouraged to take advantage of the Bing Over-
seas Studies Program in Moscow. Students who have chosen one
Philosophy Core—12 units, including the following:
of the minor programs in Russian may use 5 units of IHUM 28A,B
• Value Theory: a course in the PHIL 170 series credit towards their electives.
• Theories of Mind, Language, Action: a course in the PHIL 180
series
• History of Philosophy: a course from the PHIL 100-139 series
2. A command of the Russian language sufficient to permit the minor or, in consultation with the graduate adviser, develop a
student to do satisfactory graduate work in an area of speciali- special program in a related field, preferably no later than the
zation. second quarter of enrollment.
3. A familiarity with Russian literature sufficient to permit the a. Related Field—A student is required to complete a se-
student to perform adequately in courses at the graduate level. quence of basic courses (12 units) in a chosen discipline
The applicant’s previous academic training in Russian language outside the Department of Slavic Languages and Litera-
and literature normally serves as an indication of competence. tures. The choice of patterns is one of the following:
Accordingly, the department does not ordinarily consider applica- 1. a sequence of three courses in one West European lit-
tions from students who have not had at least three years of college erature, selected in consultation with the adviser, or
Russian and some undergraduate training in Russian literature of 1. three basic courses in comparative literature chosen in
the 19th and 20th centuries. Before registering for the first quar- consultation with the Director of Graduate Studies
ter’s work in the department, entering graduate students are re- (DGS), or
quired to take placement examinations in Russian. Students who 2. a sequence of three courses in another department, se-
fail to perform satisfactorily on such examinations must register lected in consultation with the DGS.
for remedial courses in the areas in which they are deficient. b. Minor—Students electing a minor should take a minimum
Course work in third-year Russian and below carries no credit of 20 units in graduate-level courses in the minor depart-
toward either the M.A. or the Ph.D. degree. ment or fulfill the minor requirements established by that
Course Requirements—Candidates for the M.A. who are not al- department. Students considering minors should consult
so candidates for the Ph.D. should plan course work that ensures with their adviser, the Director of Graduate Studies, the
adequate preparation for the M.A. final examination at the end of chair of Slavic Languages and Literatures, and the chair of
the third quarter of work. Ph.D. candidates should attempt to in- the minor department.
clude as many of the department’s basic course offerings as possi- c. Students who have already enrolled in the Graduate Pro-
ble in the first-year program to ensure sufficient time to complete gram in the Humanities to fulfill the department's "minor
the M.A. thesis during the fifth quarter of registration. In any case, or related field" requirement may continue in this program
course work should be planned in consultation with the graduate (see "Interdisciplinary Program in Humanities" in this bul-
adviser, whose approval of the overall course load is required. letin under the DLCL).
Candidates for the M.A. must complete a program of 45 units, 2. Admission to Candidacy—Candidates should read carefully the
of which 36 units must be selected from courses given by the de- general regulations governing the degree, as described in the
partment. The other 9 units may, with approval of the candidate’s "Graduate Degrees" section of this bulletin. The department
adviser, be selected from courses in related fields. Of the 36 units faculty make the decision to advance students to candidacy on
in the department, a minimum of 9 may be in language and a the basis of the student's overall progress and promise in the
minimum of 9 in literature. The remaining 18 units may be distrib- sixth quarter of registration. The candidate by that time must
uted in accordance with the needs and interests of the student, and have demonstrated commitment to graduate studies by com-
with the advice and approval of the department adviser. pleting a minimum of 21 content courses (not counting Sum-
No credit toward the M.A. degree is allowed for first- or sec- mer Quarter) with a grade point average (GPA) of 3.3 or bet-
ond-year courses in non-Slavic languages required for the Ph.D. ter. These must include 14 seminars in the Slavic Department.
degree. The candidate must submit a complete draft of an M.A. thesis
approved by the thesis adviser and two readers selected by the
The M.A. Thesis—A requirement for candidates for a Ph.D., the candidate from among the department's faculty. The M.A. the-
M.A. thesis represents a complete article-length research paper (6- sis represents a complete article-length research paper (6,000-
9,000 words) that, in both form and substance, qualifies for sub- 9,000 words) that qualifies in both form and substance for
mission to English-language professional publications in the Slavic submission to an English language professional publication in
field. The M.A. thesis must be submitted to the thesis adviser no the Slavic field. The deadline for the M.A. thesis approval is
later than the fifth quarter and approved no later than the sixth the second week of the sixth quarter of registration. Failure to
quarter of registration. meet these requirements results in termination of enrollment
Final Examination—Students not enrolled in the Ph.D. program for the Ph.D. Following such termination, the student who has
may either submit an M.A. thesis or take a final examination. In fulfilled all of the M.A. requirements may be given the oppor-
the latter case, regardless of the area of specialization, the student tunity to take the M.A. written examination in the history of
must demonstrate in a written examination: (1) command of the Russian literature. If successful, the student is then awarded
phonology, morphology, syntax, and lexicology of contemporary the M.A. degree In exceptional cases, the written examination
Standard Russian sufficient to teach beginning and intermediate requirement may be waived at the discretion of the DGS and
courses at the college level; (2) an ability to read contemporary the chair of the department.
Standard Russian sufficient to assist students studying contempo- 3. Proficiency Test—Administered for all entering graduate stu-
rary Russian poetry or literary prose; and (3) sufficient familiarity dents, this test determines whether the student’s knowledge of
with Russian literature of either the 19th or 20th century to suc- Russian language and literature falls below the department’s
cessfully handle survey courses dealing with the chosen period of standard. Students who fail to meet the standard in this test are
specialization. The examination should be taken at the end of the asked to complete appropriate courses in the first year of grad-
final quarter of required course work. uate study.
SOCIOLOGY
comes such as attitudes, political behavior, and life styles. Many SOC 140. Introduction to Social Stratification
courses emphasize changes in the structure of social inequalities SOC 149. The Urban Underclass
over time, and the processes which produce similarities or differ- In addition to the 40 units required in core and foundation
ences in stratification across nations. Topics include educational course work, students pursuing the Sociology major must complete
inequality, employment history, gender differences, income distri- 20 elective units of Sociology course work. Students may choose
butions, poverty, race, and ethnic relations, social mobility, and their elective courses according to personal interest; however, stu-
status attainment. Careers related to this field include administra- dents are encouraged to complete some course work at the 200-
tion, advertising, education, foreign service, journalism, industrial level. Sociology majors are encouraged to participate in directed
relations, law, management consulting, market research, public research or undertake independent research with Sociology faculty.
policy, and social service. Students who wish to engage in more in-depth study in a specific
area may do so by focusing on course work within an area of
BACHELOR OF ARTS IN SOCIOLOGY study.
To declare a major in Sociology, students must email the Soci-
ology student services office once they have declared in Axess; see HONORS PROGRAM
http://www.stanford.edu/dept/soc/contact/index.html for contact Sociology majors who wish to complete an independent schol-
information. It is recommended that new majors schedule a meet- arly project under the direction of a faculty member are encour-
ing with their assigned faculty adviser promptly after declaring the aged to apply for admission to the department’s honors program.
major. Admission to the program requires a grade point average (GPA) of
Major Requirements—To graduate with a B.A. in Sociology, 3.5 or higher in courses taken within the major, and an overall
students must complete a minimum of 60 units of course work in GPA of 3.3 (B+) or higher in all undergraduate course work. Ap-
the major. Units applied to the major must be taken for a letter plicants are required to identify a Sociology faculty member to
grade (except for independent study or directed reading), and a advise on the research and writing of the essay. With the approval
grade point average (GPA) of 2.0 (C) or better must be achieved. of the director of the undergraduate studies committee, students
Related course work from other departments may fulfill part of this may work with faculty advisers in other departments.
requirement; such work must be pre-approved by the Sociology The honors project is typically initiated when a student enrolls
student services office and a faculty adviser and may not exceed 15 in SOC 202, Preparation for Honors Thesis, or SOC 200, Jun-
units. ior/Senior Seminar. Students undertaking an honors project are
encouraged to enroll in SOC 202 or 200 in the junior year. Stu-
CORE CURRICULUM FOR ALL SOCIOLOGY dents begin designing their honors project in connection with this
MAJORS seminar and in consultation with the seminar leader. If the student
Students are required to complete a minimum of 40 units of is admitted to the program, the honors project is completed during
core and foundation course work as detailed below. the senior year.
To apply to the honors program, students must complete the
CORE COURSES REQUIRED FOR THE MAJOR application form available from the Sociology student services
The following core courses (25 units) are required of majors. It office or from the department’s web site. This form requires the
is recommended that students complete SOC 181B, SOC 180A, faculty adviser’s endorsement, a brief description of the proposed
and SOC 180B in this order. project, and a copy of the student’s unofficial undergraduate tran-
1. SOC 170. Classics of Modern Social Theory script. Applicants must submit the completed application to the
2. SOC 181B. Sociological Methods: Statistics, or another intro- Sociology student services office no later than the fourth quarter
ductory statistics course such as STATS 60, PSYCH 10, or before graduation, typically Spring Quarter of the junior year.
equivalent Honors students may earn up to 12 independent study units for
3. SOC 180A. Foundations of Social Research work leading to completion of the required honors thesis, exclud-
4. SOC 180B. Evaluation of Evidence ing units associated with the Junior/Senior Seminar. Completion of
5. SOC 200. Junior/Senior Seminar for Majors. It is recom- honors in Sociology requires: (1) completion of all requirements
mended that students take this course in Spring Quarter of the for the major; and (2) completion of a thesis of honors quality (a
junior year or Autumn Quarter of the senior year. This course grade of ‘A-’ or higher). The thesis is due on or before the begin-
fulfills the Writing in the Major (WIM) requirement. Students ning of the End-Quarter period in the student’s final quarter before
considering honors are encouraged to enroll in SOC 202, graduating. If the thesis adviser is a faculty member outside the
Preparation for Honors Thesis, in the junior year; see “Honors department, the thesis must be submitted to both that sponsor and
Program” below. to the Sociology student services office, who coordinates appoint-
ment of a departmental reader to evaluate the paper. Both the hon-
FOUNDATION COURSES REQUIRED FOR THE MAJOR ors adviser and the reader must agree that the paper merits honors.
In addition to core courses, students pursuing the B.A. in Soci- In every case, two copies of the final paper must be submitted; one
ology must complete at least three foundation courses (15 units). is retained by the department and becomes a part of the depart-
To ensure breadth of course work, each foundation course must ment’s permanent collection. If a grade of ‘A-’ is not earned, the
represent a different area of study. For detailed information about thesis credit counts toward meeting the standard major require-
Sociology concentration areas, see section on areas of study. ments.
Foundation courses, classified by area of study, are as follows:
Organizations, Business, and the Economy
Director; a student may not exceed 5 substitution units for the mi- apply, see
nor. http://www.stanford.edu/dept/soc/coterminal/index.html.
Course requirements for a minor in Sociology are as follows:
Units MASTER OF ARTS FOR CURRENT
SOC 1. Introduction to Sociology
SOC 180A. Foundations of Social Research, and/or SOC 180B.
5
5
GRADUATE STUDENTS IN SOCIOLOGY
Evaluation of Evidence The M.A. degree in Sociology is available to current Ph.D.
Two foundation courses; see foundation courses required for the 10 candidates in Sociology and to students in advanced degree pro-
major above grams (Ph.D., J.D., M.D.) from other Stanford departments and
Additional course work in the department (100- or 200-level 15 schools.
courses)
Total course work required 35
For the M.A. degree, students must complete a minimum of 45
units of Sociology course work with a grade point average (GPA)
of 3.0 (B) or better. All 45 units must be taken in courses taught by
COTERMINAL MASTER OF ARTS IN Sociology faculty. Students must enroll in SOC course offerings;
SOCIOLOGY crosslisted offerings are not accepted. All courses must be taken
for a letter grade if possible. Workshop, research, directed reading,
Stanford undergraduates, regardless of undergraduate major, and independent study units do not count towards the M.A.
who wish to pursue an M.A. in Sociology may apply for the co- University regulations pertaining to the M.A. are listed in the
terminal master’s program. The coterminal M.A. in Sociology is a "Graduate Degrees" section of this bulletin.
flexible, self-designed program. Most students complete their M.A. Students who wish to engage in more in-depth study in a spe-
in a fifth year at Stanford; occasionally students are able to com- cific area may do so by focusing on course work within an area of
plete their B.A. and coterminal M.A. in the fourth year. study.
Application and admission—Undergraduates must be admitted No thesis is required.
to the program and enrolled as a graduate student for at least one While formal application to the M.A. program is not required,
quarter prior to their B.A. conferral. A cumulative GPA of at least applicants from outside of the Sociology department must submit
3.5 in previous undergraduate work is required for admission; to the Sociology student services office:
GRE test scores are required. It is highly recommended that appli- 1. a completed Graduate Authorization Petition form, available
cants have completed at least one Sociology course at the 100 level electronically through Axess for submission to the Office of
with a grade of ‘B’ or better. The department accepts applications the University Registrar
once a year; the application deadline is February 15th for admis- 2. a completed Program Proposal for an M.A. form
sion in the Spring quarter immediately following. There are no 3. a short statement of purpose
exceptions to this deadline. All application materials are submitted Sociology Ph.D.s typically receive their M.A. in their second or
directly to the Sociology graduate student services office. To apply third year of graduate study. Interested students from other degree
for admission to the Sociology coterminal M.A. program, students programs should visit the department's web site here at
must submit the coterminal application and the following: (1) a 2-5 http://www.stanford.edu/dept/soc/doctoral/magrads.html.
page statement of purpose; (2) a preliminary program proposal that
specifies at least 45 units of course work relevant to the degree DOCTOR OF PHILOSOPHY IN
program with at least 40 units in Sociology; (3) a current unofficial SOCIOLOGY
undergraduate transcript; (4) two letters of recommendation from
Stanford faculty familiar with the student’s academic work; and (5) The Ph.D. curriculum and degree requirements are designed to
GRE scores. The department does not fund coterminal M.A. stu- provide students with the knowledge and skills to become profi-
dents. cient scholars and teachers. Doctoral students in the department
Program requirements—Coterminal M.A. students are required must take required courses for a letter grade if available and are
to take 45 units of course work during their graduate career; 40 of expected to earn a grade of 'B+' or better in each course. Any grade
these units must be in Sociology courses. Students who wish to of 'B' or below is considered to be less than satisfactory. Grades of
engage in more in-depth study in a specific area may do so by 'B' or below are reviewed by faculty and the following actions may
focusing on course work within an area of study. All units for the take place: the grade stands and the student’s academic perform-
coterminal M.A. must be taken at or above the 100 level; ad- ance is monitored to ensure that satisfactory progress is being
vanced-level course work is encouraged and a minimum of 20 made; the grade stands and the student is required to revise and
units must be taken at the 200 level. Students who wish to take resubmit the work associated with that course; or the student may
courses outside the department must seek prior approval from the be required to retake the course. The following program require-
Sociology student services office; coterminal master’s students are ments apply to students who entered the Ph.D program in 2010-11;
limited to 5 units from outside of the department; outside courses students admitted prior to 2010 should consult the department or
must be taken in other Social Science departments. Students may the Bulletin from their year of admission for requirements specific
transfer a maximum of 10 units from their undergraduate career; to to their cohort.
be eligible for transfer, courses must have been taken in the two Students must complete the following department requirements
quarters preceding admission to the M.A. program. All units ap- for the Ph.D. degree in Sociology:
plied to the coterminal master’s degree must be taken for a letter 1. Students must enroll in SOC 305, Graduate Proseminar, in
grade and an overall grade point average (GPA) of 3.0 (B) or better Autumn Quarter of the first year; the course provides an intro-
duction and orientation to the field of sociology, and to the de-
SOCIOLOGY
methodology as well as one elective from a list of approved per is publishable and whether the student should therefore in-
courses. Students with little background in statistics are en- vest in attempting to publish it, and (2) what types of revisions,
couraged to take SOC 281B or an equivalent statistics course insofar as the paper is publishable, that the student should be
such as STATS 60 or PSYCH 10. pursuing to ready the paper for publication. These comments
5. Students must complete four broad survey courses to demon- will be reported to the Director of Graduate Studies. Addition-
strate command of a range of sociological literatures. Each ally, the committee should set up a meeting with the student to
year the department specifies which courses meet this re- discuss these reviews before the end of the Spring Quarter. To
quirement, and will undertake to ensure that an adequate selec- ensure that students are making adequate progress on their pa-
tion of such courses is offered. A list of courses that generally per, students are required to provide a first draft of the paper to
fulfill this requirement is listed in the requirements section be- readers by April 1st. The final deadline for paper submission is
low. Students should consult with their advisor to ensure that May 15th.
the combination of courses selected to meet this requirement 11. Students are required to present at least two papers at a major
exhibits sufficient breadth. This requirement is normally com- professional meeting (e.g., ASA) in their first five years of
pleted by the end of the second year of residency and must be graduate study.
met by the end of the third year of residency. 12. Each student must complete and defend a doctoral dissertation.
6. Beginning in year two, doctoral students are required to enroll At the choice of the student (and in consultation with her or his
in at least one workshop each quarter. Sociology workshops advisor), the dissertation requirement may be met either by (1)
are offered for 1-2 units on a credit/non-credit basis only and submitting the usual book-length document of the sort now re-
attendance is required to receive course credit. The Graduate quired, or (2) submitting three independent papers. The papers
Studies Director may approve a student’s petition to attend a may address the same topic, but should be written as stand-
workshop when enrollment is prohibited by unit constraints; alone, single-authored papers in standard journal format (i.e.,
such attendance is not noted on the transcript. A list of ap- AJS or ASR). None of these papers may overlap substantially
proved workshops that fulfill this requirement is listed in the with one another, and none of them may be co-authored. (The
requirements section below. main criterion in judging “substantial overlap” is whether any
7. There are two qualifying examinations. The first examination standard journal, such as AJS, would regard the papers as too
is taken immediately before the Fall Quarter of the second year similar to publish both.) The dissertation must be submitted to
of residence. The examination will cover two fields of the stu- all committee members at least 30 days in advance of the de-
dent’s choosing, and will be based on standard faculty- fense date. The dissertation defense serves as the Oral Exami-
generated reading lists for each field. Students will write one nation required by the University. Assessment of satisfactory
essay on each subject area, and will have one week to write completion is determined by the student’s doctoral committee
and submit their essays. The second examination is a longer members. All students are invited to present their dissertation
critical essay that focuses on a reading list devised by the stu- findings at an informal department colloquium.
dent jointly with their faculty advisor, due by May 15 of the The faculty are responsible for providing students with timely
second year in residence. Students may petition to submit a re- and constructive feedback on their progress toward the Ph.D. In
search paper in lieu of the critical essay. Both examinations order to evaluate student progress and to identify potential problem
will be graded by two faculty members, and the grades on areas, the department’s faculty reviews the academic progress of
these qualifying exams are an important component of the de- each first-year student at the beginning of Winter and Spring quar-
cision to advance a student to candidacy. ters and again at the end of the academic year. The first two re-
8. Students must complete three quarters of teaching apprentice- views are primarily intended to identify developing problems that
ship in departmental courses, or in other courses by approval. could impede progress. In most cases, students are simply given
Work as either a teaching assistant (TA) under the supervision constructive feedback, but if more serious concerns warrant, a
of a faculty member or as a teaching fellow (TF) fulfills this student may be placed on probation with specific guidelines for
requirement. Students are required to take SOC 300, Work- addressing the problems detected. The review at the end of Spring
shop: Teaching Development, in Spring Quarter of the first Quarter is more thorough; each student’s performance during the
year. In addition, students are encouraged to take advantage of first year is reviewed and discussed. Possible outcomes of the
department and University teacher training programs. Students spring review include: (1) continuation of the student in good
for whom English is a second language are expected to acquire standing, or (2) placing the student on probation, with specific
sufficient facility in English to be an effective teacher. guidelines for the period of probation and the steps to be taken in
9. As partial preparation for becoming an accomplished re- order to be returned to good standing. For students on probation at
searcher, each student must complete three quarters of research this point (or at any other subsequent points), possible outcomes of
experience, working under the supervision of one or more fac- a review include: (1) restoration to good standing; (2) continued
ulty members, including regular, emeritus, and affiliated fac- probation, again with guidelines for necessary remedial steps; or
ulty. The experience may involve paid (or unpaid) work as a (3) termination from the program. Students leaving the program at
Research Assistant (RA). With the approval of the Director of the end of the first year are usually allowed to complete the re-
Graduate Studies, research experience may be acquired by in- quirements to receive an M.A. degree, if this does not involve
volvement in research projects outside the department. It is additional residence or financial support. All students are given
recommended that students complete their research require- feedback from their advisers at the end of their first year of gradu-
ments early in their graduate program; the requirement must be ate work, helping them to identify areas of strengths and potential
completed by the end of the fourth year of residency. weakness.
STATISTICS
first year of the sociology program. After that time, enrollment
may be in the graduate school or the Law school, and students may CAPETOWN
choose courses from either program regardless of where enrolled. • OSPCPTWN 32. Adult Learning, Development and Social
Students must satisfy the requirements for both the J.D. and the Change: Service-Learning in the Contemporary South African
Ph.D. degrees. Up to 81 quarter (54 semester) hours of approved Context. 4-5 units, Janice McMillan
courses may be counted toward both degrees, but no more than 36
quarter (24 semester) hours of courses that originate outside the
Law school may count toward the Law degree. To the extent that STATISTICS
courses under this joint degree program originate outside of the
Law school but count toward the Law degree, the Law school Emeriti: Theodore W. Anderson, Jerome H. Friedman, Ingram
credits permitted under Section 17(1) of the Law School Regula- Olkin, Charles Stein, Paul Switzer
tions for cross-registration in other schools or departments of Stan- Chair: Wing H. Wong
ford University are reduced on a unit-per-unit basis, but not below Professors: Emmanuel Candes, Thomas M. Cover, Amir Dembo,
zero. Students must complete the equivalent of 183 quarter units to Persi Diaconis, David L. Donoho, Bradley Efron, Trevor J. Has-
complete both degrees. Tuition and financial aid arrangements tie, Iain M. Johnstone, Tze L. Lai, Art Owen, Joseph P. Roma-
normally are through the school in which the student is currently no, David O. Siegmund, Robert J. Tibshirani, Guenther Walth-
enrolled. er, Wing H. Wong
For more information, see the Sociology web site at Associate Professor: Jonathan Taylor
http://sociology.stanford.edu, and the Law School web site on the Assistant Professors: Andrea Montanari, Balakanapathy Rajarat-
J.D./Ph.D. at nam, Nancy Zhang
http://www.law.stanford.edu/program/degrees/joint/sociology. Professor (Teaching): Susan Holmes
Courtesy Professors: Philip W. Lavori, Richard A. Olshen, Hua
OVERSEAS STUDIES COURSES IN Tang
SOCIOLOGY Courtesy Associate Professors: Simon Jackman, David Rogosa,
Chiara Sabatti
For course descriptions and additional offerings, see the listings
in the Stanford Bulletin's ExploreCourses web site Consulting Professors: John Chambers, Charles Chui
(http://explorecourses.stanford.edu) or the Bing Overseas Studies Mail Code: 94305-4065
Phone: (650) 723-2620
web site (http://bosp.stanford.edu). Students should consult their
Web Site: http://stat.stanford.edu
department or program's student services office for applicability of
Overseas Studies courses to a major or minor program. Courses offered by the Department of Statistics are listed under
the subject code STATS on the Stanford Bulletin's ExploreCourses
AUTUMN QUARTER web site.
MADRID The department’s goals are to acquaint students with the role
played in science and technology by probabilistic and statistical
• OSPMADRD 61. Society and Cultural Change: The Case of ideas and methods, to provide instruction in the theory and applica-
Spain. 5 units, Antonio Muñoz tion of techniques that have been found to be commonly useful,
OXFORD and to train research workers in probability and statistics. There are
• OSPOXFRD 59. Soccer and English Society. 5 units, Robert courses for general students as well as those who plan careers in
Sinclair statistics in business, government, industry, and teaching.
The requirements for a degree in Statistics are flexible, depend-
WINTER QUARTER ing on the needs and interests of the students. Some students may
be interested in the theory of statistics and/or probability, whereas
BERLIN other students may wish to apply statistical and probabilistic meth-
• OSPBER 66. Theory from the Bleachers: Reading German ods to a substantive area. The department has long recognized the
Sports and Culture. 3 units, Wolf Junghanns relation of statistical theory to applications. It has fostered this by
encouraging a liaison with other departments in the form of joint
CAPETOWN
and courtesy faculty appointments: Economics (Anderson), Educa-
• OSPCPTWN 32. Adult Learning, Development and Social tion (Olkin, Rogosa), Electrical Engineering (Cover), Geological
Change: Service-Learning in the Contemporary South African and Environmental Sciences (Switzer), Health Research and Policy
Context. 4-5 units, Janice McMillan (Efron, Hastie, Johnstone, Lavori, Olshen, Tibshirani, Wong),
FLORENCE Mathematics (Dembo, Diaconis), Political Science (Jackman), and
the SLAC National Accelerator Laboratory (Friedman). The re-
• OSPFLOR 79. Migrations and Migrants: The Sociology of a search activities of the department reflect an interest in applied and
New Phenomenon. 5 units, Khaled Fouad Allam, theoretical statistics and probability. There are workshops in biol-
GER:DB:SocSci, EC:GlobalCom ogy/medicine and in environmental factors in health.
In addition to courses for Statistics majors, the department of-
fers a number of service courses designed for students in other
2. One of MATH 104, 113, 115, 171; and one of CS 106A, 106X,
UNDERGRADUATE PROGRAMS IN 137, 138, 140-181. Substitution of other courses in Mathemat-
STATISTICS ics and Computer Science may be made with consent of the
adviser.
MAJORING IN STATISTICS 3. At least four additional Statistics courses from graduate offer-
Students wishing to build a concentration in probability and ings in the department (202-399). All must be taken for a letter
statistics are encouraged to consider declaring a major in Mathe- grade. Consent of the adviser is required in order to take more
matical and Computational Science. This interdepartmental pro- than six units of STATS 260A,B,C, 298, 299, 390, or 399.
gram is administered in the Department of Statistics and provides 4. Additional elective units to complete the requirements may be
core training in computing, mathematics, operations research, and chosen from the list available from the department web site.
statistics, with opportunities for further elective work and speciali- Other graduate courses (200 or above) may be authorized by
zation. See the “Mathematical and Computational Science” section the adviser if they provide skills relevant to statistics or deal
of this bulletin. primarily with an application of statistics or probability and do
not overlap courses in the student’s program. There is suffi-
GRADUATE PROGRAMS IN STATISTICS cient flexibility to accommodate students with interests in ap-
University requirements for the M.S. and Ph.D. degrees are plications to business, computing, economics, engineering,
discussed in the “Graduate Degrees” section of this bulletin. health, operations research, and biological and social sciences.
5. Courses below 200 level are generally not acceptable, with the
MINOR IN STATISTICS following exceptions: STATS 116, 191; MATH 103, 113, 115,
171, 180; CS 106A, 106B, 106X, 137, 138, 140-181. At most,
The undergraduate minor in Statistics is designed to comple- one of these two courses may be counted: (1) MATH 151 or
ment major degree programs primarily in the social and natural STATS 116, (2) MATH 103 or MATH 113.
sciences. Students with an undergraduate Statistics minor should Students with a strong mathematical background who may wish
find broadened possibilities for employment. The Statistics minor to go on to a Ph.D. in Statistics should consider applying to the
provides valued preparation for professional degree studies in Ph.D. program.
postgraduate academic programs. The eight Statistics courses required for the M.S. degree must
The minor consists of a minimum of six courses with a total of be taken for letter grades. Courses other than the eight required
at least 20 units. There are two required courses (8 units) and four statistics courses may be taken for a letter grade or Credit/No Cre-
qualifying or elective courses (12 or more units). All courses for dit. There is no thesis requirement. An overall 2.75 grade point
the minor must be letter graded. An overall 2.75 grade point aver- average (GPA) is required.
age (GPA) is required for courses fulfilling the minor.
1. Required Courses—STATS 116 and 200. DOCTOR OF PHILOSOPHY IN STATISTICS
2. Qualifying Courses—at most, one of these two courses may be
The department looks for students who wish to prepare for re-
counted toward the six course requirement for the minor:
search careers in statistics or probability, either applied or theoreti-
MATH 52; STATS 191.
3. Elective Courses—at least one of the elective courses should cal. Advanced undergraduate or master’s level work in mathemat-
ics and statistics provides a good background for the doctoral pro-
be a STATS 200-level course. The remaining two elective
gram. Quantitatively oriented students with degrees in other scien-
courses may also be 200-level courses. Alternatively, one or
tific fields are also encouraged to apply for admission. In particu-
two elective courses may be approved courses in other depart-
ments. Special topics courses and seminars for undergraduates lar, the department is expanding its research and educational ac-
tivities towards computational biology, mathematical finance and
are offered from time to time by the department and these may
information science, via a VIGRE program. The program normally
be counted toward the course requirement. Students may not
takes four years to complete.
count any Statistics courses below the 100 level toward the
minor. Examples of elective course sequences are: Program Summary—STATS 300A,B,C, 305, 306A,B, and
STATS 202, 203, 204, emphasizing data analysis and applied 310A,B,C (first-year core program); pass two of three parts of the
statistics qualifying examinations (end of first year); breadth requirement
STATS 205, 206, 207, emphasizing statistical methodology (second or third year); successfully complete the thesis proposal
STATS 206, ECON 160, 181, emphasizing economic optimiza- meeting (before end of third year); pass the University oral exami-
tion nation (fourth year); dissertation (fourth year).
STATS 206, PSYCH 156, 160, emphasizing psychology mod- In addition, students are required to take 9 units of advanced
eling and experiments topics courses offered by the department (including at least two of
STATS 207, EE 264, 279, emphasizing signal processing the following: 314, 317, 318, 315A, or 315B, but not including
STATS 217, BIO 283, emphasizing genetic and ecologic mod- literature, research, or consulting), and 3 units of 390 statistical
eling consulting. All students who have passed the qualifying exams but
STATS 217, 218, emphasizing probability and its applications have not yet passed the University oral examination must take 319
STATS 240, 250, emphasizing mathematical finance at least once per year.
The Statistics Department Chair must approve any exceptions First-Year Core Courses—STATS 300 systematically surveys
to the list of electives. the ideas of estimation and of hypothesis testing for parametric and
nonparametric models involving small and large samples. 305 is
STATISTICS
in the three core subjects of statistical theory and methods, applied
statistics, and probability theory, and all are typically taken during later must follow this new policy. Other students can choose either
the summer between the student’s first and second years. Students the old or new system; students in this category who choose the
may take two or three of these examinations and are expected to new scheme and have already finished their third year can have the
show acceptable performance in two examinations. thesis proposal meeting as soon as they are ready.
For further information on University oral examinations and
Breadth Requirement—Students are advised to choose an area committees, see the Graduate Academic Policies and Procedures
of concentration in a specific scientific field of statistical applica- (GAP) Handbook, section 4.7 or the "University Oral Examina-
tions; this can be realized by taking at least 15 units of course work tion" section of this bulletin.
approved by the Ph.D. program adviser.
Current areas with suggested course options include: Financial Support—Students accepted to the Ph.D. program are
offered financial support. All tuition expenses are paid and there is
Computational Biology and Statistical Genomics—Students are a fixed monthly stipend determined to be sufficient to pay living
expected to take 9 units of graduate courses in genetics or neuro- expenses. Financial support can be continued for five years, de-
sciences (imaging), such as GENE 203/BIO 203, as well as 9 units partment resources permitting, for students in good standing. The
of classes in Statistical Genetics or Bioinformatics, GENE 344A,B, resources for student financial support derive from funds made
STATS 345, STATS 366, STATS 367. available for student teaching and research assistantships. Students
Machine Learning—Courses can be chosen from the following receive both a teaching and research assignment each quarter
list: which, together, do not exceed 20 hours. Students are encouraged
Statistical Learning: STATS 315A and 315B to apply for outside scholarships, fellowships, and other forms of
Data Bases: CS 245, 346, 347 financial support.
Probabilistic Methods in AI: CS 221, 354
Statistical Learning Theory and Pattern Classification: CS 229 PH.D. MINOR IN STATISTICS
Applied Probability—Students are expected to take 15 units of Students must complete 30 total units for the Ph.D. minor. 20
graduate courses in some of the following areas: units must be from Statistics courses numbered 300 and above and
Control and Stochastic Calculus: MS&E 322, 351, MATH 237, EE taken for letter grades. The remaining 10 units can be from Statis-
363 tics courses numbered 200 and above, or courses from other de-
Finance: STATS 250, FINANCE 622, MATH 236 partments that are on the approved list for the M.S. degree. The
Information Theory: EE 376A, 376B selection of courses must be approved by one of the M.S. advisers.
Monte Carlo: STATS 318, 345, 362, MS&E 323 The Application for the Ph.D. Minor form must be approved by
Queuing Theory: GSB 661, 663, MS&E 335 both the student's Ph.D. department and the Statistics department.
Stochastic Processes: STATS 317, MATH 234
Earth Science Statistics—Students are expected to take:
STATS 317, 318, 352
and three courses from the GES or Geophysics departments, such
as GES 144 or GEOPHYS 210.
Social and Behavioral Sciences—Students are expected to take
three advanced courses from the department with an applied orien-
tation such as:
STATS 261/262, 324, 343, 354
and three advanced quantitative courses from departments such as
Anthropology, Economics, Political Science, Psychology, and
Sociology, and the schools of Education, Business, or Medicine.
Thesis Proposal Meeting and University Oral Examinations—
The thesis proposal meeting is intended to demonstrate students'
depth in some areas of statistics, and to examine the general plan
for their research. In the meeting, the student gives a short presen-
tation and discusses his/her ideas for completing a Ph.D. thesis,
with a committee consisting of their adviser and thesis committee
(a total of three members). The meeting must be completed before
the end of the third year. If the student does not pass, the exam
must be repeated. Repeated failure can lead to a loss of financial
support.
The oral examination consists of a 40-minute presentation on
the thesis topic, followed by a question period. The questions re-
late both to the student's presentation and also explore the student's
familiarity with broader statistical topics related to the thesis re-
search. The oral examination is normally completed within the last
SYMBOLIC SYSTEMS
5. ability to present a cogent, coherent, evidence-backed argu- LINGUIST 130A. Introduction to Linguistic Meaning
ment. LINGUIST 180. From Languages to Information
LINGUIST 230A. Introduction to Semantics and Pragmatics
BACHELOR OF SCIENCE IN SYMBOLIC 10. Artificial Intelligence: CS 121. Introduction to Artificial Intel-
SYSTEMS ligence, or 221. Artificial Intelligence: Principles and Tech-
The program leading to a B.S. in Symbolic Systems provides niques
students with a core of concepts and techniques, drawing on fac- 11. Advanced Small Seminar:* an upper-division, limited-
ulty and courses from various departments. The curriculum pre- enrollment seminar drawing on material from other courses in
pares students for advanced training in the interdisciplinary study the core. Courses listed under Symbolic Systems Program of-
of language and information, or for postgraduate study in any of ferings with numbers from SYMSYS 200 through 209 are ac-
the main contributing disciplines. It is also excellent preparation ceptable, as are other courses which are announced at the be-
for employment immediately after graduation. ginning of each academic year.
Symbolic Systems majors must complete a core of required * A course taken to fulfill one of these requirements can also be counted toward
another requirement, as part of either the core or a student’s concentration (see
courses plus a field of study consisting of six additional courses. below), but not both.
All major courses are to be taken for letter grades unless an ap-
proved course is offered satisfactory/no credit only. All core FIELDS OF STUDY
courses must be passed with a grade of ‘C-’ or better. Students In addition to the core requirements listed above, the Symbolic
who receive a grade lower than this in a core course must alert the Systems major requires each student to complete a field of study
program of this fact so that a decision can be made about whether consisting of six courses that are thematically related to each other.
the student should continue in the major. Students select concentrations from the list below or design others
in consultation with their advisers. The field of study is declared
CORE REQUIREMENTS on Axess; it appears on the transcript but not on the diploma.
In order to graduate with a B.S. in Symbolic Systems, a student Applied Logic
must complete the following requirements. Some of these courses Artificial Intelligence
have other courses as prerequisites; students are responsible for Cognitive Science
completing each course’s prerequisites before they take it. Computer Music
1. Cognitive Science: SYMSYS 100. Introduction to Cognitive Decision Making and Rationality
and Information Sciences Human-Computer Interaction
2. Computer Programming: Learning
a. CS 106A. Programming Methodology and 106B. Pro- Natural Language
gramming Abstractions; or 106X. Programming Method- Neurosciences
ology and Abstractions (Accelerated); and Philosophical Foundations
b. CS 107. Computer Organization and Systems
3. Logic: UNDERGRADUATE RESEARCH
a. PHIL 150. Basic Concepts in Mathematical Logic The program strongly encourages all SSP majors to gain expe-
b. PHIL 151. First-Order Logic rience in directed research by participating in faculty research pro-
4. Computational Theory: jects or by pursuing independent study. In addition to the Symbolic
a. CS 103. Mathematical Foundations of Computing Systems Honors Program (see below), the following avenues are
5. Probability: one of the following: offered.
CS 109. Introduction to Probability for Computer Scientists 1. Summer Internships: students work on SSP-related faculty
CME 106/ENGR 155C. Introduction to Probability and Sta- research projects. Application procedures are announced in the
tistics for Engineers winter quarter for SSP majors.
EE 178. Probabilistic Systems Analysis 2. Research Assistantships: other opportunities to work on fac-
MATH 151. Introduction to Probability Theory ulty research projects are typically announced to SSP majors as
MS&E 120. Probabilistic Analysis they arise during the academic year.
STATS 110. Statistical Methods in Engineering and the 3. Independent Study: under faculty supervision. For course cre-
Physical Sciences dit, students should enroll in SYMSYS 196.
STATS 116. Theory of Probability Contact SSP for more information on any of these possibilities,
6. Philosophical Foundations: or see http://symsys.stanford.edu. In addition, the Undergraduate
a. an introductory course in Philosophy must be taken prior Advising and Research office offers grants and scholarships sup-
to the required PHIL 80, from among the following: porting student research projects at all levels; see
PHIL 10. God, Self, and World: An Introduction to Philoso- http://ual.stanford.edu/OO/research_opps/Grants
phy http://ual.stanford.edu/OO/research_opps/Grants.
PHIL 20. Introduction to Moral Philosophy
PHIL 30. Introduction to Political Philosophy HONORS PROGRAM
PHIL 60. Introduction to Philosophy of Science Seniors in SSP may apply for admission to the Symbolic Sys-
PHIL 102. Modern Philosophy, Descartes to Kant tems honors program prior to the beginning of their final year of
IHUM 23A,B. The Fate of Reason study. Students who are accepted into the honors program can
and graduate with honors by completing an honors thesis under the
the B.S. in Symbolic Systems. See respective department listings LINGUIST 286)
for course descriptions and General Education Requirements CS 303. Designing Computer Science Experiments
(GER) information. CS 376. Research Topics in Human-Computer Interaction
BIO 20. Introduction to Brain and Behavior (Same as HUMBIO CS 377. Topic in Human-Computer Interaction
21) CS 377L. Learning in a Networked World (Same as EDUC 298)
BIO 150/250. Human Behavioral Biology (Same as HUMBIO CS 378. Phenomenological Foundations of Cognition, Language,
160) and Computation
BIO 153. Cellular Neuroscience: Cell Signaling and Behavior CS 547. Human-Computer Interaction Seminar
CME 106. Introduction to Probability and Statistics for Engineers ECON 51. Economic Analysis II
(Same as ENGR 155C) ECON 137. Information and Incentives
COMM 106/206. Communication Research Methods ECON 160. Game Theory and Economic Applications
COMM 169/269. Computers and Interfaces EDUC 218. Topics in Cognition and Learning: Play
COMM 172/272. Media Psychology EDUC 298. Learning in a Networked World (Same as CS 377L)
CS 21N. Can Machines Know? Can Machines Feel? EE 178. Probabilistic Systems Analysis
CS 26N. Motion Planning for Robots, Digital Actors, and Other EE 376A. Information Theory
Moving Objects ENGR 62. Introduction to Optimization (Same as MS&E 111)
CS 47N. Computers and the Open Society ENGR 155C. Introduction to Probability and Statistics for Engi-
CS 51N. Visionaries in Computer Science neers (Same as CME 106)
CS 74N. Digital Dilemmas ETHICSOC 20. Introduction to Moral Philosophy (Same as PHIL
CS 103. Mathematical Foundations of Computing 20)
CS 103A. Discrete Mathematics for Computer Science ETHICSOC 30. Introduction to Political Philosophy (Same as
CS 103B. Discrete Structures PHIL 30, PUBLPOL 103A)
CS 103X. Discrete Structures (Accelerated) HPS 60. Introduction to Philosophy of Science (Same as PHIL 60)
CS 106A. Programming Methodology (Same as ENGR 70A) HUMBIO 21. Introduction to Brain and Behavior (Same as BIO
CS 106B. Programming Abstractions (Same as ENGR 70B) 20)
CS 106X. Programming Abstractions (Accelerated) (Same as HUMBIO 145. Birds to Words: Cognition, Communication, and
ENGR 70X) Language (Same as PSYCH 137/239A)
CS 107. Computer Organization and Systems HUMBIO 160. Human Behavioral Biology (Same as BIO 15/250)
CS 108. Object-Oriented Systems Design LINGUIST 1. Introduction to Linguistics
CS 109. Introduction to Probability for Computer Scientists LINGUIST 83N. Translation
CS 110. Principles of Computer Systems LINGUIST 105/205A. Phonetics
CS 121. Introduction to Artificial Intelligence LINGUIST 110. Introduction to Phonetics and Phonology
CS 124. From Languages to Information (Same as LINGUIST LINGUIST 120. Introduction to Syntax
180/280) LINGUIST 124A/224A. Introduction to Formal Universal Gram-
CS 142. Web Applications mar
CS 147. Introduction to Human-Computer Interaction Design LINGUIST 130A. Introduction to Linguistic Meaning
CS 148. Introductory Computer Graphics and Imaging LINGUIST 130B. Introduction to Lexical Semantics
CS 154. Introduction to Automata and Complexity Theory LINGUIST 140/240. Language Acquisition I
CS 157. Logic and Automated Reasoning LINGUIST 180/280. From Languages to Information (Same as CS
CS 161. Design and Analysis of Algorithms 124)
CS 170. Composition, Coding, and Performance with SLOrc LINGUIST 181/281. Grammar Engineering
(Same as MUSIC 128) LINGUIST 182/282. Computational Theories of Syntax
CS 181. Computers, Ethics, and Public Policy LINGUIST 188/288. Natural Language Understanding (Same as
CS 193D. Professional Software Development with C++ CS 224U)
CS 193S. Scalable Web 2.0 Programming LINGUIST 210A. Phonology
CS 204. Computational Law LINGUIST 210B. Advanced Phonology
CS 205A. Mathematical Methods for Robotics, Vision, and Graph- LINGUIST 221A. Foundations of English Grammar
ics LINGUIST 221B. Studies in Universal Grammar
CS 207. The Economics of Software LINGUIST 222A. Foundations of Syntactic Theory I
CS 208. The Canon of Computer Science LINGUIST 230A. Introduction to Semantics and Pragmatics
CS 221. Artificial Intelligence: Principles and Techniques LINGUIST 230B. Semantics and Pragmatics
CS 222. Rational Agency and Intelligent Interaction (Same as LINGUIST 232A. Lexical Semantics
PHIL 358) LINGUIST 235. Semantic Fieldwork
CS 223A. Introduction to Robotics LINGUIST 241. Language Acquisition II
CS 223B. Introduction to Computer Vision LINGUIST 247. Seminar in Psycholinguistics (Same as PSYCH
CS 224M. Multi-Agent Systems 227)
CS 224N. Natural Language Processing (Same as LINGUIST 284) LINGUIST 278. Programming for Linguists
CS 224S. Speech Recognition and Synthesis (Same as LINGUIST LINGUIST 284. Natural Language Processing (Same as CS 224N)
285)
SYMBOLIC SYSTEMS
MS&E 201. Dynamic Systems PSYCH 154. Judgement and Decision-Making
MS&E 430. Tools for Experience Design PSYCH 159. Psychology of Attitude Change and Social Influence
MUSIC 151. Psychophysics and Cognitive Psychology for Musi- PSYCH 202. Cognitive Neuroscience
cians PSYCH 204A. Human Neuroimaging Methods
MUSIC 128. Composition, Coding, and Performance with SLOrc PSYCH 209/209A. The Neural Basis of Cognition: A Parallel
(Same as CS 170) Distributed Processing Approach
MUSIC 220A. Fundamentals of Computer-Generated Sound PSYCH 209B. Applications of Parallel Distributed Processing
MUSIC 220B. Compositional Algorithms, Psychoacoustics, and Models to Cognition and Cognitive Neuroscience
Spatial Processing PSYCH 226. Models and Mechanisms of Memory
MUSIC 250A. HCI Theory and Practice PSYCH 227. Seminar in Psycholinguistics (Same as LINGUIST
MUSIC 251. Music, the Brain, and Human Behavior 247)
MUSIC 253. Musical Information: An Introduction PSYCH 232. Brain and Decision Making
MUSIC 254. Applications of Musical Information: Query, Analy- PSYCH 246. Cognitive and Neuroscience Friday Seminar
sis, and Style Simulation PSYCH 250. High-level Vision
NBIO 206. The Nervous System PSYCH 251. Affective Neuroscience
NBIO 218. Neural Basis of Behavior PSYCH 252. Statistical Methods for Behavioral and Social Sci-
PHIL 9N. Philosophical Classics of the 20th Century ences
PHIL 10. God, Self, and World: An Introduction to Philosophy PSYCH 253. Statistical Theory, Models, and Methodology
PHIL 14N. Belief PSYCH 272. Special Topics in Psycholinguistics
PHIL 80. Mind, Matter, and Meaning SOC 126/226. Introduction to Social Networks
PHIL 102. Modern Philosophy, Descartes to Kant STATS 110. Statistical Methods in Engineering and the Physical
PHIL 143/243. Quine Sciences
PHIL 150. Basic Concepts in Mathematical Logic STATS 116. Theory of Probability
PHIL 151. First-Order Logic STATS 191. Introduction to Applied Statistics
PHIL 152. Computability and Logic STATS 200. Introduction to Statistical Inference
PHIL 154. Modal Logic
PHIL 155. General Interest Topics in Mathematical Logic MINOR IN SYMBOLIC SYSTEMS
PHIL 157. Topics in Philosophy of Logic Students may minor in Symbolic Systems by completing either
PHIL 164. Central Topics in the Philosophy of Science: Theory item 1 or item 2 below.
and Evidence 1. One course in each of the following core areas (please note
PHIL 166. Probability: Ten Great Ideas About Chance that several of these courses have prerequisites):
PHIL 167B. Philosophy, Biology, and Behavior a. Cognition: SYMSYS 100* or PSYCH 55
PHIL 180A/280A. Realism, Anti-Realism, Irrealism, Quasi- b. Logic and Computation: PHIL 150 or 151, or CS 103 or
Realism 154
PHIL 181. Philosophy of Language c. Computer Programming: CS 106B, 106X, or 107
PHIL 184. Theory of Knowledge d. Philosophical Foundations: SYMSYS 100* or PHIL 80
PHIL 184B. Philosophy of the Body e. Formal Linguistics: LINGUIST 120, 130A, or 180
PHIL 184P. Probability and Epistemology f. Artificial Intelligence: CS 121 or 221
PHIL 186. Philosophy of Mind 2. SYMSYS 100, plus an interdisciplinary SSP concentration
PHIL 187. Philosophy of Action listed on the SSP web site at http://symsys.stanford.edu. To
PHIL 188. Personal Identity qualify, the selection of courses used for the minor must be in-
PHIL 189/289. Examples of Free Will terdisciplinary; it must either include courses from at least
PHIL 194C. Time and Free Will three departments, or include more than one course from each
PHIL 194P. Naming and Necessity of two departments.
PHIL 194R. Epistemic Paradoxes * SYMSYS 100 may not be counted for both areas ‘a’ and ‘d’.
PHIL 279. Collectivities
PHIL 350A. Model Theory COTERMINAL BACHELOR'S AND
PHIL 351A. Recursion Theory MASTER'S DEGREES IN SYMBOLIC
PHIL 354. Topics in Logic
PHIL 366. Evolution and Communication
SYSTEMS
PHIL 382A. Pragmatics and Reference Many SSP majors also complete coterminal M.S. or M.A. de-
PHIL 387. Practical Rationality grees in affiliated departments. In addition to the Symbolic Sys-
PHIL 387C. Consistency and Coherence tems M.S. program (see below), the Department of Philosophy
PSYCH 1. Introduction to Psychology offers a Special Program in Symbolic Systems track for interdisci-
PSYCH 7Q. Language Understanding by Children and Adults plinary graduate level work leading to the Master of Arts in Phi-
PSYCH 23N. Aping: Imitation, Control, and the Development of losophy.
the Human Mind University requirements for the coterminal M.A. are described
PSYCH 30. Introduction to Perception in the "Coterminal Bachelor's and Master's Degrees" section of this
PSYCH 45. Introduction to Learning and Memory bulletin. For University coterminal degree program rules and Uni-
pending upon level of preparation. Admission is competitive, pro- STATS 200. Introduction to Statistical Inference
viding a limited number of students with the opportunity to pursue a Statistics course numbered higher than 200
course and project work in consultation with a faculty adviser who 3. Completion of three quarters of the Symbolic Systems Pro-
is affiliated with the Symbolic Systems Program. The faculty ad- gram M.S. Seminar (SYMSYS 291).
viser may impose requirements beyond those described here.
Admission to the program as a coterminal student is subject to REQUIREMENT C
the policies and deadlines described in the “Undergraduate De- Completion of an approved specialization track. All tracks of
grees and Programs” section of this bulletin (see “Coterminal the Symbolic Systems M.S. program require students to do a sub-
Bachelor’s and Master’s Degrees”). Applicants to the M.S. pro- stantial project. The course requirements for each track are de-
gram are reviewed each Winter Quarter. Information on deadlines, signed to prepare a student to undertake such a project. The nature
procedures for applying, and degree requirements are available of the project depends on the student’s focus, but it should be aca-
from the program’s student services coordinator in the Linguistics demic in nature (contributing to generalizable knowledge) and it
Department office (460-127E) and at should relate to the subject matter of symbolic systems more or
http://symsys.stanford.edu/ssp_static?page=masters.html. equally appropriately as it does to other master’s degree programs
at Stanford. In all cases, a written thesis or paper describing the
REQUIREMENTS project is required. The project normally takes three quarters, and
A candidate for the M.S. degree in Symbolic Systems must work on the project may account for up to 15 units of a student’s
complete a program of 45 units. At least 36 of these must be program. The thesis must be read and approved for the master’s
graded units, passed with an average grade of 3.0 (B) or better, and degree in Symbolic Systems by two qualified readers approved by
any course taken to fulfill requirements A, B, or C below must be the program, at least one of whom must be a member of the Aca-
taken for a letter grade unless the course is offered S/NC only. The demic Council. Each track of the Symbolic Systems M.S. program
45 units may include no more than 21 units of courses from those has its own core requirements, as well as unit requirements from a
listed below under Requirements A and B. Furthermore, none of set of elective courses. The tracks and their requirements are as
the 45 units to be counted toward the M.S. degree may include follows.
units counted toward an undergraduate degree at Stanford or else- The Human-Computer Interaction (HCI) Track—The HCI
where. Course requirements are waived only if evidence is pro- Core: a course in Computer Science numbered 141-179 (excluding
vided that similar or more advanced courses have been taken, ei- 147), or CS 241-279 (excluding 247), or CS 295, Software Engi-
ther at Stanford or another institution. Courses that are waived neering; and CS 147, Introduction to Human-Computer Interaction
rather than taken may not be counted toward the M.S. degree. Design; and CS 247, Human-Computer Interaction: Interaction
Each candidate for the M.S. degree must fulfill the following Design Studio; and CS 376, Research Topics in Human-Computer
requirements: Interaction or COMM 269, Computers and Interfaces.
For HCI electives, at least 9 additional units of HCI courses,
REQUIREMENT A chosen in consultation with the student’s adviser. The following
Demonstrated competence in the core requirements for the B.S. are examples of themes around which an elective program might
degree in Symbolic Systems. Candidates who have gone through be built: animation, business systems, computer-aided design,
the Symbolic Systems undergraduate program satisfy this require- computer graphics, data interfaces, decision systems, design for
ment in the course of the B.S. degree in Symbolic Systems. Other disabilities, design principles, dialogue systems, digital art, digital
students admitted as candidates for a Symbolic Systems M.S. de- media, education technology, game design, history of computers,
gree must complete or show evidence of having passed equivalent information retrieval, intelligent interfaces, interaction design,
courses covering all the Symbolic Systems undergraduate core internet design, medical informatics, multimedia design, object-
requirements, with the exception of the advanced small seminar oriented design, philosophy of computation, social aspects of com-
requirement. puting, usability analysis, virtual reality, and workplace comput-
REQUIREMENT B ing.
The Natural Language Technology (NLT) Track—For the NLT
1. Submission to and approval by the Symbolic Systems Program
core, in addition to the courses below, students must complete
office of these pre-project research documents:
LINGUIST 284/CS 224N, Natural Language Processing, which
a. project area statement, endorsed with a commitment from
can be used as the empirical methods course for Requirement B
the student’s prospective project adviser due no later than
above.
May 1 of the academic year prior to the expected gradua-
tion year; and 1. An in-depth theory of English grammar course such as
b. qualifying research paper due no later than the end of the LINGUIST 221A, Foundations of English Grammar
Summer Quarter prior to the expected graduation year. 2. A graduate-level semantics course (if not already taken as part
2. Completion of two additional skill requirements: of Requirement A) such as LINGUIST 232A, Lexical Seman-
a. Computer Programming: CS 108. Object-Oriented Sys- tics, or 230B, Semantics and Pragmatics
tems Design; or CS 110. Principles of Computer Systems; 3. A two-course sequence in Computational Linguistics:
or CS 249A. Object-Oriented Design from a Modeling and a. LINGUIST 280. From Languages to Information, and
Simulation Perspective b. LINGUIST 282. Computational Theories of Syntax
For NLT electives, at least 9 additional units of natural lan-
b. Empirical Methods: one of the following:
guage technology courses, chosen in consultation with the stu-
COMM 206. Communication Research Methods
dent’s adviser.
SYMBOLIC SYSTEMS
COGNATE COURSES CS 377. Topic in Human-Computer Interaction
The following is a list of cognate courses that may be applied to CS 377L. Learning in a Networked World (Same as EDUC 298)
the M.S. in Symbolic Systems. See respective department listings CS 378. Phenomenological Foundations of Cognition, Language,
for course descriptions and General Education Requirements and Computation
(GER) information. CS 547. Human-Computer Interaction Seminar
BIO 20. Introduction to Brain and Behavior (Same as HUMBIO ECON 51. Economic Analysis II
21) ECON 137. Information and Incentives
BIO 150/250. Human Behavioral Biology (Same as HUMBIO ECON 160. Game Theory and Economic Applications
160) EDUC 218. Topics in Cognition and Learning: Play
BIO 153. Cellular Neuroscience: Cell Signaling and Behavior EDUC 298. Learning in a Networked World (Same as CS 377L)
CME 106. Introduction to Probability and Statistics for Engineers EE 178. Probabilistic Systems Analysis
(Same as ENGR 155C) EE 376A. Information Theory
COMM 106/206. Communication Research Methods ENGR 62. Introduction to Optimization (Same as MS&E 111)
COMM 169/269. Computers and Interfaces ENGR 155C. Introduction to Probability and Statistics for Engi-
COMM 172/272. Media Psychology neers (Same as CME 106)
CS 103. Mathematical Foundations of Computing ETHICSOC 20. Introduction to Moral Philosophy (Same as PHIL
CS 103A. Discrete Mathematics for Computer Science 20)
CS 103B. Discrete Structures ETHICSOC 30. Introduction to Political Philosophy (Same as
CS 103X. Discrete Structures (Accelerated) PHIL 30, PUBLPOL 103A)
CS 106A. Programming Methodology (Same as ENGR 70A) HPS 60. Introduction to Philosophy of Science (Same as PHIL 60)
CS 106B. Programming Abstractions (Same as ENGR 70B) HUMBIO 21. Introduction to Brain and Behavior (Same as BIO
CS 106X. Programming Abstractions (Accelerated) (Same as 20)
ENGR 70X) HUMBIO 145. Birds to Words: Cognition, Communication, and
CS 107. Computer Organization and Systems Language (Same as PSYCH 137/239A)
CS 108. Object-Oriented Systems Design HUMBIO 160. Human Behavioral Biology (Same as BIO 15/250)
CS 109. Introduction to Probability for Computer Scientists LINGUIST 1. Introduction to Linguistics
CS 110. Principles of Computer Systems LINGUIST 105/205A. Phonetics
CS 121. Introduction to Artificial Intelligence LINGUIST 110. Introduction to Phonetics and Phonology
CS 124. From Languages to Information (Same as LINGUIST LINGUIST 120. Introduction to Syntax
180/280) LINGUIST 124A/224A. Introduction to Formal Universal Gram-
CS 142. Web Applications mar
CS 147. Introduction to Human-Computer Interaction Design LINGUIST 130A. Introduction to Linguistic Meaning
CS 148. Introductory Computer Graphics and Imaging LINGUIST 130B. Introduction to Lexical Semantics
CS 154. Introduction to Automata and Complexity Theory LINGUIST 140/240. Language Acquisition I
CS 157. Logic and Automated Reasoning LINGUIST 180/280. From Languages to Information (Same as CS
CS 161. Design and Analysis of Algorithms 124)
CS 170. Composition, Coding, and Performance with SLOrc LINGUIST 181/281. Grammar Engineering
(Same as MUSIC 128) LINGUIST 182/282. Computational Theories of Syntax
CS 181. Computers, Ethics, and Public Policy LINGUIST 188/288. Natural Language Understanding (Same as
CS 193D. Professional Software Development with C++ CS 224U)
CS 193S. Scalable Web 2.0 Programming LINGUIST 210A. Phonology
CS 204. Computational Law LINGUIST 210B. Advanced Phonology
CS 205A. Mathematical Methods for Robotics, Vision, and Graph- LINGUIST 221A. Foundations of English Grammar
ics LINGUIST 221B. Studies in Universal Grammar
CS 207. The Economics of Software LINGUIST 222A. Foundations of Syntactic Theory I
CS 208. The Canon of Computer Science LINGUIST 230A. Introduction to Semantics and Pragmatics
CS 221. Artificial Intelligence: Principles and Techniques LINGUIST 230B. Semantics and Pragmatics
CS 222. Rational Agency and Intelligent Interaction (Same as LINGUIST 232A. Lexical Semantics
PHIL 358) LINGUIST 235. Semantic Fieldwork
CS 223A. Introduction to Robotics LINGUIST 241. Language Acquisition II
CS 223B. Introduction to Computer Vision LINGUIST 247. Seminar in Psycholinguistics (Same as PSYCH
CS 224M. Multi-Agent Systems 227)
CS 224N. Natural Language Processing (Same as LINGUIST 284) LINGUIST 278. Programming for Linguists
CS 224S. Speech Recognition and Synthesis (Same as LINGUIST LINGUIST 284. Natural Language Processing (Same as CS 224N)
285) LINGUIST 285. Speech Recognition and Synthesis (Same as CS
CS 224U. Natural Language Understanding (Same as LINGUIST 224S)
188/288) LINGUIST 286. Information Retrieval and Web Search (Same as
CS 227. Reasoning Methods in Artificial Intelligence CS 276)
MUSIC 128. Composition, Coding, and Performance with SLOrc PSYCH 251. Affective Neuroscience
(Same as CS 170) PSYCH 252. Statistical Methods for Behavioral and Social Sci-
MUSIC 220A. Fundamentals of Computer-Generated Sound ences
MUSIC 220B. Compositional Algorithms, Psychoacoustics, and PSYCH 253. Statistical Theory, Models, and Methodology
Spatial Processing PSYCH 272. Special Topics in Psycholinguistics
MUSIC 250A. HCI Theory and Practice SOC 126/226. Introduction to Social Networks
MUSIC 251. Music, the Brain, and Human Behavior STATS 110. Statistical Methods in Engineering and the Physical
MUSIC 253. Musical Information: An Introduction Sciences
MUSIC 254. Applications of Musical Information: Query, Analy- STATS 116. Theory of Probability
sis, and Style Simulation STATS 191. Introduction to Applied Statistics
NBIO 206. The Nervous System STATS 200. Introduction to Statistical Inference
NBIO 218. Neural Basis of Behavior
PHIL 9N. Philosophical Classics of the 20th Century
PHIL 10. God, Self, and World: An Introduction to Philosophy
PHIL 80. Mind, Matter, and Meaning
URBAN STUDIES
PHIL 102. Modern Philosophy, Descartes to Kant Director: Doug McAdam (Sociology)
PHIL 143/243. Quine Associate Director: Michael Kahan (Lecturer, Urban Studies)
PHIL 150. Basic Concepts in Mathematical Logic Executive Committee: Albert Camarillo (History), Prudence Carter
PHIL 151. First-Order Logic (Education), Zephyr Frank (History), Michael Rosenfeld (Soci-
PHIL 152. Computability and Logic ology), Walter Scheidel (Classics), Jeff Wachtel (President’s
PHIL 154. Modal Logic Office)
PHIL 155. General Interest Topics in Mathematical Logic Affiliated Faculty: Eric Bettinger (Education), Scott Bukatman
PHIL 157. Topics in Philosophy of Logic (Art and Art History), Albert Camarillo (History), Prudence
PHIL 164. Central Topics in the Philosophy of Science: Theory Carter (Education), Samuel Chiu (Management Science and
and Evidence Engineering), Karen Cook (Sociology), Paulla Ebron (Anthro-
PHIL 166. Probability: Ten Great Ideas About Chance pology), Paula Findlen (History), James Fishkin (Communica-
PHIL 167B. Philosophy, Biology, and Behavior tion), Shelley Fisher Fishkin (English), Charlotte Fonrobert (Re-
PHIL 180A/280A. Realism, Anti-Realism, Irrealism, Quasi- ligious Studies), Richard Ford (Law), Zephyr Frank (History),
Realism Leah Gordon (Education), David Grusky (Sociology), Ian Hod-
PHIL 181. Philosophy of Language der (Anthropology), Miyako Inoue (Anthropology), Sarah Jain
PHIL 184. Theory of Knowledge (Anthropology),Tomás Jiménez (Sociology), David Labaree
PHIL 184B. Philosophy of the Body (Education), Raymond Levitt (Civil and Environmental Engi-
PHIL 184P. Probability and Epistemology neering), Carolyn Lougee Chappell (History), Monica McDer-
PHIL 186. Philosophy of Mind mott (Sociology), Raymond McDermott (Education), Daniel
PHIL 187. Philosophy of Action McFarland (Education), Milbrey McLaughlin (Education), Wil-
PHIL 188. Personal Identity liam McLennan (Office of Religious Life), Ian Morris (Clas-
PHIL 189/289. Examples of Free Will sics), Josiah Ober (Classics, Political Science), Susan Olzak
PHIL 194C. Time and Free Will (Sociology), Leonard Ortolano (Civil and Environmental Engi-
PHIL 194P. Naming and Necessity neering), Sean Reardon (Education), Rob Reich (Political Sci-
PHIL 194R. Epistemic Paradoxes ence), Ian Robertson (Anthropology), Michael Rosenfeld (Soci-
PHIL 279. Collectivities ology), Rebecca Sandefur (Sociology), Walter Scheidel (Clas-
PHIL 350A. Model Theory sics), Gary Segura (Political Science), Michael Shanks (Clas-
PHIL 351A. Recursion Theory sics), Jennifer Trimble (Classics), Nancy Brandon Tuma (Soci-
PHIL 354. Topics in Logic ology, Hoover Institution), Fred Turner (Communication), Paul
PHIL 366. Evolution and Communication Turner (Art and Art History), Guadalupe Valdes (Education),
PHIL 382A. Pragmatics and Reference Barbara Voss (Anthropology)
PHIL 387. Practical Rationality Lecturers: David Boesch, Hilary Schafer Boudet, Melanie Ed-
PHIL 387C. Consistency and Coherence wards, Dennis Gale, Radford Hall, Michael Kahan, Michael Ki-
PSYCH 55. Introduction to Cognition and the Brain eschnick, Lawrence Litvak, Laura Scher, Frederic Stout, Vir-
PSYCH 104. Uniquely Human ginia Visconti
PSYCH 122S. Introduction to Cognitive and Comparative Neuro- Visiting Associate Professor: Gerald Gast
science Department Offices: Building 120, Room 160
PSYCH 131/262. Language and Thought Mail Code: 94305-2048
PSYCH 133. Human Cognitive Abilities Phone: (650) 723-3956
PSYCH 134. Seminar on Language and Deception Email: urbanstudies@stanford.edu
PSYCH 141. Cognitive Development Web Site: http://urbanstudies.stanford.edu
PSYCH 143. Developmental Anomalies Courses offered by the Urban Studies Program are listed under
PSYCH 154. Judgement and Decision-Making the subject code URBANST on the Stanford Bulletin's Explore-
PSYCH 159. Psychology of Attitude Change and Social Influence Courses web site.
URBAN STUDIES
can be satisfied at Stanford overseas campuses. Courses offered
The mission of the undergraduate program in Urban Studies is
overseas vary from year to year, and students should check in ad-
to develop students' understanding of the nature of cities and their
vance with Overseas Studies and Urban Studies concerning which
impacts on both the individual and society at large. The program is
courses meet Urban Studies requirements. Students may arrange to
interdisciplinary in nature drawing from fields in the social sci-
fulfill the internship requirement through a placement at one of
ences, history, and education. Courses in the program focus on
Stanford's overseas locations.
issues in contemporary urban society, and on the tools and con-
Courses counted toward the 73-unit graduation requirement for
cepts that can bring about change to improve urban life. Courses
the major must be taken for a letter grade, and a minimum grade of
also address how cities have changed over time and how they con-
'C' is required. The only exceptions are Urban Studies courses
tinue to change today in societies around the world. Through a
numbered 100 and higher that are offered only on an S/NC basis,
comprehensive program that includes course work, an internship,
such as URBANST 201A and 201B. Students may count up to 3
and independent research, a major in Urban Studies prepares stu-
non-Stanford courses, for a maximum of 15 units, toward the ma-
dents for careers and advanced academic pursuits in fields includ-
jor. These units must first be approved by the Office of Transfer
ing architecture, community service, education, environmental
Credit in the Registrar's Office and subsequently approved by the
planning, real estate development, urban design, and urban plan-
Urban Studies program. Transfer credit is not awarded for intern-
ning; many alumni have obtained graduate degrees in architecture,
ship. Students may not count more than 5 units of URBANST 197,
business, law, public policy, urban design, and urban planning
Directed Reading, toward the major without permission of the
from major universities across the country. Information on careers
Director. Qualified students may write a senior honors thesis and
and graduate programs pursued by Urban Studies alumni is avail-
graduate with honors; see details in "Honors Program" below.
able from the Urban Studies program office.
Students interested in declaring Urban Studies as a major are re-
LEARNING OUTCOMES quired to meet first with the student services administrator and one
The program expects its undergraduate majors to be able to of the program's advisers; they then declare the Urban Studies
demonstrate the following learning outcomes. These learning out- major on Axess.
comes are used in evaluating students and the Program in Urban URBAN STUDIES CORE
Studies. Students are expected to demonstrate ability:
1. to formulate a research question and assess its significance in Urban Studies majors should complete URBANST 110, Intro-
relation to one or more relevant scholarly literatures and, duction to Urban Studies, before Spring Quarter of the junior year.
where relevant, to theoretical writings. The following courses, totaling 19 units, are required:
2. to collect data to answer proposed research question. URBANST 110. Introduction to Urban Studies
3. to analyze a problem and draw correct inferences using quali- URBANST 112. The Urban Underclass
tative and/or quantitative analysis. URBANST 113. Introduction to Urban Design
4. to write clearly and persuasively. URBANST 114. Cities in Comparative Perspective
URBAN EDUCATION
The following courses may be counted toward the cities in
The purpose of this concentration is to prepare students for a
comparative and historical perspective concentration:
AMELANG 177. Middle Eastern Cities in Literature and FIlm career in educational policy and practice in diverse settings. This
AMSTUD 184. Cityscapes of the Imaginary: The Urban World in concentration is a useful basis for graduate study in educational
policy, law, or business, and for students who have been admitted
Literature and Film
by the School of Education to pursue a coterminal master's degree
ANTHRO 105. Ancient Cities in the New World
ANTHRO 127. City and Sounds in the Stanford Teacher Education Program (STEP) or the Policy,
ARTHIST 3. Introduction to the History of Architecture Organization, and Leadership Studies Program (POLS). Students
planning to pursue a coterminal master's should take one of the
ARTHIST 141. The Invention of Modern Architecture
three practica: EDUC 103A, B, and C (for the STEP elementary
ARTHIST 143A. History of American Architecture
ARTHIST 283A. Paris and Shanghai, 1880-1940: Mediating the coterm); EDUC 101X (for the STEP secondary coterm); or EDUC
City 270A (for the POLS coterm). Application and admission to a co-
terminal degree in these programs occurs during the Autumn Quar-
CLASSART 42. Pompeii
ter of the junior year and is handled by the School of Education.
CLASSART 112. Ancient Urbanism
CLASSGEN 60. The Life and Death of a Roman City: Pompeii Opportunities to obtain teaching and advising experience are
CLASSHIS 60. The Romans available in nearby schools through Upward Bound and other pro-
grams administered by the Haas Center for Public Service and
CLASSHIS 101. The Greeks
through courses offered by the School of Education.
HISTORY 31. Science, Technology, and Art: The Worlds of Leo-
nardo da Vinci Students who choose this concentration may be eligible for the
HISTORY 106A. Global Human Geography: Asia and Africa undergraduate honors program of the School of Education, in
which case they should enroll in EDUC 199A, B, or C during their
HISTORY 106B. Global Human Geography: Europe and Ameri-
senior year.
cas
HISTORY 110C. Introduction to Modern Europe The following course is required for the urban education con-
HISTORY 150C. The United States in the 20th Century centration:
EDUC 112X. Urban Education
HISTORY 166. Introduction to African American History: The
Modern African American Freedom Struggle The following courses may be counted toward the urban educa-
HISTORY 232D. Rome: The City and the World tion concentration:
HISTORY 234. Paris and Politics, 1600-2010 AFRICAST 111. Education for All? The Global and Local in Pub-
HISTORY 260. California's Minority-Majority Cities lic Policy Making in Africa
HISTORY 276. Modern Brazil EDUC 101. Undergraduate Teaching Practicum
HISTORY 281C. Urban History of the Middle East: Aleppo and EDUC 103A. Tutoring: Seeing a Child through Literacy (Same as
Istanbul on the Eve of Modernity, 1650-1850 SOC 103A)
HISTORY 287D. Tel-Aviv: Site, Symbol, City EDUC 103B. Race, Ethnicity, and Linguistic Diversity in Class-
HISTORY 291B. The City in Imperial China rooms: Sociocultural Theory and Practices
ME 120. History and Philosophy of Design EDUC 103C. Educational Policy, Diversity, and English Learners
OSPBER 60. Cityscape as History: Architecture and Urban Design EDUC 104X. Conduct of Research with and in Communities
in Berlin EDUC 115Q. Identities, Race, and Culture in Urban Schools
OSPCPTWN 20. Supervised Service Learning EDUC 116X. Service Learning as an Approach to Teaching
OSPCPTWN 22. Preparation for Community-Based Research in EDUC 144. Child Development in and Beyond Schools
Community Health and Development EDUC 148X. Critical Perspectives on Teaching and Tutoring Eng-
OSPCPTWN 24. Targeted Research: Project in Community Health lish Language Learners
and Development EDUC 149. Theory and Issues in the Study of Bilingualism
OSPCPTWN 40. Education in the Post-Apartheid City EDUC 177. Education of Immigrant Students: Psychological Per-
OSPCPTWN 42. Race, Class, and Status: Cape Town in Compara- spectives
tive Perspective EDUC 178X. Latino Families, Languages, and Schools
OSPCPTWN 44. Negotiating Home, Citizenship, and the South EDUC 179. Urban Youth and Their Institutions: Research and
African City Practice
OSPCPTWN 65. Western Cape Sites of Memory EDUC 198X. Tutoring with Adolescents: Ravenswood Writes
OSPFLOR 58. Space as History: Urban Change and Social Vision: EDUC 201. History of Education in the United States
Florence 1059-2008 EDUC 201B. Education for Liberation
OSPFLOR 115Y. The Duomo and the Piazza della Signoria: Sym- EDUC 202. Introduction to Comparative and International Educa-
bols of a Civilization tion
OSPKYOTO 48. City and Sounds in Kyoto EDUC 204. Introduction to the Philosophy of Education
OSPMADRD 21. Built Environmental History of Spain EDUC 207X. School: What Is It Good For?
OSPMADRD 60. Integration into Spanish Society: Service Learn- EDUC 216X. Education, Race, and Inequality in African Ameri-
ing and Professional Opportunities can History, 1880-1990
OSPOXFRD 66. Oxford: The Culture of the City EDUC 220A. Introduction to the Economics of Education
EDUC 220B. Introduction to the Politics of Education
URBAN STUDIES
URBAN SOCIETY AND SOCIAL CHANGE SOC 141. Controversies About Inequality
Focus is on issues in contemporary urban society and the tools SOC 143. Prejudice, Racism, and Social Change
and concepts that planners, policy makers, and citizens use to ad- SOC 145. Race and Ethnic Relations
dress those issues. Topics include environmental challenges, racial SOC 160. Formal Organizations
and class inequality, and the provision of adequate urban infra- or MS&E 180. Organizations: Theory and Management
structure. Students learn how community action, urban planning SOC 161. The Social Science of Entrepreneurship
and design, and organizations in nonprofit, for-profit, and govern- SOC 164. Immigration and the Changing United States
ment sectors address urban social and environmental problems. SOC 166. Mexicans, Mexican Americans, and Chicanos in Ameri-
This concentration prepares students to enter graduate programs can Society
concerned with urban affairs, community service, and public pol- URBANST 111. Urban Politics
icy, and to work with local governmental agencies and for-profit URBANST 115. Urban Sustainability: Long-Term Archaeological
and nonprofit organizations engaged in community service and Perspectives
development. URBANST 123. Approaching Research and the Community
The following course is required for the urban society and so- URBANST 126. Spirituality and Nonviolent Urban and Social
cial change concentration: Transformation
POLISCI 133. Ethics and Politics of Public Service URBANST 131. Social Innovation and the Social Entrepreneur
The following courses may be counted toward the urban soci- URBANST 132. Concepts and Analytic Skills for the Social Sec-
ety and social change concentration: tor
ANTHRO 32. Theories in Race and Ethnicity URBANST 133. Social Entrepreneurship Collaboratory
ASNAMST 146S. Asian American Culture Community URBANST 137. Innovations in Microcredit and Development
CEE 64. Air Pollution: From Urban Smog to Global Change Finance
CEE 100. Managing Sustainable Building Projects URBANST 162. Managing Local Governments
CEE 115. Goals and Methods of Sustainable Building Projects URBANST 163. Land Use Control
CEE 124. Sustainable Development Studio URBANST 165. Sustainable Urban and Regional Transportation
CEE 129. Engineering and Policy Responses to Climate Change Planning
Impacts on Seaports URBANST 171. Urban Design Studio
CEE 131. Architectural Design Process SELF-DESIGNED
CEE 141A. Infrastructure Project Development
CEE 142A. Creating Sustainable Development Students who wish to concentrate in an area of urban studies
CEE 171. Environmental Planning Methods other than one of the above concentrations must complete the Ur-
CEE 172. Air Quality Management ban Studies core, skills, and capstone requirement, and design
COMM 120. Digital Media in Society additional units to bring the total to at least 73 units. The self-
EARTHSYS 124. Environmental Justice: Local, National, and designed portion of the major should concentrate on a particular
International Dimensions area of urban study, such as urban health care or urban environ-
EARTHSYS 133. California Climate Change Law and Policy mental management. Additional units must be approved by both
EARTHSYS 181. Concepts of Urban Agriculture the Director of Urban Studies and an academic adviser who is a
ECON 150. Economic Policy Analysis member of the Academic Council and has expertise in the particu-
ECON 155. Environmental Economics and Policy lar area of interest to the student. Proposals for courses in the self-
EDUC 270A. Learning to Lead in Public Service Organizations designed portion of the concentration should include a list of
ENGR 150. Social Innovation and Entrepreneurship courses and a description of how each course meets the student's
HISTORY 105. Gandhi, King and Non-Violence educational objectives. A proposal for a self-designed concentra-
HISTORY 255. Martin Luther King, Jr.: The Social Gospel and tion must be accompanied by a letter to the Director of Urban
the Struggle for Justice Studies indicating that the academic adviser has examined and
HISTORY 259A,B. Poverty and Homelessness in America approved the student's plan.
HISTORY 260. California's Minority-Majority Cities Students pursuing a self-designed concentration must submit
HUMBIO 122S. Social Class, Race, Ethnicity, Health proposals for approval by the Director of Urban Studies by the
HUMBIO 127A,B. Community Health: Assessment and Planning beginning of the third quarter of the student's sophomore year.
HUMBIO 128. Community Health Psychology Applications received after that deadline are not considered. Stu-
OSPCPTWN 20. Supervised Service Learning dents interested in designing their own concentration are strongly
OSPCPTWN 22. Preparation for Community-Based Research in encouraged to meet with the Director of Urban Studies before the
Community Health and Development end of their sophomore year.
OSPCPTWN 24. Targeted Research: Project in Community Health CAPSTONE
and Development
OSPCPTWN 42. Race, Class, and Status: Cape Town in Compara- All majors are required to complete an internship and a se-
tive Perspective quence of two seminars, totaling 13 units, in which students par-
OSPMOSC 57. Social Inequality in Socialist and Post-Socialist ticipate in the work of an urban organization related to their area of
Societies interest, design a senior project, and write the results of their pro-
POLISCI 221F. Race and American Politics ject. The capstone seminars can be used to satisfy the Writing in
STANFORD IN WASHINGTON
Urban Design. 4 units, Estelle Halevi, GER:DB:Hum Dean: Larry D. Kramer
Vice Dean: Mark G. Kelman
Associate Dean for Curriculum: Jane Schacter
STANFORD IN WASHINGTON Associate Dean for Executive Education and Special Programs: F.
Daniel Siciliano
Director: Adrienne Jamieson Associate Dean for Graduate Studies: Deborah R. Hensler
The Bing Stanford in Washington program provides highly- Associate Dean for Public Interest and Clinical Education: Law-
qualified undergraduates with an opportunity to work and study in rence C. Marshall
the nation’s capital. In addition to providing students with an un- Senior Associate Dean and Chief Financial Officer: Frank Brucato
derstanding of public policy making, the program offers an oppor- Associate Deans: Diane Chin, Faye Deal, Catherine Glaze, Sabrina
tunity to take advantage of the city’s unique cultural resources. Johnson, Susan Robinson, Scott Showalter
Central in the student’s educational experience is a full-time in- Professors: Janet Cooper Alexander, Joseph Bankman, R. Richard
ternship. Students serve as interns at such institutions and agencies Banks, Joshua Cohen, G. Marcus Cole, Richard Craswell, Mari-
as the Senate, the House of Representatives, the Office of Man- ano-Florentino (Tino) Cuéllar, Robert M. Daines, Michele Lan-
agement and Budget, the White House, the National Institutes of dis Dauber, John J. Donohue III, George Fisher (on leave
Health, the Smithsonian Institution, CNN, World Bank, the de- autumn), Richard T. Ford, Barbara H. Fried (on leave autumn),
partments of State, Justice, Treasury, Education, and Health and Lawrence M. Friedman, Ronald J. Gilson (on leave autumn),
Human Services. Paul Goldstein, Henry T. Greely, Joseph A. Grundfest, Deborah
In addition to the internship, students also complete an aca- R. Hensler, Daniel E. Ho, Pamela S. Karlan, Mark G. Kelman,
demic course of study consisting of small courses taught by policy Amalia D. Kessler, Daniel P. Kessler, Michael Klausner, Larry
experts, and weekly seminars taught by Stanford faculty members. D. Kramer, Mark A. Lemley, Lawrence C. Marshall, Jenny S.
Seminars are generally 3-5 units. Past topics have included con- Martinez (on leave winter/spring), Michael W. McConnell, Joan
gressional oversight and the press; economic growth and develop- Petersilia, A. Mitchell Polinsky, Robert L. Rabin, Deborah L.
ment patterns, policies, and prospects; critical health issues in the Rhode , Jane Schacter, Norman W. Spaulding (on leave au-
U.S. and abroad; policy making in the Washington community; tumn), James F. Strnad II , Kathleen M. Sullivan (on leave),
and criminal justice policy. Speakers from the Washington policy Alan O. Sykes, Barton H.Thompson, Jr., Robert Weisberg
community frequently join students and faculty for discussions. Associate Professors: Alison D. Morantz, Barbara van Schewick
Students often write a major paper related to their internship for 3- Assistant Professors: David Freeman Engstrom, Nora Freeman
5 units of credit. Course and seminar topics vary according to stu- Engstrom, Michael W. Wara
dent and faculty interest. Professors (Teaching): Juliet M. Brodie, William S. Koski, Debo-
The Bing Stanford in Washington program offers stretch quar- rah A. Sivas, Jayashri Srikantiah
ters in the Autumn and Spring (early September to mid-December, Associate Professors (Teaching): Jeffrey L. Fisher, Jay Mitchell
and late March to the end of June) and a regular quarter in Winter, Professor of the Practice of Law: David W. Mills
which focuses on environmental and health policy. The program is Senior Lecturers: Margaret R. Caldwell (on leave), Janet Martinez,
designed for students in their junior year or during the first or sec- F. Daniel Siciliano, Allen S. Weiner
ond quarter of their senior year. Applications must be completed Professors (by courtesy): Paul C. Pfleiderer, Madhav Rajan, Jack
two quarters in advance, and three quarters in advance if a student Rakove, Rebecca Sandefur
is overseas or otherwise not on campus during the qualifying quar- Visiting Professors: Michael Asimow, Siegfried Fina, P. (Deep)
ter. Gulasekaram, Daniel Hulsebosch, Donald Lewis, Mark
Students interested in the program should contact the campus McKenna, Bernadette Meyler, David Patton, Rogelio Perez-
office of the Bing Stanford in Washington program in Room 105 Perdomo, William Simon
of the SIEPR Gunn Building; see http://bsiw.stanford.edu; or email Legal Research and Writing Instructors: Jeanne Merino, Elizabeth
bsiwinfo_ca@stanford.edu. Pollman, Briana Rosenbaum, Andrea Roth, Shirin Sinnar, Dee-
pa Varadarajan
Lecturers: Alvin Attles, Daniel L. Barton, Dimitry Bam, Marilyn
Bautista, Jeanine Becker, Samuel Bray, Viola Canales, Diane
Chin, John Crawford, Betsy de la Vega, Lother Determann, Mi-
chael E. Dickstein, Bonnie Eskanazi, Anthony Falzone, Randee
G. Fenner, Bertram Fields, Jeremy Fogel, David Forst, Laurence
Franklin, Michelle Galloway, Mei Gechlik, Thomas C. Gold-
stein, Richard Goldstone, Jonathan Greenberg, Timothy H. Hal-
lahan, Brad Handler, Brooke Heymach, Amy Howe, John Huhs,
Ivan Humphreys, Erik Jensen, David Johnson, Danielle Jones,
Steve Juelsgaard, Kathleen A. Kelly, Julie Matlof Kennedy, Ja-
son Kipnis, Suzanne McKechnie Klahr, Jeffery W. Kobrick,
Charles Koob, Philip J. Levine, Paul Lomio, Brian Love, Beth
McLellan, Jeanne Merino, Roberta J. Morris, Linda Netsch,
Thomas J. Nolan, Jessica Notini, Ralph M. Pais, Moira Paz, B.
Howard Pearson, Lisa M. Pearson, Pamela Phan, Joe W. (Chip)
THE SCHOOL OF MEDICINE services and policy research, and the molecular basis of medicine.
Through the scholarly concentration program, these skills may be
applied in clinical areas housed within centers at Stanford such as
At the undergraduate level, a number of the school's courses are the Comprehensive Cancer Center, the Cardiovascular Institute,
open to any registered Stanford student who has fulfilled the pre- the Neuroscience Institute, the Institute of Immunity, Transplanta-
requisites, subject to the usual limits of course enrollment and tion, and Infection, and Women's Health at Stanford. Study in a
faculty approval. In the classroom, the school offers courses tar- scholarly concentration typically includes course work and re-
geted to undergraduates as well as graduate-level courses where search activities. Research for scholarly concentrations is sup-
advanced undergraduates with a background in the life sciences are ported through the Medical Scholars program, which funds student
welcome. Among these offerings are Stanford Introductory Semi- research projects at Stanford and overseas.
nars for freshmen and sophomores; interested students are encour- Students with interests in medical research as a career are en-
aged to see the "Stanford Introductory Studies" section of this couraged to investigate opportunities available through the Medi-
bulletin or at cal Scientist Training Program (MSTP). Stanford also collaborates
http://ual.stanford.edu/OO/intro_seminars/IntroSemsOverview. with the University of California, Berkeley, to offer students op-
portunities for M.D./M.P.H. training. Details about these programs
Informatics Executive Committee may require corrective courses quences (taken after STATS 116) may include STATS 200 fol-
of action. In addition, prior to being formally admitted to candi- lowed by a course in stochastic modeling, machine learning or
dacy for the Ph.D. degree, the student must demonstrate knowl- data mining, such as STATS 202 or 315A,B, or CS 228 or 229.
edge of biomedical informatics fundamentals and a potential for Options for decision analysis include MS&E 152 or 252, or
research by passing a qualifying exam. cost effectiveness analysis (BIOMEDIN 432). Also recom-
The core curriculum is common to all degrees offered by the mended is a course in the psychology of human problem solv-
program but is adapted or augmented depending on the interests ing. Specific courses should be chosen in consultation with the
and experience of the student. Deviations from the core curriculum student’s academic adviser.
must be justified in writing and approved by the student’s Bio- 4. Biomedical Domain Knowledge (6 units): students are ex-
medical Informatics academic adviser and the chair of the Bio- pected to acquire an understanding of pertinent life sciences
medical Informatics Executive Committee. It should be noted, and how to analyze a domain of application interest. Prior
however, that the program is intended to provide flexibility and to courses in biology at least equivalent to BIO 41 and 42 are pre-
complement other opportunities in applied medical research that requisites. All students must have completed a course in basic
exist at Stanford. Although most students are expected to comply biochemistry, molecular biology, or genetics. Other areas of
with the basic program of study outlined here, special arrange- basic biology may be an acceptable alternative. Exposure to
ments can be made for those with unusual needs or those simulta- laboratory methods in biology is encouraged. All students
neously enrolled in other degree programs within the University. without formal health care training are encouraged to take
Similarly, students with prior relevant training may have the cur- IMMUNOL 230 (formerly BIOMEDIN 207).
riculum adjusted to eliminate requirements met as part of prior 5. Social and Ethical Issues (4 units): candidates are expected to
training. be familiar with issues regarding ethics, public policy, financ-
ing, organizational behavior, management, and pertinent legal
CORE CURRICULUM AND PROGRAM topics. Students are required to take MED 255, The Responsi-
REQUIREMENTS IN BIOMEDICAL ble Conduct of Research, or the equivalent. Students may
INFORMATICS choose at least 3 units from suitable courses, including
BIOMEDIN 432; CS 201; MS&E 284, 197; HRP 391, 392; or
CORE CURRICULUM IN BIOMEDICAL INFORMATICS any other advanced course in policy and social issues proposed
Students are expected to participate regularly in the Biomedical by the student and approved by the Biomedical Informatics
Informatics Student Seminar (BIOMEDIN 201) and a research academic adviser.
Colloquium, such as BIOMEDIN 200 or BIOMEDIN 205. In addi- The core curriculum generally entails a minimum of 45 units of
tion, all students are expected to fulfill requirements in the follow- course work for master’s students and 54 units of course work for
ing five categories: Ph.D. students, but can require substantially more or less depend-
1. Core Biomedical Informatics (17 units): students are expected ing upon the courses chosen and the previous training of the stu-
to understand current applications of computers in biology and dent. All courses must be taken for a letter grade. Students may
medicine and to develop a broad appreciation for research in request an elective course be taken for a grade of credit/no credit
the management of biomedical information. Required courses by submitting a petition to the BMI executive committee.
are: BIOMEDIN 210, 211, 212, 214, and 217, all of which BIOMEDIN 299, 801, and 802 may be taken for satisfactory/no
should be taken during the first and second year in the pro- credit (S/NC). The varying backgrounds of students are well rec-
gram. ognized and no one is required to take courses in an area in which
2. Computer Science (9 units): the student is expected to acquire he or she has already been adequately trained; under such circum-
a knowledge of the use of computers, computer organization, stances, students are permitted to skip courses or substitute more
programming, and symbolic systems. It is assumed that prior advanced work. Students design appropriate programs for their
to matriculation students have computing experience at least interests with the assistance and approval of their Biomedical In-
equivalent to a course introducing the fundamentals of data formatics academic adviser. At least 27 units of formal course
structures and algorithms, such as CS 103A,B, 103X, 106A,B, work are expected.
106X, or other courses approved by academic adviser or ex-
ecutive committee. Students are required to take a minimum of PROGRAM REQUIREMENTS FOR THE
9 units of courses in the Department of Computer Science. If ACADEMIC M.S., PROFESSIONAL M.S.,
similar courses have not been taken previously, these units AND COTERMINAL DEGREES
must include CS 161, a class in artificial intelligence or learn-
Students enrolled in any of the M.S degrees must complete the
ing (for example, CS 121, CS 228, CS 229, STATS 315A, program requirements in order to graduate. Programs of at least 45
STATS 315B), and a course that requires significant pro- units that meet the following guidelines are normally approved:
gramming and knowledge of machine architectures (for exam-
1. Completion of the core curriculum.
ple, CS 108). For those who have taken such courses previ-
2. Masters candidates who are able to attend classes on campus
ously, replacement units may be taken from any other course
should sign up at least once for BIOMEDIN 201, Student Se-
in CS chosen by the student and approved by the academic ad-
minar, plus a Research Colloquium in their field of research,
viser. A course in databases is especially recommended. With
such as BIOMEDIN 200 or BIOMEDIN 205. Regardless of
the exception of CS 108 and 121, all other CS courses applied
their registration status, students should participate in the Stu-
to the degree requirements must be numbered 137 or higher.
dent Seminar and Research Colloquium every quarter.
BIOMEDICAL INFORMATICS
time basis. Normally, a student spends two years in the program
and implements and documents a substantial project during the in Management Science and Engineering or Statistics num-
second year. The first year involves acquiring the fundamental bered 200 or higher, PSYCH 256 or 225, or relevant courses in
concepts and tools through course work and research project in- other departments approved by the student's academic adviser.
volvement. All first- and second-year students are expected to In the first year, two or three research rotations are encouraged.
devote 50 percent or more of their time participating in research The master’s requirements should be completed by the end of
projects. Research rotations are not required, but can be done with the second year in the program (six quarters of study, exclud-
approval of the academic adviser or training program director. ing summers). Doctoral students are generally advanced to
Graduates of this program are prepared to contribute creatively to Ph.D. candidacy after passing the qualifying exam, which
basic or applied projects in biomedical informatics. This degree takes place during the end of the second year of training. A
requires a written research paper to be approved by two faculty student’s academic adviser has primary responsibility for the
members. adequacy of the program, which is regularly reviewed by the
Biomedical Informatics Executive Committee.
MASTER OF SCIENCE IN BIOMEDICAL 2. To remain in the Ph.D. program, each student must attain a
grade point average (GPA) of 3.0 (B) in each of the five core
INFORMATICS areas and an overall GPA of 3.0 for the required courses. The
(PROFESSIONAL/HONORS student must fulfill these requirements and apply for admission
COOPERATIVE PROGRAM) to candidacy for the Ph.D. by the end of six quarters of study
This degree is designed primarily for the working professional (excluding summers). In addition, reasonable progress in the
who already has advanced training in one discipline and wishes to student’s research activities is expected of all doctoral candi-
acquire interdisciplinary skills. All classes necessary for the degree dates.
are available online. The professional M.S. is offered in conjunc- 3. During the third year of training, generally in Winter Quarter,
tion with Stanford Center for Professional Development (SCPD), each doctoral student is required to give a preproposal seminar
which establishes the rates of tuition and fees. The program uses that describes evolving research plans and allows program fac-
the honors cooperative model (HCP), which assumes that the stu- ulty to assure that the student is making good progress toward
dent is working in a corporate setting and is enrolled in the M.S. on the definition of a doctoral dissertation topic.
a part-time basis. The student has up to five years to complete the 4. By the end of nine quarters (excluding summers), each student
program. Research projects are optional and the student must make must orally present a written thesis proposal for the written
arrangements with program faculty. Graduates of this program are dissertation and must orally defend the proposal before a dis-
prepared to contribute creatively to basic or applied projects in sertation committee that generally includes at least one mem-
biomedical informatics. ber of the Biomedical Informatics Executive Committee. The
committee determines whether the student’s general knowl-
MASTER OF SCIENCE IN BIOMEDICAL edge of the field and the details of the planned thesis are suffi-
cient to justify proceeding with the dissertation.
INFORMATICS (COTERMINAL) 5. After application for Terminal Graduate Registration (TGR)
The coterminal degree program allows Stanford University un- status, the Ph.D. candidate should register each quarter for
dergraduates to study for a master’s degree while completing their BIOMEDIN 802 so their research effort may be counted to-
bachelor’s degree(s) in the same or a different department. Please ward the degree.
refer to the “Coterminal Bachelor’s and Master’s Degrees” section 6. As part of the training for the Ph.D., each student is required to
under “Undergraduate Degrees and Programs” in this bulletin for be a teaching assistant for two courses approved by the Bio-
additional information. medical Informatics Executive Committee; one should be
The coterminal Master of Science program follows the same completed in the first two years of study.
program requirements as the Master of Science (Professional), 7. The most important requirement for the Ph.D. degree is the
except for the requirement to be employed in a corporate setting. dissertation. Prior to the oral dissertation proposal and defense,
The coterminal degree is available only to current Stanford under- each student must secure the agreement of a member of the
graduates. Coterminal students are enrolled full-time and courses program faculty to act as dissertation adviser. The principal
are taken on campus. Research projects are optional and the stu- adviser need not be an active member of the Biomedical In-
dent must make arrangements with program faculty. Graduates of formatics program faculty, but all committees should include
this program are prepared to contribute creatively to basic or ap- at least one participating BMI faculty member.
plied projects in biomedical informatics. 8. At the completion of training, while still matriculated and
For University coterminal degree program rules and University shortly prior to deposit of the dissertation, the student gives a
application forms, see final talk describing his or her results. No official additional
http://registrar.stanford.edu/pdf/CotermAppRules.pdf oral examination is required upon completion of the written
dissertation. The oral defense of the dissertation proposal satis-
DOCTOR OF PHILOSOPHY IN fies the University oral examination requirement.
BIOMEDICAL INFORMATICS 9. The student is expected to demonstrate an ability to present
The University’s basic requirements for the doctorate (resi- scholarly material and research in a lecture at a formal semi-
dence, dissertation, examination, and so on) are discussed in the nar.
“Graduate Degrees” section of this bulletin. 10. The student is expected to demonstrate an ability to present
scholarly material in concise written form. Each student is re-
GENETICS
mental biology. The student must pass the University oral exami- the “Graduate Degrees” section of this bulletin.
nation, taken only after the student has substantially completed The Ph.D. program in the Department of Genetics offers gradu-
research. The examination is preceded by a public seminar in ate students the opportunity to pursue a discipline that encom-
which the research is presented by the candidate. The oral exami- passes both a set of tools and a coherent way of thinking about
nation is conducted by a dissertation reading committee. biology and medicine. All major areas of genetics are represented
in the department, including human genetics (molecular identifica-
GENETICS tion of Mendelian traits and the pathophysiology of genetic dis-
ease, gene therapy, genetic epidemiology, analysis of complex
traits, and human evolution), and application of model organisms
Emeritus: (Professor) Leonard Herzenberg such as bacteria, yeast, flies, worms, or mice to basic questions in
Chair: Michael Snyder biomedical research. The department is especially strong in ge-
Professors: Russ Altman, Gregory Barsh, Carlos Bustamante, nomic and bioinformatic approaches to genome biology and evolu-
Michele Calos, Stanley Cohen, Ronald Davis, Andrew Fire, Uta tion, and includes several genome-scale databases such as the Sac-
Francke, Margaret Fuller, Mark Kay, Stuart Kim, Joseph Lip- charomyces Genome Database (SGD), the Stanford Microarray
sick, John Pringle, Matthew Scott, Tim Stearns Database (SMD), and the Pharmacogenetics and Pharmacogenom-
Associate Professors: Laura Attardi, Julie Baker, James Ford, Ar- ics Knowledge Base (PharmGKB) and, administered through the
end Sidow, Zijie Sun, Hua Tang, Anne Villeneuve, Douglas Department of Biochemistry, the Stanford Genome Technology
Vollrath Center (SGTC).
Assistant Professors: Anne Brunet, Julien Sage Exposure to the intellectual scope of the department is provided
Professor (Research): Leonore Herzenberg by laboratory rotations, dissertation research, advanced courses in
Associate Professor (Research): J. Michael Cherry genetics and other areas of biomedical science, seminar series,
Associate Professor (Teaching): Kelly Ormond journal clubs, and an annual three-day retreat of faculty, students,
Assistant Professor (Research): Gavin Sherlock postdoctoral fellows, and staff scientists. Emphasis is placed on
Courtesy Professor: Hank Greely interactions and collaborations among students, postdoctoral stu-
Consulting Associate Professor: Man-Wah Tan dents, and faculty within the department and throughout the cam-
Lecturer: Andrea Kwan pus.
Mail Code: 94305-5120 During their first year, graduate students in the department take
Phone: (650) 723-3335 graduate courses and sample areas of research by doing rotations
Email: genetics-info@genome.stanford.edu in three or four laboratories. At the end of the first three quarters,
Web Site: http://genetics.stanford.edu students may select a laboratory in which to do their dissertation
Courses offered by the Department of Genetics are listed under research. While the dissertation research is generally performed in
the subject code GENE on the Stanford Bulletin's ExploreCourses one laboratory, collaborative projects with more than one faculty
web site. member are encouraged. In addition to interacting with their fac-
ulty preceptor, graduate students receive advice regularly from
MASTER OF SCIENCE IN HUMAN other faculty members who serve as members of their dissertation
GENETICS AND GENETIC COUNSELING committee. Study for the Ph.D. generally requires between four
The University requirements for the M.S. are described in the and five years of graduate work, most of which is focused on dis-
"Graduate Degrees" section of this bulletin. sertation research.
The Department of Genetics offers an M.S. in Human Genetics Students are generally enrolled in the program to receive the
and Genetic Counseling, which is accredited by the American Ph.D. degree, although a limited number of M.D. candidates can
Board of Genetic Counseling. This program prepares students to combine research training in genetics with their medical studies.
practice in the healthcare profession of genetic counseling. The Ph.D. candidates who have passed the qualifying exam in the sec-
program is a full time two-year program, and accepts students to ond year can opt to receive the M.S. as a terminal degree.
begin the program only in Autumn Quarter. Students must be ad- There are opportunities for graduate students to teach in gradu-
mitted directly into this program, and cannot automatically transfer ate-level and professional-school courses. In addition, students
from the Ph.D. programs within the department, or vice have the opportunity to participate in educational outreach activi-
versa. While courses are oriented primarily towards genetic ties coordinated by the department, which include opportunities to
counseling students, they may also be taken by medical students, interact with secondary school students and teachers, lay groups,
other graduate students, residents or post-doctoral fellows, and and local science museums.
(with permission) undergraduates. Students who have recently received a bachelor’s, master’s,
The degree requires the completion of clinical rotations and an M.D., or Ph.D. degree in related fields may apply for graduate
approved research project. Students must also complete required study. Prospective students must have a background in biology,
course work (GENE 271-286), several additional required courses mathematics, physics, and chemistry. Decisions for admission are
(bioethics, research ethics and developmental biology), and are based on comparison of the relative merits of all the candidates’
encouraged to take 2-4 elective courses of their choice, including a academic abilities and potential for research and the department’s
research methods elective. Faculty members include members of interest in promoting a diverse learning environment. Interviews
the Stanford faculty from Genetics, Pediatrics, Obstetrics, Pathol- take place in late February or early March and successful appli-
ogy, Developmental Biology, Biomedical Ethics, Law, and Psy- cants are offered admission by early spring. Students who wish to
IMMUNOLOGY
4. At least 15 units of HRP research credit from HRP 299, Di- grounding in epidemiologic methods and applied biostatistics and
rected Reading, or HRP 399, Research. to demonstrate research skills through the completion of a thesis.
5. An additional set of approved elective courses to complete the Students must complete at least 45 units of course work:
program total of at least 45 units. 1. Epidemiologic methods: HRP 225, Design and Conduct of
For additional information, address inquiries to the Educational Clinical and Epidemiologic Studies; HRP 226, Advanced Epi-
Coordinator, Department of Health Research and Policy, Stanford demiologic and Clinical Research Methods; HRP 251, Design
University School of Medicine, HRP Redwood Building, Room and Conduct of Clinical Trials.
T138C, Stanford, California 94305-5405. 2. Biostatistics: HRP 259, Introduction to Probability and Statis-
tics for Epidemiology; HRP 261, Intermediate Biostatistics:
EPIDEMIOLOGY Analysis of Discrete Data; HRP 262, Intermediate Biostatis-
Director: Victor W. Henderson (Professor, Health Research and tics: Regression, Prediction, Survival Analysis.
Policy, and Neurology and Neurological Sciences) 3. Research seminars: HRP 236, Epidemiology Research Seminar
Core Faculty and Academic Teaching Staff: Raymond R. Balise (at least 3 units).
(Lecturer, Health Research and Policy), Gary D. Friedman 4. Research: HRP 399, Master thesis (at least 12 units).
(Consulting Professor, Health Research and Policy), Victor W. 5. Research conduct: Students must complete MED 255, Respon-
Henderson (Professor, Health Research and Policy, and Neurol- sible Conduct of Research, and attend a Human Subjects Insti-
ogy and Neurological Sciences), Abby C. King (Professor, tutional Review Board meeting.
Health Research and Policy, and Medicine), Allison Kurian 6. Additional approved selective and elective courses to complete
(Assistant Professor, Medicine, and Health Research and Pol- the program total of at least 45 units.
icy), Philip Lavori (Professor, Health Research and Policy), Students are assigned a methodology mentor from the Depart-
Yvonne A. Maldonado (Professor, Pediatrics), Lorene M. Nel- ment of Health Research and Policy, and they also select a re-
son (Associate Professor, Health Research and Policy), Julie search mentor, who may be from another department. For physi-
Parsonnet (Professor, Medicine, and Health Research and Pol- cians, the research mentor is often an affiliated faculty member
icy), Rita A. Popat (Clinical Assistant Professor, Health Re- from the department of the student's clinical specialty.
search and Policy), Kristin L. Sainani (Clinical Assistant Pro- University requirements for the M.S. degree are described in
fessor, Health Research and Policy), Weiva Sieh (Assistant Pro- the "Graduate Degrees" section of this bulletin. Other program-
fessor, Health Research and Policy), Dee W. West (Professor, matic requirements are in Graduate Program in Epidemiology,
Health Research and Policy), Alice S. Whittemore (Professor, Information and Guidelines, available from the educational coor-
Health Research and Policy) dinator in the Department of Health Research and Policy.
Program Offices: HRP Redwood Building, Room T138C
Mail Code: 94305-5405
Phone: (650) 723-5456 IMMUNOLOGY
Email: epiprogram@med.stanford.edu
Web Site: http://www.stanford.edu/dept/HRP/epidemiology Chair, Executive Committee for the Immunology Program: Law-
rence Steinman (Professor, Neurology and Neurological Sci-
MASTER OF SCIENCE IN EPIDEMIOLOGY ences)
The Graduate Program in Epidemiology offers instruction and Director for Immunology Program: Olivia Martinez (Professor,
interdisciplinary research opportunities leading to the M.S. degree Research, Surgery, Transplantation)
in Epidemiology. Epidemiology is the study of the distribution and Director for Clinical Immunology Program: C. Garrison Fathman
determinants of illness and impairment in human populations. It is (Medicine/Immunology and Rheumatology)
important in its own right, and epidemiologic methods are used by Participating Departments and Faculty:
clinical investigators and by other scientists who conduct observa- Biology: Patricia P. Jones (Professor)
tional and experimental research on the identification, prevention, Chemistry: Harden M. McConnell (Professor, emeritus)*
and treatment of human disorders. Genetics: Leonore A. Herzenberg (Professor, Research), Leonard
Core and affiliated faculty come from the Department of Health A. Herzenberg (Professor, emeritus), Man-wah Tan (Associate
Research and Policy; other Stanford University departments, and Professor)
notable Bay Area research facilities. The Program has particular Medicine/Bone Marrow Transplantation Program: Robert Negrin
strengths in cancer epidemiology, cardiovascular disease epidemi- (Professor), David Miklos (Assistant Professor), Judith Shizuru
ology, infectious disease epidemiology, musculoskeletal disease (Associate Professor)
epidemiology, neuroepidemiology, and aspects of epidemiologic Medicine/Cardiovascular Medicine: Joseph Wu (Assistant Profes-
methods, genetic epidemiology, and reproductive epidemiology sor)
and women's health. Medicine/Hematology: Calvin Kuo (Associate Professor), Peter
The mission of the Stanford University School of Medicine is Lee (Associate Professor), Ravi Majeti (Assistant Professor)
to be a premier research-intensive medical school that improves Medicine/Immunology and Rheumatology: C. Garrison Fathman
health through leadership and collaborative discoveries and inno- (Professor), William Robinson (Assistant Professor), Samuel
vation in patient care, education and research. With support from a Strober (Professor), Paul J. Utz (Associate Professor), Cornelia
NIH Clinical and Translational Science Award, the graduate pro- Weyand (Professor)
gram in Epidemiology fosters this mission through the training of
Molecular and Cellular Physiology: K. Christopher Garcia (Pro- 5. Graduate-level biochemistry and molecular biology (BIOC
fessor, and Structural Biology), Richard S. Lewis (Professor) 220).
Neurology and Neurological Sciences: Lawrence Steinman (Pro- 6. Course work in IMMUNOL 311, Seminar in Immunology, and
fessor, and Pediatrics), Tony Wyss-Coray (Associate Professor, IMMUNOL 311A, Seminar Discussion in Immunology.
Research) 7. Participation in the Immunology journal club (IMMUNOL
Neurosurgery: Theo Palmer (Associate Professor) 305), and attendance at the Immunology seminar series and at
Otolaryngology/Head & Nect Surgery (ENT): John B. Sunwoo the annual Stanford Immunology Scientific Conference.
(Assistant Professor) 8. The qualifying examination process in Immunology before
Pathology: Eugene C. Butcher (Professor), Michael Cleary (Pro- admission to Ph.D. candidacy has two parts: a comprehensive
fessor), Gerald R. Crabtree (Professor, and Developmental Bi- written exam on many fields in immunology, (qualifying ex-
ology), Edgar G. Engleman (Professor, and Medi- amination process, Part I), in the third week in June, first year;
cine/Immunology and Rheumatology), Magali Fontaine (Assis- the thesis proposal (qualifying examination process, Part II),
tant Professor), Stephen Galli (Professor and Chair), Sara Mi- before December 17th, second year. In addition, an oral pres-
chie (Professor), Raymond A. Sobel (Professor), Irving Weiss- entation is required on the research of one rotation, early July
man (Professor, and Director, Stem Cell Institute) in the first year.
Pediatrics: Ann Arvin (Professor, and Microbiology and Immu- 9. Students must submit a master's thesis paper on one of their
nology), Atul Butte (Assistant Professor), Manish Butte (Assis- rotations. This requirement may be waived under special cir-
tant Professor), Christopher Contag (Professor, Research, and cumstances.
Microbiology and Immunology, and Radiology), David B. Lew-
is (Professor), Elizabeth Mellins (Associate Professor), Kari DOCTOR OF PHILOSOPHY IN
Nadeau (Assistant Professor), Minnie Sarwal (Professor) IMMUNOLOGY
Psychiatry and Behavioral Sciences: Firdaus Dhabhar (Associate
University requirements for the Ph.D. are described in the
Professor), Emmanuel Mignot (Professor)
"Graduate Degrees" section of this bulletin.
Structural Biology: Peter Parham (Professor, and Microbiology
The Immunology Program offers instruction and research op-
and Immunology)
portunities leading to a Ph.D. in Immunology. The goal of the
Surgery: Sheri Krams (Associate Professor, Research), Olivia
program is to develop investigators who have a solid foundation in
Martinez (Professor, Research)
Immunology and related sciences to carry out innovative research.
* Recalled to active duty
The program features a flexible choice of courses and seminars
Mail Code: 94305-5421
combined with extensive research training in the laboratories of
Phone: (650) 725-5076
participating Immunology faculty.
Email: mopan@stanford.edu
Students applying to the program typically have an under-
Web Site: http://immunol.stanford.edu
graduate major in biological sciences, but majors in other areas are
Courses offered by the Immunology Program are listed under
acceptable if the applicants have had sufficient course work in
the subject code IMMUNOL on the Stanford Bulletin's Explore-
biology and chemistry. Formal application should be made by
Courses web site.
December 1st. Applications are evaluated by the Immunology
MASTER OF SCIENCE IN IMMUNOLOGY predoctoral committee based upon: GRE scores; grades; evidence
of research experience; letters of recommendation, including let-
Students in the Ph.D. program in Immunology may apply for an ters from research sponsor(s); and commitment to a career in bio-
M.S. degree in Immunology only under special circumstances, medical research. Subject tests are not required. Interested Stan-
assuming completion of appropriate requirements. Students must ford medical students are welcome to apply to the program and
complete: should submit a formal application by December 1.
1. Three full-tuition quarters of residency as a graduate student at Students admitted to the program are offered financial support
Stanford. covering tuition, a living stipend, insurance coverage, and an al-
2. At least 45 units of academic work, all of which must be in lowance for books/travel. Applicants are urged to apply for inde-
courses at or above the 100 level, 36 units of which must be at pendent fellowships such as from the National Science Foundation.
or above the 200 level. Fellowship applications are due in November of the year prior to
3. 2-3 quarters of graduate research (IMMUNOL 399), consisting matriculation in the graduate program, but Immunology graduate
of rotations in the labs of three faculty members. students may continue to apply for outside fellowships after ma-
4. Course work in Immunology as follows: triculation. Because of the small number of department-funded
a. Basic Immunology. For graduate students, BIO 230A, Mo- slots, students who have been awarded an outside fellowship have
lecular and Cellular Immunology Literature Review; for an improved chance of acceptance into the program. On matricula-
medical students, IMMUNOL 205, Immunology in Human tion, each student is assisted by a first-year advising committee in
Health and Disease or equivalent selecting courses and lab rotations in the first year and in choosing
b. Advanced Immunology such as IMMUNOL 201, 202, and a lab for the dissertation research. Once a dissertation adviser has
203 been selected, a dissertation committee including the dissertation
c. IMMUNOL 215. Principles of Biological Technologies adviser and two additional Immunology faculty, is constituted to
d. In addition, the student may take one elective course. guide the student during the dissertation research. The student
Some possible electives are: must meet with the dissertation committee at least once a year.
ments for the B.S. degree, or the equivalent. In addition, the candi-
date is expected to complete 45 quarter units of work related to Assistant Professors: Maxence V. Nachury
microbiology; at least 25 of these units should concern research Courtesy Associate Professors: Stefan Heller, Anthony J. Ricci
devoted to a thesis. The thesis must be approved by at least two Courtesy Assistant Professor: Richard J. Reimer
members of the department faculty. Department Offices: Beckman Center, B100
Mail Code: 94305-5345
DOCTOR OF PHILOSOPHY IN Phone: (650) 725-7554
Email: schantae@stanford.edu
MICROBIOLOGY AND IMMUNOLOGY Web Site: http://mcp.stanford.edu
University requirements for the Ph.D. are described in the Courses offered by the Department of Molecular and Cellular
“Graduate Degrees” section of this bulletin. Physiology are listed under the subject code MCP on the Stanford
Application, Admission, and Financial Aid—Prospective Ph.D. Bulletin's ExploreCourses web site.
candidates should have completed a bachelor’s degree in a disci-
The Department of Molecular and Cellular Physiology is lo-
pline of biology or chemistry, including course work in biochemis-
cated in the Beckman Center for Molecular and Genetic Medicine.
try, chemistry, genetics, immunology, microbiology, and molecu-
A central goal of physiology in the post-genomic era is to un-
lar biology. The deadline for receipt of applications with all sup-
derstand how thousands of encoded proteins serve to bring about
porting materials is December 1.
the highly coordinated behavior of cells and tissues. Research in
Applicants must file a report of scores on the general subject
the department approaches this goal at many levels of organiza-
tests of the Graduate Record Examination (GRE). It is strongly
tion, ranging from single molecules and individual cells to mul-
recommended that the GRE be taken before October so that scores
ticellular systems and the whole organism. The faculty share
are available when applications are evaluated.
common interests in the molecular mechanisms of cell signaling
In the absence of independent fellowship support, entering pre-
and behavior, with a special focus on structure/function analysis of
doctoral students are fully supported with a stipend and tuition
ion channels and G-protein coupled receptors, and their roles at the
award. Highly qualified applicants may be honored by a nomina-
cellular, organ, and whole-organism levels; the molecular basis of
tion for a Stanford Graduate Fellowship. Successful applicants
sensory transduction, synaptic transmission, plasticity and mem-
have been competitive for predoctoral fellowships such as those
ory; the role of ion channels and calcium in controlling gene ex-
from the National Science Foundation.
pression in neural and immune cells; and the regulation of vesicle
Program for Graduate Study—The Ph.D. degree requires
trafficking and targeting, cell polarity, and cell-cell interactions in
course work and independent research demonstrating an individ-
the nervous system and in epithelia. Research programs employ a
ual’s creative, scholastic, and intellectual abilities. On entering the
wide range of approaches, including molecular and cell biology,
department, students meet an advisory faculty member; together
biochemistry, genetics, biophysics, x-ray crystallography and solu-
they design a timetable for completion of the degree requirements.
tion NMR, electrophysiology, and in vitro and in vivo imaging
Typically, this consists of first identifying gaps in the student’s
with confocal and multi-photon microscopy.
undergraduate education and determining courses that should be
taken. Then, a tentative plan is made for two to four lab rotations GRADUATE PROGRAMS IN MOLECULAR
(one rotation per quarter). During the first year of graduate study in
the department, each student also takes six or seven upper-level AND CELLULAR PHYSIOLOGY
(200-series) courses. Three of these courses are requirements of The department offers required and elective courses for stu-
the department: MI 215, Principles of Biological Techniques; MI dents in the School of Medicine and is also open to other qualified
230, Medical Microbiology and Infectious Diseases; and MI 210, students with the consent of the instructor. Training of medical,
Advanced Pathogenesis of Bacteria, Viruses, and Eukaryotic Para- graduate, and postdoctoral students is available. The program of-
sites. Three courses are part of the core curriculum that is required fers a course of study leading to the Ph.D. degree. No B.S. is of-
of many graduate students in Stanford Biosciences: BIO 203 fered, and an M.S. is offered only in the unusual circumstance
/DBIO 203 /GENE 203, Advanced Genetics; BIO 230, Molecular where a student completes the course work, rotation, and the writ-
and Cellular Immunology; and BIO 214/BIOC 224, Advanced Cell ten section of the qualifying exam, but is unable to complete the
Biology. requirements for the Ph.D.
In Autumn Quarter of the second year, a research proposal
based on the student’s own thesis topic is defended to the thesis DOCTOR OF PHILOSOPHY IN
committee. In Spring Quarter of the second year, each student MOLECULAR AND CELLULAR
defends orally a formal research proposal on a topic outside the PHYSIOLOGY
intended thesis project. This qualifying examination proposal is
due to the graduate program steering committee by May 1. Based Students with undergraduate or master’s degrees who have
on successful performance on this proposal, the student is admitted completed a year each of college chemistry (including lectures in
to candidacy. Teaching experience and training are also part of the organic and physical chemistry), physics, calculus, and biology are
graduate curriculum. Graduate students are required to act as considered for admission to graduate study. Applicants submit a
teaching assistants for two courses. In addition, first- and second- report of scores from the Graduate Record Examination (verbal,
year graduate students are required to participate in a bi-weekly quantitative, analytical, and an advanced subject test in one of the
journal club. sciences) as part of the application. Students who do not speak
English as their native language must submit scores from TOEFL
unless waived by Graduate Admissions.
NEUROBIOLOGY
dence as a graduate student, each Ph.D. candidate presents a writ- Applied Physics: Mark Schnitzer (Assistant Professor)
ten thesis proposal to be defended at an oral comprehensive ex- Bioengineering: Kwabena Boahen (Associate Professor), Karl
amination. The examinations may be taken only after all course Deisseroth (Associate Professor), Scott Delp (Professor), Mi-
work has been completed by the required standard. Students under- chael Lin (Assistant Professor), Matthew Scott (Professor)
take individual research studies as early as possible after consulta- Biology: Russell D. Fernald (Professor), William F. Gilly (Profes-
tion with their preceptor. Upon passing this exam, the student is sor), H. Craig Heller (Professor), Ron Kopito (Professor), Liqun
advanced to candidacy for the Ph.D. Luo (Professor), Susan McConnell (Professor), Robert M. Sa-
Dissertation and University Oral Examination—The results of polsky (Professor), Mark Schnitzer (Assistant Professor), Carla
independent, original work by the students are presented in a dis- Shatz (Professor), Kang Shen (Assistant Professor), Stuart
sertation. The oral examination is largely a defense of the disserta- Thompson (Professor)
tion. Chemical and Systems Biology: Tobias Meyer (Professor), Daria
Advisers and Advisory Committees—A graduate advisory Mochly-Rosen (Professor)
committee, currently professors Lewis and Madison, advises stu- Comparative Medicine: Paul S. Buckmaster (Associate Professor),
dents during the period before the formation of their qualifying Corinna Darian-Smith (Associate Professor), Shaul Hestrin (As-
committees. sociate Professor)
Financial Aid—Students may be funded by their advisers’ re- Computer Science: Fei-Fei Li (Assistant Professor)
search grants, by training grants, by department funds, or by ex- Developmental Biology: Ben Barres (Professor), Seung Kim (Pro-
tramural funds. Students are encouraged to obtain funding from fessor), David Kingsley (Professor), Matthew P. Scott (Profes-
outside sources such as NIH and NSF. sor)
Electrical Engineering: Krishna Shenoy (Associate Professor)
NEUROBIOLOGY Genetics: Anne Brunet (Assistant Professor), Matthew Scott (Pro-
fessor)
Microbiology and Immunology: Helen Blau (Professor)
Emeritus: Denis Baylor, Uel J. McMahan, Eric Shooter, Lubert Molecular and Cellular Physiology: Axel Brunger (Professor),
Stryer Miriam B. Goodman (Associate Professor), Brian Kobilka (Pro-
Chair: Ben Barres fessor), Richard S. Lewis (Professor), V. Daniel Madison (As-
Professors: Eric I. Knudsen, William T. Newsome sociate Professor), Merritt C. Maduke (Assistant Professor),
Associate Professors: Thomas Clandinin, Jennifer Raymond Stephen Smith (Professor), Thomas Sudhof (Professor), Richard
Assistant Professors: Stephen Baccus, Ricardo Dolmetsch, Tirin Tsien (Professor)
Moore Neurobiology: Stephen Baccus (Assistant Professor), Ben Barres
Department Offices: Fairchild Building, Second Floor (Professor), Tom Clandinin (Associate Professor), Ricardo
Mail Code: 94305-5125 Dolmetsch (Assistant Professor), Eric I. Knudsen (Professor),
Web Site: http://neurobiology.stanford.edu U. J. McMahan (Professor), Tirin Moore (Assistant Professor),
Courses offered by the Department of Neurobiology are listed William T. Newsome (Professor), Jennifer Raymond (Associate
under the subject code NBIO on the Stanford Bulletin's Explore- Professor), Carla Shatz (Professor)
Courses web site. Neurology and Neurological Sciences: Katrin Andreasson (Asso-
ciate Professor), Ben Barres (Professor), Helen Bronte-Stewart
GRADUATE PROGRAM IN (Associate Professor), Paul Buckmaster (Associate Professor),
NEUROBIOLOGY Robert S. Fisher (Professor), Michael Greicius (Assistant Pro-
Graduate students in the Department of Neurobiology obtain fessor), May Han (Assistant Professor), Ting-Ting Huang (As-
the Ph.D. degree through the interdepartmental Neurosciences sistant Professor, Research), John A. Huguenard (Professor),
Ph.D. program. Accepted students receive funding for tuition and a Frank Longo (Professor), William C. Mobley (Professor), Josef
living stipend. Applicants should familiarize themselves with the Parvizi (Assistant Professor), Kathleen Poston (Assistant Pro-
research interests of the faculty and, if possible, indicate their pref- fessor), David A. Prince (Professor), Thomas A. Rando (Profes-
erence on the application form which is submitted directly to the sor), Lawrence Recht (Professor), Richard Reimer (Assistant
Neurosciences Program. Professor), Robert M. Sapolsky (Professor), Lawrence Steinman
Medical students also are encouraged to enroll in the Ph.D. (Professor), Tony Wyss-Coray (Associate Professor, Research),
program. The requirements of the Ph.D. program are fitted to the Yanmin Yang (Associate Professor)
interests and time schedules of the student. Postdoctoral training is Neurosurgery: Marion Buckwalter (Assistant Professor), Pak H.
available to graduates holding Ph.D. or M.D. degrees, and further Chan (Professor), Theo Palmer (Associate Professor), Gary K.
information is obtained directly from the faculty member con- Steinberg (Professor)
cerned. Ophthalmology: Yaping Joyce Liao (Assistant Professor)
Research interests of the department include information proc- Otolaryngology: Stefan Heller (Associate Professor), Anthony
essing in vertebrate retina; structure, function, and development of Ricci (Associate Professor)
auditory and visual systems; development and regeneration in the Pathology: Isabella Graef (Assistant Professor), Bingwei Lu (As-
central and peripheral nervous system; neural mechanisms mediat- sistant Professor), Raymond Sobel (Professor), Marius Wernig
ing higher nervous system functions, including perception, learn- (Assistant Professor)
ing, attention and decision making.
Psychology: Lera Boroditsky (Assistant Professor), Ian Gotlib ogy are listed under the subject code OBGYN on the Stanford
(Professor), Kalanit Grill-Spector (Assistant Professor), James Bulletin's ExploreCourses web site.
J. Gross (Professor), Brian Knutson (Associate Professor),
The Department of Obstetrics and Gynecology does not offer
James McClelland (Professor), Samuel McClure (Assistant Pro-
degrees; however, qualified medical, graduate, or undergraduate
fessor), Anthony Wagner (Associate Professor), Brian Wandell
students with an interest in basic research in reproductive biology
(Professor), Jeffrey J. Wine (Professor)
may apply to arrange individual projects under the supervision of
Radiology: Gary H. Glover (Professor)
the faculty. The focus for the Division of Reproductive Biology is
Structural Biology: U. J. McMahan (Professor)
the study of the molecular and cellular biology of male and female
Program Offices: MSOB x236
reproductive organs.
Mail Code: 94305-5421
Phone: (650) 723-9855
Web Site: http://neuroscience.stanford.edu/education/phd_program
Courses offered by the Neurosciences Program are listed under
PATHOLOGY
the subject code NEPR on the Stanford Bulletin's ExploreCourses
web site. Emeriti: (Professor) Ronald Dorfman, Richard L. Kempson; (Pro-
fessor, Clinical) Lawrence F. Eng, Luis Fajardo, Heinz Furth-
DOCTOR OF PHILOSOPHY IN mayr, F. Carl Grumet, Jon Kosek; (Associate Professor) P. Jo-
anne Cornbleet
NEUROSCIENCES Chair: Stephen J. Galli
University requirements for the Ph.D. are described in the Professors: Daniel Arber, Ellen Jo Baron, Gerald J. Berry, Eugene
“Graduate Degrees” section of this bulletin. C. Butcher, Michael L. Cleary, Gerald R. Crabtree, Edgar G.
The interdepartmental Neurosciences Program offers instruc- Engleman, Andrew Fire, Steven Foung, Stephen J. Galli, Law-
tion and research opportunities leading to a Ph.D. in Neuro- rence Tim Goodnough, Michael R. Hendrickson, Joseph S. Lip-
sciences. The requirements for a Ph.D. degree follow those of the sick, Donald P. Regula, Robert V. Rouse, Richard K. Sibley,
University and in addition are tailored to fit the background and Raymond Sobel, Howard H. Sussman, Dolly Tyan, Matt van de
interests of the student. Accepted students receive an award cover- Rijn, Hannes Vogel, Teresa S. F. Wang, Roger A. Warnke, Irv-
ing tuition, a basic health plan, and a living stipend. Qualified ap- ing L. Weissman, James Zehnder
plicants should, where possible, apply for the predoctoral fellow- Associate Professors: Jeffrey D. Axelrod, Matt Bogyo, Athena M.
ships in open competition, especially those from the National Sci- Cherry, Andrew Connolly, Tina Cowan, James D. Faix, Dean
ence Foundation. December 2 is the deadline for receipt in the Felsher, Susan A. Galel, Sharon M. Geaghan, John P. Higgins,
Neurosciences Program office of applications with all supporting Neeraja Kambham, Christina Kong, Teri A. Longacre, Sara A.
material. Michie, Yasodha Natkunam, Bruce Patterson, Jonathan R. Pol-
Applicants should familiarize themselves with the research in- lack, Iris Schrijver, Arend Sidow
terests of the faculty and indicate their preferences clearly on the Assistant Professors: Niaz Banaei, Raffick Bowen, Magali Fon-
application form. taine, Tracy George, Dita Gratzinger, F. Kim Hazard, Kristin
Since students enter with differing backgrounds, and the labs in Jensen, Bingwei Lu, Jesse McKenney, Erich Schwartz, Uma
which they may elect to work cover several different disciplines, Sundram, Marius Wernig, Robert West
the specific program for each student is developed individually Courtesy Professors: Donna Bouley, Bertil Glader, Lucy Tomp-
with an advisory committee. All students are required to complete kins
the basic introduction to neurobiology (NBIO 206 or equivalent). Courtesy Associate Professor: Robert Shafer
Students must also take five advanced courses, four of which must Clinician Educators: Susan Atwater, David Bingham, Barbara
be distributed among four of the following core areas: systems and Egbert, Christopher Gonzales, Terri Haddix, Jinah Kim, Amy
behavioral neuroscience, molecular and cellular neuroscience, McKenney, Melanie Manning, Reetesh Pai, Run Shi, Brent Tan,
developmental neuroscience, clinical neuroscience, and computa- Maurene Viele
tional neuroscience. The fifth advanced course is chosen by the Instructors: Ching-Cheng Chen, Neng Chen, Franklin Mullins,
student in an area related to the student’s research interest, and Chris Park, Adrian Piliponsky
may be selected from outside the Neurosciences core with prior Adjunct Clinical Faculty: Robert Archibald, Jerome S. Burke,
approval from the program director and the student’s adviser. Glenn Cockerham, Stephen Shi-Hua Chen, Seth Haber, Maie K.
Students usually rotate through several labs during their first Herrick, Paul W. Herrmann, Anthony Le, Steven Long, Charles
year, although they may choose to begin thesis research on entry. Lombard, Judy Melinek, Gregory Moes, Joseph O’Hara, Girish
After the first rotation, students may rotate both within and outside Putcha, Mahendra Ranchod, Thomas W. Rogers, Joshua Sickel
the Neurosciences Program. Required course work should be com- Department Offices: Medical Center, Lane Building, L-235
pleted by the end of the second year. Passing of a comprehensive Mail Code: 94305-5324
oral preliminary examination given by the student’s advisory Phone: (650) 723-5255
committee is required for admission to Ph.D. candidacy. This ex- Web Site: http://pathology.stanford.edu
amination is usually taken by the end of the second year. The stu- Courses offered by the Department of Pathology are listed un-
dent is required to present a Ph.D. dissertation, which is the result der the subject code PATH on the Stanford Bulletin's Explore-
of independent investigation contributing to knowledge in an area Courses web site.
RADIATION ONCOLOGY
structure and function that manifest themselves in clinical disease.
Accordingly, the department’s research interests extend from fun-
damental molecular biology to clinical-pathological correlations,
RADIOLOGY
with an emphasis on experimental oncology. Emeriti: (Professors) Herbert L. Abrams, Malcolm Bagshaw, Ro-
Investigation in the department includes basic studies in areas
nald Castellino, Barton Lane, Gerald Friedland, David A.
using molecular biological, biochemical, and genetic cell biologi-
Goodwin, Henry H. Jones, William Marshall, I. Ross McDou-
cal techniques: DNA replication in yeast and cultured eukaryotic gall, Robert E. Mindelzun, William H. Northway, Bruce R.
cells, cell cycle control in animal cells and yeast, identification and Parker, Lewis Wexler, Leslie M. Zatz
pathogenetic role of chromosomal aberrations in human malignan-
Chair: Gary M. Glazer
cies and mechanisms of activation of oncogenes in human and
Professors: Scott W. Atlas, Richard A. Barth, Christopher F.
animal cells, lymphocyte and neutrophil-interactions with endothe- Beaulieu, Michale Federle, Sanjiv Sam Gambhir, Gary M.
lial cells, cell type specification and signal transduction pathways Glazer, Gary H. Glover, Michael L. Goris, Robert J. Herfkens,
leading to specific gene expression or modulation of cytoskeletal
Dave Hovsepian, Debra M. Ikeda, R. Brooke Jeffrey, Ann Le-
behavior; cytoskeletal architecture, cell-matrix interaction, devel-
ung, Michael Marks, Michael Moseley, Sandy Napel, Matilde
opmental biology of hematopoietic stem cells and thymus, regula- Nino-Murcia, Norbert J. Pelc, Allan Reiss, Geoffrey Rubin,
tion of the immune system, mechanisms of immune and other re- Brian Rutt, George Segall, F. Graham Sommer, Daniel Spiel-
sponses in the central nervous system, and neuro-degenerative
man
diseases. Various studies focus on the development of novel diag-
Professors (Research): R. Kim Butts-Pauly
nostic and immunotherapeutic treatment modalities and techniques Associate Professors: Francis Blankenberg, Frandics P. Chan,
for solid tumors, lymphomas, HIV, and genetic diseases. Research Bruce Daniel, Terry Desser, Huy M. Do, Nancy Fischbein, Do-
training in all of these areas is available for qualified medical and
minik Fleischmann, Garry E. Gold, Lawrence Hofmann, Bever-
graduate students by individual arrangement with the appropriate
ley Newman, Eric W. Olcott, Kathryn J. Stevens, Daniel Y. Sze
faculty member. A summary of the research interests of the de-
partment faculty is available at http://pathology.stanford.edu. Associate Professors (Research): Roland Bammer, Rebecca Fa-
hrig, Sylvia Plevritis
RADIATION ONCOLOGY Assistant Professors: Sandip Biswal, Robert Dodd, Gloria Hwang,
Aya Kamaya, Nishita Kothary, William Kuo, Jafi Lipson, An-
drew Quon, Jianghong Rao, Daniel Rubin, Lewis Shin, Shreyas
Emeriti: Malcolm A. Bagshaw, Peter Fessenden, Don R. Goffinet, Vasanawala, Juergen Willmann, Joseph Wu, Kristen Yeom,
George M. Hahn, Kendric Smith Greg Zaharchuk
Chair: Richard T. Hoppe Assistant Professors (Research): Zhen Cheng, Brian Hargreaves,
Professors: J. Martin Brown, Sarah S. Donaldson, Amato J. Giac- David Paik, Ramasamy Paulmurugan
cia, Steven L. Hancock, Richard T. Hoppe, Quynh-Thu Le, Da- Web Site: http://www-radiology.stanford.edu
niel S. Kapp, Steven A. Liebel Courses offered by the Department of Radiology are listed un-
Associate Professors: Iris C. Gibbs, Paul Keall, Christopher R. der the subject code RAD on the Stanford Bulletin's Explore-
King, Susan J. Knox, Gary Luxton, Lei Xing Courses web site.
Assistant Professors: Laura Attardi, Daniel Chang, Nicholas Den-
ko, Edward Graves, Albert C. Koong The Department of Radiology does not offer degrees; however,
Consulting Professor: Robert M. Sutherland its faculty teach courses open to medical students, graduate stu-
Courses offered by the Department of Radiation Oncology are dents, and undergraduates. The department also accepts students in
listed under the subject code RADO on the Stanford Bulletin's other curricula as advisees for study and research. Undergraduates
ExploreCourses web site. may also arrange individual research projects under the supervi-
sion of the department’s faculty. This discipline focuses on the use
Radiation Oncology focuses on the use of radiation for cancer of radiation, ultrasound, and magnetic resonance as diagnostic,
therapy and research. The department does not offer degrees; how- therapeutic, and research tools. The fundamental and applied re-
ever, its faculty teach courses open to medical students, graduate search within the department reflects this broad spectrum as it
students, and undergraduates. The department also accepts students relates to anatomy, pathology, physiology, and interventional pro-
in other curricula as advisees for study and research. Graduate cedures. Original research and development of new clinical appli-
students in Biophysics and Cancer Biology may perform their cations in medical imaging is supported within the Radiological
thesis research in the department. Undergraduates may arrange Sciences Laboratory.
individual research projects under supervision of faculty.
Associate Professor: K. Christopher Garcia
DOCTOR OF PHILOSOPHY IN
STRUCTURAL BIOLOGY
University requirements for the Ph.D. are described in the
“Graduate Degrees” section of this bulletin.
The graduate program in Structural Biology leads to the Ph.D.
degree. The department also participates in the Medical Scientists
Training Program (MSTP) in which individuals are candidates for
both Ph.D. and M.D. degrees.
The graduate program is intended to prepare students for ca-
reers as independent investigators in cell and molecular biology.
The principal requirement of a Ph.D. degree is the completion of
research constituting an original and significant contribution to the
advancement of knowledge. The requirements and recommenda-
tions for the Ph.D. degree include:
1. Training in a major with connections to biophysics (e.g., phys-
ics, chemistry, or biology, with a quantitative background
equivalent to that of an undergraduate physics or chemistry
major at Stanford).
2. Completion of the following background courses or their equi-
valents at other institutions:
a. CHEM 131, 171, 173, and 175
b. BIOC 200, 201
3. Completion of the following courses or their equivalents:
a. SBIO 241 and 242
b. At least four additional graduate-level courses in physical
or biological science
c. MED 255
4. Opportunities for teaching are available during the first nine
quarters at the discretion of the advising committee.
5. The student must prepare a dissertation proposal defining the
research to be undertaken including methods of procedure.
This proposal should be submitted by Winter Quarter of the
third year, and it must be approved by a committee of at least
three members including the principal research adviser and at
least one member from the Department of Structural Biology.
The candidate must defend the dissertation proposal in an oral
examination. The dissertation reading committee normally
evolves from the dissertation proposal review committee.
6. The student must present a Ph.D. dissertation as the result of
independent investigation and expressing a contribution to
knowledge in the field of structural biology.
7. The student must pass the University oral examination, taken
only after the student has substantially completed the research.
The examination is preceded by a public seminar in which the
research is presented by the candidate.
Applicants to the program should have a bachelor’s degree and
should have completed at least a year of course work in biology,
mathematics, organic chemistry, physical chemistry, and physics.
Application forms must be received by the department before De-
404
|
STANFORD BULLETIN, 2010-11
COURSES OF INSTRUCTION
2010-11
STRUCTURAL BIOLOGY
This listing is based on a static extract of courses performed on August 28, 2010. For latest
and correct information, including scheduling, see the Bulletin’s ExploreCourses web site at
http://explorecourses.stanford.edu.
Courses of instruction are listed in alphabetical order by subject name, and then numerically
by catalog number.
Stanford does not have a standard course catalog numbering system. Courses numbered from 1
through 99 are primarily for freshmen and sophomores. Courses numbered from 100 through
199 are primarily for juniors and seniors; some departments, however, offer courses numbered
from 200 through 299 for juniors and seniors. Most courses numbered 200 and above are for
graduate students; no graduate career course is numbered below 200, and all courses above
300 are for graduate students.
Courses offered for variable units require different amounts of work depending upon the units
for which a student enrolls. Students are advised to consult with the department or instructor
offering the course to determine the appropriate number of units.
Beginning in Autumn Quarter 2005, a modified and redefined set of undergraduate General
Education Requirements, designated in this bulletin as GERs, went into effect. Students who
matriculated Autumn Quarter 2004-05 or later are subject to the revised General Education
Requirements effective Autumn Quarter 2005-06. Students who matriculated Autumn Quarter
2003-04 or earlier remain on the old General Education Requirements, but may elect to change
to the new system. Students interested in electing the revised GER system should contact the
Office of the University Registrar. No further changes are allowed once a student has elected
to move to the new system.
WIM indicates courses that fulfill the undergraduate departmental Writing in the Major re-
quirement. AU indicates Activity courses that are subject to undergraduate University Activity
Unit limitations (8 units maximum).
SUBJECT CODES
Each course is identified by a subject code and a catalog number. Throughout this bulletin,
Axess subject codes have been printed wherever relevant.
SUMMER SESSION
This bulletin includes, for the Summer Session, only those courses that can be tentatively
scheduled at publication time by each department. For the complete list of courses and faculty,
refer to http://summer.stanford.edu, updated in February. Courses added during the academic
year are available on the Stanford Bulletin’s ExploreCourses web site at
http://explorecourses.stanford.edu.
OVERSEAS STUDIES
Undergraduate courses taught overseas at Stanford’s Bing Overseas Studies Program are listed
under the relevant Overseas Studies Center subject code. Courses applicable to an under-
graduate major are also listed at the end of many department degree requirement sections
above.
SCHEDULE OF CLASSES
Scheduling information is available on the Stanford Bulletin’s ExploreCourses web site at
http://explorecourses.stanford.edu. Students enroll on Axess at http://axess.stanford.edu.
the resulting design. Design reviews and reports. Prerequisites: tested to failure; the structure may enter the national SAMPE com-
expertise in any of the following disciplines by having satisfied the posite bridge design contest. Prerequisite: 256 or consent of in-
specified courses or equivalent work elsewhere: conceptual design structor.
(241A,B); applied aerodynamics (200A,B); structures (240A); 3 units, not given this year
composite manufacturing experience; guidance and control AA 260. Sustainable Aviation
(208/271, ENGR 205). Quantitative assessment of the impact of aviation on the environ-
3 units, Spr (Alonso, J; Kroo, I) ment including noise, local, and global emissions, and models used
AA 242A. Classical Dynamics to predict it. Current and future technologies that may allow the air
(Same as ME 331A) Accelerating and rotating reference frames. transportation system to meet anticipated growth while reducing or
Kinematics of rigid body motion; Euler angles, direction cosines. minimizing environmental problems. Atmospheric effects of NOx,
D’Alembert’s principle, equations of motion. Inertia properties of CO2, particulates, unburned hydrocarbons, and water vapor depo-
rigid bodies. Dynamics of coupled rigid bodies. Lagrange’s equa- sition at high altitudes and metrics for assessing global climate
tions and their use. Dynamic behavior, stability, and small depar- effects. Noise sources, measurement, and mitigation strategies.
tures from equilibrium. Prerequisite: ENGR 15 or equivalent. Fundamentals of aircraft and engine performance needed to assess
3 units, Aut (Close, S) current and future concepts. Major national and international pol-
AA 242B. Mechanical Vibrations icy implications of existing and future technology choices. Rec-
For M.S.-level graduate students. Covers the vibrations of discrete ommended: AA 241B.
systems and continuous structures. Introduction to the computa- 3 units, not given this year
tional dynamics of linear engineering systems. Review of analyti- AA 271A. Dynamics and Control of Spacecraft and Aircraft
cal dynamics of discrete systems; undamped and damped vibra- The dynamic behavior of aircraft and spacecraft, and the design of
tions of N-degree-of-freedom systems; continuous systems; ap- automatic control systems for them. For aircraft: non-linear and
proximation of continuous systems by displacement methods; solu- linearized longitudinal and lateral dynamics; linearized aerody-
tion methods for the Eigenvalue problem; direct time-integration namics; natural modes of motion; autopilot design to enhance sta-
methods. Prerequisites: AA 242A or equivalent (recommended but bility, control the flight path, and perform automatic landings. For
not required); basic knowledge of linear algebra and ODEs; no spacecraft in orbit: natural longitudinal and lateral dynamic behav-
prior knowledge of structural dynamics is assumed. ior and the design of attitude control systems. Prerequisites:
3 units, Spr (Farhat, C) AA242A, ENGR 105.
AA 244. Introduction to Plasma Physics 3 units, Spr (Rock, S)
Physics of space plasmas. Single-particle motions. Drifts. Kinetic AA 272C. Global Positioning Systems
theory, including stability and instability. Plasmas as fluids and The principles of satellite navigation using GPS. Positioning tech-
fluid drifts. Waves in plasmas. Radiation in a plasma. Diffusion niques using code tracking, single and dual frequency, carrier aid-
and resistivity. Fluid stability and instability. Kinetic stability and ing, and use of differential GPS for improved accuracy and integ-
instability. rity. Use of differential carrier techniques for attitude determina-
3 units, Win (Close, S) tion and precision position determination. Prerequisite: familiarity
AA 252. Techniques of Failure Analysis with matrix algebra and MatLab (or another mathematical pro-
Introduction to the field of failure analysis, including fire and ex- gramming language).
plosion analysis, large scale catastrophe projects, traffic accident 3 units, Win (Staff)
reconstruction, aircraft accident investigation, human factors, bio- AA 272D. Integrated Navigation Systems
mechanics and accidents, design defect cases, materials failures Navigation satellites (GPS, GLONASS), GPS receivers, principles
and metallurgical procedures, and structural failures. Product li- of inertial navigation for ships, aircraft, and spacecraft. Kalman
ability, failure modes and effects analysis, failure prevention, engi- Filters to integrate GPS and inertial sensors. Radio navigation aids
neering ethics, and the engineer as expert witness. (VOR, DME, LORAN, ILS). Doppler navigation systems. Prereq-
3 units, Spr (Murray, S) uisites: 272C; ENGR 15, 105. Recommended: ENGR 205.
AA 253. Product and Systems Development 3 units, not given this year
Modern approaches to aerospace design development for life cycle AA 278. Optimal Control and Hybrid Systems
value. Concepts of air and space systems development in a systems Models for continuous-time and discrete-event dynamic systems.
context. Stakeholder value issues and requirements through manu- Modeling techniques for hybrid systems. Optimization problems
facturing and delivery. Processes and practices for functional anal- for continuous and discrete dynamic systems. Dynamic program-
ysis, concept and architecture development, trades, domain criteria, ming and the Hamilton-Jacobi equation. Differential games. Au-
interfaces, and verification and validation. Reliability, risk, and tomatic verification and controller synthesis for hybrid systems.
safety. Value stream analysis, integrated product and process Hybrid systems simulation. Driving examples from flight man-
development, key characteristics, and hardware/software integra- agement system logic, and automated air traffic systems. Prerequi-
tion aimed at information systems. Tools involve quality function sites: EE 263, ENGR 209.
deployment, design structure matrices, and decision mechanisms. 3 units, not given this year
3 units, Spr (Weiss, S; Alonso, J) AA 279. Space Mechanics
AA 254. Information Systems in Aerospace Vehicles Orbits of near-earth satellites and interplanetary probes; transfer
Sensors, processors, activators, and operators, and the media and and rendezvous; decay of satellite orbits; influence of earth's ob-
protocols that integrate them for performance and safety. lateness; sun and moon effects on earth satellites. Prerequisite:
2 units, not given this year ENGR 15 or equivalent, and familiarity with MatLab (or another
AA 256. Mechanics of Composites mathematical programming language).
Fiber reinforced composites. Stress, strain, and strength of com- 3 units, Spr (Barrows, A; Close, S)
posite laminates and honeycomb structures. Failure modes and
Hop cultures with a focus on sociolinguistics and youth culture. (Same as ASNAMST 173S, CSRE 173S) Lived experience of
3-4 units, Spr (Alim, H) people who dwell in the border world of race and nation where
AFRICAAM 123. Great Works of the African American Tra- they negotiate transcultural and multiethnic identities and politics.
dition Comparative, historical, and global contexts such as family and
Foundational African and African American scholarly figures and class. Controversies, such as representations of mixed race people
their work from the 19th century to the present. Historical, politi- in media and multicultural communities. What the lives of people
cal, and scholarly context. Dialogues distinctive to African Ameri- like Tiger Woods and Barack Obama reveal about how the mar-
can culture. May be repeated for credit. ginal is becoming mainstream.
5 units, not given this year 5 units, Spr (Murphy-Shigematsu, S)
AFRICAAM 145A. Poetics and Politics of Caribbean Women's AFRICAAM 190. Directed Reading
Literature May be repeated for credit. Prerequisite: consent of instructor.
(Same as CSRE 145A) Mid 20th-century to the present. How his- 1-5 units, Aut (Staff), Win (Staff), Spr (Staff)
torical, economic, and political conditions in Haiti, Cuba, Jamaica, AFRICAAM 199. Honors Project
Antigua, and Guadeloupe affected women. How Francophone, May be repeated for credit. Prerequisite: consent of instructor.
Anglophone, and Hispanophone women novelists, poets, and short 1-5 units, Win (Staff), Spr (Staff)
story writers respond to similar issues and pose related questions. AFRICAAM 200X. Honors Thesis and Senior Thesis Seminar
Caribbean literary identity within a multicultural and diasporic Required for seniors. Weekly colloquia with AAAS Director and
context; the place of the oral in the written feminine text; family Associate Director to assist with refinement of research topic, ad-
and sexuality; translation of European master texts; history, mem- visor support, literature review, research, and thesis writing. Read-
ory, and myth; and responses to slave history, colonialism, neoco- ings include foundational and cutting-edge scholarship in the in-
lonialism, and globalization. GER:DB-SocSci, DB-SocSci, EC- terdisciplinary fields of African and African American studies and
Gender comparative race studies. Readings assist students situate their
5 units, Win (Duffey, C) individual research interests and project within the larger. Students
AFRICAAM 146. New Possibilities for Writing and Art may also enroll in AFRICAAM 200Y in Winter and AFRICAAM
Writing workshop to explore conventional as well as innovative 200Z in Spring for additional research units (up to 10 units total).
approaches to writing, including digital, sound and movement. 3-5 units, Win (Staff)
How different forms of music can inspire poetry. How still art, live AFRICAAM 200Y. Honors Thesis and Senior Thesis Research
performance, interviews or film shape the way one can think about Winter. Required for students writing an Honors Thesis. Optional
and compose stories. What those stories and poems look and feel for Students writing a Senior Thesis.
like when put to movement. CWriting experiments, museum visits, 3-5 units, Win (Staff)
and performance of students' works. Guest poets, fiction writers, AFRICAAM 200Z. Honors Thesis and Senior Thesis Research
and artists who blur these boundaries. Students submit written Spring. Required for students writing an Honors Thesis. Optional
pieces each week to be discussed. for Students writing a Senior Thesis.
5 units, Spr (Staff), given once only 3-5 units, Spr (Staff)
AFRICAAM 152. DuBois and American Culture AFRICAAM 261E. Mixed Race Literature in the U.S. and
(Same as ENGLISH 152D) His life and career. Focus on first half
of his life from his Harvard doctoral dissertation to the end of the South Africa
Harlem Renaissance in which he played a crucial role. Sources (Same as AMSTUD 261E, ENGLISH 261E) As scholar Werner
include his books on history and sociology, scholarly essays, nov- Sollors recently suggested, novels, poems, stories about interracial
els, and journals that he edited. AAAS WIM course. GER:DB- contacts and mixed race constitute an orphan literature belonging
Hum, EC-AmerCul to no clear ethnic or national tradition. Yet the theme of mixed race
5 units, not given this year is at the center of many national self-definitions, even in the U.S.
post-civil rights and South Africa’s post-Apartheid era. Aesthetic
AFRICAAM 152G. Global Harlem Renaissance engagements with mixed race politics in these trans- and post-
(Same as AMSTUD 152G, ENGLISH 152G) The explosion of national dialogues, beginning in the 1700s and focusing on the
African American artistic expression during 20s and 30s New 20th and 21st centuries.
York known as the Harlem Renaissance. Amiri Baraka once re- 5 units, Win (Elam, M; Parker, G)
ferred to the Renaissance as a kind of vicious modernism, as a AFRICAAM 262D. African American Poetics
BangClash, that impacted and was impacted by political, cultural, (Same as AMSTUD 262D, ENGLISH 262D) Examination of Afri-
and aesthetic changes in the U.S., Europe, the Caribbean, and Latin can American poetic expressive forms from the 1700s to the
America. Focus is on the literature, graphic arts, and the music of 2000s, considering the central role of the genre--from sonnets to
the era in this global context. GER:DB-Hum, EC-AmerCul spoken word, from blues poetry to new media performance--in
5 units, Aut (Elam, M) defining an evolving literary tradition and cultural identity.
5 units, Win (Elam, M)
major cultural factors shaping their feminist attitudes. Readings: AMELANG 127. Land and Literature
Fatima Mernissi, Nawal El-Saadawi, Etel Adnan, Alifa Rifaat, and (Same as JEWISHST 102) Israel has captured the imagination of
Sahar Khalifeh. All texts in English. No knowledge of Arabic re- writers throughout the generations. It has been portrayed as prom-
quired; extra unit for readings in Arabic. Limited enrollment. ised land, holy land, homeland, empty land, occupied land, and
GER:DB-Hum, EC-Gender land of dreams. Ideological views and political events have shaped
4 units, Win (Barhoum, K) writers' conception of Israel. Readings include poems, prose, and
AMELANG 33. The Arab World through Travel Literature theoretical texts about place and literature. No knowledge of He-
(Formerly AMELANG 163.) Popular colonialist and postcolonial- brew required. GER:DB-Hum, EC-GlobalCom
ist portrayals of Arab culture and Islam. Recent Western depictions 4 units, Spr (Staff)
of Arabs and Muslims in travel literature. Readings include Flau- AMELANG 128A. Beginning Hebrew, First Quarter
bert in Egypt, Guests of the Sheik, Justine, Covering Islam, Nine (Same as JEWISHST 101A)
Parts of Desire, and Motoring with Mohammed. All texts in 5 units, Aut (Shemtov, V; Greif, E)
English. No knowledge of Arabic required; extra unit for readings AMELANG 128B. Beginning Hebrew, Second Quarter
in Arabic. Limited enrollment. GER:DB-Hum, EC-GlobalCom (Same as JEWISHST 101B)
4 units, Spr (Staff) 5 units, Win (Greif, E)
AMELANG 35. The West through Arab Eyes AMELANG 128C. Beginning Hebrew, Third Quarter
GER:EC-GlobalCom (Same as JEWISHST 101C)
4 units, not given this year 5 units, Spr (Porat, G; Greif, E)
AMELANG 36. The Arabic Language and Culture AMELANG 129A. Intermediate Hebrew, First Quarter
(Same as LINGUIST 170, LINGUIST 270) Arabic language from (Same as JEWISHST 102A)
historical, social, strategic, and linguistic perspectives. History of 4 units, Aut (Porat, G)
the Arabic language and the stability of classical Arabic over the AMELANG 129B. Intermediate Hebrew, Second Quarter
last 15 centuries. Why the functionality of classical Arabic has not (Same as JEWISHST 102B)
changed as Latin, Old English, and Middle English have. Social 4 units, Win (Porat, G)
aspects of the Arabic language, Ferguson¿s notion of diglossia. AMELANG 129C. Intermediate Hebrew, Third Quarter
The main varieties of Arabic, differences among them, and when
and where they are spoken. Role of Arabic and culture in current (Same as JEWISHST 102C)
world politics, culture, and economy. Linguistic properties of Ara- 4 units, Spr (Shemtov, V)
bic such as root-based morphology, lexical ambiguity, and syntac- AMELANG 136A. Beginning Xhosa, First Quarter
tic structure relating it to current linguistic theories. 3 units, Aut (Sibanda, G)
3 units, not given this year AMELANG 136B. Beginning Xhosa, Second Quarter
AMELANG 106A. Beginning Swahili, First Quarter Continuation of 136A.
4 units, Aut (Rutechura, M), Spr (Rutechura, M) 3 units, Win (Sibanda, G)
AMELANG 106B. Beginning Swahili, Second Quarter AMELANG 136C. Beginning Xhosa, Third Quarter
Continuation of 106A. Continuation of 136B.
4 units, Win (Rutechura, M) 3 units, Spr (Sibanda, G)
AMELANG 106C. Beginning Swahili, Third Quarter AMELANG 137A. Intermediate Xhosa, First Quarter
Continuation of 106B. Fulfills the University foreing language Continuation of 137C. Fulfills the University foreing language
requirement. requirement.
4 units, Spr (Rutechura, M) 3 units, Aut (Staff)
AMELANG 107A. Intermediate Swahili, First Quarter AMELANG 137B. Intermediate Xhosa, Second Quarter
Continuation of 106C. Continuation of 137A.
2-4 units, Aut (Rutechura, M) 3 units, Win (Staff)
AMELANG 107B. Intermediate Swahili, Second Quarter AMELANG 137C. Intermediate Xhosa, Third Quarter
Continuation of 107A. 3 units, Spr (Staff)
2-4 units, Win (Rutechura, M) AMELANG 140A. Beginning Yiddish, First Quarter
AMELANG 107C. Intermediate Swahili, Third Quarter (Same as JEWISHST 104A) Reading, writing, and speaking.
Continuation of 107B. 4 units, Aut (Levitow, J)
2-4 units, Spr (Rutechura, M) AMELANG 140B. Beginning Yiddish, Second Quarter
AMELANG 108A. Advanced Swahili, First Quarter (Same as JEWISHST 104B) Reading, writing, and speaking.
Continuation of 107C. 4 units, Win (Levitow, J)
2-4 units, Aut (Rutechura, M) AMELANG 140C. Beginning Yiddish, Third Quarter
AMELANG 108B. Advanced Swahili, Second Quarter (Same as JEWISHST 104C) Reading, writing, and speaking.
Continuation of 108A. 4 units, Spr (Levitow, J)
2-4 units, Win (Rutechura, M) AMELANG 141A. Intermediate Yiddish, First Quarter
AMELANG 108C. Advanced Swahili, Third Quarter 4 units, Aut (Levitow, J)
Continuation of 108B. AMELANG 141B. Intermediate Yiddish, Second Quarter
2-4 units, Spr (Makana, S) 4 units, Win (Staff)
AMELANG 117A. Beginning Shona, First Quarter AMELANG 141C. Intermediate Yiddish, Third Quarter
3 units, Aut (Staff) 4 units, Spr (Staff)
ers. Secondary readings include literary criticism, and feminist and human rights issues, surveillance tape analysis, analysis of crime
queer theory. scene materials, and expert witness testimony. Legal and ethical
5 units, Win (Sohn, S) dimensions. GER:DB-NatSci
AMSTUD 262C. African American Literature and the Retreat 3 units, Spr (Jobin, M)
of Jim Crow ANTHRO 12. Anthropology and Art
(Same as ENGLISH 262C) After the unprecedented carnage of Modernity. How the concept of art appears timeless and common-
WWII, the postwar era witnessed the slow decline of the segre- sensical in the West, and with what social consequences. His-
gated Jim Crow order and the onset of landmark civil rights legis- toricizing the emergence of art. Modernist uses of primitive, child
lation. What role did African American literature and culture play art, asylum, and outsider art. GER:DB-Hum
in this historical process? What does this shift in racial theory and 5 units, not given this year
praxis mean for black literary production, a tradition constituted by ANTHRO 14. Introduction to Anthropological Genetics
the experience of slavery and racial oppression? Focus on these For upper division undergraduates. The extent and pattern of varia-
questions against the backdrop of contemporaneous developments: tion among human genomes, the origin of these patterns in human
the onset of the Cold War, decolonization and the formation of the evolution, and the social and medical impact of recent discoveries.
Third World, and the emergence of the new liberalism. Topics include: the Human Genome Project; human origins; an-
5 units, Spr (Rasberry, G) cient DNA; genetic, behavioral, linguistic, cultural, and racial di-
AMSTUD 262D. African American Poetics versity; the role of disease in shaping genetic diversity; DNA fo-
(Same as AFRICAAM 262D, ENGLISH 262D) Examination of rensics; genes and reproductive technology. GER:DB-NatSci
African American poetic expressive forms from the 1700s to the 3 units, Win (Jobin, M)
2000s, considering the central role of the genre--from sonnets to ANTHRO 15. Sex and Gender
spoken word, from blues poetry to new media performance--in Commonality and diversity of gender roles in crosscultural per-
defining an evolving literary tradition and cultural identity. spective. Cultural, ecological, and evolutionary explanations for
5 units, Win (Elam, M) such diversity. Theory of the evolution of sex and gender, chang-
ing views about men's and women's roles in human evolution,
ANTHROPOLOGY (ANTHRO) conditions under which gender roles vary in contemporary socie-
ties, and issues surrounding gender equality, power, and politics.
GER:DB-SocSci, EC-Gender
COURSES 3 units, Win (Bird, R)
ANTHRO 16. Native Americans in the 21st Century: Encoun-
ters, Identity, and Sovereignty in Contemporary America
UNDERGRADUATE COURSES IN What does it mean to be a Native American in the 21st century?
ANTHROPOLOGY Beyond traditional portrayals of military conquests, cultural col-
lapse, and assimilation, the relationships between Native Ameri-
Primarily for undergraduates; graduate students may enroll with cans and American society. Focus is on three themes leading to in-
consent of adviser. class moot court trials: colonial encounters and colonizing dis-
ANTHRO 1. Introduction to Cultural and Social Anthropology courses; frontiers and boundaries; and sovereignty of self and na-
(Same as ANTHRO 201) Crosscultural anthropological perspec- tion. Topics include gender in native communities, American In-
tives on human behavior, including cultural transmission, social dian law, readings by native authors, and Indians in film and popu-
organization, sex and gender, culture change, technology, war, lar culture. GER:DB-SocSci, EC-AmerCul
ritual, and related topics. Case studies illustrating the principles of 5 units, not given this year
the cultural process. Films. GER:DB-SocSci, EC-GlobalCom ANTHRO 18. Peopling of the Globe: Changing Patterns of
5 units, Win (Yanagisako, S), Sum (Roque, A)
Land Use and Consumption over the Last 50,000 Years
ANTHRO 3. Introduction to Prehistoric Archeology (Same as ARCHLGY 12, EARTHSYS 21) Fossil, genetic, and
(Same as ARCHLGY 1) Aims, methods, and data in the study of archaeological evidence suggest that modern humans began to
human society's development from early hunters through late pre- disperse out of Africa about 50,000 years ago. Subsequently, hu-
historic civilizations. Archaeological sites and remains characteris- mans have colonized every major landmass on earth. The data and
tic of the stages of cultural development for selected geographic issues regarding human dispersal, migration, and colonization of
areas, emphasizing methods of data collection and analysis appro- continents and islands around the world. Problems related to the
priate to each. GER:DB-SocSci, EC-GlobalCom timing and cause of colonizing events, and questions about chang-
3-5 units, Aut (Rick, J) ing patterns of land use, demography and consumption. Students
ANTHRO 4. Language and Culture are introduced to critical relationships between prehistoric popula-
Comparative approach, using examples from many languages. tion changes and the contemporary environmental crisis.
Emphasis is on generally non-Western speech communities. Top- GER:DB-SocSci
ics include: the structure of language; the theory of signs; vocabu- 3-5 units, Aut (Bird, D)
lary and culture; grammar, cognition, and culture (linguistic rela-
tivism and determinism); encodability of cultural information in
language; language adaptiveness to social function; the ethnogra-
phy of speaking; registers; discourse (conversation, narrative, ver-
bal art); language and power; language survival and extinction; and
linguistic ideology (beliefs about language). GER:DB-SocSci
4-5 units, Aut (Fox, J)
(Same as ANTHRO 274) Models and examples of the social evo- ing, sexuality and the medicalization of group difference. Sources
lution of stratification and political centralization in prehistoric include ethnography, film, and biomedical literature. Topics in-
human societies. Inferences from the archaeological record con- clude colonial history and medicine, the politics of racial categori-
cerning the forces and mechanisms behind the rise and fall of zation in biomedical research, the protection of human subjects
complex societies, particularly in S. America. (HEF II; DA-B) and research ethics, immigration health and citizenship, race-based
5 units, not given this year models in health disparities research and policy, and recent devel-
ANTHRO 177. Environmental Change and Emerging Infec- opments in human genetic variation research.
tious Diseases 3-5 units, Aut (Lee, S)
(Same as ANTHRO 277, HUMBIO 114) The changing epidemiol-
ogical environment. How human-induced environmental changes, GRADUATE COURSES IN
such as global warming, deforestation and land-use conversion, ANTHROPOLOGY
urbanization, international commerce, and human migration, are
altering the ecology of infectious disease transmission, and pro- Primarily for graduate students; undergraduates may enroll with
moting their re-emergence as a global public health threat. Case consent of instructor.
studies of malaria, cholera, hantavirus, plague, and HIV. GER:DB- ANTHRO 201. Introduction to Cultural and Social Anthropol-
SocSci ogy
3-5 units, Aut (Durham, W; Jones, J) (Same as ANTHRO 1) Crosscultural anthropological perspectives
ANTHRO 179. Cultures of Disease: Cancer on human behavior, including cultural transmission, social organi-
History, politics, science, and anthropology of cancer; political and zation, sex and gender, culture change, technology, war, ritual, and
economic issues of disease and health care in the U.S., including related topics. Case studies illustrating the principles of the cultural
the ethics and economics of health care provision, the pharmaceu- process. Films.
tical industry, carcinogen production, and research priorities. 5 units, Win (Yanagisako, S), Sum (Roque, A)
5 units, not given this year ANTHRO 202A. Ancient Civilizations: Complexity and Col-
ANTHRO 180. Science, Technology, and Gender lapse
Why is engineering often seen as a masculine profession? What (Same as ANTHRO 102A) How archaeology contributes to under-
have women's experiences been in entering fields of science and standing prehistoric civilizations. How and why complex social
technology? How has gender been defined by scientists? Issues: institutions arose, and the conditions and processes behind their
the struggles of women in science to negotiate misogyny and cul- collapse. The development of monumental architecture, craft spe-
tural expectation (marriage, children), reproductive issues (surro- cialization, trade and exchange, and social stratification using ex-
gate motherhood, visual representations of the fetus, fetal surgery, amples from the archaeological record. (HEF II, III; DA-B)
breast feeding, childbirth practices), how the household became a 3-5 units, Aut (Truncer, J)
site of consumerism and technology, and the cultural issues at ANTHRO 205. Ancient Cities in the New World
stake as women join the ranks of scientists. GER:DB-SocSci, EC- (Same as ANTHRO 105) Preindustrial urbanism as exemplified by
Gender prehispanic New World societies. Case studies: the central and
3-5 units, not given this year southern highlands of Mesoamerica, and the Maya region. Com-
ANTHRO 181. Culture and Madness: Anthropological Ap- parative material from highland S. America.
proaches to Psychiatric Illness 3-5 units, Win (Robertson, I)
(Same as ANTHRO 281, HUMBIO 146) Interdisciplinary. Culture ANTHRO 206. Human Origins
and social context on the identification, course, and outcome of (Same as ANTHRO 6, HUMBIO 6) The human fossil record from
psychiatric illness. What is known from psychiatry about the na- the first non-human primates in the late Cretaceous or early Paleo-
ture of illness as a biomedical process and from anthropology cene, 80-65 million years ago, to the anatomically modern people
about the life course of illness within particular settings. Prerequi- in the late Pleistocene, between 100,000 to 50,000 B.C.E. Empha-
site: Human Biology core or equivalent or consent of instructor. sis is on broad evolutionary trends and the natural selective forces
3-5 units, not given this year behind them.
ANTHRO 181A. Gender in the Middle East: Iran, Turkey, and 5 units, not given this year
Egypt ANTHRO 206A. Incas and their Ancestors: Peruvian Archae-
This course explores the construction of gender in the Middle East. ology
Drawing on the historical, sociological and anthropological re- (Same as ANTHRO 106, ARCHLGY 102B) The development of
search in the region, the course aims to question the stereotypes high civilizations in Andean S. America from hunter-gatherer ori-
about the subordination of Muslim women and to offer students a gins to the powerful, expansive Inca empire. The contrasting
systematic reading and analytical discussion of the political, eco- ecologies of coast, sierra, and jungle areas of early Peruvian socie-
nomic and cultural structures that inform gender relations and ties from 12,000 to 2,000 B.C.E. The domestication of indigenous
practices in the region. The course starts with an examination of plants which provided the economic foundation for monumental
early Islam and religious sources with regard to women¿s status, cities, ceramics, and textiles. Cultural evolution, and why and how
then moves on to nationalist and modernization movements in the major transformations occurred. (HEF II, III; DA-B)
19th and 20th centuries, and finally explores women¿s and men¿s 3-5 units, Win (Rick, J)
lives in contemporary Egypt, Turkey and Iran. In this framework, ANTHRO 209. Archaeology: World Cultural Heritage
we will pay special attention to Islamist mobilizations, family and (Same as ANTHRO 109) Focus is on issues dealing with rights to
sexual relations, as well as women's changing livelihoods and la- land and the past on a global scale including conflicts and ethnic
bor. purges in the Middle East, the Balkans, Afghanistan, India, Austra-
3 units, Spr (Staff) lia, and the Americas. How should world cultural heritage be man-
aged? Who defines what past and which sites and monuments
to women at particular times and places. draw upon a broad range of geographical regions including the
5 units, not given this year Arctic, Iceland, Australia, and the Americas. Discussions will draw
ANTHRO 253A. Japan's Postwar Cultural History upon film portrayals and interviews with researchers in addition to
(Same as ANTHRO 153A) Cultural and social history of Japan readings.
since WWII. Falling birth rates, changing family structure, de- 5 units, Win (Staff)
creasing and then increasing divorce rates, coping with societal ANTHRO 271. The Biology and Evolution of Language
aging, expansion of higher education, solving new educational (Same as ANTHRO 171, HUMBIO 145L) Language as an evolu-
problems, increasing variability of work situation, introduction of tionary adaptation of humans. Comparison of communicative be-
foreign workers. Attention to the legacy of Tokugawa and pre-war havior in humans and animals, and the inference of evolutionary
Japan as antecedent to postwar developments. stages. Structure, linguistic functions, and the evolution of the
3-5 units, Spr (Befu, H) vocal tract, ear, and brain, with associated disorders (stuttering,
ANTHRO 261. Human Behavioral Ecology dyslexia, autism, schizophrenia) and therapies. Controversies over
(Same as ANTHRO 161) Theory, method, and application in an- language centers in the brain and the innateness of language acqui-
thropology. How theory in behavioral ecology developed to under- sition. Vision, color terminology, and biological explanation in
stand animal behavior is applied to questions about human eco- linguistic theory.
nomic decision making in ecological and evolutionary contexts. 4-5 units, not given this year
Topics include decisions about foraging and subsistence, competi- ANTHRO 274. Beginnings of Social Complexity
tion and cooperation, mating, and reproduction and parenting. (Same as ANTHRO 174) Models and examples of the social evo-
3-5 units, not given this year lution of stratification and political centralization in prehistoric
ANTHRO 261B. Human Ecology of the Amazon human societies. Inferences from the archaeological record con-
(Same as ANTHRO 161B, LATINAM 202, LATINAM 302) The cerning the forces and mechanisms behind the rise and fall of
ecosystems of the Amazon and their human inhabitants. The biotic complex societies, particularly in S. America. (HEF II; DA-B)
and abiotic factors shaping human adaptation to the region. Ethno- 5 units, not given this year
graphic literature used to explore subsistence patterns and the re- ANTHRO 277. Japanese Society and Culture
source use of native Amazonians. Current changes in these econ- (Same as ANTHRO 77) Focus is on power, identity, and the poli-
omies and lifeways due to acculturation and market forces, and the tics of knowledge production. How transnational interactions in-
implications for conservation. fluence Japanese identity. How anthropological knowledge has
5 units, not given this year contributed to understanding Japanese culture and society. Gender,
ANTHRO 262. Indigenous Peoples and Environmental Prob- race and class; contemporary ethnographies. Modernity and glob-
lems alization. Cultural politics, domestic work, labor management, city
(Same as ANTHRO 162) The social and cultural consequences of planning, ad images, anime, martial art, fashion, theater, leisure,
contemporary environmental problems. The impact of market and tourism.
economies, development efforts, and conservation projects on 5 units, not given this year
indigenous peoples, emphasizing Latin America. The role of in- ANTHRO 277. Environmental Change and Emerging Infec-
digenous grass roots organizations in combating environmental tious Diseases
destruction and degradation of homeland areas. (Same as ANTHRO 177, HUMBIO 114) The changing epidemiol-
3-5 units, Spr (Durham, W; Hunt, C) ogical environment. How human-induced environmental changes,
ANTHRO 263. Conservation and Evolutionary Ecology such as global warming, deforestation and land-use conversion,
(Same as ANTHRO 163) Environmental degradation resulting urbanization, international commerce, and human migration, are
from human behavior, and what can be done about it. Patterns of altering the ecology of infectious disease transmission, and pro-
interaction between people and environments, and why they vary moting their re-emergence as a global public health threat. Case
over time and space. Topics include adaptation and behavior, re- studies of malaria, cholera, hantavirus, plague, and HIV.
source acquisition and utilization, conflicts of interest, collective 3-5 units, Aut (Durham, W; Jones, J)
action problems, conspicuous consumption, waste, land manage- ANTHRO 281. Culture and Madness: Anthropological Ap-
ment, and public policy. proaches to Psychiatric Illness
5 units, not given this year (Same as ANTHRO 181, HUMBIO 146) Interdisciplinary. Culture
ANTHRO 266. Political Ecology of Tropical Land Use: Con- and social context on the identification, course, and outcome of
servation, Natural Resource Extraction, and Agribusiness psychiatric illness. What is known from psychiatry about the na-
(Same as ANTHRO 166) Seminar. The state, private sector, devel- ture of illness as a biomedical process and from anthropology
opment agencies, and NGOs in development and conservation of about the life course of illness within particular settings. Prerequi-
tropical land use. Focus is on the socioeconomic and political driv- site: Human Biology core or equivalent or consent of instructor.
ers of resource extraction and agricultural production. Case studies 3-5 units, not given this year
used to examine the local-to-global context from many disciplines. ANTHRO 282. Medical Anthropology
Are maps and analyses used for gain, visibility, accountability, or (Same as ANTHRO 82) Emphasis is on how health, illness, and
contested terrain? How are power dynamics, land use history, healing are understood, experienced, and constructed in social,
state-private sector collusion, and neoliberal policies valued? What cultural, and historical contexts. Topics: biopower and body poli-
are the local and extra-local responses? Prerequisite: consent of tics, gender and reproductive technologies, illness experiences,
instructor. medical diversity and social suffering, and the interface between
3 units, Win (Curran, L) medicine and science.
ANTHRO 267. Signaling Theory 5 units, Aut (Jain, S)
(Same as ANTHRO 167) (Graduate students register for 267.)
Why does the peacock have such a large elaborate tail? Why does
N. America in relation to limitations imposed by processual or new recent attempts to reconcile the human and social sciences with the
archaeology; and NAGPRA, Kennewick, essentialism, and termi- natural sciences around big picture questions (ecological crisis,
nal narratives within this context. Prerequisite: consent of instruc- biotechnological progress) and around such bridging concepts as
tor. human and non-human agency, assemblage, emergence, force,
5 units, Win (Wilcox, M) habitus, and mimicry. Focusing on case studies drawn from ar-
ANTHRO 327. Language and Political Economy chaeology, anthropology, history, literature, film and bio-art, the
Theories of language: Saussure, Jakobson, Hymes, Marx, Fou- course tries to indicate what sort of topics, research questions,
cault, Butler, and Derrida. The theorization of language in its link- approaches, theories, and concepts might lead to an integration of
ages to power, social relations, and history. Prerequisites: Linguis- these various kinds of knowledges.
tics or Anthropology course work. Prerequisite: consent of instruc- 5 units, Spr (Domanska, E)
tor. ANTHRO 339. Anthropology of Religion
5 units, not given this year This course presents classic and contemporary work on the anthro-
ANTHRO 331. The Anthropology of Technology pology of religion: Durkheim Elementary Forms of the Religious
Iconic discipline-building works of the last three decades; readings Life; Levy-Bruhl; Primitive Mentality; Douglas Purity and Danger;
that lay out and intervene in contemporary debates. Prerequisite: Evans Pritchard Nuer Religion; and recent ethnographies/scholarly
consent of instructor. work by Robbins, Keane, Keller, Boyer, Barrett, and others.
5 units, not given this year 5 units, Aut (Staff)
ANTHRO 332. Transformative Design ANTHRO 340. Topics in Linguistic Anthropology
(Same as ENGR 231) Project-based. How interactive technologies Reading seminar; restricted to Anthropology graduate students.
can be designed to encourage behavioral transformation. Topics The anthropology of language and semiotics. Focus is on the limits
such as self-efficacy, social support, and mechanism of cultural of textualism, and alternative semiotic and epistemic bases for
change in domains such as weight-loss, energy conservation, or theorizing language and representation. No linguistic anthropology
safe driving. Lab familiarizes students with hardware and software course work required. Prerequisite: consent of instructor.
tools for interaction prototyping. Students teams create functional 5 units, Spr (Fox, J)
prototypes for self-selected problem domains. Prerequisite: consent ANTHRO 343. Culture as Commodity
of instructor. Focus is on theories of commodification, interests in tourism, na-
3-5 units, not given this year tional cultures as marketable objects, and how identities are consti-
ANTHRO 333A. The Cultural Politics of Ambiguity tuted through production and consumption. The formation of glob-
Contemporary conceptual approaches to understanding the politics al style and taste. Prerequisite: consent of instructor.
and production of certainty, ambiguity, and doubt. The seemingly 5 units, not given this year
ambiguous nature of the science of industrial pollution and con- ANTHRO 344. Graphic Medicine
tamination exonerate corporate and government polluters from In this course students will study medical cultures through visual
rising rates of cancer, while the science of liberal economic models communication ranging from x-rays and PET scans to graphic
seems to create no alternative to massive economic subsidies of the novels. Course will also include literature on visual theory.
financial sector. How culpability, exoneration, transformative ac- 5 units, Aut (Jain, S)
tion, institutional stasis, and political rely on the production of ANTHRO 345. New Visions in Medical Anthropology
certainty, ambiguity, and doubt. Prerequisite: consent of instructor. Recent experimental histories of the field. Emphasis is on how,
5 units, not given this year working within anthropology's classic format, the ethnographic
ANTHRO 334. Trauma and Healing monograph, authors have innovatively responded to the challenges
This course considers class and recent work on culture and psy- of representing amorphous, unspoken, and often violent relation-
chiatry with an emphasis on trauma. We consider work on the ships between the body and social change. The authors' expository
main diagnostic categories like depression and schizophrenia, but techniques, and how they engage and extend theoretical debate.
also the work on dissociation, war combat, PTSD, and psychosis. How to assess works within medical anthropology and its allied
5 units, Win (Luhrmann, T) fields. Prerequisite: consent of instructor.
ANTHRO 336. Anthropology of Rights 5 units, not given this year
Ideas of rights at the center of contemporary politics around the ANTHRO 346A. Sexuality Studies in Anthropology
world. An anthropological perspective on how rights are invoked, Current research on sexuality from perspectives including paleoan-
claimed, and translated into institutional policies in ethnographic thropology, archaeology, ethnography, and linguistic anthropol-
cases. The limitations of liberal notions of rights and innovative ogy. Readings paired with case studies that explore theoretical and
forms of politics emerging within and against rights talk. Prerequi- methodological issues. Prerequisite: consent of instructor.
site: consent of instructor. 5 units, Win (Voss, B)
5 units, not given this year ANTHRO 349. Anthropology of Capitalism
ANTHRO 337. The Politics of Humanitarianism Issues in cultural theory and methodology through research on
What does it mean to want to help, to organize humanitarian aid, in people who have greater material and cultural resources than those
times of crisis? At first glance, the impulse to help issui generis a usually studied by anthropologists. How ideas about ideology,
good one. Helping is surely preferable to indifference and inaction. hegemony, identity, power, and practice are altered in studying
This does not mean that humanitarian interventions entail no ethi- those considered to be agents of power rather than the subaltern.
cal ot political stakes ¿ or that they are beyond engaged critique. Topics: global capitalism, masculinity, white racial subjectivity.
We need to critique precisely that which we value, and to ask some Enrollment limited to 20. Prerequisite: consent of instructor.
hard questions, among them these: What are the differences among 5 units, not given this year
humanitarianism, charity, and philanthropy? What of social obliga-
tions and solidarities? How does the neoliberal world order cur-
wartime propaganda. GER:DB-Hum and self-representation, themes of domesticity, the body in femi-
4 units, not given this year nist art making, bad girls, the exclusion of women of color and
ARTHIST 155. American Art Since 1945 lesbians from the art historical mainstream, notions of performativ-
(Same as ARTHIST 355) Major figures, movements, and concepts ity. GER:DB-Hum
of American art with examples from Europe from WW II to the 4 units, not given this year
present. Topics: the ideology and aesthetics of high modernism, ARTHIST 182. Arts of China, 900-1500: Cultures in Competi-
the relationship between art and popular culture, the death of paint- tion
ing, the question of postmodernism. Artists: Pollock, Newman, (Same as ARTHIST 382) The era from the Five Dynasties and
Stella, Johns, Warhol, Andre, Rainer, Smithson, Hesse, Serra, Song to the mid-Ming period was marked by competition in cul-
Kruger, Sherman. GER:DB-Hum tural arenas such as between Chinese and formerly nomadic re-
4 units, not given this year gimes, or between official court art modes and scholar-official and
ARTHIST 158A. History of Photography literati groups. Topics include: innovations in architectural and
(Same as ARTHIST 358A) From its invention in 1839 to the pre- ceramic technologies; developments in landscape painting and
sent. Emphasis is on the evolution of photography as a fine art. theory; the proliferation of art texts and discourses; the rise of edu-
Photographs as a universal democratic art form to record familial cated artists; official arts and ideologies of the Song, Liao, Jin,
events and express personal creativity. Development of photogra- Yuan, and Ming regimes; new roles for women as patrons and
phy as it relates to other art forms, journalism, architecture, portrai- cultural participants; and Chan and popular Buddhist imagery.
ture, landscape, documentation, time, and personal expression. The GER:DB-Hum, EC-GlobalCom
technology of photography; photographic techniques. GER:DB- 4 units, not given this year
Hum ARTHIST 185. Art in China's Modern Era
4 units, Win (Dawson, R) (Same as ARTHIST 385) From the late Ming period (ca. 1600) to
ARTHIST 159B. How Photography Exists early 20th century Chinese arts. Topics include: urban arts and
(Same as ARTHIST 359B) Photographs as things; the different print culture; commodification of art; painting theories; self por-
physical forms gathered under the label photograph and the vary- trayals; art sponsorship, collecting, and ideological programs at the
ing lives they lead: silver salts, halftone screens, wire transfers, Qing imperial court; media and modernity in Shanghai; art and
color transparencies, one-hour processing, the anatomy of xerogra- politics in early 20th century China. GER:DB-Hum
phy, compression algorithms, the rebirth of instant films; school 4 units, Win (Vinograd, R)
portraits, family slideshows, Viewmasters, flea markets, dental ARTHIST 185B. Contemporary Chinese Art: Sites and Strate-
records, mugshots, news broadcasts, social media, server farms. gies
Includes direct examination of materials in university repositories. (Same as ARTHIST 385B) Issues and developments in contempo-
Students to investigate and take positions on digital technologies rary Chinese art over the past two decades. Questions of personal
and the present status of photographs. and national identity, politics and history, globalization and mass
4 units, Spr (Fay, B) culture, consumerism and urban transformation, and the body,
ARTHIST 160A. Twentieth-Century African American Art sexuality, and gender, as represented in formats including painting,
(Same as ARTHIST 360A) Paintings, sculptures, photography, and photography, and installation and multimedia art. Museum visits.
mixed media works. Styles, cultural and social histories, patron- GER:DB-Hum, EC-GlobalCom
age, and critical reception. The problems of studying the produc- 4 units, not given this year
tion of artists of color as a separate field; alternatives to the cate- ARTHIST 186. Theme and Style in Japanese Art
gory of African American art; and the outlook for new critical (Same as ARTHIST 386, JAPANGEN 186, JAPANGEN 286)
methodologies. GER:DB-Hum Monuments in traditional Japanese architecture, sculpture, garden
4 units, not given this year design, painting, prints, and pots, through the 19th century. Chro-
ARTHIST 161. American Art 1900-1945 nological framework emphasizes the role of these objects play in
(Same as ARTHIST 361) U.S. artistic production and aesthetic visualizing the ideals of the society they represent. GER:DB-Hum
developments from the turn of the century until the end of WW II.
Roughly chronological in scope, the course eschews any single 4 units, not given this year
tendency or medium in order to elaborate the disjunctive formation ARTHIST 187. Arts of War and Peace: Late Medieval and
of modernism in America. Painting and photography figure simul- Early Modern Japan, 1500-1868
taneously; abstraction in its various guises, artists' films, the Ar- (Same as ARTHIST 387, JAPANGEN 185) Narratives of conflict,
mory Show, formations of race and gender, Black Mountain and pacification, orthodoxy, nostalgia, and novelty through visual cul-
MoMA all move through intransigent debates that pit social com- ture during the change of episteme from late medieval to early
mitment against the pursuit of an ethos of autonomy. modern, 16th through early 19th centuries. The rhetorical mes-
4 units, not given this year sages of castles, teahouses, gardens, ceramics, paintings, and
ARTHIST 162A. Spectacle & Revolution: European Art c.1968 prints; the influence of Dutch and Chinese visuality; transforma-
(Same as ARTHIST 362A) Focus is on art and artists contempo- tion in the roles of art and artist; tensions between the old and the
rary to the radical student movements of the 1960s, which ex- new leading to the modernization of Japan. GER:DB-Hum, EC-
ploded postwar tensions between traditional societies and new GlobalCom
mass cultures. Topics include artists Joseph Beuys, VALIE 4 units, Aut (Takeuchi, M)
EXPORT, and Gerhard Richter, and movements Fluxus, Situation- ARTHIST 188A. The History of Modern and Contemporary
ism, Nouveau Realisme, and Arte povera. Course is reading inten- Japanese and Chinese Architecture and Urbanism
sive. Readings include Guy Debord, Umberto Eco, Pierre Restany, (Same as ARTHIST 388A) The recent rapid urbanization and ar-
and many artists’ writings. Prerequisites: AH1 chitectural transformation of Asia; focus is on the architecture of
4 units, Aut (Staff) Japan and China since the mid-19th century. History of forms,
(Same as ARTHIST 160A) Paintings, sculptures, photography, and 4 units, not given this year
mixed media works. Styles, cultural and social histories, patron- ARTHIST 386. Theme and Style in Japanese Art
age, and critical reception. The problems of studying the produc- (Same as ARTHIST 186, JAPANGEN 186, JAPANGEN 286)
tion of artists of color as a separate field; alternatives to the cate- Monuments in traditional Japanese architecture, sculpture, garden
gory of African American art; and the outlook for new critical design, painting, prints, and pots, through the 19th century. Chro-
methodologies. nological framework emphasizes the role of these objects play in
4 units, not given this year visualizing the ideals of the society they represent.
ARTHIST 361. American Art 1900-1945 4 units, not given this year
(Same as ARTHIST 161) Course surveys US artistic production ARTHIST 387. Arts of War and Peace: Late Medieval and
and aesthetic developments from the turn of the century until the Early Modern Japan, 1500-1868
end of World War II. Roughly chronological in scope, it eschews (Same as ARTHIST 187, JAPANGEN 185) Narratives of conflict,
any single tendency or medium in order to elaborate the disjunc- pacification, orthodoxy, nostalgia, and novelty through visual cul-
tive formation of modernism in America. Painting and photogra- ture during the change of episteme from late medieval to early
phy figure simultaneously; abstraction in its various guises, artists' modern, 16th through early 19th centuries. The rhetorical mes-
films, the Armory Show, formations of race and gender, Black sages of castles, teahouses, gardens, ceramics, paintings, and
Mountain and MoMA all move through intransigent debates that prints; the influence of Dutch and Chinese visuality; transforma-
pit social commitment against the pursuit of an ethos of autonomy. tion in the roles of art and artist; tensions between the old and the
4 units, not given this year new leading to the modernization of Japan.
ARTHIST 362A. Spectacle & Revolution: European Art c.1968 4 units, Aut (Takeuchi, M)
(Same as ARTHIST 162A) Focus is on art and artists contempo- ARTHIST 388A. The History of Modern and Contemporary
rary to the radical student movements of the 1960s, which ex- Japanese and Chinese Architecture and Urbanism
ploded postwar tensions between traditional societies and new (Same as ARTHIST 188A) The recent rapid urbanization and ar-
mass cultures. Topics include artists Joseph Beuys, VALIE chitectural transformation of Asia; focus is on the architecture of
EXPORT, and Gerhard Richter, and movements Fluxus, Situation- Japan and China since the mid-19th century. History of forms,
ism, Nouveau Realisme, and Arte povera. Course is reading inten- theories, and styles that serve as the foundation for today's build-
sive. Readings include Guy Debord, Umberto Eco, Pierre Restany, ings and cityscapes. How Eastern and Western ideas of modernism
and many artists¿ writings. Prerequisites: AH1 have merged or diverged and how these forces continue to shape
4 units, Aut (Staff) the future of Japanese and Chinese architecture and urban form.
ARTHIST 373. Issues in Contemporary Art 4 units, Spr (Beischer, T)
(Same as ARTHIST 173) Major figures, themes, and movements ARTHIST 390. African Art and Writing Traditions
of contemporary art from the 80s to the present. Readings on the (Same as ARTHIST 190) Classic African graphic writings south of
neo-avant garde; postmodernism; art and identity politics; new the Sahara in historical and social context. What makes an African
media and technology; globalization and participatory aesthetics. graphic writing system, and how they are used as visual art, and as
Prerequisite: ARTHIST 155, or equivalent with consent of instruc- markers of identity, religion, and moral philosophy. Civilizations
tor. include Mali, Asante, Yoruba, Ejagham, and Kongo.
4 units, not given this year 4 units, not given this year
ARTHIST 376. Feminism and Contemporary Art ARTHIST 391. Afro-Atlantic Religion, Art, and Philosophy
(Same as ARTHIST 176) (Same as ARTHIST 176) The impact of (Same as ARTHIST 191) Afro-American graphic writing and oth-
second wave feminism on art making and art historical practice in er forms of visual communication including ancient rupestrian art
the 70s, and its reiteration and transformation in contemporary and rock painting in Africa, and present-day forms in the Ameri-
feminist work. Topics: sexism and art history, feminist studio pro- cas. The diversity of daily life, religion, social organization, poli-
grams in the 70s, essentialism and self-representation, themes of tics, and culture with African origin in the diaspora. Focus is on
domesticity, the body in feminist art making, bad girls, the exclu- major contemporary Afro-Atlantic religions including: Palo Monte
sion of women of color and lesbians from the art historical main- and Abakua in Cuba; Gaga in the Dominican Republic; Revival,
stream, notions of performativity. Obeah, and Kumina in Jamaica; Vodun in Haiti; and Candomble
4 units, not given this year and Macumba in Brazil.
ARTHIST 382. Arts of China, 900-1500: Cultures in Competi- 4 units, not given this year
tion ARTHIST 392. Introduction to African Art
(Same as ARTHIST 182) The era from the Five Dynasties and (Same as ARTHIST 192) Form, space, media, medium, and visual
Song to the mid-Ming period was marked by competition in cul- expression in African art. Rock art to contemporary art production.
tural arenas such as between Chinese and formerly nomadic re- Majors works and art expression in terms of function and historical
gimes, or between official court art modes and scholar-official and context.
literati groups. Topics include: innovations in architectural and 4 units, not given this year
ceramic technologies; developments in landscape painting and ARTHIST 394. Iconography of African Art
theory; the proliferation of art texts and discourses; the rise of edu- (Same as ARTHIST 194) African art from 25,000 years ago to the
cated artists; official arts and ideologies of the Song, Liao, Jin, present emphasizing social, historical, and ideological concerns in
Yuan, and Ming regimes; new roles for women as patrons and visual systems and traditions and aesthetic form. Critical ground-
cultural participants; and Chan and popular Buddhist imagery. ing in anthropology and cultural studies.
4 units, not given this year 4 units, Aut (Martinez-Ruiz, B)
ARTHIST 385. Art in China's Modern Era
(Same as ARTHIST 185) From the late Ming period (ca. 1600) to
early 20th century Chinese arts. Topics include: urban arts and
ARTSTUDI 270. Advanced Photography Seminar (Stanford Introductory Seminar) (Same as ENGLISH 74N) The
Student continues with own work, showing it in weekly seminar question of place and locality in studies of identity and racial for-
critiques. May be repeated for credit. (upper level) mation. Goal is to engage and examine texts with a critical eye
1-5 units, Win (Leivick, J), Spr (Leivick, J) both toward the social contexts represented and to the imaginative
ARTSTUDI 271. The View Camera: Its Uses and Techniques aesthetic techniques that American writers of color offer to bring
For students of photography who wish to gain greater control and their fictional worlds to life. Theme of border hopping and bound-
refine skills in image making. 4x5 view cameras provided. Enroll- ary crossing in works by authors including Charles Johnson, Toni
ment limited to 8. (upper level) Morrison, Alejandro Morales, Julie Otsuka, Stephen Graham
4 units, Win (Leivick, J) Jones, and Lan Samantha Chang. GER:DB-Hum
3 units, Win (Sohn, S)
ARTSTUDI 272. Individual Work: Photography
ASNAMST 100C. EAST House Seminar: Current Issues and
Student continues with own work, showing it in weekly seminar
critiques. May be repeated for credit. Debates in Education
1-5 units, Aut (Staff), Win (Staff), Spr (Staff) (Same as EDUC 100C) Education and Society Theme (EAST)
House seminar. In Autumn Quarter, five current issues broadly
ARTSTUDI 273. Individual Work: Digital Media related to education and society are discussed and debated among
May be repeated for credit. students and faculty. In Winter Quarter, topics pertaining to gender
1-15 units, Aut (Staff), Win (Staff), Spr (Staff) and education, particularly in developing countries, are explored.
ARTSTUDI 274. Individual Work: Digital Art In the spring, the seminar revolves around race and ethnicity in
May be repeated for credit. higher education. Through an examination of these topics, students
1-15 units, Aut (Staff), Win (Staff), Spr (Staff) are able to share and develop their varied interests in educational
ARTSTUDI 276. The Photographic Book research, policy, and practice.
Grouping and sequencing photographic images to produce a co- 1 unit, Spr (Wotipka, C)
herent body of work with a thematic structure. (lower level) ASNAMST 146S. Asian American Culture and Community
4 units, not given this year (Same as AMSTUD 146, COMPLIT 146, CSRE 146S) An exami-
nation of the history of Asians in America via one case history: the
GRADUATE COURSES IN ART STUDIO International Hotel in San Francisco. Background history of Asians
Primarily for graduate students; undergraduates may enroll with in America, and the specifics of the I Hotel case as involving the
consent of instructor. convergence of global and local economies, urban redevelopment,
and housing issues for minorities. Focus on the convergence of
ARTSTUDI 310A. Directed Reading: Studio community and cultural production. Service learning component
1-15 units, Aut (Staff) involving community work at the Manilatown Heritage Foundation
ARTSTUDI 310B. Directed Reading: Studio in San Francisco. Service Learning Course (certified by Haas Cen-
1-15 units, Win (Staff) ter). GER:DB-Hum
ARTSTUDI 310C. Directed Reading: Studio 5 units, Aut (Palumbo-Liu, D)
1-15 units, Spr (Staff) ASNAMST 173S. Transcultural and Multiethnic Lives: Con-
ARTSTUDI 342. MFA Project: Studio texts, Controversies, and Challenges
Two weekly seminars, studio practice, and individual tutorials. (Same as AFRICAAM 173S, CSRE 173S) Lived experience of
Object seminar: student work is critiqued on issues of identity, people who dwell in the border world of race and nation where
presentation, and the development of coherent critical language. they negotiate transcultural and multiethnic identities and politics.
Concept seminar: modes of conceptualization to broaden the base Comparative, historical, and global contexts such as family and
of cognitive and generative processes. May be repeated for credit. class. Controversies, such as representations of mixed race people
1-15 units, Aut (Xie, X), Win (Berlier, T), Spr (Wight, G) in media and multicultural communities. What the lives of people
ARTSTUDI 360A. Master's Project: Design like Tiger Woods and Barack Obama reveal about how the mar-
Students enroll concurrently in ME 316. Over the course of the ginal is becoming mainstream.
year, students create and present two master's theses involving the 5 units, Spr (Murphy-Shigematsu, S)
synthesis of aesthetics and technological concerns in the service of ASNAMST 179. Asian American Experiences and Documen-
human need and possibility. tary Practice
3 units, Aut (Edmark, J; Franceschini, A) (Same as FILMSTUD 279, CSRE 179) Focus is on documentary
ARTSTUDI 360B. Master's Project: Design cinema as a technology for understanding Asian Americans in the
Students enroll concurrently in ME 316. Over the course of the U.S. The social and historical context of the formation of the Asian
year, students create and present two master's theses involving the American filmmaker, an authorial position that emerges in the 60s
synthesis of aesthetics and technological concerns in the service of and 70s as part of the civil rights movement. Works include films
human need and possibility. by Loni Ding, Bob Nakamura and Curtis Choy; readings about the
3 units, Win (Franceschini, A) establishment of Asian American media industries and Asian
ARTSTUDI 360C. Master's Project: Design American film criticism as a multi-genre. Social issue documenta-
Students enroll concurrently in ME 316. Over the course of the ries that represent new ethnographies of social experi-
year, students create and present two master's theses involving the ence including transnational adoption (Daughter From Da-
synthesis of aesthetics and technological concerns in the service of nang), refugee experience (AKA Don Bonus), and sex tourism
human need and possibility. (The Women Outside). Readings include analyses of the implica-
3 units, Spr (Franceschini, A) tions of these works for cinema studies, ethnic studies, and the
politics of film in everyday life. Experimental documentaries and
ARTSTUDI 801. TGR Project their interrogation of the limits of the documentary form
0 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
Funky, jazzy, hip hop dance for fun and cardiovascular fitness.
humus, E) Fee. (AU)
ATHLETIC 42V. Fencing, Varsity Women 1 unit, Aut (Miller Bell, A; Navarro, L), Win (Miller Bell, A;
(AU) (Milgram) Navarro, L), Spr (Miller Bell, A; Navarro, L), Sum (Miller Bell,
1-2 units, Aut (Posthumus, E), Win (Posthumus, E), Spr (Post- A)
humus, E) ATHLETIC 64. Hockey, Floor
ATHLETIC 44. Fitness for Life Fast-paced game adapted from ice hockey. Basic passing and
For improving overall fitness level. Workouts include brief periods shooting, offensive and defensive play, game strategy, team play.
of high intensity exercise interspersed with lower intensity exercise All equipment provided, eye guards required. Fee.
or rest. Short duration agility runs, weight lifting, and cardiovascu- 1 unit, Aut (Kacir, V), Win (Kacir, V)
lar improvement. Proper stretching techniques, warm-ups, cool- ATHLETIC 65. Horsemanship: Beginning Riding
downs, and monitoring heart rate. Fee. (AU) No experience needed. Basic horsemanship and riding at the walk,
1 unit, Win (Irvine, L) trot and canter. Fee. (AU)
ATHLETIC 46. Field Hockey, Intermediate 1 unit, Aut (Bartsch, V), Win (Bartsch, V), Spr (Bartsch, V)
For those with prior experience. Techniques, skills, and strategy. ATHLETIC 66. Horsemanship: Advanced Beginning Riding
Scrimmages and game-like scenarios. Fee. (AU) Horsemanship and horse care; the canter and basic jumping. Pre-
1 unit, Win (Irvine, L) requisite: 65 or equivalent. Fee. (AU)
ATHLETIC 47V. Field Hockey, Varsity Women 1 unit, Aut (Bartsch, V), Win (Bartsch, V), Spr (Bartsch, V)
(AU) ATHLETIC 67. Horsemanship: Intermediate Riding
1-2 units, Aut (Staff), Spr (Irvine, L) Basic veterinary skills and barn management. Riding at all gaits
ATHLETIC 48V. Football, Varsity and completing horsemanship patterns (Western) or jumping basic
(AU) courses (English). Fee. Prerequisite: 66 or equivalent. (AU)
1-2 units, Aut (Harbaugh, J), Spr (Harbaugh, J) 1 unit, Aut (Bartsch, V), Win (Bartsch, V), Spr (Bartsch, V)
ATHLETIC 49. Golf for Women: Beginning ATHLETIC 68. Horsemanship: Student Assistant
Fundamentals of the golf swing: putting, chipping and sand play. (Bartsch)
Golf etiquette and rules. Fee. 1 unit, Aut (Bartsch, V), Win (Bartsch, V), Spr (Bartsch, V)
1 unit, Win (O'Connor, C; Mussani, S) ATHLETIC 70C. Horse Polo Club Team
ATHLETIC 51. Golf: Beginning (AU)
Fundamentals of the golf swing; putting, chipping, and sand play. 1 unit, Aut (Mahlow, P), Win (Mahlow, P), Spr (Mahlow, P)
Golf etiquette and rules. Fee. (AU) ATHLETIC 72C. Ice Hockey Club Team
1 unit, Aut (Miller, J), Win (Miller, J), Spr (Marrone, P), Sum Men (AU)
(Miller, J) 1 unit, Aut (Mahlow, P), Win (Mahlow, P)
ATHLETIC 52. Golf: Advanced Beginning ATHLETIC 73M. JKA Shotokan Karate
Further development of the golf swing and short game. How to 1 unit, Aut (Ghormley, T), Win (Ghormley, T), Spr (Ghormley,
practice. Rules and etiquette. Prerequisite: 51 or golf experience. T)
Fee. (AU) ATHLETIC 74C. Judo Club Team
1 unit, Aut (Flippo, K), Win (Miller, J), Spr (Miller, J), Sum (AU)
(Miller, J) 1 unit, Aut (Mahlow, P), Win (Mahlow, P), Spr (Mahlow, P)
ATHLETIC 53. Golf: Intermediate ATHLETIC 75M. Jujitsu Self Defense
Drills and practice on all facets of golf. How to lower scores and 1 unit, Aut (Ghormley, T), Win (Ghormley, T), Spr (Ghormley,
manage the game on the course. Prerequisite: 52 or equivalent. T)
Fee. (AU)
1 unit, Aut (Flippo, K), Win (Acosta, E; Tight, M), Spr (Mar- ATHLETIC 76. Kickboxing
rone, P), Sum (Miller, J) High intensity cardio workout incorporating kicks, punches, and
elbow/knee and other combinations inspired by martial arts and
ATHLETIC 54. Golf: Advanced boxing. Fee. (AU)
Goal is to refine the golf swing and increase power, distance, and 1 unit, Aut (Mandell, M), Win (Mandell, M), Spr (Mandell, M)
accuracy. Course management, mental preparation, visualization
techniques. Prerequisites: 53 or experience playing and practicing, ATHLETIC 77C. Lacrosse Club Team (Men)
and the ability to hit shots with relative accuracy and distance. Fee. (AU)
(AU) 1 unit, Aut (Mahlow, P), Win (Mahlow, P), Spr (Mahlow, P)
1 unit, Aut (Miller, J), Win (Ray, C; Tight, M), Spr (Miller, J) ATHLETIC 78M. Kenpo Karate
ATHLETIC 55V. Golf, Varsity Men 1 unit, Aut (Ghormley, T), Win (Ghormley, T), Spr (Ghormley,
(AU) T)
1-2 units, Aut (Ray, C), Win (Ray, C), Spr (Ray, C) ATHLETIC 78V. Lacrosse, Varsity Women
ATHLETIC 56V. Golf, Varsity Women (AU)
AU 1-2 units, Aut (Bokker, A), Win (Bokker, A), Spr (Bokker, A)
1-2 units, Aut (O'Connor, C), Win (O'Connor, C), Spr (O'Con- ATHLETIC 80. Lifeguard Training
nor, C) Priority to those wanting to guard at Stanford during the year.
Lifeguard characteristics and responsibilities, recognition of haz-
ards and emergencies, patron and facility surveillance, interaction
with the public, rescue skills. Community first aid and CPR for the
Introduction to optical microscopy, lasers, and optical forces. Lens programming skills; consent of instructor for 3 units.
theory, diffraction, compound optics, aberration, gaussian optics, 3-4 units, Aut (Altman, R)
fluorescence spectroscopy, and optical trapping. Projects include BIOE 220. Introduction to Imaging and Image-based Human
building and testing optical microscope and optical tweezers. Anatomy
4 units, Win (Quake, S) (Same as RAD 220) The physics of medical imaging and human
BIOE 161. Vertebrate Biology anatomy through medical images. Emphasis is on normal anatomy,
(Same as HUMBIO 185) Study of structure, function, evolution contrast mechanisms, and the relative strengths of each imaging
and behavior of vertebrate animals. Consideration of vertebrate modality. Labs reinforce imaging techniques and anatomy. Prereq-
origins and examination of classes of vertebrates. Physiology, uisites: basic biology, physics.
morphology, behaviors and evolutionary relationships are treated 3 units, Win (Gold, G; Pauly, K)
in each vertebrate group, as these relate to overall evolutionary BIOE 222A. Multimodality Molecular Imaging in Living Sub-
trends within vertebrates. Topics: swimming behaviors in sharks jects I
and bony fishes, olfaction and vision in fishes, sex determination (Same as RAD 222A) Provides an overview of the biology, in-
in amphibians, reptiles, birds and mammals, navigation in sea tur- struments and chemistries for imaging of cellular and molecular
tles and birds, evolution and biomechanics of flight in pterosaurs processes in living animals and humans. Covers molecular biol-
birds and bats, vocalization in whales and birds, temperature adap- ogy, instrumentation physics, and chemistry of molecular imaging
tation in reptiles, birds and mammals. probes as an introduction to preclinical and clinical molecular im-
3 units, Win (Porzig, E) aging.
BIOE 191. Bioengineering Problems and Experimental Inves- 4 units, Aut (Contag, C; Xing, L; Rao, J)
tigation BIOE 222B. Multimodality Molecular Imaging in Living Sub-
Directed study and research for undergraduates on a subject of jects II
mutual interest to student and instructor. Prerequisites: consent of (Same as RAD 222B) Focuses on molecular probes that target
instructor and adviser. (Staff) specific disease mechanisms. Covers molecular probe design for
1-5 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) dynamic measures of biological function and how to deliver these
BIOE 260. Tissue Engineering to the target tissues for informative assays that reveal cellular and
Principles of tissue engineering and design strategies for practical molecular changes.
applications for tissue repair. Topics include tissue components 4 units, Win (Contag, C; Xing, L; Rao, J)
and dynamics, morphogenesis, stem cells, cellular fate processes, BIOE 222C. Multimodality Molecular Imaging in Living Sub-
cell and tissue characterization, controlled drug and gene delivery, jects III
bioreactors, cell-materials interactions, and host integration. Pre- (Same as RAD 222C) Topics course comprised of discussion and
sent research proposal to solve a real life tissue engineering prob- review of primary literature. Focuses on emerging chemistries and
lem. instruments that address unmet needs for improved diagnosis and
3 units, Aut (Yang, F) disease management in cancer, neurological disease, cardiovascu-
lar medicine and musculoskeletal disorders. Identifies problems or
GRADUATE COURSES IN controversies in the field, and resolves them through understanding
BIOENGINEERING the relevant primary literature.
4 units, Spr (Contag, C; Xing, L; Rao, J)
Primarily for graduate students; undergraduates may enroll with
consent of instructor. BIOE 232. Statistics Concepts in Bioengineering
Key statistics concepts for bioengineering research. Topics include
BIOE 210. SYSTEMS BIOLOGY how to select appropriate statistical tests, how to design efficient
(Same as BIOE 101) Complex biological behaviors through the experiments to minimize sample size and maximize power, statis-
integration of computational modeling and molecular biology. tical design of experiments (DOE), principles of hypothesis test-
Topics: reconstructing biological networks from high-throughput ing, and reading and reporting statistical results in journal articles.
data and knowledge bases. Network properties. Computational Prerequisite: Knowledge of descriptive statistics, t-tests, analysis
modeling of network behaviors at the small and large scale. Using of variance, and linear regression.
model predictions to guide an experimental program. Robustness, 1 unit, Win (Walker, M)
noise, and cellular variation. Prerequisites: background in biology
and mathematical analysis. BIOE 261. Principles and Practice of Stem Cell Engineering
4 units, Aut (Covert, M) (Same as NSUR 261) Quantitative models used to characterize
incorporation of new cells into existing tissues emphasizing pluri-
BIOE 212. Introduction to Biomedical Informatics Research potent cells such as embryonic and neural stem cells. Molecular
Methodology methods to control stem cell decisions to self-renew, differentiate,
(Same as BIOMEDIN 212, CS 272, GENE 212) Hands-on soft- die, or become quiescent. Practical, industrial, and ethical aspects
ware building. Student teams conceive, design, specify, imple- of stem cell technology application. Final projects: team-reviewed
ment, evaluate, and report on a software project in the domain of grants and business proposals.
biomedicine. Creating written proposals, peer review, providing 3 units, not given this year
status reports, and preparing final reports. Guest lectures from
professional biomedical informatics systems builders on issues
related to the process of project management. Software engineer-
ing basics. Prerequisites: BIOMEDIN 210, 211, 214, 217 or con-
sent of instructor.
3 units, Spr (Altman, R)
review of biochemistry and metabolism; recombinant DNA tech- inventors and investors in medical Expert guest lecturers, faculty-
nology and synthetic biology (metabolic engineering). The produc- led practical demonstrations and coaching sessions, and interactive
tion of protein pharaceuticals as a paradigm for the application of team meetings under the mentorship of Biodesign. Projects from
chemical engineering principles to advanced process development previous years include: prevention of hip fractures in the elderly;
within the framework of current business and regulatory require- methods to accelerate healing after surgery; less invasive tech-
ments. Prerequisite: CHEMENG 181 (formerly 188) or BIOSCI niques for bariatric surgery; point of care diagnostics to improve
41, or equivalent. emergency room efficiency; novel devices to bring specialty-type
3 units, Win (Swartz, J) of care to primary care community doctors. More than 40,00 pa-
BIOE 361. Biomaterials in Regenerative Medicine tients have been treated to date with technologies developed as part
(Same as MATSCI 381) Materials design and engineering for re- of this program and more than ten venture-backed companies were
generative medicine. How materials interact with cells through started by alums of the program. May be taken alone (2 units) or in
their micro- and nanostructure, mechanical properties, degradation combination with the project component (4 units). Prerequisite:
characteristics, surface chemistry, and biochemistry. Examples application; see http://www.stanford.edu/group/biodesign/
include novel materials for drug and gene delivery, materials for courseapplication.html; deadline is November 20, 2010.
stem cell proliferation and differentiation, and tissue engineering 2-4 units, Win (Yock, P; Zenios, S; Milroy, J; Brinton, T)
scaffolds. Prerequisites: undergraduate chemistry, and BIOE 374B. Biodesign Innovation: Concept Development and
cell/molecular biology or biochemistry. Implementation
3 units, alternate years, not given this year (Same as ME 368B, MED 272B) Two quarter sequence. How to
BIOE 370. Microfluidic Device Laboratory take a medical device invention forward from early concept to
Fabrication of microfluidic devices for biological applications. technology translation and development. Topics include prototyp-
Photolithography, soft lithography, and micromechanical valves ing; patent strategies; advanced planning for reimbursement and
and pumps. Emphasis is on device design, fabrication, and testing. FDA approval; choosing translation route (licensing versus start-
2 units, Win (Quake, S; Melin, J) up); ethical issues including conflict of interest; fundraising ap-
BIOE 371. Global Biodesign: Medical Technology in an Inter- proaches and cash requirements; essentials of writing a business or
research plan; strategies for assembling a development team. May
national Context be taken alone (2 units) or in combination with the project compo-
(Same as MED 271) Seminar examines the development and nent (4 units). Prerequisite: MED 272A, ME368A, or BIOE 374A.
commercialization of medical technologies in the global setting 2-4 units, Spr (Brinton, T; Milroy, J; Yock, P; Zenios, S)
focusing primarily on Europe, India and China. Faculty and guest
speakers from industry and government discuss the status of the BIOE 381. Orthopaedic Bioengineering
industry, as well as opportunities in and challenges to medical (Same as ME 381) Engineering approaches applied to the muscu-
technology innovation unique to each geography. Topics related to loskeletal system in the context of surgical and medical care. Fun-
development of technologies for bottom of the pyramid markets damental anatomy and physiology. Material and structural charac-
are also addressed. Students enrolling for 2 units are required to teristics of hard and soft connective tissues and organ systems, and
write/deliver a final paper. the role of mechanics in normal development and pathogenesis.
1-2 units, Spr (Doshi, R; Yock, P; Shen, C) Engineering methods used in the evaluation and planning of ortho-
paedic procedures, surgery, and devices.
3 units, Spr (Levenston, M)
BIOE 386. Neuromuscular Biomechanics
(Same as ME 386) The interplay between mechanics and neural
control of movement. State of the art assessment through a review
of classic and recent journal articles. Emphasis is on the applica-
tion of dynamics and control to the design of assistive technology
for persons with movement disorders.
3 units, not given this year
BIOE 390. Introduction to Bioengineering Research
(Same as MED 289) Preference to medical and bioengineering
graduate students. Bioengineering is an interdisciplinary field that
leverages the disciplines of biology, medicine, and engineering to
understand living systems, and engineer biological systems and
improve engineering designs and human and environmental health.
Topics include: imaging; molecular, cell, and tissue engineering;
biomechanics; biomedical computation; biochemical engineering;
biosensors; and medical devices. Limited enrollment.
1 unit, Aut (Wang, P; Gold, G)
BIOE 391. Directed Study
May be used to prepare for research during a later quarter in 392.
Faculty sponsor required. May be repeated for credit.
1-6 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
epithelial cells and neurons. Emphasis is on experimental logic, Area 4 for Bio majors. Prerequisite: BIO 101, or BIO 43 or
methods, problem solving, and interpretation of results. Students HUMBIO 2A with consent of instructor. GER:DB-NatSci
present research papers. Satisfies Central Menu Area 2. Prerequi- 3-4 units, Win (Boggs, C; Launer, A)
site: Biology core. Recommended: 129A. GER:DB-NatSci BIO 145. Behavioral Ecology
4 units, Spr (Nelson, W) (Same as BIO 245) Animal behavior from an evolutionary and
BIO 132. Advanced Imaging Lab in Biophysics ecological perspective. Topics: foraging, territoriality, reproductive
(Same as APPPHYS 232, BIO 232, BIOPHYS 232, MCP 232) behavior, social groups. Lecture/seminar format; seminars include
Laboratory and lectures. Advanced microscopy and imaging, em- discussion of journal articles. Independent research projects. Satis-
phasizing hands-on experience with state-of-the-art techniques. fies Central Menu Area 4. Prerequisites: Biology or Human Biol-
Students construct and operate working apparatus. Topics include ogy core, or consent of instructor. Recommended: statistics.
microscope optics, Koehler illumination, contrast-generating GER:DB-NatSci, WIM
mechanisms (bright/dark field, fluorescence, phase contrast, differ- 4 units, Spr (Gordon, D)
ential interference contrast), and resolution limits. Laboratory top- BIO 146. Population Studies
ics vary by year, but include single-molecule fluorescence, fluo- Series of talks by distinguished speakers introducing approaches to
rescence resonance energy transfer, confocal microscopy, two- population and resource studies.
photon microscopy, and optical trapping. Limited enrollment. 1 unit, Win (Feldman, M)
Recommended: basic physics, Biology core or equivalent, and BIO 149. The Neurobiology of Sleep
consent of instructor. GER:DB-NatSci (Same as BIO 249, HUMBIO 161) (Graduate students register for
4 units, Spr (Block, S; Smith, S; Stearns, T) 249.) Preference to seniors and graduate students. The neurochem-
BIO 136. Evolutionary Paleobiology istry and neurophysiology of changes in brain activity and con-
A paleontological approach to evolutionary theory. Topics: history scious awareness associated with changes in the sleep/wake state.
of life, speciation, heterochrony, evolutionary constraint, coevolu- Behavioral and neurobiological phenomena including sleep regula-
tion, macroevolution, the Cambrian Explosion, mass extinctions, tion, sleep homeostasis, circadian rhythms, sleep disorders, sleep
taphonomy, life on land, life in the sea, life in the air. Satisfies function, and the molecular biology of sleep. Enrollment limited to
Central Menu Area 4. GER:DB-NatSci 16. GER:DB-NatSci
4 units, Win (Hadly, E) 4 units, not given this year
BIO 137. Plant Genetics BIO 150. Human Behavioral Biology
(Same as BIO 237) Gene analysis, mutagenesis, transposable ele- (Same as BIO 250, HUMBIO 160) Multidisciplinary. How to ap-
ments; developmental genetics of flowering and embryo develop- proach complex normal and abnormal behaviors through biology.
ment; biochemical genetics of plant metabolism; scientific and How to integrate disciplines including sociobiology, ethology,
societal lessons from transgenic plants. Satisfies Central Menu neuroscience, and endocrinology to examine behaviors such as
Area 2. Prerequisite: Biology core or consent of instructor. aggression, sexual behavior, language use, and mental illness.
GER:DB-NatSci GER:DB-NatSci
3-4 units, Spr (Walbot, V) 5 units, alternate years, not given this year
BIO 139. Biology of Birds BIO 151. Mechanisms of Neuron Death
How birds interact with their environments and each other, empha- For Biology majors with background in neuroscience. Cell and
sizing studies that had impact in the fields of population biology, molecular biology of neuron death during neurological disease.
community ecology, and evolution. Local bird communities. Em- Topics: the amyloid diseases (Alzheimer's), prion diseases (kuru
phasis is on field research. Enrollment limited to 20. Prerequisites: and Creutzfeldt-Jakob), oxygen radical diseases (Parkinson's and
43 or equivalent, and consent of instructor. Recommended: birding ALS), triplet repeat diseases (Huntington's), and AIDS-related
experience. GER:DB-NatSci dementia. Student presentations. Enrollment limited to 15; applica-
3 units, Spr (Root, T), alternate years, not given next year tion required. GER:DB-NatSci
BIO 140. Population Biology of Butterflies 3 units, Aut (Sapolsky, R)
Field work on Euphydryas populations under study on campus and BIO 152. Imaging: Biological Light Microscopy
elsewhere in California. Course offered as participation in research (Same as MCP 222) Survey of instruments which use light and
when conditions permit; decisions not made until Winter Quarter. other radiation for analysis of cells in biological and medical re-
Prerequisites: 43 and consent of instructor. search. Topics: basic light microscopy through confocal fluores-
2-5 units, not given this year cence and video/digital image processing. Lectures on physical
BIO 141. Biostatistics principles; involves partial assembly and extensive use of lab in-
(Same as STATS 141) Introductory statistical methods for biologi- struments. Lab. Prerequisites: some college physics, Biology core.
cal data: describing data (numerical and graphical summaries); GER:DB-NatSci
introduction to probability; and statistical inference (hypothesis 3 units, Spr (Staff)
tests and confidence intervals). Intermediate statistical methods: BIO 153. Cellular Neuroscience: Cell Signaling and Behavior
comparing groups (analysis of variance); analyzing associations (Same as PSYCH 120) Neural interactions underlying behavior.
(linear and logistic regression); and methods for categorical data Prerequisites: PSYCH 1 or basic biology. GER:DB-NatSci
(contingency tables and odds ratio). Course content integrated with 4 units, not given this year
statistical computing in R. GER:DB-Math BIO 154. Molecular and Cellular Neurobiology
4-5 units, Aut (De la Cruz Cabrera, O), Win (Feldman, M) (Same as BIO 254, NBIO 254) For advanced undergraduates and
BIO 143. Evolution graduate students. Cellular and molecular mechanisms in the orga-
(Same as BIO 243) The basic facts and principles of the evolution nization and functions of the nervous system. Topics: wiring of the
of all life. The logic of and evidence for the correctness of Dar- neuronal circuit, synapse structure and synaptic transmission, sig-
win's argument for evolution by natural selection. How Mendelian nal transduction in the nervous system, sensory systems, molecular
graduate students. Critical reading of the research literature in 3 units, Win (McConnell, S)
prokaryotic genetics and molecular biology, with particular appli- BIO 196C. Biology Senior Reflection
cations to the study of major human pathogens. Classic and foun- Capstone course series for seniors. Creative, self-reflective and
dational papers in pathogenesis, genetics, and molecular biology; scientifically relevant projects conceived, produced and exhibited
recent literature on bacterial pathogens such as Salmonella, Vibrio, over the course of three quarters. Explore scientific content of
and/or Yersinia. Diverse experimental approaches: biochemistry, personal interest through creative forms including but not limited
genomics, pathogenesis, and cell biology. Prerequisites: Biology to writing, music, fine arts, performing arts, photography, film or
Core and two upper-division courses in genetics, molecular biol- new media. A written essay on the creative process and scientific
ogy, or biochemistry. significance of the selected topic will accompany the creative
3 units, Win (Long, S) work. Completed projects may be included in a creative portfolio.
BIO 183. Theoretical Population Genetics Required enrollment in 196A,B,C.
(Same as BIO 283) Models in population genetics and evolution. 3 units, Spr (McConnell, S)
Selection, random drift, gene linkage, migration, and inbreeding, BIO 198. Directed Reading in Biology
and their influence on the evolution of gene frequencies and chro- Individually arranged under the supervision of members of the
mosome structure. Models are related to DNA sequence evolution. faculty.
Prerequisites: calculus and linear algebra, or consent of instructor. 1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
3 units, alternate years, not given this year BIO 198X. Out-of-Department Directed Reading
BIO 186. Natural History of the Vertebrates Individually arranged under the supervision of members of the
(Same as BIO 286) Broad survey of the diversity of vertebrate life. faculty. Credit for work arranged with out-of-department faculty is
Discussion of the major branches of the vertebrate evolutionary restricted to Biology majors and requires department approval. See
tree, with emphasis on evolutionary relationships and key adapta- http://biohonors.stanford.edu for information and petitions. May be
tions as revealed by the fossil record and modern phylogenetics. repeated for credit.
Modern orders introduced through an emphasis on natural history, 1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
physiology, behavioral ecology, community ecology, and conser- BIO 199. Advanced Research Laboratory in Experimental
vation. Lab sessions focused on comparative skeletal morphology Biology
through hands-on work with skeletal specimens. Discussion of Individual research taken by arrangement with in-department in-
field methods and experience with our local vertebrate communi- structors. See http://biohonors.stanford.edu for information on
ties through field trips to several of California¿s distinct biomes. research sponsors, units, and credit for summer research. May be
Prerequisite: Biology core. repeated for credit.
4 units, alternate years, not given this year 1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
BIO 188. Biochemistry I BIO 199X. Out-of-Department Advanced Research Labora-
(Same as BIO 288, CHEMENG 181, CHEMENG 281, CHEM
181) (CHEMENG offerings formerly listed as 188/288.) Chemis- tory in Experimental Biology
try of major families of biomolecules including proteins, nucleic Individual research by arrangement with out-of-department in-
acids, carbohydrates, lipids, and cofactors. Structural and mecha- structors. Credit for 199X is restricted to declared Biology majors
nistic analysis of properties of proteins including molecular recog- and requires department approval. See
nition, catalysis, signal transduction, membrane transport, and http://biohonors.stanford.edu for information on research sponsors,
harvesting of energy from light. Molecular evolution. Satisfies units, petitions, deadlines, credit for summer research, and out-of-
Central Menu Area 1 for Bio majors. Prerequisites: CHEM 135 or Stanford research. May be repeated for credit.
171. GER:DB-NatSci 1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
3 units, Win (Zare, R; Cegelski, L) BIO 271. Principles of Cell Cycle Control
BIO 189. Biochemistry II (Same as BIO 171, CSB 271) Genetic analysis of the key regula-
tory circuits governing the control of cell division. Illustration of
(Same as BIO 289, CHEMENG 183, CHEMENG 283, CHEM key principles that can be generalized to other synthetic and natu-
183) Focus on metabolic biochemistry: the study of chemical reac- ral biological circuits. Focus on tractable model organisms; growth
tions that provide the cell with the energy and raw materials neces- control; irreversible biochemical switches; chromosome duplica-
sary for life. Topics include glycolysis, gluconeogenesis, the citric tion; mitosis; DNA damage checkpoints; MAPK pathway-cell
acid cycle, oxidative phosphorylation, photosynthesis, the pentose cycle interface; oncogenesis. Analysis of classic and current pri-
phosphate pathway, and the metabolism of glycogen, fatty acids, mary literature. Satisfies Central Menu Area 2.
amino acids, and nucleotides as well as the macromolecular ma- 3 units, Aut (Skotheim, J; Ferrell, J)
chines that synthesize RNA, DNA, and proteins. Medical rele-
vance is emphasized throughout. Satisfies Central Menu Area 1 for GRADUATE COURSES IN BIOLOGY
Bio majors. Prerequisite: BIO 188/288 or CHEM 181 or
CHEMENG 181/281 (formerly 188/288). GER:DB-NatSci Primarily for graduate students; undergraduates may enroll with
3 units, Spr (Dunn, A) consent of instructor.
BIO 196A. Biology Senior Reflection BIO 274S. Hopkins Microbiology Course
Capstone course series for seniors. Creative, self-reflective and (Same as BIOHOPK 274, CEE 274S, EESS 253S) (Formerly GES
scientifically relevant projects conceived, produced and exhibited 274S.) Four-week, intensive. The interplay between molecular,
over the course of three quarters. Explore scientific content of physiological, ecological, evolutionary, and geochemical processes
personal interest through creative forms including but not limited that constitute, cause, and maintain microbial diversity. How to
to writing, music, fine arts, performing arts, photography, film or isolate key microorganisms driving marine biological and geo-
new media. A written essay on the creative process and scientific chemical diversity, interpret culture-independent molecular charac-
significance of the selected topic will accompany the creative terization of microbial species, and predict causes and conse-
BIO 306. Current Topics in Integrative Organismal Biology (Same as ENVRES 210) Focus is on delivering information to
Limited to and required of graduate students doing research in this policy makers and the lay public. How to speak to the media, Con-
field. At Hopkins Marine Station. gress, and the general public; how to write op-eds and articles;
1 unit, Aut (Heller, C; Sapolsky, R; Fernald, R; Somero, G) how to package ideas including titles, abstracts, and CVs; how to
BIO 312. Ethical Issues in Ecology and Evolutionary Biology survive peer review, the promotion process, and give a job talk;
Focus is on ethical issues addressed in Donald Kennedy's Aca- and how to be a responsible science advocate.
demic Duty and others of importance to academics and scientists 2 units, not given this year
in the fields of ecology, behavior, and evolutionary biology. Dis- BIO 459. Frontiers in Interdisciplinary Biosciences
cussions led by faculty and outside guests. Satisfies ethics course (Same as BIOC 459, BIOE 459, CHEMENG 459, CHEM 459,
requirement for ecology and evolutionary biology. Prerequisite: PSYCH 459) Students register through their affiliated department;
PhD student in the ecology and evolutionary biology or marine otherwise register for CHEMENG 459. For specialists and non-
program, or consent of instructor. specialists. Sponsored by the Stanford BioX Program. Three semi-
1 unit, Aut (Ehrlich, P) nars per quarter address scientific and technical themes related to
BIO 315. Seminar in Biochemical Evolution interdisciplinary approaches in bioengineering, medicine, and the
Literature review and discussion of current topics in biochemical chemical, physical, and biological sciences. Leading investigators
evolution and molecular evolutionary genetics. Prerequisite: con- from Stanford and the world present breakthroughs and endeavors
sent of instructor. that cut across core disciplines. Pre-seminars introduce basic con-
1-3 units, Aut (Watt, W), Win (Watt, W) cepts and background for non-experts. Registered students attend
all pre-seminars; others welcome. See
BIO 323. Detecting Climate-Driven Changes in California http://biox.stanford.edu/courses/459.html. Recommended: basic
Plant Ranges mathematics, biology, chemistry, and physics.
Seminar. For advanced undergraduates and graduate students. 1 unit, Aut (Robertson, C), Win (Robertson, C), Spr (Robertson)
Future anthropogenic climate change will continue to alter plant
communities, plant ranges, and ecosystems. Studies have already BIO 801. TGR Project
documented plant and animal range shifts across the globe, yet 0 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
many questions remain as to how plants will respond to climate BIO 802. TGR Dissertation
change. Which taxa and functional groups will be most sensitive to 0 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
changes in climate? What will happen to ecological communities
with differential response of plant species to climate? Focus is on
analyzing trends in climate change and long-term plant distribution
data in California. May be repeated for credit. Prerequisite: famili-
BIOLOGY, HOPKINS MARINE
arity with statistical, spatial, or modeling analyses.
1-2 units, not given this year
STATION (BIOHOPK) COURSES
BIO 324. Interpreting Ecological Data
Experimental design and the theory behind and appropriate use of UNDERGRADUATE COURSES IN
parametric statistics including: student t-test; analysis of variance; BIOLOGY, HOPKINS MARINE STATION
linear regression and some variations including logistic regression
and multiple regression; analysis of covariance; chi-squared simi- Primarily for undergraduates; graduate students may enroll with
larity test; testing the independence of multiple tests; Monte Carlo consent of adviser.
and bootstrapping methods. Students encouraged to use data from BIOHOPK 43. Plant Biology, Evolution, and Ecology
their own research. Course does not fulfill undergraduate statistics Introduction to biology in a marine context. Principles of plant
requirement. Prerequisite: consent of instructor. biology: physiology, structure, diversity. Principles of evolution:
4 units, not given this year macro and microevolution, population genetics. Ecology: the prin-
BIO 326. Foundations in Biogeography ciples governing the distribution and abundance of organisms;
Seminar. Focus on classic papers covering the global distribution population, community, and ecosystem ecology. Equivalent to BIO
and abundance of organisms through time. Topics include: phylo- 43. Corequisite: BIOHOPK 44Y. GER:DB-NatSci
genetics, phylogeography, plate tectonics, island biogeography, 5 units, Spr (Denny, M; Palumbi, S; Watanabe, J)
climatic change, dispersal, vicariance, ecology of invasions, ex- BIOHOPK 44Y. Core Experimental Laboratory
tinction, gradients, diversity, conservation and a history of the Laboratory and field projects provide working familiarity with the
field. concepts, organisms, and techniques of plant and evolutionary
2 units, Win (Hadly, E; Fukami, T), alternate years, not given biology, and ecology. Emphasis is on hands-on experimentation in
next year the marine environment, analysis of data, and written and oral
BIO 342. Plant Biology Seminar presentation of the experiments. Equivalent to BIO 44Y. Corequi-
Topics announced at the beginning of each quarter. Current litera- site: BIOHOPK 43. GER:DB-NatSci, WIM
ture. May be repeated for credit. See 5 units, Spr (Denny, M; Palumbi, S; Watanabe, J)
http://carnegiedpb.stanford.edu/seminars/seminars.php. BIOHOPK 161H. Invertebrate Zoology
1-3 units, Aut (Walbot, V), Win (Walbot, V), Spr (Walbot, V) (Same as BIOHOPK 261H) (Graduate students register for 261H.)
BIO 344. Advanced Seminar in Cellular Biology Survey of invertebrate diversity emphasizing form and function in
Enrollment limited to graduate students directly associated with a phylogenetic framework. Morphological diversity, life histories,
departmental research groups working in cell biology. physiology, and ecology of the major invertebrate groups, concen-
1 unit, not given this year trating on local marine forms as examples. Current views on the
phylogenetic relationships and evolution of the invertebrates. Lec-
tures, lab, plus field trips. Satisfies Central Menu Area 3 for Bio
uisite: Biology core or consent of instructor. GER:DB-NatSci BIOHOPK 271H. Ecological and Evolutionary Physiology
5-8 units, Spr (Staff), alternate years, not given this year (Same as BIOHOPK 171H) (Graduate students register for 271H.)
BIOHOPK 184H. Holistic Biology: Monterey Bay and the Sea The interplay between environmental factors, such as temperature,
of Cortez light, nutrient supply, salinity, and oxygen availability, and adap-
(Same as BIOHOPK 284H) (Graduate students register for 284H.) tive change at the physiological level. Emphasis is on marine spe-
For majors and non-majors. Complexity in natural systems from cies and the roles played by physiological adaptations in establish-
complementary points of view, including scientific, historical, ing their distribution and performance. Satisfies Central Menu
philosophical, and literary. The work and writings of Ed Ricketts Area 3 for Bio majors. Prerequisite: Biology core or consent of
and John Steinbeck and historical and contemporary works con- instructor.
cerning marine ecology and fisheries. Field work, laboratory stud- 4 units, Spr (Somero, G)
ies with living invertebrates, and an individual research project. BIOHOPK 272H. Marine Ecology
Course includes a component in Baja California, Mexico. Only 6 (Same as BIOHOPK 172H) (Graduate students register for 272H.)
units may count towards the Biology major. GER:DB-NatSci Focus is on quantitative approaches to questions in marine ecology
16 units, alternate years, not given this year and ecophysiology. Statistical methods, including multivariate
statistical approaches and meta-analysis. Satisfies Central Menu
GRADUATE COURSES IN BIOLOGY, Area 4 for Bio majors. Prerequisite: Biology core or consent of
HOPKINS MARINE STATION instructor.
5 units, Win (Micheli, F)
Primarily for graduate students; undergraduates may enroll with
consent of instructor. BIOHOPK 273H. Marine Conservation Biology
(Same as BIOHOPK 173H) (Graduate students register for 273H.)
BIOHOPK 261H. Invertebrate Zoology The science of preserving marine diversity. Goal is to introduce
(Same as BIOHOPK 161H) (Graduate students register for 261H.) students to major conservation issues associated with marine eco-
Survey of invertebrate diversity emphasizing form and function in systems. Topics include decline of open ocean fisheries, salmon
a phylogenetic framework. Morphological diversity, life histories, conservation, bycatch issues in fisheries, use of marine reserves,
physiology, and ecology of the major invertebrate groups, concen- marine invasions, marine pollution, and global warming. Includes
trating on local marine forms as examples. Current views on the five lecturers from other universities who specialize in marine
phylogenetic relationships and evolution of the invertebrates. Lec- conservation.
tures, lab, plus field trips. Satisfies Central Menu Area 3 for Bio 1-3 units, Spr (Block, B)
majors. Prerequisite: Biology core or consent of instructor.
5 units, Win (Watanabe, J) BIOHOPK 274. Hopkins Microbiology Course
(Same as BIO 274S, CEE 274S, EESS 253S) (Formerly GES
BIOHOPK 263H. Oceanic Biology 274S.) Four-week, intensive. The interplay between molecular,
(Same as BIOHOPK 163H) (Graduate students register for 263H.) physiological, ecological, evolutionary, and geochemical processes
How the physics and chemistry of the oceanic environment affect that constitute, cause, and maintain microbial diversity. How to
marine plants and animals. Topics: seawater and ocean circulation, isolate key microorganisms driving marine biological and geo-
separation of light and nutrients in the two-layered ocean, oceanic chemical diversity, interpret culture-independent molecular charac-
food webs and trophic interactions, oceanic environments, bio- terization of microbial species, and predict causes and conse-
geography, and global change. Lectures, discussion, and field trips. quences. Laboratory component: what constitutes physiological
Satisfies Central Menu Area 4 for Bio majors. Recommended: and metabolic microbial diversity; how evolutionary and ecologi-
PHYSICS 21 or 51, CHEM 31, Biology core, or consent of in- cal processes diversify individual cells into physiologically hetero-
structor. geneous populations; and the principles of interactions between
4 units, Win (Denny, M; Somero, G) individuals, their population, and other biological entities in a dy-
BIOHOPK 264H. Marine Botany namically changing microbial ecosystem. Prerequisites: CEE
(Same as BIOHOPK 164H) (Graduate students register for 264H.) 274A,B, or equivalents.
Introduction to plants in the sea. Phytoplankton and oceanic pro- 9-12 units, Sum (Spormann, A; Francis, C)
ductivity; macrophytes and nearshore ecology; marine angio- BIOHOPK 274H. Experimental Design and Probability
sperms from taxonomical, physiological, and ecological perspec- (Same as BIOHOPK 174H) (Graduate students register for 274H.)
tives. Lectures, lab. Prerequisite: Biology core or consent of in- Variability is an integral part of biology. Introduction to probabil-
structor. ity and its use in designing experiments to address biological prob-
5 units, Win (Staff), alternate years, not given next year lems. Focus is on analysis of variance, when and how to use it,
BIOHOPK 266H. Molecular Ecology why it works, and how to interpret the results. Design of complex,
(Same as BIOHOPK 166H) (Graduate students register for 266H.) but practical, asymmetrical experiments and environmental impact
How modern technologies in gene sequencing, detection of nuclear studies, and regression and analysis of covariance. Computer-
nucleotide polymorphisms, and other approaches are used to gather based data analysis. Prerequisite: Biology core or consent of in-
data on genetic variation that allow measurement of population structor.
structure, infer demographic histories, inform conservation efforts, 3 units, Spr (Watanabe, J)
and advance understanding of the ecology of diverse types of or- BIOHOPK 277H. Biomechanics, Ecological Physiology, and
ganisms. Genetics of Intertidal Communities
5 units, Win (Palumbi, S) Four week course. Introduction to the mechanical and physiologi-
BIOHOPK 267H. Nerve, Muscle, and Synapse cal design of wave-swept organisms. How different abiotic stresses
(Same as BIOHOPK 167H) (Graduate students register for 267H.) (wave exposure, wind speed, temperature, light) influence marine
Fundamental aspects of membrane excitability, nerve conduction, animals and plants, and adaptive responses to these stresses. Lab
synaptic transmission, and excitation-contraction coupling. Em- introduces methods for measuring environmental stress and organ-
ray, proteomic, and genomic data to understand the etiology of Lecture component of BIOMEDIN 214. One unit for medical and
disease, clinical information systems in local healthcare facilities, graduate students who attend lectures only; may be taken for 2
cellular and radiology imaging, and pharmacogenomics. Enroll- units with participation in limited assignments and final project.
ment for 2 units includes weekly assignments. Non-MD students Lectures also available via internet. Prerequisite: familiarity with
may enroll for 1 unit. May be repeated for credit. Prerequisite: biology recommended.
background in biomedicine. Recommended: background in pro- 1-2 units, Aut (Altman, R)
gramming. BIOMEDIN 217. Translational Bioinformatics
1-2 units, Aut (Butte, A), Spr (Butte, A) (Same as CS 275) Analytic, storage, and interpretive methods to
BIOMEDIN 206. Informatics in Industry optimize the transformation of genetic, genomic, and biological
Effective management, modeling, acquisition, and mining of bio- data into diagnostics and therapeutics for medicine. Topics: access
medical information in healthcare and biotechnology companies and utility of publicly available data sources; types of genome-
and approaches to information management adopted by companies scale measurements in molecular biology and genomic medicine;
in this ecosystem. Guest speakers from pharmaceuti- analysis of microarray data; analysis of polymorphisms, pro-
cal/biotechnology companies, clinics/hospitals, health communi- teomics, and protein interactions; linking genome-scale data to
ties/portals, instrumentation/software vendors. May be repeated for clinical data and phenotypes; and new questions in biomedicine
credit. using bioinformatics. Case studies. Prerequisites: programming
1 unit, Spr (Kotecha, N; Shah, N; Altman, R) ability at the level of CS 106A and familiarity with statistics and
BIOMEDIN 207. Digital Medicine: Promise and Peril in the biology.
Age of Electronic Health Records 4 units, Spr (Butte, A)
Topical discussions of the use of electronic health records in clini- BIOMEDIN 218. Translational Bioinformatics Lectures
cal care and clinical research. Lectures by faculty, students and Same content as BIOMEDIN 217; for medical and graduate stu-
guest speakers are augmented by site visits to local clinical institu- dents who attend lectures and participate in limited assignments
tions that have implemented electronic health records systems. and final project. Analytic, storage, and interpretive methods to
Goal is exposure to practical challenges of system implementation optimize the transformation of genetic, genomic, and biological
and to research opportunities in clinical informatics. data into diagnostics and therapeutics for medicine. Topics: access
1 unit, Sum (Das, A) and utility of publicly available data sources; types of genome-
BIOMEDIN 210. Modeling Biomedical Systems: Ontology, scale measurements in molecular biology and genomic medicine;
Terminology, Problem Solving analysis of microarray data; analysis of polymorphisms, pro-
(Same as CS 270) Methods for modeling biomedical systems and teomics, and protein interactions; linking genome-scale data to
for making those models explicit in the context of building soft- clinical data and phenotypes; and new questions in biomedicine
ware systems. Emphasis is on intelligent systems for decision sup- using bioinformatics. Case studies. Prerequisites: programming at
port and Semantic Web applications. Topics: knowledge represen- the level of CS 106A; familiarity with statistics and biology.
tation, controlled terminologies, ontologies, reusable problem 2 units, Spr (Butte, A)
solvers, and knowledge acquisition. Recommended: exposure to BIOMEDIN 219. Mathematical Models and Medical Decisions
object-oriented systems, basic biology. Analytic methods for determining the optimal diagnostic and the-
3 units, Win (Musen, M; Ghazvinian, A; Tirrell, R; Beck, A) rapeutic decisions for the care of individual patients and for the
BIOMEDIN 211. Effective Design in Clinical Informatics design of policies affecting the care of patient populations. Topics:
(Same as CS 271) Methods of designing and engineering software utility theory and probability modeling, empirical methods for
systems in complex clinical environments. Case studies illustrate estimating disease prevalence, probability models for periodic
factors leading to success or failure of systems. Project assign- processes, binary decision-making techniques, Markov models of
ments involve focused team-based design work. Topics: user and dynamic disease state problems, utility assessment techniques,
organizational requirements, data and knowledge modeling, com- parametric utility models, utility models for multidimensional
ponent-based system design, system prototyping, and human- outcomes, analysis of time-varying clinical outcomes, and the
systems interaction. Prerequisite: BIOMEDIN 210 recommended, design of cost-contstrained clinical policies. 2 units requires com-
or database or object-oriented programming course. pletion of a case study project. Prerequisites: introduction to calcu-
3 units, not given this year lus and basic statistics.
BIOMEDIN 212. Introduction to Biomedical Informatics Re- 1-2 units, Win (Higgins, M; Musen, M)
search Methodology BIOMEDIN 231. Computational Molecular Biology
(Same as BIOE 212, CS 272, GENE 212) Hands-on software (Same as BIOC 218) For molecular biologists and computer scien-
building. Student teams conceive, design, specify, implement, tists. Representation and analysis of genomes, sequences, and pro-
evaluate, and report on a software project in the domain of bio- teins. Strengths and limitations of existing methods. Course work
medicine. Creating written proposals, peer review, providing status performed on web or using downloadable applications. See
reports, and preparing final reports. Guest lectures from profes- http://biochem218.stanford.edu/. Prerequisites: introductory mo-
sional biomedical informatics systems builders on issues related to lecular biology course at level of BIOSCI 41 or consent of instruc-
the process of project management. Software engineering basics. tor. All offerings are via internet only.
Prerequisites: BIOMEDIN 210, 211, 214, 217 or consent of in- 3 units, Aut (Brutlag, D), Win (Brutlag, D), Spr (Brutlag, D)
structor. BIOMEDIN 233. Intermediate Biostatistics: Analysis of Dis-
3 units, Spr (Altman, R) crete Data
BIOMEDIN 214. Representations and Algorithms for Compu- (Same as HRP 261, STATS 261) Methods for analyzing data from
tational Molecular Biology case-control and cross-sectional studies: the 2x2 table, chi-square
(Same as BIOE 214, CS 274, GENE 214) Topics: introduction to test, Fisher's exact test, odds ratios, Mantel-Haenzel methods,
bioinformatics and computational biology, algorithms for align- stratification, tests for matched data, logistic regression, condi-
(Same as APPPHYS 232, BIO 132, BIO 232, MCP 232) Labora- the origins, diagnosis, and treatment of cancer. Focus on key ex-
tory and lectures. Advanced microscopy and imaging, emphasizing periments and discoveries with emphasis on genetics, molecular
hands-on experience with state-of-the-art techniques. Students biology, and cell biology. Topics include carcinogens, tumor virol-
construct and operate working apparatus. Topics include micro- ogy, oncogenes, tumor suppressor genes, cell cycle regulation,
scope optics, Koehler illumination, contrast-generating mecha- angiogenesis, invasion and metastasis, cancer genomics, cancer
nisms (bright/dark field, fluorescence, phase contrast, differential epidemiology, and cancer therapies. Discussion sections based on
interference contrast), and resolution limits. Laboratory topics vary primary research articles that describe key experiments in the field.
by year, but include single-molecule fluorescence, fluorescence Satisfies Central Menu Areas 1 or 2 for Bio majors. Prerequisite:
resonance energy transfer, confocal microscopy, two-photon mi- Biology or Human Biology core or equivalent, or consent of in-
croscopy, and optical trapping. Limited enrollment. Recom- structor.
mended: basic physics, Biology core or equivalent, and consent of 4 units, Win (Lipsick, J)
instructor.
4 units, Spr (Block, S; Smith, S; Stearns, T) GRADUATE COURSES IN CANCER
BIOPHYS 241. Biological Macromolecules BIOLOGY
(Same as BIOC 241, SBIO 241) The physical and chemical basis
of macromolecular function. Forces that stabilize biopolymers with Primarily for graduate students; undergraduates may enroll with
three-dimensional structures and their functional implications. consent of instructor.
Thermodynamics, molecular forces, structure and kinetics of en- CBIO 241. Molecular, Cellular, and Genetic Basis of Cancer
zymatic and diffusional processes, and relationship to their practi- Core course required for first-year Cancer Biology graduate stu-
cal application in experimental design and interpretation. Biologi- dents. Focus is on key experiments and classic primary research
cal function and the level of individual molecular interactions and papers in cancer biology. Letter grade required. Undergraduates
at the level of complex processes. Case studies in lecture and require consent of course director.
discussion of classic and current literature. Enrollment limited to 5 units, Aut (Giaccia, A; Graves, E)
40. Prerequisites: None; background in biochemistry and physical CBIO 242. Scientific Basis of Clinical Cancer Therapy
chemistry preferred but material available for those with defi- Required for first- and second-year medical students who wish to
ciency; undergraduates with consent of instructor only. join the Cancer Biology Scholarly Concentration Program. Also
3-5 units, Aut (Herschlag, D; Ferrell, J; Block, S; Weis, W; open to advanced undergraduates; limited enrollment. The curricu-
Garcia, K; Puglisi, J) lum includes a sampling of recent biomedical research discoveries
BIOPHYS 242. Methods in Molecular Biophysics that led to the current cancer diagnosis and therapeutic treatments.
(Same as SBIO 242) Experimental methods in molecular biophys- 3 units, Spr (Koong, A)
ics from theoretical and practical standpoints. Emphasis is on X- CBIO 260. Teaching in Cancer Biology
ray diffraction, nuclear magnetic resonance, and fluorescence Practical experience in teaching by serving as a teaching assistant
spectcroscopy. Prerequisite: physical chemistry or consent of in- in a cancer biology course. Unit values are allotted individually to
structor. reflect the level of teaching responsibility assigned to the student.
3 units, Win (Staff) 1-10 units, Aut (Giaccia, A), Win (Lipsick, J), Spr (Giaccia, A)
BIOPHYS 250. Seminar in Biophysics CBIO 275. Tumor Immunology
Required of Biophysics graduate students. Presentation of current (Same as IMMUNOL 275) Focuses on the ability of innate and
research projects and results by faculty in the Biophysics program. adaptive immune responses to recognize and control tumor growth.
May be repeated for credit. Topics include: tumor antigens, tumor immunosurveillance and
1 unit, Aut (Weis, W), Win (Weis, W) immunoediting, tumor immunotherapy, cancer vaccines and den-
BIOPHYS 297. Bio-Inorganic Chemistry dritic cell therapy. Tracks the historical developments of our un-
(Same as CHEM 297) Overview of metal sites in biology. Metal- derstanding of modulating tumor immune response and discusses
loproteins as elaborated inorganic complexes, their basic coordina- their relative significance in the light of current research findings.
tion chemistry and bonding, unique features of the protein ligand, Prerequisite: for undergraduates, human biology or biology core.
and the physical methods used to study active sites. Active site 3 units, not given this year
structures are correlated with function. Prerequisites: 153 and 173, CBIO 280. Cancer Biology Journal Club
or equivalents. Required of and limited to first- and second-year graduate students
3 units, not given this year in Cancer Biology. Recent papers in the literature presented by
BIOPHYS 300. Graduate Research graduate students. When possible, discussion relates to and pre-
Investigations sponsored by individual faculty members. Prerequi- cedes cancer-related seminars at Stanford. Attendance at the rele-
site: consent of instructor. vant seminar required.
1-18 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) 1 unit, Aut (Giaccia, A), Win (Giaccia, A), Spr (Giaccia, A)
BIOPHYS 399. Directed Reading in Biophysics CBIO 299. Directed Reading in Cancer Biology
Prerequisite: consent of instructor. Prerequisite: consent of instructor.
1-18 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) 1-18 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
BIOPHYS 801. TGR Project CBIO 399. Graduate Research
0 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) Students undertake investigations sponsored by individual faculty
BIOPHYS 802. TGR Dissertation members. Cancer Biology Ph.D. students must register as soon as
0 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) they begin dissertation-related research work.
1-18 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
CBIO 801. TGR Project
0 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
physiology, the elemental stoichiometry of metabolism, recombi- CHEMENG 185B. Chemical Engineering Laboratory B
nant DNA technology, synthetic biology and metabolic engineer- Methods and techniques in molecular biology and biochemical
ing, fermentation development and control, product isolation and engineering. Emphasis is on team organization, communiction
purification, protein folding and formulation, and biobusiness and skills, experimental design, and project execution. Creation of
regulatory issues. Prerequisite: CHEMENG 181 (formerly 188) or presentations, experiments, and demonstrations for high school
BIOSCI 41 or equivalent. students. Additional laboratory times to be arranged. Prerequisite:
3 units, Win (Staff) BIO 41, CHEMENG 181, or equivalent.
CHEMENG 160. Polymer Science and Engineering 4 units, Win (Wang, C)
(Same as CHEMENG 260) Interrelationships among molecular CHEMENG 190. Undergraduate Research in Chemical Engi-
structure, morphology, and mechanical behavior of polymers. Top- neering
ics include amorphous and semicrystalline polymers, glass transi- Laboratory or theoretical work for undergraduates under the su-
tions, rubber elasticity, linear viscoelasticity, and rheology. Appli- pervision of a faculty member. Research in one of the graduate
cations of polymers in biomedical devices and microelectronics. research groups or other special projects in the undergraduate
Recommended: CHEM 33 and 171, or equivalent. chemical engineering lab. Students should consult advisers for
3 units, Spr (Hwang, L) information on available projects.
CHEMENG 170. Kinetics and Reactor Design 1-6 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
Chemical kinetics, elementary reactions, mechanisms, rate-limiting CHEMENG 190H. Undergraduate Honors Research in Chem-
steps, and quasi-steady state approximations. Ideal isothermal and ical Engineering
non-isothermal reactors; design principles. Steady state and un- For Chemical Engineering majors pursuing a B.S. with Honors
steady state operation of reactors; conversion and limitations of degree who have submitted an approved research proposal to the
thermodynamic equilibrium. Enzymes and heterogeneous catalysis department. Unofficial transcript must document BSH status and at
and catalytic reaction mechanisms. Prerequisites: 110, 120A, least 9 units of 190H research for a minimum of 3 quarters May be
120B. repeated for credit.
3 units, Aut (Bent, S) 1-5 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
CHEMENG 174. Environmental Microbiology I CHEMENG 191H. Undergraduate Honors Seminar
(Same as CHEMENG 274, CEE 274A) Basics of microbiology For Chemical Engineering majors approved for B.S. with Honors
and biochemistry. The biochemical and biophysical principles of research program. Honors research proposal must be submitted and
biochemical reactions, energetics, and mechanisms of energy con- unofficial transcript document BSH status prior to required concur-
servation. Diversity of microbial catabolism, flow of organic mat- rent registration in 190H and 191H. May be repeated for credit.
ter in nature: the carbon cycle, and biogeochemical cycles. Bacte- Corequisite: 190H
rial physiology, phylogeny, and the ecology of microbes in soil 1 unit, Aut (Hwang, L), Win (Hwang, L), Spr (Hwang, L), Sum
and marine sediments, bacterial adhesion, and biofilm formation. (Hwang, L)
Microbes in the degradation of pollutants. Prerequisites: CHEM
33, 35, and BIOSCI 41, CHEMENG 181 (formerly 188), or equi- GRADUATE COURSES IN CHEMICAL
valents.
3 units, Aut (Spormann, A), Sum (Krieger, C) ENGINEERING
CHEMENG 180. Chemical Engineering Plant Design Primarily for graduate students; undergraduates may enroll with
Open to seniors in chemical engineering or by consent of instruc- consent of instructor.
tor. Application of chemical engineering principles to the design of CHEMENG 240. Micro and Nanoscale Fabrication Engineer-
practical plants for the manufacture of chemicals and related mate- ing
rials. Topics: flow-sheet development from a conceptual design, (Same as CHEMENG 140) (Same as CHEMENG 140) Survey of
equipment design for distillation, chemical reactions, heat transfer, fabrication and processing technologies in industrial sectors, such
pumping, and compression; estimation of capital expenditures and as semiconductor, biotechnology, and energy. Chemistry and
production costs; plant construction. transport of electronic and energy device fabrication. Solid state
3 units, Spr (Pavone, A) materials, electronic devices and chemical processes including
CHEMENG 181. Biochemistry I crystal growth, chemical vapor deposition, etching, oxidation,
(Same as BIO 188, BIO 288, CHEMENG 281, CHEM 181) doping, diffusion, thin film deposition, plasma processing. Micro
(CHEMENG offerings formerly listed as 188/288.) Chemistry of and nanopatterning involving photolithography, unconventional
major families of biomolecules including proteins, nucleic acids, soft lithography and self assembly. Recommended: CHEM 33,
carbohydrates, lipids, and cofactors. Structural and mechanistic 171, and PHYSICS 55
analysis of properties of proteins including molecular recognition, 3 units, Win (Bao, Z)
catalysis, signal transduction, membrane transport, and harvesting CHEMENG 260. Polymer Science and Engineering
of energy from light. Molecular evolution. Satisfies Central Menu (Same as CHEMENG 160) Interrelationships among molecular
Area 1 for Bio majors. Prerequisites: CHEM 135 or 171. GER:DB- structure, morphology, and mechanical behavior of polymers. Top-
NatSci ics include amorphous and semicrystalline polymers, glass transi-
3 units, Win (Zare, R; Cegelski, L) tions, rubber elasticity, linear viscoelasticity, and rheology. Appli-
CHEMENG 183. Biochemistry II cations of polymers in biomedical devices and microelectronics.
(Same as BIO 189, BIO 289, CHEMENG 283, CHEM 183) Focus Recommended: CHEM 33 and 171, or equivalent.
on metabolic biochemistry: the study of chemical reactions that 3 units, Spr (Hwang, L)
provide the cell with the energy and raw materials necessary for CHEMENG 274. Environmental Microbiology I
life. Topics include glycolysis, gluconeogenesis, the citric acid (Same as CHEMENG 174, CEE 274A) Basics of microbiology
cycle, oxidative phosphorylation, photosynthesis, the pentose and biochemistry. The biochemical and biophysical principles of
CHEMENG 459. Frontiers in Interdisciplinary Biosciences Planck equations to biopolymer transport, and Brownian dynamics
(Same as BIO 459, BIOC 459, BIOE 459, CHEM 459, PSYCH and Monte Carlo simulations. These methods will be applied to
459) Students register through their affiliated department; other- topics such as DNA/protein semiflexibility, DNA supercoiling,
wise register for CHEMENG 459. For specialists and non- lyotropic polymer ordering, anomalous diffusion in crowded envi-
specialists. Sponsored by the Stanford BioX Program. Three semi- ronments, motor-protein transport, and protein dynamics. Prerequi-
nars per quarter address scientific and technical themes related to sites: CHEMENG 340 and 466 or consent of the instructor.
interdisciplinary approaches in bioengineering, medicine, and the 3 units, not given this year
chemical, physical, and biological sciences. Leading investigators CHEMENG 500. Special Topics in Protein Biotechnology
from Stanford and the world present breakthroughs and endeavors Recent developments and current research. May be repeated for
that cut across core disciplines. Pre-seminars introduce basic con- credit. Prerequisite: graduate standing and consent of instructor.
cepts and background for non-experts. Registered students attend 1 unit, Aut (Swartz, J), Win (Swartz, J), Spr (Swartz, J), Sum
all pre-seminars; others welcome. See (Swartz, J)
http://biox.stanford.edu/courses/459.html. Recommended: basic CHEMENG 501. Special Topics in Semiconductor Processing
mathematics, biology, chemistry, and physics. Recent developments and current research. May be repeated for
1 unit, Aut (Robertson, C), Win (Robertson, C), Spr (Robertson) credit. Prerequisite: graduate standing and consent of instructor.
CHEMENG 460. Polymer Surfaces and Interfaces 1 unit, Aut (Bent, S), Win (Bent, S), Spr (Bent, S), Sum (Bent, S)
Principles of interfacial thermodynamics and polymer physics CHEMENG 503. Special Topics in Biocatalysis
applied to polymer surfaces and interfaces, particularly in relation Recent developments and current research. May be repeated for
to biomedical devices. Treatments of intermolecular forces; con- credit. Prerequisite: graduate standing and consent of instructor.
formational statistics of macromolecular structure; tethering of 1 unit, Aut (Khosla, C), Win (Khosla, C), Spr (Khosla, C), Sum
polymers at different interfaces; techniques for chemical modifica- (Khosla, C)
tion of surfaces; methods for physical characterization of polymer CHEMENG 504. Special Topics in Bioengineering
surfaces and interfaces. Applications in adhesion, biocompatibility, Recent developments and current research. May be repeated for
prosthetic orthopedic devices, and ophthalmic devices. Prerequi- credit. Prerequisite: graduate standing and consent of instructor.
site: exposure to principles of polymer science or consent of in- 1 unit, Aut (Robertson, C), Win (Robertson, C), Spr (Robertson,
structor. C), Sum (Robertson, C)
3 units, Win (Frank, C), alternate years, not given next year
CHEMENG 505. Special Topics in Microrheology
CHEMENG 461. Polymeric Materials in Medical Devices Recent developments and current research. May be repeated for
Integrated approach to polymer synthesis, characterization, and credit. Prerequisite: graduate standing and consent of instructor.
processing for polymer properties of technological benefit in bio- 1 unit, Aut (Fuller, G), Win (Fuller, G), Spr (Fuller, G), Sum
medical devices. Classes of materials include ultra high molecular (Fuller, G)
weight polyethylene, silicone elastomers, block copolymer seg-
mented polyurethanes, highly orientated nylon fibers, hydrogels, CHEMENG 507. Special Topics in Polymer Physics and Mo-
and biodegradable polymers. Applications include prosthetic or- lecular Assemblies
thopedic devices, ophthalmic devices, sutures, and drug delivery Recent developments and current research. May be repeated for
systems. credit. Prerequisite: graduate standing and consent of instructor.
3 units, not given this year 1 unit, Aut (Frank, C), Win (Frank, C), Spr (Frank, C), Sum
(Frank, C)
CHEMENG 462. Complex Fluids and Non-Newtonian Flows
Division of complex fluids into suspensions, solutions, and melts. CHEMENG 510. Special Topics in Transport Mechanics
Suspensions as colloidal and non-colloidal. Extra stress and rela- Recent developments and current research. May be repeated for
tion to the stresslet. Suspension rheology including Brownian and credit. Prerequisite: graduate standing and consent of instructor.
non-Brownian fibers. Microhydrodynamics and the Fokker-Planck 1 unit, Aut (Shaqfeh, E), Win (Shaqfeh, E), Spr (Shaqfeh, E),
equation. Linear viscoelasticity and the weak flow limit. Polymer Sum (Shaqfeh, E)
solutions including single mode (dumbbell) and multimode mod- CHEMENG 513. Special Topics in Functional Organic Mate-
els. Nonlinear viscoelasticity. Intermolecular effects in nondilute rials for Electronic and Optical Devices
solutions and melts and the concept of reptation. Prerequisites: low Recent developments and current research. May be repeated for
Reynolds number hydrodynamics or consent of instructor. credit. Prerequisite: graduate standing and consent of instructor.
3 units, Spr (Shaqfeh, E) 1 unit, Aut (Bao, Z), Win (Bao, Z), Spr (Bao, Z), Sum (Bao, Z)
CHEMENG 464. Polymer Chemistry CHEMENG 514. Special Topics in Biopolymer Physics
Polymer material design, synthesis, characterization, and applica- Recent developments and current research. May be repeated for
tion. Topics include organic and kinetic aspects of polymerization, credit. Prerequisite: graduate standing and consent of instructor.
polymer characterization techniques, and structure and properties 1 unit, Aut (Spakowitz, A), Win (Spakowitz, A), Spr (Spakowitz,
of bulk polymers for commercial applications and emerging tech- A), Sum (Spakowitz, A)
nologies. CHEMENG 515. Special Topics in Molecular and Systems
3 units, alternate years, not given this year Biology
Recent developments and current research. May be repeated for
credit. Prerequisite: graduate standing and consent of instructor.
1 unit, Aut (Wang, C), Win (Wang, C), Spr (Wang, C), Sum
(Wang, C)
that have defined the status of Mexican-origin people living in the nist/lesbian/queer critiques. Consideration of alternative paradigms
U.S. Topics include the U.S./Mexico border and the borderlands; such as positioning Chicana/o literature within a U.S. Latina/o
immigration and anti-immigration sentiment; literary and cultural literary imaginary, and the shift of critical discourse in the field of
traditions; music; labor; historical perspectives on Mexicans in the visual art from a paradigm of resistance and affirmation to one of
U.S. and the Chicano movement; urban realities; gender relations; post-Chicano.
political and economic changes; and inter- and intra-group interac- 3-5 units, Aut (Yarbro-Bejarano, Y)
tions. Sources include social science and humanities scholarship.
GER:DB-Hum, EC-AmerCul
5 units, Spr (Gallardo, S)
CHICANST 189W. Language and Minority Rights
CHINESE GENERAL (CHINGEN)
(Same as CSRE 189W, EDUC 189X) Language as it is implicated
in migration and globalization. The effects of globalization proc-
COURSES
esses on languages, the complexity of language use in migrant and
indigenous minority contexts, the connectedness of today's socie- UNDERGRADUATE COURSES IN CHINESE
ties brought about by the development of communication tech- GENERAL
nologies. Individual and societal multilingualism; preservation and
revival of endangered languages. GER:EC-GlobalCom Primarily for undergraduates; graduate students may enroll with
3 units, not given this year consent of adviser.
CHICANST 199A. Race, Sex, Gender in Cultural Representa- CHINGEN 51. Chinese Calligraphy
tions Practice in writing Chinese characters with a brush, emphasizing
(Same as CSRE 199A, ILAC 389E) Critical theory and cultural standardized script and the composition of the characters and im-
representations in media that address issues surrounding the repre- proving handwriting. Limited enrollment. May be repeated for
sentation of race, gender, sexuality, and politics. How is desire credit. Prerequisite: CHINLANG 3 or equivalent.
racialized? How is racial difference produced through sex as a 1-2 units, Spr (Chuang, Y)
material practice and what is the function of sex in racial self for- CHINGEN 70N. Marvelous Creatures: Animals and Humans
mation ? How are questions of pleasure, desire, and the structures in Chinese Literature
of power reconciled? How do these texts reinforce or contest (Stanford Introductory Seminar) Preference to freshmen. Read
stereotypes and the ideal bodies of national identity? Is it desirable novels and short stories as well as view films that feature an array
to envision a bridging of queer communities of color, or a transna- of marvelous creatures from late imperial times to the contempo-
tional or global network? rary era. What animal imageries and metaphors can reveal about
3-5 units, Spr (Yarbro-Bejarano, Y) the Chinese and how they relate to the natural, supernatural, and
CHICANST 200. Latina/o Literature human worlds across the centuries. GER:DB-Hum, EC-
(Same as CSRE 200, ILAC 280) Examination of a diverse set of GlobalCom
literary texts by Latinas/os, bringing history, politics, and cultural 3-4 units, Spr (Lee, H)
theory to bear in order to apprehend the significant intracultural CHINGEN 73. Chinese Language, Culture, and Society
differences amongst Latinas/os (most notably concerning (Same as CHINGEN 173) Topics include the origin of Chinese,
im/migration). Gender and sexuality as critical lenses that reflect development of dialects, emergence of the standard, preferred
and refract themes such as identity, language politics, transnation- formulaic expressions, the evolution of writing, and language poli-
alism, political turmoil, socioeconomic status, and the notion of cies in greater China. Prerequisite: CHINLANG 1 or 1B, or equiv-
home/land and its loss, reinvention, and/or reclamation alent. GER:DB-SocSci, EC-GlobalCom
3-5 units, Aut (Yarbro-Bejarano, Y) 4 units, not given this year
CHICANST 200R. Directed Research CHINGEN 91. Traditional East Asian Culture: China
1-5 units, Aut (Staff), Win (Staff), Spr (Staff) Required for Chinese and Japanese majors. Introduction to Chinese
CHICANST 200W. Directed Reading culture in a historical context. Topics include political and socio-
(Staff) economic institutions, religion, ethics, education, and art and lit-
1-5 units, Aut (Staff), Win (Staff), Spr (Staff) erature. GER:DB-Hum, EC-GlobalCom
CHICANST 201B. From Racial Justice to Multiculturalism: 5 units, Aut (Lee, H)
Movement-based Arts Organizing in the Post Civil Rights Era CHINGEN 114. Chinese Imagination of Death
(Same as CSRE 201B) How creative projects build and strengthen (Same as EASTASN 114, EASTASN 214) Examines the popular
communities of common concern. Projects focus on cultural rec- representations and imaginations of death and the afterlife in the
lamation, multiculturalism, cultural equity and contemporary cul- Chinese tradition. Sources include philosophical discourses, liter-
tural wars, media literacy, independent film, and community-based ary and visual representations, religious and popular practices, and
art. Guest artists and organizers, films, and case studies. modern imaginations. All readings in English.
5 units, Aut (Hernandez, G) 3-4 units, Win (Son, S), given once only
CHINGEN 117. Worship of Buddhist Images in Medieval Chi-
na
(Same as CHINGEN 217) Explores Buddhist image-making prac-
tices from Han to Tang China from a trans-Asian perspective. Top-
ics include characteristics of earliest Chinese images (vis-a-vis
those of Indian subcontinent), their growth as a dominant artistic
genre, inroads of foreign images and Chinese interactions, con-
CHINLANG 31E. Accelerated Beginning Mandarin for Engi- Continuation of 132. Prerequisite: 132 or equivalent.
neering Students, First Quarter 3-4 units, Spr (Wang, H)
Restricted to engineering students participating in the China In- CHINLANG 200. Directed Reading
ternship Program. Commercial, economic, and business-related May be repeated for credit. Prerequisite: consent of instructor.
vocabulary. Materials include formal business conversations, 1-5 units, Aut (Staff), Win (Staff), Spr (Staff)
newspaper and journal articles, and TV news on trade and eco- CHINLANG 211. Fourth-Year Modern Chinese, First Quarter
nomic. Technical language and business etiquette. Student oral and Year-long sequence. Goal is to become functional speakers, read-
written reports on their own research regarding recent economic ers, and writers of modern Chinese through articles and essays
developments, using sources in China. Prerequisite: 23 or equiva- from newspapers, magazines, scholarly journals, and the Internet.
lent. Grad students enroll in 331E. Cultural and social science themes: students may take both themes
2-5 units, Spr (Staff) for 5 units or one theme for reduced units. Prerequisite211: Aut,
CHINLANG 99. Language Specials 212: Win, 213: Spr
Prerequisite: consent of instructor. (Staff) 2-5 units, Aut (Zhu, Q)
1-5 units, Aut (Staff), Win (Staff), Spr (Staff) CHINLANG 211B. Fourth year Modern Chinese for Bilingual
CHINLANG 101. Third-Year Modern Chinese, First Quarter Students, First Quarter
Written and spoken styles of modern Chinese. Reading and discus- Emphasis is on listening, speaking, reading, and writing. The main
sion of authentic writings on cultural topics; newspaper reports, textbook for the class is Boya Hanyu: Feixiang pian, comprised of
radio, and TV broadcasts and films; online Chinese software and well-crafted essays rich in vocabulary. In-depth discussions; goal
email network to facilitate study. Prerequisite: 23 or equivalent. is to help students develop a natural feel for word choice, sentence
101: Aut, 102: Win, 103: Spr structure, and paragraph organization.
5 units, Aut (Wang, H) 3 units, Aut (Zhu, Q)
CHINLANG 101B. Third-Year Modern Chinese for Bilingual CHINLANG 212. Fourth-Year Modern Chinese, Second Quar-
Students, First Quarter ter
For students with advanced listening and speaking abilities, but Continuation of 211. Prerequisite: 211.
lacking equivalent knowledge in reading and writing. Equivalent to 2-5 units, Win (Zhu, Q)
101. CHINLANG 212B. Fourth-Year Modern Chinese for Bilingual
3 units, Aut (Wang, H) Students, Second Quarter
CHINLANG 102. Third-Year Modern Chinese, Second Quar- Emphasis is on listening, speaking, reading, and writing. The main
ter textbook for the class is Boya Hanyu: Feixiang pian, comprised of
Continuation of 101. Prerequisite: 101 or equivalent. well-crafted essays rich in vocabulary. In-depth discussions; goal
5 units, Win (Wang, H) is to help students develop a natural feel for word choice, sentence
CHINLANG 102B. Third-Year Modern Chinese for Bilingual structure, and paragraph organization.
Students, Second Quarter 3 units, Win (Staff)
Continuation of 101B. Equivalent of 102. CHINLANG 213. Fourth-Year Modern Chinese, Third Quar-
3 units, Win (Wang, H) ter
CHINLANG 103. Third-Year Modern Chinese, Third Quarter Continuation of 212. Prerequisite: 212.
Continuation of 102. Prerequisite: 102. 2-5 units, Spr (Zhu, Q)
5 units, Spr (Wang, H) CHINLANG 213B. Fourth-Year Modern Chinese for Bilingual
CHINLANG 103B. Third-Year Modern Chinese for Bilingual Students. Third Quarter
Students, Third Quarter Emphasis is on listening, speaking, reading, and writing. The main
Continuation of 102B. Equivalent of 103. textbook for the class is Boya Hanyu: Feixiang pian, comprised of
3 units, Spr (Wang, H) well-crafted essays rich in vocabulary. In-depth discussions; goal
is to help students develop a natural feel for word choice, sentence
CHINLANG 105. Intensive Third-Year Modern Chinese structure, and paragraph organization.
Equivalent to 101,102,103 combined if taken together with the 3 units, Spr (Staff)
Beijing portion of the Summer Program. Five weeks at Stanford
and four weeks at Peking University. Prerequisite: 23 or equiva- CHINLANG 221. Fourth-Year Modern Chinese for Social
lent. Science Students, First Quarter
8 units, Sum (Wang, H) Goal is to become functional speakers, readers, and writers of
modern Chinese through articles, essays, newspapers, magazines,
CHINLANG 121. Advanced Chinese Conversation, First and scholarly journals in social sciences. Prerequisite: three years
Quarter of Chinese. 221.
Prerequisite: 23 or equivalent. 3 units, not given this year
2 units, Aut (Chung, M)
CHINLANG 222. Fourth-Year Modern Chinese for Social
CHINLANG 122. Advanced Chinese Conversation, Second Science Students, Second Quarter
Quarter Continuation of 221. Prerequisite: 221.
Prerequisite: 122 or equivalent. 3 units, not given this year
2 units, Win (Chung, M)
CHINLANG 223. Fourth-Year Modern Chinese for Social
CHINLANG 123. Advanced Chinese Conversation, Third Science Students, Third Quarter
Quarter Continuation of 222. Prerequisite: 222.
Continuation of 122. Prerequisite: 122 or equivalent. 3 units, not given this year
2 units, Spr (Chung, M)
animation, daylight, energy, cost, structural, lighting analysis, and relationships to the other disciplines. Field trips, written and oral
computer controlled fabrication. Underlying 3D computer repre- presentations, and four Wednesday evening lectures of the Spring
sentations, and analysis tools and their applications. Guest lectures, Architecture and Landscape Architecture series.
lab exercises, class project. Prerequisite: 110 or CAD experience. 2 units, Spr (Blake, C)
GER:DB-EngrAppSci CEE 132. Interplay of Architecture and Engineering
4 units, Win (Kunz, J) (Same as CEE 232) The range of requirements that drive a build-
CEE 115. Goals and Methods of Sustainable Building Projects ing's design including architecture, engineering, constructability,
(Same as CEE 215) (Graduate students register for 215.) Goals building codes, and budget. Case studies illustrate how structural
related to sustainable sites, water efficiency, energy and atmos- and mechanical systems are integrated into building types includ-
phere, materials and resources, indoor environmental quality, and ing residential, office, commercial, and retail. In-class studio work.
economic and social sustainability. Methods to integrate these 4 units, not given this year
goals and enhance the economic, ecological, and equitable value of CEE 133F. Principles of Freehand Drawing
building projects. Industry and academic rating systems, project By studying traditional drawing techniques, students learn the
case studies, guest lecturers, and group project. principles of academic drawing using charcoal as the primary me-
3 units, Spr (Staff) dium. Value, proportion, modeling, edge, and composition intro-
CEE 122A. Computer Integrated Architec- duced in lectures, demonstrations, and drawing assignments. Em-
ture/Engineering/Construction (A/E/C) phasis is on still life and photographic references, allowing stu-
Undergraduates serve as apprentices to graduate students in the dents to refine their rendering skills and develop their freehand
AEC global project teams in CEE 222A. Apprentices participate in drawing portfolio.
all activities of the AEC team, including the goals, objectives, 1 unit, not given next year
constraints, tasks, and process of a crossdisciplinary global AEC CEE 134A. Site and Space
teamwork in the concept development phase of a comprehensive Preference to Architectural Design and CEE majors; others by
building project. Prerequisite: consent of instructor. consent of instructor. An architectural design studio exploring the
2 units, Win (Fruchter, R) Stanford Green Dorm project. Initial sessions develop a working
CEE 122B. Computer Integrated A/E/C definition of sustainable design and strategies for greening the built
Undergraduates serve as apprentices to graduate students in the environment in preparation for design studio work. Enrollment
AEC global project teams in CEE 222B. Project activity focuses limited to 14. Prerequisites: 31 or 31Q, and 110 and 130.
on modeling, simulation, life-cycle cost, and cost benefit analysis 4 units, not given this year
in the project development phase. Prerequisite: CEE 122A. CEE 134B. Architectural Studio: Special Topic
2 units, Spr (Fruchter, R) Preference to Architectural Design majors; others by consent of
CEE 124. Sustainable Development Studio Instructor. Multi-view drawing and quick sketching. Drawings
(Graduate students register for 224A.) Project-based. Sustainable such as section cuts to enable development of designs. Functional,
design, development, use and evolution of buildings; connections structural, site, and sustainable considerations. Final project entails
of building systems to broader resource systems. Areas include design of a simple structure. Limited enrollment.
architecture, structure, materials, energy, water, air, landscape, and 4 units, Spr (Barton, J)
food. Projects use a cradle-to-cradle approach focusing on techni- CEE 135A. Parametrics: Applications in Architecture and
cal and biological nutrient cycles and information and knowledge Product Design
generation and organization. May be repeated for credit. (Same as CEE 235A) Precedents in architecture and product de-
1-5 units, Aut (Staff), Win (Staff), Spr (Staff) sign; methods for modeling, prototyping, and fabrication. How to
CEE 129. Engineering and Policy responses to Climate Change combine design intentions and digital logics with physical and
Impacts on Seaports material constraints. Students develop a case study and small de-
(Same as CEE 229) Interdisciplinary. Exploration of impacts of sign projects using a parametric approach at the scales of architec-
climate change on major coastal seaports around the world. As- ture and product.
sessment of the minimum necessary response to protect ports from 4 units, not given this year
a significant sea-levels rise in terms of costs, material, labor, and CEE 136. Green Architecture
time. Consideration of economic and policy implications. Class (Same as CEE 236) Preference to Architectural Design and CEE
projects, case studies, guest speakers. May be credited for credit. majors; others by consent of instructor. An architectural design
2-4 units, Aut (Fischer, M; Becker, A; Schwegler, B), Win studio exploring green design and green design processes. Initial
(Fischer, M; Schwegler, B; Becker, A), Spr (Fischer, M; Becker, sessions develop a working definition of sustainable design and
A; Schwegler, B), Sum (Staff) strategies for greening the built environment in preparation for
CEE 130. Architectural Design: 3-D Modeling, Methodology, design studio work. Enrollment limited to 14. Prerequisites: 31 or
and Process 31Q, and 110 and 130. GER:DB-EngrAppSci
Preference to Architectural Design majors; others by consent of 4 units, Aut (Sperry, R)
instructor. Projects investigate conceptual approaches to the design CEE 137A. Form and Structure
of key architectural elements, such as wall and roof. Functional Preference to Architectural Design and CEE majors; others by
and structural considerations. Focus is on constructing 3-D models consent of instructor. Intermediate architectural studio. The inte-
in a range of materials; 3-D computer modeling. Students keep a gration of structure, form, site, and program. Emphasis is on de-
graphic account of the evolution of their design process. Final veloping a schematic design in the context of site topography and
project entails design of a simple structure. Limited enrollment. structural systems. Limited enrollment. Prerequisites: 31 or 31Q,
Pre- or corequisite: CEE 31 or 31Q. and 130.
4 units, Win (Walters, P) 4 units, not given this year
Renewables
(Same as CEE 262D, EARTHSYS 164) The dynamic basis of (Same as CEE 272P) Renewable generation technologies and their
oceanography. Topics: physical environment; conservation equa- use in the electric power system. Conventional electricity genera-
tions for salt, heat, and momentum; geostrophic flows; wind- tion systems and the historical development of renewables. Devel-
driven flows; the Gulf Stream; equatorial dynamics and ENSO; opment and operation of the electric power system for high pene-
thermohaline circulation of the deep oceans; and tides. Prerequi- trations of renewables and demand side participation. Wind energy
site: PHYSICS 41 (formerly 53). GER:DB-NatSci and wind farms. Design of wind turbines. Photovoltaic systems
4 units, Win (Fong, D) (grid connected), micro-hydro and marine renewables (wave and
CEE 166A. Watersheds and Wetlands tidal stream devices). Analysis of the electric power system and the
(Same as CEE 266A) Introduction to the occurrence and move- integration of renewable energy generators.
ment of water in the natural environment and its role in creating 3-4 units, Win (Jenkins, N)
and maintaining terrestrial, wetland, and aquatic habitat. Hydro- CEE 172S. Technology and business strategies to reduce
logic processes, including precipitation, evaporation, transpiration, greenhouse gas emissions
snowmelt, infiltration, subsurface flow, runoff, and streamflow. (Same as CEE 272S) Concepts of greenhouse gas (GHG) emis-
Rivers and lakes, springs and swamps. Emphasis is on observation sions measurement and management, and mitigation options for
and measurement, data analysis, modeling, and prediction. Prereq- reducing emissions or sequestering carbon dioxide. Technical as-
uisite: 101B or equivalent. (Freyberg) GER:DB-EngrAppSci pects of GHG mitigation via energy efficiency and demand-side
3 units, Aut (Freyberg, D) management, energy in high-technology industry, distributed
CEE 166B. Floods and Droughts, Dams and Aqueducts power and co-generation, the role of renewable energy in GHG
(Same as CEE 266B) Sociotechnical systems associated with hu- management, carbon sequestration in forestry, agriculture, and
man use of water as a resource and the hazards posed by too much geological formations. Policy options, carbon trading, and business
or too little water. Potable and non-potable water use and conser- strategies for GHG mitigation.
vation. Irrigation, hydroelectric power generation, rural and urban 3 units, Spr (Swisher, J)
water supply systems, storm water management, flood damage CEE 173A. Energy Resources
mitigation, and water law and institutions. Emphasis is on engi- (Same as CEE 207A, EARTHSYS 103) Comprehensive overview
neering design. Prerequisite: 166A or equivalent. GER:DB- of fossil and renewable energy resources and energy efficiency.
EngrAppSci Topics covered for each resource: resource abundance, location,
3 units, Win (Freyberg, D) recovery, conversion, consumption, end-uses, environmental im-
CEE 166D. Water Resources and Water Hazards Field Trips pacts, economics, policy, and technology. Applied lectures in spe-
(Same as CEE 266D) Introduction to water use and water hazards cific energy sectors: buildings, transportation, the electricity indus-
via weekly field trips to local and regional water resources facili- try, and energy in the developing world. Required field trips to
ties (dams, reservoirs, fish ladders and hatcheries, pumping plants, local energy facilities. Optional discussion section for extra unit.
aqueducts, hydropower plants, and irrigation systems) and flood GER:DB-EngrAppSci
damage mitigation facilities (storm water detention ponds, channel 4-5 units, Aut (Woodward, J; Knapp, K)
modifications, flood control dams, and reservoirs). Each trip pre- CEE 175A. California Coast: Science, Policy, and Law
ceded by an orientation lecture. (Same as CEE 275A, EARTHSYS 175, EARTHSYS 275) Inter-
2 units, Win (Freyberg, D) disciplinary. The legal, science, and policy dimensions of manag-
CEE 169. Environmental and Water Resources Engineering ing California's coastal resources. Coastal land use and marine
Design resource decision making. The physics, chemistry, and biology of
Application of fluid mechanics, hydrology, water resources, envi- the coastal zone, tools for exploring data from the coastal ocean,
ronmental sciences, and engineering economy fundamentals to the and the institutional framework that shapes public and private de-
design of a system addressing a complex problem of water in the cision making. Field work: how experts from different disciplines
natural and constructed environment. Problem changes each year, work to resolve coastal policy questions. Primarily for graduate
generally drawn from a challenge confronting the University or a students; upper-level undergraduates require consent of instructor.
local community. Student teams prepare proposals, progress re- Students must participate in at least three mandatory field trips.
ports, oral presentations, and a final design report. Prerequisite: 3-4 units, Spr (Caldwell, M; Boehm, A; Sivas, D)
senior in Civil Engineering or Environmental Engineering; 166B. CEE 176A. Energy Efficient Buildings
5 units, alternate years, not given this year Analysis and design. Thermal analysis of building envelope, heat-
CEE 171. Environmental Planning Methods ing and cooling requirements, HVAC, and building integrated PV
For juniors and seniors. Use of microeconomics and mathematical systems. Emphasis is on residential passive solar design and solar
optimization theory in the design of environmental regulatory pro- water heating. Lab. GER:DB-EngrAppSci
grams; tradeoffs between equity and efficiency in designing regu- 3-4 units, Win (Masters, G)
lations; techniques for predicting adverse effects in environmental CEE 176B. Electric Power: Renewables and Efficiency
impact assessments; information disclosure requirements; and Renewable and efficient electric power systems emphasizing anal-
voluntary compliance of firms with international regulating norms. ysis and sizing of photovoltaic arrays and wind turbines. Basic
Prerequisites: MATH 51. Recommended: 70. GER:DB- electric power generation, transmission and distribution, distrib-
EngrAppSci uted generation, combined heat and power, fuel cells. End use
3 units, Win (Ortolano, L) demand, including lighting and motors. Lab. GER:DB-
CEE 172. Air Quality Management EngrAppSci
Quantitative introduction to the engineering methods used to study 3-4 units, Spr (Masters, G)
and seek solutions to current air quality problems. Topics: global CEE 176F. Energy Systems Field Trips: China Energy Systems
atmospheric changes, urban sources of air pollution, indoor air (Same as CEE 276F) Energy resources and policies in use and
quality problems, design and efficiencies of pollution control de- under development in China. 12-day field trip to China during
neers
CEE 200A. Teaching of Civil and Environmental Engineering Current challenges in selecting an appropriate site, alternate de-
Required of CEE Ph.D. students. Strategies for effective teaching sign, or retrofit strategy based on environmental, economic, and
and introduction to engineering pedagogy. Topics: problem solv- social factors can be best addressed through applications of deci-
ing techniques and learning styles, individual and group instruc- sion science. Basics of decision theory, including development of
tion, the role of TAs, balancing other demands, grading. Teaching decision trees with discrete and continuous random variables, ex-
exercises. Register for quarter of teaching assistantship. 200A. pected value decision making, utility theory value of information,
Aut, 200B. Win, 200C. Spr and elementary multi-attribute decision making will be covered in
1 unit, Aut (Staff) the class. Examples will cover many areas of civil and environ-
CEE 200B. Teaching of Civil and Environmental Engineering mental engineering problems. Prerequisite: CEE 203 or equivalent.
Required of CEE Ph.D. students. Strategies for effective teaching 3 units, Spr (Kiremidjian, A)
and introduction to engineering pedagogy. Topics: problem solv- CEE 206A. Decision Models in Civil Engineering
ing techniques and learning styles, individual and group instruc- For advanced graduate students in CEE. Applications of decision
tion, the role of TAs, balancing other demands, grading. Teaching science to address current challenges in selecting an appropriate
exercises. Register for quarter of teaching assistantship. May be site and appropriate design or retrofit strategy based on environ-
repeated for credit. 200A. Aut, 200B. Win, 200C. Spr mental, economic, and social factors. Examples from everyday
1 unit, Win (Chui, T) civil and environmental engineering problems. Prerequisite: CEE
CEE 200C. Teaching of Civil and Environmental Engineering 203 or equivalent.
Required of CEE Ph.D. students. Strategies for effective teaching 2 units, not given this year
and introduction to engineering pedagogy. Topics: problem solv- CEE 207A. Energy Resources
ing techniques and learning styles, individual and group instruc- (Same as CEE 173A, EARTHSYS 103) Comprehensive overview
tion, the role of TAs, balancing other demands, grading. Teaching of fossil and renewable energy resources and energy efficiency.
exercises. Register for quarter of teaching assistantship. May be Topics covered for each resource: resource abundance, location,
repeated for credit. 200A. Aut, 200B. Win, 200C. Spr recovery, conversion, consumption, end-uses, environmental im-
1 unit, Spr (Chui, T) pacts, economics, policy, and technology. Applied lectures in spe-
CEE 201D. Computations in Civil and Environmental Engi- cific energy sectors: buildings, transportation, the electricity indus-
neering try, and energy in the developing world. Required field trips to
(Same as CEE 101D) Computational and visualization methods in local energy facilities. Optional discussion section for extra unit.
the design and analysis of civil and environmental engineering 4-5 units, Aut (Woodward, J; Knapp, K)
systems. Focus is on applications of MATLAB. How to develop a CEE 210. Building Information Modeling
more lucid and better organized programming style. (Same as CEE 110) (Graduate students register for 210.) Creation,
3 units, Aut (Kitanidis, P) management, and application of building information models.
CEE 202. Construction Claims Analysis and Resolution Process and tools available for creating 2D and 3D computer rep-
Concepts include cost overrun and schedule delay analysis, con- resentations of building components and geometries. Organizing
tracts and other legal topics, and resolution of construction dis- and operating on models to produce architectural views and con-
putes. Introduction to construction law. Requires attendance of the struction documents, renderings and animations, and interface with
first five weeks of CEE 102 for basic legal background. analysis tools. Lab exercises, class projects. Limited enrollment.
3-4 units, Win (Groves, R; Tucker, A; London, M) 4 units, Aut (Katz, G)
CEE 203. Probabilistic Models in Civil Engineering CEE 211. Multidisciplinary Modeling and Analysis
Introduction to probability modeling and statistical analysis in civil (Same as CEE 111) (Graduate students register for 211.) Computer
engineering. Emphasis is on the practical issues of model selection, modeling, visualization, analysis, and graphical communication of
interpretation, and calibration. Application of common probability building projects. Use of 3D models in laser scanning, rendering,
models used in civil engineering including Poisson processes and animation, daylight, energy, cost, structural, lighting analysis, and
extreme value distributions. Parameter estimation. Linear regres- computer controlled fabrication. Underlying 3D computer repre-
sion. sentations, and analysis tools and their applications. Guest lectures,
3-4 units, Aut (Baker, J) lab exercises, class project. Prerequisite: 110 or CAD experience.
CEE 204. Structural Reliability 4 units, Win (Kunz, J)
Procedures for evaluating the safety of structural components and CEE 214. Introduction to Modeling and Analysis in CEE
systems. First-and second-order estimates of failure probabilities Introduces students to modeling of products, processes and organi-
of engineered systems. Sensitivity of failure probabilities to as- zations in the AEC industry. Modeling and analysis purposes in-
sumed parameter values. Measures of the relative importance of clude support of technical, social, psychological and ethical deci-
random variables. Reliability of systems with multiple failure sion making for different stakeholders. Different purposes and
modes. Reliability updating. Simulation methods and variance levels of detail for different models. CEM/DCI integrated approach
reduction techniques. Prerequisite: 203 or equivalent. to building using physical, mathematical, graphical and computer
3-4 units, alternate years, not given this year models of products, organizations and processes.
CEE 205A. Structural Materials Testing and Simulation 3 units, not given this year
Hands-on laboratory experience with fabrication, computer simula- CEE 215. Goals and Methods of Sustainable Building Projects
tion, and experimental testing of material and small-scale structural (Same as CEE 115) (Graduate students register for 215.) Goals
components. Comparison of innovative and traditional structural related to sustainable sites, water efficiency, energy and atmos-
materials. Behavior and application of high-performance fiber phere, materials and resources, indoor environmental quality, and
reinforced concrete materials for new design, fiber-reinforced po- economic and social sustainability. Methods to integrate these
lymeric materials for structural retrofits and introduction to sus- goals and enhance the economic, ecological, and equitable value of
CEE 242. Organization Design for Projects and Companies and loss reports. Financing issues for different types of real estate
Introduction to organizational behavior and organizational design projects. Redevelopment projects. Financing green projects and
for construction projects and companies. Class incorporates read- technologies. Current challenges in financial markets. Group pro-
ings, individual, small group and large group case study assign- ject and presentation. Limited enrollment with priority to CEM,
ments. Students use computer simulation to design real-world pro- DCI, and SDC students not enrolled in CEE 248. Prerequisites:
ject organizations. CEE 246A or equivalent, ENGR 60. Recommended: knowledge of
3-4 units, Aut (Levitt, R) spreadsheets.
CEE 242A. Negotiating Sustainable Development 1 unit, Spr (Koen Cohen, N)
(Same as CEE 142A, ENVRES 242) How to be effective at CEE 247. Cases in Personality, Leadership, and Negotiation
achieving sustainability by learning the skills required to negotiate (Same as CEE 147) Case studies target personality issues, risk
differences between stakeholders who advocate for their own in- willingness, and life skills essential for real world success. Fail-
terests. How ecological, social, and economic interests can be ef- ures, successes, and risk willingness in individual and group tasks
fectively balanced and managed. How to be effective actors in the based on the professor's experience as small business owner and
sustainability movement, and use frameworks to solve complex, construction engineer. Required full afternoon field trips to local
multiparty processes. Case study analysis of domestic and interna- sites. Application downloaded from coursework must be submitted
tional issues. Students negotiate on behalf of different interest before first class; mandatory first class attendance. No auditors.
groups in a variety of arenas including energy, climate, land use, 3 units, Spr (Griggs, G)
and the built environment. One Saturday all day field trip. No pre- CEE 248. Real Estate Development
requisites. Critical activities and key participants. Topics: conceptual and
3 units, Win (Christensen, S) feasibility studies, market perspectives, the public roles, steps for
CEE 243. Predicting and Measuring Building Energy Use project approval, project finance, contracting and construction,
Energy modeling has entered commercial use and can help evalu- property management, and sales. Group projects focus on actual
ate the impact of potential energy-saving interventions in commer- developments now in the planning stage. Enrollment limited to 24;
cial building design. Methods to create building information mod- priority to graduate majors in the department's CEM and GSB
els to enable energy analysis, use energy analysis tools and inter- programs. Prerequisites: 241, 244A or equivalent, ENGR 60.
pret their results for commercial buildings, analyze measured 3 units, Spr (Kroll, M)
building performance and relate prediction to measurement, and CEE 248G. Certifying Green Buildings
develop guidance for owners on how to use these methods in prac- Open to all disciplines. Goal is prepare students for the United
tice. May be repeated for credit. Prerequisites: Revit or Digital States Green Building Council's professional accreditation exam.
Project competence or CEE 210, CEE 211, or CEE 135 with Basic metrics for project certification via USGBC's LEED rating
equivalent experience. Recommended: energy modeling experi- system. Recommended: familiarity with design and construction
ence, CEE 176A, CEE 226E, or CEE 256. terminology .
2-3 units, Spr (Kunz, J) 1 unit, not given this year
CEE 244. Fundamentals of Construction Accounting and Fi- CEE 249. Labor and Industrial Relations: Negotiations,
nance Strikes, and Dispute Resolution
Concepts of financial accounting and economics emphasizing the Labor/management negotiations, content of a labor agreement,
construction industry. Financial statements, accounting concepts, strikes, dispute resolution, contemporary issues affecting labor and
project accounting methods, and the nature of project costs. Case management, and union versus open shop competitiveness in the
study of major construction contractor. Ownership structure, work- marketplace. Case studies; presentations by union leaders, legal
ing capital, and the sources and uses of funds. experts, and contractor principals. Simulated negotiation session
2 units, Aut (Tucker, A; Meyer, P) with union officials and role play in an arbitration hearing.
CEE 245A. Global Project Seminar 2 units, Win (Walton, M)
Issues related to large, complex, global development projects in- CEE 251. Negotiation
cluding infrastructure development, urban and rural development, (Same as CEE 151) Students learn to prepare for and conduct ne-
and the development of new cities. Guest presentations by industry gotiations in a variety of arenas including getting a job, managing
practitioners and academics, including: Sabeer Bhatia, founder of workplace conflict, negotiating transactions, and managing per-
Hotmail and architect of NanoCity; Ian Bremmer, CEO of the sonal relationships. Interactive class. The internationally travelled
Eurasia Group, and Greg Huger, managing director of AirliePart- instructor who has mediated cases in over 75 countries will require
ners. May be repeated for credit. students to negotiate real life case studies and discuss their results
3 units, not given this year in class. Application required before first day of class; see
CEE 246. Managing Engineering and Construction Companies Coursework.
Management of design and construction companies in the architec- 3 units, Aut (Christensen, S), Spr (Christensen, S)
ture-engineering-construction industry. Focus is on management of CEE 252. Construction Methods for Concrete and Steel Struc-
risks inherent in the A/E/C industry: developing business strategies tures
and organizations to cope with cyclical demand, alternative con- Providing technical support for concrete and steel construction
tracting approaches, managing receivables and cash flow, admini- operations on buildings or infrastructure projects. Concrete materi-
stration of human resources, safety, quality, insurance, and bond- als, construction properties of fresh concrete. Resources and opera-
ing. Students play different management roles in a computer simu- tions for batching, transporting, placing, finishing, and curing con-
lation of a construction company. Prerequisites: introductory ac- crete. Design, fabrication, and use of formwork. Special operations
counting course such as ENGR 60, CEE 244A, or MS&E 140. and formwork systems. Detailing, fabricating, erecting, and con-
3 units, Spr (Levitt, R) necting structural steel. Lifting equipment and lift planning. Weld-
CEE 263A. Air Pollution Modeling CEE 265D. Water and Sanitation in Developing Countries
The numerical modeling of urban, regional, and global air pollu- Economic, social, political, and technical aspects of sustainable
tion focusing on gas chemistry and radiative transfer. Strato- water supply and sanitation service provision in developing coun-
spheric, free-tropospheric, and urban chemistry. Methods for solv- tries. Case studies from Asia, Africa, and Latin America. Service
ing stiff systems of chemical ordinary differential, including the pricing, alternative institutional structures including privatization,
multistep implicit-explicit method, Gear's method with sparse- and the role of consumer demand and community participation in
matrix techniques, and the family method. Numerical methods of the planning process. Environmental and public health considera-
solving radiative transfer, coagulation, condensation, and chemical tions, and strategies for serving low-income households. Limited
equilibrium problems. Project involves developing a basic chemi- enrollment. Prerequisite: consent of instructor.
cal ordinary differential equation solver. Prerequisite: CS 106A or 1-3 units, Win (Davis, J)
equivalent. CEE 266A. Watersheds and Wetlands
3-4 units, alternate years, not given this year (Same as CEE 166A) Introduction to the occurrence and move-
CEE 263B. Numerical Weather Prediction ment of water in the natural environment and its role in creating
Numerical weather prediction. Continuity equations for air and and maintaining terrestrial, wetland, and aquatic habitat. Hydro-
water vapor, the thermodynamic energy equation, and momentum logic processes, including precipitation, evaporation, transpiration,
equations derived for the atmosphere. Numerical methods of solv- snowmelt, infiltration, subsurface flow, runoff, and streamflow.
ing partial differential equations, including finite-difference, finite- Rivers and lakes, springs and swamps. Emphasis is on observation
element, semi-Lagrangian, and pseudospectral methods. Time- and measurement, data analysis, modeling, and prediction. Prereq-
stepping schemes: the forward-Euler, backward-Euler, Crank- uisite: 101B or equivalent. (Freyberg)
Nicolson, Heun, Matsuno, leapfrog, and Adams-Bashforth 3 units, Aut (Freyberg, D)
schemes. Boundary-layer turbulence parameterizations, soil mois- CEE 266B. Floods and Droughts, Dams and Aqueducts
ture, and cloud modeling. Project developing a basic weather pre- (Same as CEE 166B) Sociotechnical systems associated with hu-
diction model. Prerequisite: CS 106A or equivalent. man use of water as a resource and the hazards posed by too much
3-4 units, Spr (Jacobson, M) or too little water. Potable and non-potable water use and conser-
CEE 263C. Weather and Storms vation. Irrigation, hydroelectric power generation, rural and urban
(Same as CEE 63) Daily and severe weather and global climate. water supply systems, storm water management, flood damage
Topics: structure and composition of the atmosphere, fog and mitigation, and water law and institutions. Emphasis is on engi-
cloud formation, rainfall, local winds, wind energy, global circula- neering design. Prerequisite: 166A or equivalent. (Freyberg)
tion, jet streams, high and low pressure systems, inversions, el 3 units, Win (Freyberg, D)
Niño, la Niña, atmosphere/ocean interactions, fronts, cyclones, CEE 266C. Advanced Topics in Hydrology and Water Re-
thunderstorms, lightning, tornadoes, hurricanes, pollutant trans- sources
port, global climate and atmospheric optics. Graduate seminar. Focus is on one or more hydrologic processes or
3 units, Aut (Jacobson, M) water resources systems. Topics vary based on student and instruc-
CEE 263D. Air Pollution: From Urban Smog to Global tor interest. Examples include freshwater wetland hydrology, wa-
Change tershed-scale hydrologic modeling, renaturalization of stream
(Same as CEE 64) Survey of urban- through global-scale air pollu- channels, reservoir sediment management, and dam removal. En-
tion. Topics: the evolution of the Earth's atmosphere, indoor air rollment limited. Prerequisites: 266A,B, or equivalents. Recom-
pollution, urban smog formation, history of discovery of atmos- mended: 260A or equivalent.
phere chemicals, visibility, acid rain, the greenhouse effect, his- 3 units, Spr (Freyberg, D)
torical climate, global warming, stratospheric ozone reduction, CEE 266D. Water Resources and Water Hazards Field Trips
Antarctic ozone destruction, air pollution transport across political (Same as CEE 166D) Introduction to water use and water hazards
boundaries, the effects of air pollution on ultraviolet radiation, and via weekly field trips to local and regional water resources facili-
impacts of energy systems on the atmosphere. ties (dams, reservoirs, fish ladders and hatcheries, pumping plants,
3 units, Win (Jacobson, M) aqueducts, hydropower plants, and irrigation systems) and flood
CEE 264A. Rivers, Streams, and Canals damage mitigation facilities (storm water detention ponds, channel
(Same as CEE 161A) The movement of water through natural and modifications, flood control dams, and reservoirs). Each trip pre-
engineered channels, streams, and rivers. Equations and theory ceded by an orientation lecture.
(mass, momentum, and energy equations) for steady and unsteady 2 units, Win (Freyberg, D)
descriptions of the flow. Design of flood-control and canal sys- CEE 268. Groundwater Flow
tems. Flow controls such as weirs and sluice gates; gradually var- Flow and mass transport in porous media. Applications of potential
ied flow; Saint-Venant equations and flood waves; and method of flow theory and numerical modeling methods to practical ground-
characteristics. Open channel flow laboratory experiments: con- water problems: flow to and from wells, rivers, lakes, drainage
trols such as weirs and gates, gradually varied flow, and waves. ditches; flow through and under dams; streamline tracing; capture
Students taking lab section register for 4 units. Prerequisites: 101B, zones of wells; and mixing schemes for in-situ remediation. Pre-
160. (Fong) requisites: calculus and introductory fluid mechanics.
3-4 units, Aut (Fong, D), Sum (Fong, D) 3-4 units, Win (Staff)
CEE 265A. Sustainable Water Resources Development CEE 269. Environmental Fluid Mechanics and Hydrology
Alternative criteria for judging the sustainability of projects. Ap- Seminar
plication of criteria to evaluate sustainability of water resources Problems in all branches of water resources. Talks by visitors,
projects in several countries. Case studies illustrate the role of faculty, and students. May be repeated for credit.
political, social, economic, and environmental factors in decision 1 unit, Spr (Kitanidis, P)
making. Influence of international aid agencies and NGOs on wa-
1 unit, Win (Miranda, E) important issues in engineering management and engineering pol-
CEE 299. Independent Study in Civil Engineering icy. Class will develop students¿ game theory skills in an applied
Directed study for graduate students on subjects of mutual interest context. Learn how to set up and solve fundamental game models
to students and faculty. Student must obtain faculty sponsor. and apply these skills to building new theories in engineering man-
1-5 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) agement through game theory modeling. Class illustrates the arts
CEE 299S. Independent Project in Civil and Environmental of game modeling by applying game theory in: (1) contracting and
opportunistic bidding; (2) renegotiation in public-private partner-
Engineering ships; (3) partner selection strategies in global projects; and (4)
Prerequisite: consent of instructor. knowledge management and sharing. Students are encouraged to
1-4 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) apply game theory to their own research issues or disciplines, and
CEE 300. Thesis (Engineer Degree) extend their term projects into research papers or theses. Limited
Research by Engineer candidates. class size. Priority for CEE, IPER and MS&E students.
1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) 2-3 units, Aut (Ho, S)
CEE 301. The Energy Seminar CEE 362. Numerical Modeling of Subsurface Processes
(Same as ENERGY 301) Interdisciplinary exploration of current Numerical modeling including: problem formulation, PDEs and
energy challenges and opportunities, with talks by faculty, visitors, weak formulations, and choice of boundary conditions; solution
and students. May be repeated for credit. using the finite-element code COMSOL Multiphysics with a vari-
1 unit, Aut (Benson, S), Win (Benson, S), Spr (Benson, S) ety of solvers and pre- and postprocessing of data; and interpreta-
CEE 305. Damage and Failure Mechanics of Structural Sys- tion of results. Problems include: flow in saturated porous media
tems with complex boundaries and heterogeneities; solute transport with
Examine the mechanics and failure mechanisms of structural dete- common reaction models; effects of heterogeneity on dispersion,
rioration mechanisms and hazards. Overview of fracture mechan- dilution, and mixing of solutes; variable-density flow and seawater
ics concepts as a general basis for analyzing brittle failure modes intrusion; upscaling or coarsening of scale; and biofilm modeling.
in steel and concrete structures. Analysis and design theory for Enrollment limited to 5.
corrosion, fatigue, fire and other damage mechanisms in steel and 3-4 units, alternate years, not given this year
concrete structures. New methods for mitigation of these failure CEE 362G. Stochastic Inverse Modeling and Data Assimilation
modes and hazards will be introduced, including new construction Methods
materials, structural designs and protection methods. Stochastic methods for the solution of inverse problems that are
3-4 units, Spr (Lepech, M) algebraically underdetermined or have solutions that are sensitive
CEE 316. Sustainable Built Environment Research to data. Emphasis is on geostatistical methods that, in addition to
Covers Ph.D. candidacy requirements of industry problem analysis using data, incorporate information about structure such as spatial
and critical literature review for post-MS students conducting re- continuity and smoothness. Methods for real-time processing of
search on sustainable planning, design, management, and operation new data. Prerequisite: consent of instructor.
of buildings and infrastructure. Identify industry problems and 3-4 units, alternate years, not given this year
related research questions. Design experiments and research meth- CEE 363A. Mechanics of Stratified Flows
ods for: ethnographies, case studies, surveys, classical experiments The effects of density stratification on flows in the natural envi-
mathematical and computational simulations. Overview of statisti- ronment. Basic properties of linear internal waves in layered and
cal methods for data analysis. Publication strategies. continuous stratification. Flows established by internal waves.
3-4 units, not given this year Internal hydraulics and gravity currents. Turbulence in stratified
CEE 320. Integrated Facility Engineering fluids. Prerequisites: 262A,B, CME 204.
Individual and group presentations on goals, research, and state-of- 3 units, alternate years, not given this year
practice of virtual design and construction in support of integrated CEE 363C. Ocean and Estuarine Modeling
facility engineering, including objectives for the application and Advanced topics in modeling for ocean and estuarine environ-
further development of virtual design and construction technolo- ments, including methods for shallow water, primitive, and nonhy-
gies. May be repeated for credit. drostatic equations on Cartesian, curvilinear, and unstructured
1 unit, Aut (Kunz, J; Fischer, M), Win (Fischer, M), Spr (Kunz, finite-volume grid systems. Topics include free-surface methods,
J) nonhydrostatic solvers, and advanced Eulerian and Lagrangian
CEE 321. Formal Models for Design advection techniques. Focus is on existing techniques and code
Theories, methods, and formal systems to support the design of packages, and their methodologies, including POM, ROMS,
buildings. Academic and industrial frameworks to represent and TRIM, ELCOM, and SUNTANS. Prerequisites: CME 200, 206, or
manage the products, organizations, and processes of building equivalents.
projects. May be repeated for credit. 3 units, Win (Fringer, O)
3 units, not given this year CEE 363F. Oceanic Fluid Dynamics
(Same as EESS 363F) Dynamics of rotating stratified fluids with
application to oceanic flows. Topics include: inertia-gravity waves;
geostrophic and cyclogeostrophic balance; vorticity and potential
vorticity dynamics; quasi-geostrophic motions; planetary and to-
pographic Rossby waves; inertial, symmetric, barotropic and baro-
clinic instability; Ekman layers; and the frictional spin-down of
geostrophic flows. Prerequisite: CEE 262A or a graduate class in
fluid mechanics.
3 units, Spr (Thomas, L)
religion, ethnicity, and identity in the Roman world. GER:DB- 2-10 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)
Hum
5 units, Aut (Fonrobert, C) GRADUATE COURSES IN CLASSICS
CLASSGEN 132. Early Christian Gospels GENERAL
(Same as RELIGST 132D) An exploration of Christian gospels of
the first and second century. Emphasis on the variety of images Primarily for graduate students; undergraduates may enroll with
and interpretations of Jesus and the good news, the broader Helle- consent of instructor.
nistic and Jewish contexts of the gospels, the processes of develop- CLASSGEN 205A. The Semantics of Grammar
ing and transmitting gospels, and the creation of the canon. Read- Supplements CLASSLAT/CLASSGRK 275. Introduction to the
ings include the Gospel of John, the Gospel of Mark, the Gospel of grammatical encoding of semantic and pragmatic meaning. 205A:
Thomas, the Gospel of Mary and other canonical and non- morphology-semantics interface (gender, tense, aspect, case).
canonical gospels. GER:DB-Hum 205B: syntax-pragmatics interface (Latin word order). Begins in
4 units, Spr (Copeland, K) Autumn Quarter and continues through 5th week of Winter Quar-
CLASSGEN 138. Modern Journeys in Ancient Lands: Build- ter.
ing a Spatial History of the Grand Tour 2 units, Aut (Devine, A)
Touring the ancient sites of Italy was an educational rite of passage CLASSGEN 205B. The Semantics of Grammar
for 18th-century British elites. Where did Grand Tourists travel? Supplements CLASSLAT/CLASSGRK 275. Introduction to the
How did the places visited and people encountered affect them, grammatical encoding of semantic and pragmatic meaning. 205A:
and shape our own vision of the ancient world? Analysis of the morphology-semantics interface (gender, tense, aspect, case).
literary, geographic, and ideological landscapes of the Grand Tour 205B: syntax-pragmatics interface (Latin word order). Begins in
through focus on primary sources (archival and published) and Autumn Quarter and continues through 5th week of Winter Quar-
modern geoanalytical tools (from Google Earth to GIS) to create ter.
dynamic visualizations reflecting current theoretical and historical 2 units, Win (Devine, A)
approaches. CLASSGEN 207A. Survey of Greek and Latin Literature:
3-5 units, Win (Ceserani, G) Literature of the Roman Republic
CLASSGEN 151. Greek Tragedy First course in a required two-year sequence. Focus is on the ori-
(Same as DRAMA 151, DRAMA 251) Greek Tragedy explores gins, development, and interaction of Greek and Latin literature,
the plays of Aeschylus, Sophocles, and Euripides and the theatrical history, and philosophy. Greek and Latin material taught in alter-
genre that developed along with the radical democracy of ancient nate years. Focus is on translation, textual criticism, genre, the role
Athens. Plays include the Oresteia, Prometheus Bound, Persians, of Greece in shaping Roman literature, and oral versus written
Antigone, Electra, Oedipus Tyrannus, Philoctetes, Medea, Hera- discourse.
cles, Trojan Women, Helen, Ion, and the Bacchae. We will focus 3-5 units, Aut (Barchiesi, A)
on the dramatic challenges posed by these plays, their political and CLASSGEN 207B. Survey of Greek and Latin Literature:
historical context, and what they can teach us about today¿s thea- Augustan Age Latin
ter. Required two-year sequence focusing on the origins, development,
3-5 units, Aut (Rehm, R) and interaction of Greek and Latin literature, history, and philoso-
CLASSGEN 160. Directed Readings (Undergraduate) phy. Texts of Augustan literature required by the graduate sylla-
May be repeated for credit. bus, emphasizing poetry and major authors.
1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff) 3-5 units, Win (Kaesser, C)
CLASSGEN 164. The Homeric Muse: Iliad, Odyssey, and CLASSGEN 207C. Survey of Greek and Latin Literature:
Their Epic Influence Imperial Latin
(Same as DRAMA 164R) The great Homeric epics, the Iliad and Required two-year sequence focusing on the origins, development,
Odyssey, and Derek Walcott's re-working of Homer's poems, his and interaction of Greek and Latin literature, history, and philoso-
Nobel-prize winning Omeros. Students attend the theatrical and phy. Greek and Latin material taught in alternate years.
cinematic adaptations that Stanford Summer Theater (SST) pre- 4-5 units, Spr (Parker, G)
sents, featuring a production of The Wanderings of Odysseus, a CLASSGEN 223. Urban Sustainability: Long-Term Archaeo-
staged reading of Walcott's Omeros, and films such as Oh Brother, logical Perspectives
Where Art Thou? Students attend the SST symposium, featuring (Same as CLASSGEN 123, URBANST 115) Comparative and
scholars from Oxford University and Stanford, who discuss the archaeological view of urban design and sustainability. How fast
Homeric epics and their influence. changing cities challenge human relationships with nature. Innova-
3-5 units, Sum (Rehm, R) tion and change, growth, industrial development, the consumption
CLASSGEN 174. Martyrdom in the Ancient World of goods and materials. Five millennia of city life including Near
(Same as RELIGST 174) Jewish, pagan and Christian groups un- Eastern city states, Graeco-Roman antiquity, the Indus Valley, and
der Roman rule all told tales of persecution and resistance. How the Americas.
did they use these stories, and the historical experiences behind 3-5 units, Spr (Shanks, M)
them, to form group identity? Emphasis is on ancient documents in CLASSGEN 226. Judaism and Christianity in the Mediterra-
translation, and modern scholarly interpretations, to examine the nean World: Contact, Comptetition, and Conflict
competing agendas of parties involved, group dynamics, individual (Same as CLASSGEN 126, JEWISHST 226B, JEWISHST 326B,
motivation, symbolic violence, and the body as a locus of power RELIGST 226B, RELIGST 326B) Jewish beginnings of Christian-
and control. GER:DB-Hum ity in the first century C.E.; process of differentiation between
4 units, not given this year various Jewish and Christian groups; effect of Roman-Jewish wars
on Jewish and Christian identity formation; Jewish Christians,
grade. May be repeated for credit. focusing on canonical works of Thucydides, Plato, Aristotle, and
3-5 units, Aut (Peponi, A) Cicero. Historical background. Topics include: political obligation,
citizenship, and leadership; origins and development of democ-
GRADUATE COURSES IN CLASSICS racy; and law, civic strife, and constitutional change. GER:DB-
GREEK Hum
4-5 units, Win (Ober, J)
Primarily for graduate students; undergraduates may enroll with
consent of instructor. GRADUATE COURSES IN CLASSICS
CLASSGRK 275A. Greek Syntax: Prose Composition
(Same as CLASSGRK 175A) (First-year graduate students register
HISTORY
for 275A,B.) Review of Greek grammar and instruction in Greek Primarily for graduate students; undergraduates may enroll with
prose composition skills. Begins sixth week of Winter Quarter and consent of instructor.
continues through Spring Quarter. Classics majors and minors CLASSHIS 330A. Wealthy Hellas
must take course for letter grade. Prerequisite for undergraduates: (Same as POLISCI 430A) Drawing on Herodotus and other liter-
three years of Greek. ary sources, ancient historians have traditionally seen classical
3-5 units, Win (Stephens, S) Greece as a very poor land. Recent research, however (much of it
CLASSGRK 275B. Greek Syntax: Prose Composition conducted here at Stanford), suggests that Greece in fact saw sub-
(Same as CLASSGRK 175B) (First-year graduate students register stantial economic growth and rising standards of living across the
for 275A,B.) Review of Greek grammar and instruction in Greek first millennium BCE. This seminar tests the poor Hellas/wealthy
prose composition skills. Begins sixth week of Winter Quarter and Hellas models against literary and archaeological data. We will
continues through Spring Quarter. Classics majors and minors develop and test hypotheses to explain the rate and pace of eco-
must take course for letter grade. Prerequisite for undergraduates: nomic change in the Greek world.
three years of Greek. 4-5 units, Win (Ober, J; Morris, I)
3-5 units, Spr (Stephens, S) CLASSHIS 330B. Wealthy Hellas
(Same as POLISCI 430B) Drawing on Herodotus and other literary
sources, ancient historians have traditionally seen classical Greece
CLASSICS HISTORY (CLASSHIS) as a very poor land. Recent research, much of it conducted at Stan-
ford, suggests that Greece in fact saw substantial economic growth
COURSES and rising standards of living across the first millennium BCE.
This seminar tests the poor Hellas/wealthy Hellas models against
literary and archaeological data. Students develop and test hy-
UNDERGRADUATE COURSES IN potheses to explain the rate and pace of economic change in the
CLASSICS HISTORY Greek world.
1-5 units, Spr (Ober, J; Morris, I)
Primarily for undergraduates; graduate students may enroll with CLASSHIS 333. Classical Seminar: Origins of Political
consent of adviser. Thought
CLASSHIS 24N. The Roman Empire: Its Grandeur and Fall (Same as CLASSHIS 133, PHIL 176A, PHIL 276A, POLISCI
(Stanford Introductory Seminar) (Same as HISTORY 11N) Prefer- 230A, POLISCI 330A) Political philosophy in classical antiquity,
ence to Freshmen. Prerequisite: IHUM 69A. Explore themes on the focusing on canonical works of Thucydides, Plato, Aristotle, and
Roman Empire and its decline from the 1st through the 5th centu- Cicero. Historical background. Topics include: political obligation,
ries C.E.. What was the political and military glue that held this citizenship, and leadership; origins and development of democ-
diverse, multi-ethnic empire together? What were the bases of racy; and law, civic strife, and constitutional change.
wealth and how was it distributed? What were the possibilities and 4-5 units, Win (Ober, J)
limits of economic growth? How integrated was it in culture and
religion? What were the causes and consequences of the conver-
sion to Christianity? Why did the Empire fall in the West? How
suitable is the analogy of the U.S. in the 21st century?
CLASSICS LATIN (CLASSLAT)
3 units, Spr (Saller, R)
CLASSHIS 60. The Romans
COURSES
How did Rome grow from a loose gang of shepherds, exiles, and
criminals to an empire of 65 million people stretching from Britain UNDERGRADUATE COURSES IN
to Egypt? How and why did it then fall into ruins? Topics include CLASSICS LATIN
Roman history, society, culture, economics, religions, and impact
on Western civilization. We also discuss the origins of the republi- Primarily for undergraduates; graduate students may enroll with
can form of government, explorations of military strategy, imperi- consent of adviser.
alism, slavery, and public entertainment. Focus is on original pri- CLASSLAT 1. Beginning Latin: Vocabulary and Syntax
mary sources, including visual and archaeological evidence. This Vocabulary and syntax of the classical language. No previous
course also teaches general historical methodologies and tech- knowledge of Latin is assumed. Classics majors and minors must
niques. GER:DB-Hum take course for letter grade.
3-5 units, Spr (Strong, A) 3-5 units, Aut (Staff)
M.A. student or consent of instructor. ternet to see how those practices are changing and how the ideals
4-5 units, Win (Staff) can or cannot be realized. GER:EC-EthicReas
COMM 118Q. Theories of Film Practice 4-5 units, Win (Fishkin, J)
(Stanford Introductory Seminar) Preference to sophomores. How COMM 140. Digital Media Entrepreneurship
theory connects with practice in the production of film and televi- (Same as COMM 240) (Graduate students register for COMM
sion. Film and television from the perspectives of practitioners 240.) Primarily for graduate journalism and computer science stu-
who have theorized about their work in directing, editing, screen- dents. Silicon Valley's new media culture, digital storytelling skills
writing, cinematography, and sound, and social scientists whose and techniques, web-based skills, and entrepreneurial ventures.
research has explored similar issues empirically. Guest speakers.
4 units, Win (Breitrose, H) 3-5 units, Spr (Grimes, A)
COMM 120. Digital Media in Society COMM 147. Modern History and Future of Journalism
(Same as AMSTUD 120, COMM 220) (Graduate students register (Same as COMM 247) (Graduate students register for COMM
for 220.) Contemporary debates concerning the social and cultural 247.) The birth and evolution of local and national television news.
impact of digital media. Topics include the historical origins of The modern history of newspapers. Can they survive in the era of
digital media, cultural contexts of their development and use, and online journalism?
influence of digital media on conceptions of self, community, and 4-5 units, Spr (Brinkley, J)
state. Priority to Juniors and Seniors. GER:DB-SocSci, WIM COMM 160. The Press and the Political Process
4-5 units, Spr (Turner, F) (Same as COMM 260, POLISCI 323R) (Graduate students register
COMM 125. Perspectives on American Journalism for COMM 260.) The role of mass media and other channels of
(Same as COMM 225) (Graduate students register for COMM communication in political and electoral processes. GER:DB-
225.) An interrogation of the practice of American journalism, SocSci
focusing on the political, social, cultural, and economic forces that 4-5 units, alternate years, not given next year
have shaped the U. S. press since the early 1800s. Aimed at pro- COMM 162. Campaigns, Voting, Media, and Elections
ducers as well as consumers of news, the objective of this course is (Same as COMM 262, POLISCI 120B) The theory and practice of
to provide a vocabulary and framework for judging the quality of American campaigns and elections. The behavior of the key play-
everyday journalism. Prerequisite: 1 or junior standing. GER:DB- ers, candidates, parties, journalists, and voters, in terms of the
SocSci institutional arrangements and political incentives that confront
4-5 units, Aut (Glasser, T) them. Current and recent election campaigns used as laboratories
COMM 131. Media Ethics and Responsibility for testing generalizations about campaign strategy and voter be-
(Same as COMM 231) (Graduate students register for COMM havior. Readings from the academic literature dealing with the
231.) The development of professionalism among American jour- origins of partisan identity, electoral design, and the immediate
nalists, emphasizing the emergence of objectivity as a professional effects of campaigns on public opinion, voter turnout, and voter
and the epistemological norm. An applied ethics course where choice. Issues of electoral reform and their more long-term conse-
questions of power, freedom, and truth autonomy are treated nor- quences for governance and the political process. GER:DB-SocSci
matively so as to foster critical thinking about the origins and im- 4-5 units, Aut (Iyengar, S)
plications of commonly accepted standards of responsible journal- COMM 166. Virtual People
ism. GER:DB-SocSci (Same as COMM 266) (Graduate students register for COMM
4-5 units, Win (Glasser, T) 266.) The concept of virtual people or digital human representa-
COMM 134. Public Participation and Public Policy tions; methods of constructing and using virtual people; methodo-
(Same as COMM 234) Examines the role of public participation in logical approaches to interactions with and among virtual people;
public policy making. Around the world, policymakers seek to and current applications. Viewpoints including popular culture,
engage their publics. But, even though public participation is im- literature, film, engineering, behavioral science, computer science,
portant, it is also problematic. Public meetings can become dys- and communication.
functional and turn into media spectacles instead of actually gath- 4-5 units, Spr (Bailenson, J)
ering the opinions of the public. The question becomes, when and COMM 167. Advanced Seminar in Virtual Reality Research
how should