COURSE CATALOG

APPLICATION DEADLINES: Application must be submitted via the web at

Autumn Quarter introsems.stanford.edu
Friday, September 4, 12:00 noon
Winter Quarter
Friday, November 30, 12:00 noon
Spring Quarter
Friday, March 5, 12:00 noon

Together with other undergrad-
uate courses and programs, the
Stanford Introductory Seminars
will serve you as foundations
for broad and deep scholarly
explorations. On behalf of the
Stanford faculty, I invite you to
read the course descriptions
carefully and select a course
that offers you the best oppor-
tunity for intellectual explora-
tion, challenge, and growth. We
look forward to seeing you in
the seminars.
Harry J. Elam, Jr.
Senior Associate Vice Provost
for Undergraduate Education,
Olive J. Palmer Professor in the
Humanities, and Faculty Direc-
tor of Stanford Introductory
Studies
How to Apply for Autumn Quarter
Seminars
See pages 5–7 for more detailed information.
New students may want to consult with their Academic Di-
rectors regarding their interests and plans, as well as consid-
er their placements for the Introduction to the Humanities
(IHUM) and, if applicable, the Program in Writing and Rhetoric
1 (PWR 1) classes before submitting their applications. (You
may also petition to change IHUM and/or PWR 1 placements
should you be admitted to a seminar for which the meeting
time conflicts.) You may apply to up to three seminars each
quarter, but you must submit a separate application for each.
No priority is given to early applications.
Applications will be available at the Introductory Semi-
nars website (http://introsems.stanford.edu). If you are
unable to access the web, use the application at the back of
this catalogue (the form can be photocopied) and submit
applications at the Stanford Introductory Studies (SIS) office,
3rd floor, Sweet Hall, Stanford, CA 94305-3091; fax (650) 736-
2797.
APPLICATION DEADLINES
Autumn Quarter—Friday, September 4, 12:00 noon
Winter Quarter—Monday, November 30, 12:00 noon
Spring Quarter—Friday, March 5, 12:00 noon
Please check Axess (http://axess.stanford.edu) or
the Introductory Seminars website (after August 17) for
changes in course information and for the most up-to-date
day, time, and location information for the current quarter.
This information should be confirmed before applying to a
class to ensure it continues to fit your schedule. Use the class
number to search for classes in Axess. Once you have been
admitted to a seminar, you will also use this number to regis-
ter for the course.
Day, time, and location are arranged by the enrolling
department. If you have trouble locating this information,
please call the enrolling department or the SIS office for as-
sistance.
Check the Introductory Seminars website to see
whether or not you have been admitted to the course(s) to
which you applied. Your application status will be posted by
5 pm on September 15. Where admission selections have not
yet been posted on the web by the first day of class, students
should attend the first class meetings so that they remain on
the list of interested applicants.
 Contents
How Introductory Seminars Fit into Your Stanford Education 2
The Big Picture Starts with a Small Class 2
Finding and Building Your Intellectual Community 3
Using this Catalogue to Help Find Your Intellectual Interests 4
Pursuing Your Interests Outside the Classroom 4

Any Questions? How to Select and Apply for an Introductory Seminar 5

Types of Courses 5
Stanford Introductory
Scheduling 5
Studies Office Selecting a Class 6
3rd floor Application Deadlines 6
Sweet Hall Completing and Submitting Your Application 6
Stanford, CA Checking Your Application Status 6
Enrolling 6
94305-3069
Tips on Applying to Seminars 7

phone: (650) 723-2631 Frequently Asked Questions 8

fax: (650) 723-0631 From Undergraduate Advising and Research (UAR) 10

Sophomore Advising and How It Works 10
e-mail: Sophomore Advising: Frequently Asked Questions 10
introsems@stanford.edu
Autumn Course Descriptions and Faculty Profiles 11
web: Freshman Preference 12
http://introsems.stanford.edu Sophomore Preference 35

Winter Course Descriptions and Faculty Profiles 50

Freshman Preference 51
Sophomore Preference 66

Spring Course Descriptions and Faculty Profiles 78

Freshman Preference 79
Sophomore Preference 97

Indices
Faculty Index 109
Course Index 111
Department/Program Index 114
GER Index 115
Write-2 Index 118

Course Selection Worksheet (Tear-out sheet) 119

WINNERS
2007–2008
THE STANFORD INTRODUCTORY SEMINARS
EXCELLENCE AWARD recognizes exceptional
student work produced in a Freshman or
Sophomore Seminar by students in their first
or second year at Stanford. The award was
inaugurated in 2005-06. Faculty-nominated
work is reviewed by a committee of faculty and
academic staff in the office of the Vice Provost
for Undergraduate Education.
Natural and Science and Medicine
Rob Gillete Ryan, “‘Water, Water, Everywhere’:
the modern scourge of cholera;” final paper for
John Boothroyd’s seminar, “Modern Plagues.”
Humanities
Ellie Freedman, “The Resounding Silence:
Language and its Absence in Brenda Hillman’s
‘Pieces of Air in the Epic’ and Marianne Vil-
lanueva’s ‘Mayor of the Roses’;” final paper in
Valerie Miner’s seminar, “Imagining Women:
Writers in Print and in Person.”
Engineering
Jaramillo Halady & Sarkar Román, “Wireless
Headphones Design,” final project for Andrea
Goldsmith’s seminar, “The Art and Science of
Engineering Product Design.”
Social Science
Samuel Quinn Slack, “On-Line Chinese-English
Dictionary,” final project for Martin Kay’s semi-
nar, “Translation.”
2
How Introductory Seminars Fit into
Your Stanford Education
The Big Picture Starts with a Small Class
On a campus replete with opportunities (and requirements),
you might be asking yourself why you should take an Intro-
ductory Seminar.
Here are a few reasons. If you are thinking about possible
majors, the focused, in-depth environment of a seminar is an
ideal place to try out an area of interest. These courses are
introductory in the sense that little prior background is ex-
pected, but they are intended to be real investigations in the
methods and materials of a particular discipline. You’ll learn
to think like a professional geologist or a musicologist. In
some cases, you can explore potential careers—like psychia-
try or biocomputation—that you might not otherwise gain
exposure to before graduate school.
You may also explore a field that intrigues you but that
lies outside your primary academic interest. An engineer
might enroll in “Graphic Narratives: Word, Image, Sound, Si-
lence,” satisfying his interest in this narrative form along with
the General Education Requirement in Humanities and the
second quarter writing requirement. The intimacy of these
classes encourages you to stretch yourself by trying on new
ways of thinking. Feel free to experiment with an Introduc-
tory Seminar; you’ll find all sorts of unexpected benefits by
diving into a new discipline.
Allow yourself to imagine the excitement in subjects that
may seem far afield from the interests you first brought to
college. As a first- or second-year student, you have the lib-
erty to be open to the entire spectrum of intellectual pursuits
at Stanford. Indeed, this is the best approach toward defin-
ing your own personal and particular passions and to design-
ing an education, including both coursework and activities
(such as research), that will best enable you to explore these
passions. Many faculty and advanced students will tell you
that they first discovered their own interests in unexpected
places through an encounter with an enthusiastic instructor
or with a fascinating question that seized their imagination
and wouldn’t let go. While some students arrive at college
with firm plans for their education and career, many more
discover their talents and interests through a combination
of serendipitous encounters and a willingness to investigate
things outside of the obvious choices. You will have the most
satisfying education and have the most to contribute if you
seek out what compels you personally, and if you do not un-
necessarily limit yourself with preconceptions. No one will
dictate your academic path for you at Stanford.
Finding and Building Your Intellectual Community
By taking an Introductory Seminar, you have the privilege of
working with members of the Stanford faculty in their role as
scholars. With them, you will explore a question that illumi-
nates a facet of a discipline and thereby share in the thrill of
active discovery. In preparing these courses, we have asked
faculty to share the excitement that motivates their own
scholarship and to engage students in the methodologies
that drive their quest for the creation of new knowledge.
Whether an Introductory Seminar has a broad scope
or is focused on a specialized field of inquiry, whether it is
an adjunct to a larger introductory lecture or concentrates
on a subject not offered anywhere else in the undergradu-
ate curriculum, these courses all spring from the intellectual
enthusiasms of their instructors and gain their success from
the energy of the students enrolled in them. Faculty often say
that the Introductory Seminars they have taught have been
among the most rewarding classes in their teaching careers.
The fresh perspectives of their freshman and sophomore
students often give the faculty new insights into their own
research.
One of the best reasons to take Introductory Seminars
is to connect with faculty and students who share your in-
terests. Getting to know some faculty members well should
be an important goal early in your Stanford career, whatever
your long-term plans. Faculty can give you advice on aca-
demic planning, mentor you in a research project, introduce
you to colleagues, write letters of recommendation, and gen-
erally serve as guides and models for your intellectual pur-
suits. The Introductory Seminars are a terrific place to engage
with faculty over your shared interests in an intimate setting.
Similarly, you may not find other students in your dorm who
understand your enthusiasm for comparative anatomy and
physiology of animals, but you will find them in the freshman
seminar on that subject. The relationships formed in these
classes can be an ongoing support network to you for the
rest of your time at Stanford and beyond. The shared intellec-
tual labor of the seminar can provide a critical foundation for
you in terms of learning the analytical tools of a discipline; it
can also expose you to possible ways to tailor your academic
choices to your own needs and interests. You might know
that you want to be a physician, but the major you’ll choose
to prepare yourself, the specific field in which you may even-
tually specialize, and the route to and through professional
medical training all remain to be determined. Finding knowl-
edgeable faculty and peers with whom to discuss such choic-
es will be invaluable to you down the road.
Introductory Seminars also open doors to learning
opportunities beyond the classroom through research. All
Introductory Seminars provide the exciting possibility of en-
gaging Stanford’s most esteemed faculty on topics that fasci-
nate them. Their enthusiasm can be contagious, and because
these seminars are designed to foster long-term mentoring,
further possibilities for collaboration through research can
develop. Working with a faculty mentor, students can join a
laboratory team on campus, research a topic through Stan-
ford’s extensive library and archive collections, or travel to
fieldsites around the world.
While many seminars provide students with exposure to
research methods or hands-on project design, a few semi-
nars are specifically designated as research-based seminars.
In these courses, students will be introduced to current re-
search methodologies in the field and will also collaborate
with the instructor to design and explore research questions
relating to the topic. Students may also have the opportu-
nity to continue their research in projects after the course is
over. These seminars are indicated in the individual course
descriptions.
A few seminars focus on community-based learning,
combining service and study to enhance student learning
while illuminating and informing community service experi-
ences. Faculty work with the Haas Center for Public Service to
design activities which may lead to ongoing service oppor-
tunities for participating students. Individual course descrip-
tions indicate where service activities are a focus.
3
Using this Catalogue to Help Find Your Intellectual
Interests
Read through all the course descriptions and biographies,
even for seminars in areas in which you don’t expect to major
or you don’t yet have any experience. Use the Course Selec-
tion Worksheet included in this catalogue to note any semi-
nars that catch your interest. Refer to that list to brainstorm
about which seminars you might want to take in any given
quarter, and also more generally about which directions
seem most appealing to you at this point in your academic
career. Look for themes that might suggest areas you’d like to
explore in your time at Stanford. Take note of which depart-
ments are on your list and which faculty. Share this list with
your Pre-Major Advisor, Academic Director, a family member,
or a friend. They may be able to help you see patterns and
suggest directions for you to explore.
Be open-minded about what interests you and persis-
tent in trying to take a seminar. Although some of the semi-
nars are over-subscribed each quarter, many others will still
have space available at the beginning of the term. You will
find many fascinating instructors and topics by browsing the
list of space-available courses on the Introductory Seminars
website. Keep in mind that students who have not yet taken
an Introductory Seminar will have preference for courses
later in the year (see FAQ for details). You can also look in the
Stanford Bulletin for related classes in the same department
or with the same instructor. Lastly, take the initiative to go to
the faculty member’s office hours to discuss ways of pursuing
your common interests.
4
Pursuing Your Interests Outside the Classroom
The Office of Undergraduate Advising and Research (UAR)
is your campus nexus for information on getting involved
in research and creative arts opportunities for freshmen and
sophomores. UAR programs are designed to serve students
who are new to research and creative arts activities, as well as
those with considerable experience who are able to take on
advanced, independent projects. UAR offers grants directly
to students of all classes who are engaged in rigorous and
original independent projects under the mentorship of Stan-
ford faculty members. These grants can support research or
creative arts work in any discipline, including the fine arts,
humanities, engineering, social sciences, and natural scienc-
es, and they include a special grant and mentoring program
for sophomores: the Chappell Lougee Scholars Program. UAR
also provides funds to faculty and departments to support
undergraduates with close mentorship and training in schol-
arship and research. The hallmark of these programs is the
opportunity for students to work as research or creative as-
sistants on faculty projects. UAR sponsors the Symposium of
Undergraduate Research and Public Service, a campus wide
showcase of undergraduate research and service projects
held each year in the afternoon on the Thursday preceding
Alumni Weekend. The projects on display at the symposium
can inspire freshmen and sophomores to pursue their devel-
oping intellectual interests in a faculty-mentored research or
creative project, or a public service initiative.
Students interested in pursuing research are encouraged
to meet with their UAR Academic Director; contact informa-
tion can be found at http://ual.stanford.edu/AP/advising/
MakeAdvisingAppointment.html. UAR Advisors in Sweet
Hall are also available to meet with students by calling: (650)
723-2426.
How to Select and Apply for an
Introductory Seminar
Introductory Seminars give freshmen and sophomores the
chance to work in small-group settings with some of Stan-
ford’s most esteemed faculty from students’ very first days on
campus. The courses are designed to create an environment
that fosters long-term mentoring relationships between stu-
dents and faculty.
Faculty from the schools of Medicine, Engineering, Earth
Sciences, Education, Business, and Law have joined their col-
leagues from the School of Humanities and Sciences to offer
courses designed to encourage students to become active
participants in the processes of learning and critical inquiry.
Types of Courses
ENROLLMENT
MAXIMUM UNITS CODE
Scheduling
The varying number of units and class times for Introductory
Seminars ensures that with careful planning all students will
be able to enroll in a small-group course during both their
first and second years. Still, all Introductory Seminars have
limited enrollment, so students must apply and be admitted
before enrolling. Admission selections will be available prior
to the start of each quarter. Should admission selections for a
particular course not yet have been posted on the web by the
first day of class, students should attend the first class meet-
ings so that they remain on the list of interested applicants.
Waitlisted students should attend that class and also
select and attend alternative classes during the first week
in case they are not admitted to their Introductory Seminar
of choice. Students will be able to find out the status of any
pending application(s) by the end of the first week of the
quarter.

Freshman 16 3–4 F, Sem

Preference
Seminars

Sophomore 14 3–5 S, Sem

Preference
Seminars

Sophomore 5 1–2 S, Dial

Preference
Dialogues

All Stanford freshmen, sophomores, and first-year trans-

fer students are eligible to apply to any of the courses listed
in this catalogue. Sophomores will have priority for sopho-
more preference courses, but freshmen will be admitted on
a space-available basis. Similarly, freshmen will have priority
for freshman preference courses, but sophomores will be ad-
mitted if space is available. First-year transfer students will
have the same priority status as sophomores.

5
Selecting a Class
The first step is to discuss your choices with your advisor or
Academic Director. The courses in this catalogue are grouped
by the quarter in which they are offered—autumn, winter,
and spring—and are arranged by type of course (freshman
preference or sophomore preference) and then alphabeti-
cally by department. Each course description contains infor-
mation about the topic, prerequisites, and units, as well as
a biographical profile of the faculty instructor. Courses that
have been certified to satisfy a General Education Require-
ment are identified.
A number of seminars are certified to fulfill the second-
level Writing and Rhetoric Requirement (Write-2) and will
emphasize oral and multimedia presentation.
Students may apply for up to three seminars each
quarter. Students admitted to more than one seminar may
be moved to the waitlist for their lower ranked course(s) to
make space for waitlisted students who are not admitted to
any other seminar. Students should therefore be sure to rank
their preferences if they apply to more than one class. Stu-
dents may enroll in additional courses if spaces are available
after the initial sign-up period. A list of these open classes
will be posted on the Introductory Seminars website and
sent to advisors during the first week of classes.
For courses marked Lottery, students will not write ap-
plication essays. Admission will be determined by a ran-
dom draw, with priority given to students whose class year
matches the seminar preference and who have not yet taken
a seminar, irrespective of student priority ranking.
Students interested in taking a course from a specific
professor may find the index of faculty members at the back
of this guide particularly useful. An index of course titles is
also included, along with an index of participating depart-
ments and programs and an index of courses fulfilling Gen-
eral Education and Writing Requirements.
Checking Day, Time, and Location
Day, time, and location are arranged by the enrolling depart-
ment and are made available before each quarter begins.
The most current day, time, and location information will be
available in Axess and on the Introductory Seminars website
(after August 17 for autumn quarter courses). This informa-
tion should be confirmed before applying to a class to assure
it continues to fit your schedule. Use the class number to
search for classes in Axess.
6
Application Deadlines
Autumn Quarter—Friday, September 4, 12:00 noon
Winter Quarter—Monday, November 30, 12:00 noon
Spring Quarter—Friday, March 5, 12:00 noon
NOTE: The online application form will be available approxi-
mately two weeks before each deadline. There is no priority
given to early applications.
Completing and Submitting Your Application
Once you decide to apply to an Introductory Seminar, choose
up to three courses per quarter and complete a separate ap-
plication for each. Applications will be available on the web
at http://introsems.stanford.edu and should be submit-
ted online. If you are unable to access the web application,
a faxed or emailed application may be submitted (see the
application form at the back of this catalogue for the ques-
tions). Submit your emailed or faxed application by the
deadline to the Stanford Introductory Studies office (email:
froshsophprograms@stanford.edu; fax: 650-723-0631) no
later than the deadlines listed above. All applications will be
considered equally.
Checking Your Application Status
Go to the Introductory Seminars website to see whether or
not you have been admitted to the course(s) to which you
applied. Your application status will be posted as soon as it is
available, by 5 pm on September 15 for autumn quarter and
in advance of the first day of classes for winter and spring.
Once you have been accepted, you may enroll in the course.
Where admission selections have not yet been posted for a
particular course on the web by the first day of class, students
should attend the first class meetings so that they remain on
the list of interested applicants. Waitlisted students should
also attend the first class meetings to indicate their ongoing
interest and ensure that their spot is not given away.
Enrolling
Use the class number to enroll in Axess once you have been
admitted. You must self-enroll in Axess as enrollment is sepa-
rate from the application and selection process. (Axess en-
rollment is closed until the selection process concludes.) If
you experience difficulty locating class information, please
call the enrolling department or the Stanford Introductory
Studies office (650-723-0631) for assistance.
 Tips on applying to seminars

1. Tell a story about yourself and your

interest in the subject. Faculty look for
At students with diverse backgrounds

introsems.stanford.edu, and attitudes. The better the instructor

you can can understand your motivations and

t
look for updated information
on seminars, including day, time,
and location
t
apply to seminars
t
check your application status after the
deadline
t
once admitted, get the class number
to use for enrolling in Axess
(axess.stanford.edu)
approach, the more likely he or she will
be to keep you in mind in constructing
the final class list.
2. Write a well-crafted paragraph or
two for the application questions.
3. Proofread and share your essays
with an advisor, family member, or
friend.

4. Keep an open mind about what

might interest you. Remember that
while some seminars are over-sub-
scribed, many others will have spaces
available after the application dead-
line.

7
Frequently Asked Questions
What are faculty looking for in selecting among
student applications?
Faculty are seeking an enthusiastic group of students who
will bring a variety of interests and perspectives to explore a
topic together. With the exception of any prerequisites not-
ed in the individual course descriptions, they do not expect
students to come to an Introductory Seminar having previ-
ously studied the subject formally. The most successful ap-
plications provide a few thoughtful, well-written paragraphs
about what interests the student in the topic, what particular
questions, passions, or perspectives he or she will bring to its
study, and what prior experiences he or she may have had in
this area.
I’m a freshman and want to take a course labeled
sophomore preference. Will this be possible?
Freshmen are admitted to sophomore-preference courses
on a space-available basis, assuming they meet all necessary
prerequisites and obtain the consent of the instructor. (Stu-
dents can ask permission to participate in a seminar from an
instructor by email, during office hours, or at the first class
meeting.)
I’m a sophomore and want to take a course labeled
freshman preference. Will this be possible?
Sophomores are admitted to freshman-preference courses
on a space-available basis, assuming they meet all necessary
prerequisites and obtain the consent of the instructor.
I’m a transfer student. Am I eligible to apply to
Introductory Seminars?
First-year transfer students may apply to Introductory Semi-
nars with the same priority status as sophomores throughout
their first three quarters at Stanford. You may also enroll in
a freshman or sophomore seminar that has space available
after the application deadline with the instructor’s consent.
Check the list of classes with space available on the Introduc-
tory Seminars website during the first week of classes.
How do I find out whether I’ve been admitted to
the class for which I applied?
Your application status will be posted on the website (http://
introsems.stanford.edu) as soon as it becomes available
following the application deadline.
Will it be possible for me to enroll in more than one
seminar?
Students who are selected by the instructor for more than one
course will automatically be accepted in their highest-ranked
choice, but may at SIS’s discretion be moved to the wait-
list of their lower-ranked seminar(s). This process will make
8
room for waitlisted students who have not been admitted to
any other seminar. If you are listed as admitted to multiple
courses when application statuses become available—or if a
course is listed as having space available after the application
period—you may enroll in more than one.
I want to apply to three classes, but can’t decide
how to rank them. Is it absolutely necessary to list
my rank preferences on the application form?
The application program requires a ranking status, and does
not accept duplicate rankings.
If I enroll in an autumn quarter Introductory Semi-
nar, will it hurt my chances to take another seminar
in the winter and spring?
Preference in admission for winter and spring quarter courses
will be given to students who have not previously enrolled in
an Introductory Seminar or in Sophomore College. In many
instances, though, the large number of courses being offered
will make it possible for students to enroll in another class.
Because classes are sometimes canceled or may be highly
over-subscribed, it is not advisable to avoid applying to semi-
nars that interest you in autumn or winter in the hope of plac-
ing oneself in a higher preference category for a seminar later
in the year.
I didn’t get into any of the Introductory Seminars I
applied for. Is there any chance I will still be able to
enroll in one?
Yes. A list of courses that still have space available will be
posted on the Introductory Seminars website during the first
week of classes. You should attend the next meeting of any
class with space available to indicate your interest in enroll-
ing. You should also go back to your advisor to discuss other
ways to pursue your interests. In future quarters, consider
coming in to the Stanford Introductory Studies office before
the deadline for coaching on how best to approach applying
for introductory seminars.
I want to take a seminar to satisfy a GER or WRITE-2.
Should I elect the CR/NC option if it’s available?
No. If you want an Introductory Seminar to count towards
completion of the GER or WRITE-2, you must take it for a let-
ter grade.
Are there additional steps in applying for WRITE-2
courses?
No. If you are admitted to a WRITE-2 seminar, your quarter
assignment will be changed to that quarter if the initial as-
signment was different, and that seminar will automatically
be considered your first choice PWR section if that is your
assigned quarter. If it is your assigned quarter, however, you
should go ahead and rank the rest of your PWR 2 choices on
the PWR website.
How does the application and selection process
work for a lottery course?
A random draw is performed on the list of applicants in the
first preference category. For example, the first category for
a winter quarter freshman seminar includes freshmen who
have not yet participated in a seminar, irrespective of rank-
ing. If there are more spaces than applicants in this category,
then everyone in that category is admitted, and the remain-
ing empty spaces are allotted randomly to each of the succes-
sive lower preference categories: freshmen who have taken a
seminar previously; sophomores and transfer students who
have not yet participated in a seminar or Sophomore College;
and all other sophomores and transfer students
I want to apply for an Introductory Seminar, but I
won’t be returning to campus until after the dead-
line. How can I complete my application?
Send your form via the web, email, or fax. Please call SIS to
confirm whether there is an additional class-specific applica-
tion question in addition to the two standard questions on
the sample application form on the back cover of this cata-
logue.
I’m an upperclass student and want to take an
Introductory Seminar. Is this allowed?
While juniors and seniors may not apply in advance to Intro-
ductory Seminars, you may enroll in a seminar that has space
available after the application deadline with the instructor’s
consent. Check our list of classes with space available on
the Introductory Seminars website during the first week of
classes.
I’m trying to enroll for an Introductory Seminar in
Axess, but the system won’t let me. What’s wrong?
Enrollment for Introductory Seminars is closed until after the
application process is concluded. Once you are admitted to
a course, use the class number to enroll. WRITE-2 classes re-
quire permission numbers to enroll, which will be given indi-
vidually through the application status page on the website
to admitted students.
What is the Sophomore Mentoring Program?
Some faculty who have taught Freshman Seminars or Soph-
omore College volunteer to continue working with their
students through a formal advising relationship during the
students’ sophomore year. If your Freshman Seminar instruc-
tor volunteers to participate and you have not yet declared a
major, you will be given an opportunity to sign up in May.
What is Stanford Introductory Studies (SIS)?
Our programs include the Introductory Seminars (Freshman
Seminars and Sophomore Seminars and Dialogues), Intro-
duction to the Humanities, Program in Writing and Rheto-
ric, Structured Liberal Education, Stanford Writing Center,
and September Studies at Stanford (Sophomore College,
Arts Intensive Program, and Honors College). SIS guides
and supports Stanford undergraduates’ academic transi-
tion from high school into university-level study. While SIS
helps the newest members of the Stanford community learn
to be successful university students through intensive inter-
actions with peers and faculty, SIS also aims to teach these
students behaviors and habits of mind that will serve them
in their lives beyond the university as productive citizens of
the world. To these multiple ends, the curricular programs
of SIS engage students in the analysis and interpretation of
complex texts, introducing them to the kinds of transforma-
tive questions explored in the university community and by
educated people everywhere. Students learn to read criti-
cally, judge carefully, and discern complex meanings that will
serve them in any context they encounter. In lectures and
small seminars across a range of SIS programs, students form
strong relationships with peers and faculty while learning to
understand and practice methods of inquiry particular to a
range of disciplines, from the humanities to the social and
natural sciences. As part of these varied academic experienc-
es in SIS, students will actively reflect on their development
as learners and thinkers. While some will choose to pursue
careers as researchers and scholars, all will have acquired the
skills to be life-long learners.
What is the Office of Undergraduate Advising and
Research (UAR)?
The Office of Undergraduate Advising and Research (UAR)
coordinates advising for students who have not declared
a major. UAR helps all students, freshmen through seniors,
develop their scholarly interests through broad academic
exploration, the declaration of a major, and engagement in
research and creative arts opportunities. Freshmen are as-
signed to a Pre-Major Advisor according to their academic
interests and their residence. All freshmen and sophomores
also work closely with their Academic Director and other UAR
Academic Advisors in Sweet Hall and the Athletic Academic
Resource Center (AARC). Some sophomores participate in
the Sophomore Mentoring Program (see FAQ above).
9
From Undergraduate Advising and Research (UAR)
Sophomore Advising and How It Works
Advising in the sophomore year differs from advising in the
freshman year in two ways. First, the multitude of possible
intellectual pursuits—from individual courses to majors—
opens up to you in ways that you may not have discovered
during your first year at Stanford. Second, while advising
resources expand concomitantly with expanded choices, we
expect that you will take more responsibility for seeking out
the advice you need.
If you have not yet declared a major, you will continue to work
with your UAR Academic Director and Pre-Major Advisor.
While you will receive frequent email communication from
your Academic Director, it is up to you to schedule meetings
with her/him. This approach is likewise true for your Pre-Ma-
jor Advisor.
If you return to campus uncertain about your advisor, please
visit: http://ual.stanford.edu/AP/advising/MakeAdvis-
ingAppointment.html, or call the UAR main office at (650)
723-2426.
10
Sophomore Advising:
Frequently Asked Questions
When should I start thinking about classes to take
autumn quarter?
Now! Before you return to campus. Registration for Autumn
Quarter opened on 1 August, and you should have already
received an email letter from your UAR Academic Director
inviting you to be in touch by email or telephone to discuss
your plans.
How do I choose a major?

t

Preview major descriptions and requirements in the
Stanford Bulletin and on department and program
websites.

t

Make an appointment with the faculty director of
undergraduate studies in prospective majors.

t

Discuss options with your UAR Academic Director or
an Academic Advisor in Sweet Hall.

t

Attend Majors Nights and the Sophomore Symposium
in Toyon Hall, both of which will be held early in
Autumn Quarter.

t
Try a Sophomore Seminar or Dialogue
When do I have to declare a major?
Students are strongly encouraged to declare a major by the
end of sophomore year, and must declare by the end of au-
tumn quarter of junior year. Undeclared students in junior
standing will find their winter quarter enrollment on hold
until they officially declare their major.
Who will answer my questions about health profes-
sions, law, business, and education?
t
The UAR has handouts and experienced advisors who
answer basic questions about preparation in these areas.
t

Scheduled appointments and drop-in appointments are
available. Call (650) 723-2426, stop by the UAR reception
desk in Sweet Hall, first floor, or visit ual.stanford.edu.
How can I find out about careers related to my
major?
The Career Development Center has information about ca-
reer paths for various majors. See http://cardinalcareers.
stanford.edu.
 AUTUMN COURSES

Application must be submitted via the web at

introsems.stanford.edu

Application Deadline for Autumn Quarter is

Friday, September 4 at 12:00 noon

11
 FRESHMAN
AERONAUTICS AND ASTRONAUTICS 115N
The Global Positioning System: Where
on Earth Are We, and What Time Is it?
F, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
See Axess or SIS website for day, time, and location
How do we determine where we are? We will discuss the
many kinds of navigation technology, from dead reckoning
to sextants to satellite navigation using the Global Position-
ing System (GPS). Plenty of hands-on experience will be avail-
able with sextants and GPS receivers. We will use the GPS
receivers to play geo-caching, which is an elaborate GPS/
Internet-enabled treasure hunt. Along the way, we will learn
how GPS works. More important, we will discover that GPS
does not always work, and we will speculate about why, and
AUTUMN
what could be done to improve its performance.
Per Enge is the Kleiner-Perkins, Mayfield,
Sequoia Capital Professor of Engineering.
After the grounding of the Exxon Valdez, he
designed a navigation system for ships that
is now used by more than 1.5 million vessels
and land-based users worldwide. More re-
cently, the Wide Area Augmentation System
(WAAS) was designed and prototyped in
Stanford’s GPS Laboratory, which Professor Enge directs.
WAAS, which already has millions of marine and land-based
users, recently was approved for aircraft operation. GPS Lab-
oratory engineers have also developed systems that guide
tractors for farming operations, combine GPS with television
signals to navigate indoors, and place GPS receivers in stacks
of money to help catch bank robbers.
12
FRESHMAN
ANTHROPOLOGY 21N
The Anthropology of Globalization
F, SEM | 3-4 Units | Ltr-CR/NC | DB-SocSci
MW 10:00a–11:50a; 360-361A
M ore than half of the world’s population will soon reside
in cities around the world. Globalization is often credited
with providing the incentive, and undeniably the necessity,
for people residing in rural areas to migrate to urban centers.
Yet cities are not always looked upon as places of desire in
the ways one readily thinks of Paris, London, Tokyo, or New
York. Indeed, not all cities are created equal. This seminar will
explore the challenges social analysts face in interpreting the
effects on cities of global restructuring of the economy, poli-
tics, and culture. Urban centers in Africa, Latin America, Asia,
as well the United States and Western Europe, will help form
counter-narratives to cities as utopian spaces of progress and
longing. We will explore the representation of cities as they
are created in popular media such as novels and films and by
academic genres such as ethnographies, policy statements,
and urban planners’ projects. The seminar will draw upon
the insights offered by anthropology to provide an orienting
place from which to situate a discussion about an explicitly
interdisciplinary object, global cities.
Paulla Ebron is associate professor in an-
thropology. She has taught at Stanford for
13 years. She has conducted field research
in The Gambia among praisesingers who
were responsible for keeping oral tradi-
tions. Praisesingers, or jalis, are credited
with generating an international interest
in The Gambia and West Africa more gen-
erally. The book based on this project is entitled Performing
Africa. A second project builds from the first research to trace
the historical connections between coastal West Africa and
the coastal southeastern region of the United States.
Professor Ebron comes to her interest in cities through a
collaborative project she is working on that is focused on
Philadelphia.
FRESHMAN
APPLIED PHYSICS 79N
Energy Choices for the 21st Century
F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
TTh 1:15p–3:05p; McCull 130
There are many attractive possibilities for meeting the fu-
ture energy needs of the United States and the rest of our
planet. As of now, a fluid mix of technologies is evolving. In
this course, we will review the basic physics of energy sourc-
es, the technologies that might be employed, and the related
public policy issues. This will enable us to make some esti-
mates of the trade-offs and societal impacts of different en-
ergy technologies. Students will be expected to participate in
discussions and prepare a paper on a selected technology or
a related public policy issue. There will be local field trips to
see some energy technologies and learn from local experts.
The goal is to help students understand how quantitative
estimates of policy options are a necessary step in making
rational choices for a sustainable world energy economy.
This seminar is most immediately accessible for under-
graduates with some science background, but we are partic-
ularly interested in a balanced class with a mix of technology
and public policy interests.
Theodore H. Geballe, professor emeritus
of applied physics and of materials science
and engineering, has contributed to nation-
al studies of transportation and energy
problems. He has served on national com-
mittees concerned with corporate automo-
tive fuel efficiency (CAFE) standards, and he
recently participated in a workshop consid-
ering a national grid that would combine electrical and hy-
drogen energy sources. He has long been interested in the
use of superconductivity to improve electrical generation
and transmission, and is co-author of a proposal for a novel
thermionic heat engine.
John D. Fox is a group leader at SLAC Na-
tional Accelerator Laboratory and a consult-
ing professor in applied physics. His re-
search interests center on particle-beam
dynamics and high-speed signal-process-
ing systems. His technology interests in-
clude energy and transportation technolo-
gies. On the policy side, he is interested in
how societal desires and values (as reflected in land use, ur-
ban design, and architecture) influence the demand for and
choices of energy. He has received the Dean’s Award for Dis-
tinguished Teaching.
FRESHMAN
ASIAN LANGUAGES (JAPANGEN) 75N
Around the World in Seventeen
Syllables: Haiku in Japan, the United
States, and the (Digital) World
F, SEM | 3-4 Units | Letter Grade Only | DB-Hum
TTh 2:15p–3:45p; 20-21B
There are probably more practitioners of haiku, a seven-
teen-syllable form of poetry originating in Japan during the
late 1400s, than of any other genre of poetry in the world.
In the United States, grade-school children are routinely as-
signed the task of writing three-line verses (not haiku, purists
protest; but, if not, then what are they?); and people of all
ages publish their attempts in little journals, on paper and
online, everywhere from Australia to Zimbabwe. In this class
AUTUMN
we will answer the question, “How (and why) did haiku come
to be so popular?” Our approach will entail examination of
the historical origins of the haiku form in Japan, its place in
the discourse of Orientalism/Japonisme during the 19th and
early 20th centuries, its appropriation by devotees of Zen (so-
called) and the Beat Poets in the United States after the Pacif-
ic War, and its more current transformation into a global form
through the advent of the Internet. Along the way, we will
deal with issues such as the nature of literary genres, patterns
of cross-cultural understanding (and/or misunderstanding)
through the arts, and literary communities, using that term
in the concrete sense of coteries or salons and in the abstract
sense of “audience” or “public.” Our primary reading material
will be selected haiku in English translation, but we will also
look at the following: some linked-poetry (the genre from
which haiku derives); haibun (haiku with prose introduc-
tions); critical comments by practitioners, famous and not-
so-famous; a “haiku novel”; a memoir; and a few websites.
Steven D. Carter began his study of Japa-
nese language and culture as an under-
graduate at Brigham Young University, re-
ceiving his BA in Japanese with minors in
English and history in 1974. He received an
MA and PhD from UC-Berkeley, concentrat-
ing on classical and medieval Japanese po-
etry. Before coming to Stanford in 2003, he
taught at UCLA, Brigham Young, and UC-Irvine, serving as
chair of the East Asian Languages and Literatures Depart-
ment at the latter institution for 10 years. He is the author of
10 books and numerous articles on premodern Japanese lit-
erature and culture and is an award-winning translator. His
interest in Japanese gardens and the place of “nature” in Jap-
anese civilization began in the late 1960s when he first visited
the Japanese-style garden in Washington Park, Portland, Or-
egon, a few miles from his childhood home.
13
 FRESHMAN
BIOLOGY 11N
Biotechnology in Everyday Life
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
MW 2:15p–3:45p; 420-245
Prerequisites: This seminar is intended for students interested in
life-science majors who have a strong desire to read scientific
papers and discuss the implications of research.
By reading original papers that represent pioneering contri-
butions in key areas of biotechnology, students will learn the
major techniques of molecular biology and genetics, study
how those techniques are applied, and discuss how they
might be used. The Monday class meeting will be an analysis
of a scientific paper. On Wednesdays, we will explore how so-
ciety debates whether genetic engineering will change our
AUTUMN
world and even the human species. We will learn the meth-
ods that are the foundations for recombinant DNA technolo-
gy. We will analyze methods for constructing transgenic food
and the criticisms of its use, how genetically engineered mi-
crobes should be released and monitored, and the accuracy
of medical diagnostics and forensic testing. The course will
examine how the success of somatic genetic (not heritable)
correction of human diseases uses transgenic technology
and whether somatic successes should be extended to trans-
form humans or to modify other primates to grow organs for
humans.
Virginia Walbot earned her BS in biological
sciences at Stanford. Her senior thesis, on
why no plants grow under eucalyptus trees,
changed her orientation from plant ecology
to plant biochemistry and molecular biolo-
gy, which she pursued as a graduate stu-
dent at Yale (PhD 1972) and postdoctoral
fellow at the University of Georgia. Since re-
turning to Stanford in 1981, she has focused on corn, study-
ing how transposable elements, or jumping genes, modulate
rapid genetic change and how anthers develop.
14
FRESHMAN
BIOLOGY 34N
Hunger
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
TTh 4:15p–5:30p; Herrin T185
S ensing and responding to hunger are among the most
primitive biological experiences. All organisms have evolved
mechanisms and behaviors to survive temporary or sus-
tained nutrient limitation. In this course, we will explore hun-
ger from many vantage points. We will examine starvation
responses in organisms ranging from bacteria and worms
to bears and humans. Which signals and receptors inform
the individual that it is sated or hungry? What do the experi-
ments done during World War II tell us about the effects of
starvation on the human body and psyche? What is known
about the biology and genetics of human appetite and/or
energy storage diseases such as obesity, anorexia, and dia-
betes? What is the effect of chronic hunger on children’s de-
veloping brains? What happens when a mammal hibernates?
How good is the evidence for caloric restriction in promoting
longevity? We will learn of the fascinating quest to identify
vitamins as well as catastrophic famines and their causes. In
the latter part of the course, we will turn our attention to the
relationship between agriculture and hunger. How do agri-
cultural and food distribution practices prevent or reinforce
patterns of hunger in the world? Can modern agriculture
sustain the world’s burgeoning population? Is there a role for
recombinant DNA technology in improving the nutritional
quality of food? What are effective global and local solutions
to hunger? Can we predict the effects of climate change on
world hunger patterns?
Students will use what they learn to develop a high-
school biology curriculum. This curriculum will use the theme
of hunger to develop and illustrate fundamental concepts in
biology.
Kathryn Barton is a staff member in the
Department of Plant Biology at the Carne-
gie Institution and an associate professor by
courtesy in the biology department. She
began college, as many do, with an interest
in medicine, but was quickly seduced by
the beauty and elegance of basic genetic
research. She earned her PhD in genetics at
the University of Wisconsin and followed this with postdoc-
toral research in plant biology at the University of Pennsylva-
nia. She runs a laboratory at the Carnegie Institution’s De-
partment of Plant Biology on the Stanford campus, where
her group studies the molecular biology of plant growth and
development.
FRESHMAN
BIOLOGY 38N
Photosynthesis: From Basic Mechanisms
to Biofuels
F, SEM | 3 Units | Letter Grade Only
TTh 2:15p–3:30p; See Axess or SIS website for location
The amount of sunlight intercepted by the Earth represents
many thousands of times the energy demands of the inhabit-
ants of the planet. Much of the sunlight is absorbed by plants
and used in the process of photosynthesis to form hydro-
carbons that serve, directly or indirectly, in the production
of our food as well as numerous nonfood products. Because
of increasing energy demands, there is a growing focus on
understanding photosynthetic processes and harnessing the
energy gathered by the photosynthetic apparatus to satisfy
our daily energy needs. This course will first provide a basic
view of photosynthetic processes in terrestrial and aquatic
environments. It will then explore biological and chemical
methods for capturing the energy of sunlight, how this light
energy can be converted to usable forms of energy, including
biofuels, and the potential impact of anthropogenic energy
generation on the health of the planet.
Arthur Grossman has been at the Carnegie
Institution and Stanford since 1982. He has
worked on many projects, with a special fo-
cus on elucidating the ways in which pho-
tosynthetic prokaryotes and eukaryotes ac-
climate to their nutrient environments. He
has also helped develop Chlamydomonas
reinhardtii as a reference organism for ge-
nomic studies. In 2002 he received the Darbaker Prize for his
work on microalgae, an award given by the Botanical Society
of America, and in 2009 he received the Gilbert Morgan Smith
Medal for excellence in published work on both freshwater
and marine algae, which is given once every three years by
the National Academy of Sciences. Dr. Grossman’s most re-
cent work has addressed questions relating to organisms
that thrive in the hot springs in Yellowstone National Park
and in the oligotrophic oceans.
FRESHMAN
CHEMICAL ENGINEERING 35N
Renewable Energy for a Sustainable
World
F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
MWF 9:00a–9:50a; See Axess or SIS website for location
C ontinued population growth and a dramatically increas-
ing world-wide standard of living are rapidly increasing en-
ergy consumption and environmental impacts. We are now
faced with perhaps one of the most serious challenges to the
well-being of our planet and our world society. We need new,
improved, and sustainable technologies for fuels production,
energy conversions, and energy consumption.
In this course, we will begin with an overall appraisal of
our current dilemma. We will learn the terminology, relevant
AUTUMN
science, and calculations that allow us to evaluate existing
and proposed technologies. With this background, we can
then explore the technologies that give us hope—wind, nu-
clear, biofuels, photovoltaics, and hydrogen fuel cells—while
realizing that technical development and capital deployment
will be needed at huge, and possibly unprecedented, scales.
Finally, we will discuss how government policies and
funding, private sector investment, raw materials supply is-
sues, and overall environmental impact assessments must all
be integrated into solutions that enable a sustainable future
for our descendents.
James Swartz is the Leland T. Edwards Pro-
fessor of the School of Engineering and a
member of the National Academy of Engi-
neering. His research group focuses on “cell-
free biology.” Their work in microbial me-
tabolism and protein expression aims at the
development of new water purification
technology, patient-specific vaccines for
the treatment of cancer, and photosynthetic organisms de-
signed to serve as clean and renewable sources of energy.
15
 FRESHMAN
CHEMISTRY 25N
Science in the News
F, SEM | 3 Units | Letter Grade Only
T 2:15p–4:05p; See Axess or SIS website for location
This seminar discusses science issues that are in the news.
Possible topics include diseases such as avian flu, HIV in-
fection, SARS, and malaria; environmental issues, including
climate change and atmospheric pollution; future energy
sources; evolution and genomics; stem cell research; and
nanotechnology. The primary materials for discussion are re-
ports in the popular media (e.g., the New York Times and The
Economist) and non-specialist scientific media (e.g., Scientific
American and Science), especially those publications avail-
able on the Web. An objective of the course is to encourage
AUTUMN
students to read some of the more accessible survey litera-
ture and original literature.
Hans C. Andersen is a professor in the
chemistry department. His research uses
statistical mechanics to develop mathemat-
ical and computational methods to advance
the understanding of the properties of mat-
ter, with special emphasis on equilibrium
liquids and supercooled liquids. He is best
known for his work on the structure of sim-
ple liquids and the development of various computer simula-
tion techniques for the study of liquids. He teaches under-
graduate and graduate courses in general and physical
chemistry and has won two teaching awards at Stanford.
16
FRESHMAN
CLASSICS (CLASSGEN) 6N , DRAMA 12N
Antigone: From Ancient Democracy to
Contemporary Dissent
F, SEM | 3-5 Units | Letter Grade Only | DB-Hum, EC-Gender
TTh 1:15p–3:05p; Roble G17
This seminar focuses on Sophocles’ great tragedy, Antigone.
We approach the play from three perspectives: the charac-
ter Antigone as an archetype of political dissent; the story as
evidence of the tensions inherent in the democracy (ancient
Athens) in which it was produced; and the myth as a para-
digm for modern philosophical and ethical approaches to
social change. In addition to Sophocles’s play, we will study
modern dramatic and filmed versions of the Antigone story,
including works by Bertolt Brecht, Jean Anouilh, Athol Fu-
gard, Margarethe von Trotta, and A. R. Gurney. Short excerpts
on the ethical importance of Sophocles’s text (by Hegel, Marx,
Kierkegaard, and Heidegger) will help us understand how an
ancient text can illuminate contemporary issues such as the
status of women, the struggle to save the environment, and
resistance to illegitimate political authority.
Rush Rehm, professor of drama and clas-
sics, works extensively in the area of Greek
tragedy. His books include Aeschylus’ Orest-
eia: A Theatre Version; Greek Tragic Theatre;
Marriage to Death: The Conflation of Wed-
ding and Funeral Rituals in Greek Tragedy;
The Play of Space: Spatial Transformation in
Greek Tragedy; and Radical Theatre: Greek
Tragedy and the Modern World. He teaches courses on dra-
matic literature of various periods and teaches acting and
directing to drama students.
FRESHMAN
CLASSICS (CLASSGEN) 22N
Technologies of Civilization: Writing,
Numbers, Money
F, SEM | 3-4 Units | Letter Grade Only
MW 1:15-2:05; Educ 130
For the last 5,000 years, civilization has been growing at an
exponential rate. The keys to this growth are the technolo-
gies of civilization: writing, numbers, and money. These tech-
nologies allow the creation of complex societies and enhance
human cognition. We will investigate the role of cognition in
shaping history and the role of history in shaping cognition.
The perspective of the course is global, with an emphasis on
the Western tradition and its ancient Greek roots.
Reviel Netz is professor of classics and, by
courtesy, of philosophy and history. His re-
search ranges from the study of ancient sci-
ence – where he is considered a leading
authority – to cover diverse fields such as
environmental history and poetics. His aca-
demic books are The Shaping of Deduction
in Greek Mathematics: a Study in Cognitive
History, The Transformation of Mathematics in the Early Medi-
terranean: from Problems to Equations, The Works of Archime-
des, vol. I, Barbed Wire: An Ecology of Modernity, The Archime-
des Codex (with W. Noel; a popular account translated into
more than 15 languages), Positions of Stress: Essays on Israeli
Literature Between Sound and History (in Hebrew, with M.
Arad), and Ludic Proof: Greek Mathematics and the Alexandrian
Aesthetic.
Throughout his research, Netz is engaged with ques-
tions such as: What makes things work? Why is mathematics
persuasive? Why is poetry moving? The answer to such ques-
tions involves both cognition, as well as its historical setting
—the combination investigated in this class.
FRESHMAN
CLASSICS (CLASSGEN) 30N
The Spell of Orpheus
F, SEM | 3-5 Units | Letter Grade Only
MW 9:00-10:30; Educ 130
S inger, shaman, lover, and murder victim, Orpheus has fas-
cinated creative artists and thinkers for more than two mil-
lennia. His magical power of song has inspired composers
from Monteverdi to Philip Glass, while the tale of his attempt
to bring his wife back from the dead has provided hope for
ancient cult members and material for modern cinema. We
will explore the Orpheus myth in detail, starting with the an-
cient sources, and then follow his story throughout Western
art, literature, music, dance, philosophy, and film. Readings
and viewings will include works by Athenian vase-painters
AUTUMN
and American pop artist Jim Dine, operas by Gluck and Of-
fenbach, poetry by Ovid, Rilke, and Apollonius, and films by
Jean Cocteau and Marcel Camus, as well as secondary works
on Greek religion, myth, and the reception history of classical
literature.
Richard Martin received his PhD from
Harvard in 1981. He is a specialist in Greek
poetry, especially Homer. His interests
include ethnopoetics, Irish studies, and
modern Greek. He is the Antony E. and
Isabelle Raubitschek Professor in Classics.
He maintains a website at http://www.
stanford.edu/dept/classics/home/
Community/faculty/rmartin.html.
17
 FRESHMAN
CLASSICS (CLASSHIS) 23N / HISTORY 13N
Slavery and Rebellion in Ancient Rome:
Spartacus in Legend and History
F, SEM | 3 Units | Ltr-CR/NC
MW 3:15-4:30; 110-111O
S partacus and his army of slaves resisted the power of the
Roman legions for two years and became the stuff of legend.
After providing a brief introduction to Roman history, this
seminar will explore slavery in ancient Rome in its psycho-
logical, social, and economic dimensions. Against that back-
ground, the discussion will analyze the causes of Spartacus’s
rebellion. Finally, the course will consider how the traumatic
end of the rebellion – the crucifixion of 6,000 slaves along the
Appian Way – gave rise to a legend popularized in Stanley
AUTUMN
Kubrick’s 1960 film.
Richard Saller was appointed professor of
history and classics and became the dean of
the School of Humanities and Sciences on
April 1, 2007. His books and articles have
concentrated on Roman social and eco-
nomic history, in particular, patronage rela-
tions, the family, and the imperial economy.
He has written, taught, and lectured on a
variety of subjects in Roman history and Western civilization,
including history-writing in Greek and Roman antiquity, bi-
ography and fiction, the development of the Roman family,
gender in the Roman household, and the Roman economy.
18
FRESHMAN
COMPUTER SCIENCE 21N
Can Machines Know? Can Machines
Feel?
F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
MW 9:30a–10:45a; 90-92Q
M ental attitudes such as knowledge, belief, desire, inten-
tion, and many others are ordinarily attributed to people, and
sometimes, grudgingly, also to animals. Can they be ascribed
to machines as well? Can the light sensor have a belief? Can
your pool cleaning robot have an intention? How about your
tax-preparation software? If the answer is no, why not? If the
answer is yes, what are the rules of such ascription, and do
they vary as we move from humans to machines? We will not
settle this question in this seminar, since no one has yet, but
people have some strong opinions on these matters, and we
will study some of these. Our texts will range from philoso-
phy to neuroscience to computer science in general to artifi-
cial intelligence in particular. The material will include logic,
probability theory, and elements of computation. Students
will be expected to (a) actively participate, (b) present a pa-
per, and (c) write a term paper.
Yoav Shoham received his PhD in comput-
er science at Yale and worked as a visiting
scientist at the Weizmann Institute of Sci-
ence before joining Stanford’s faculty in
1987. His research in artificial intelligence
includes formalizing common-sense sys-
tems (e.g., notions such as time, causation,
and mental state) and multi-agent systems
(e.g., agent-oriented programming and coordination mecha-
nisms). Currently he is working on problems at the interface
of computer science and game theory, including foundation-
al theories of rationality, online auctions, and electronic com-
merce. His recent publications include: Multiagent Systems:
Algorithmic, Game-Theoretic, and Logical Foundations; Essen-
tials of Game Theory: A Concise, Multidisciplinary Introduction;
and Combinatorial Auctions. Professor Shoham is a fellow of
the Association for Advancement of Artificial Intelligence
(AAAI), and a charter member of the International Game The-
ory Society.
FRESHMAN
COMPUTER SCIENCE 47N
Computers and the Open Society
F, SEM | 3 Units | Ltr-CR/NC
MW 3:15p–4:30p; Gates 100
C omputers and the networks that connect them have a tre-
mendous impact on all aspects of society. They are chang-
ing the way we collectively understand what is going on in
our world, how we debate what to do about it, and how we
take action in the social and political realm. This course will
examine the nature of technologies, the changes they have
produced, and the potential for new design.
The course will emphasize critical analyses of current
trends such as blogging, social networks, and instant mobile
communication and examples of what happens when people
communicate in new ways. Readings will include case stud-
ies, discussions of basic principles (e.g., privacy, equity, and
sustainability) and current press coverage. They will be bal-
anced between explorations of beneficial advances and ex-
amination of potential problems and concerns. Guest speak-
ers who have participated in the development of computers
and the Internet will share their experiences and enter into
debates on controversial issues. Students will work individu-
ally and in small research groups, develop the capacity for
critical thinking, and use the results as the basis for discus-
sions both in class and online.
Terry Winograd is professor of computer
science, specializing in human-computer
interaction. He was one of the founding fac-
ulty for the Hasso Plattner Institute of De-
sign at Stanford (the “d.school”) which pro-
motes innovative design thinking in the
creation of new technologies. He was a
founder of Computer Professionals for So-
cial Responsibility, a professional organization that addresses
the social and political consequences of computer-related
technologies. He also advised the students who founded
Google and is on their technical advisory board. He has writ-
ten several books on artificial intelligence and interaction de-
sign, including Bringing Design to Software, which connects
his interests in computers and design.
FRESHMAN
COMPUTER SCIENCE 74N
Digital Dilemmas
F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
TTh 11:00a–12:15p; Gates100
I n this seminar we will explore the effects of computer tech-
nology on our society, with special attention to controver-
sies such as the sharing of electronic entertainment over
the Internet, electronic privacy, and cybercrime. Technology
in elections will be another focus, including topics such as
voter registration databases, electronic voting, and Internet
voting.
Technological background will be taught as necessary, in
as non-technical a way as possible, to understand the issues.
The course will involve readings, discussion, guest speakers,
AUTUMN
small group projects, and one or two field trips.
David L. Dill is a professor of computer sci-
ence and, by courtesy, electrical engineer-
ing, and he has been on the faculty at Stan-
ford since 1987. He received his PhD in
computer science from Carnegie Mellon
University. His primary research interests
are computational systems biology, formal
verification of system designs, and elec-
tronic voting. Professor Dill is a fellow of both the Institute of
Electrical and Electronic Engineers and the Association for
Computing Machinery and a recipient of the Electronic Fron-
tier Foundation’s Pioneer Award.
19
 FRESHMAN FRESHMAN
DRAMA 11N ECONOMICS 11N

Dramatic Tensions: Theater and the Understanding Our Welfare System

Marketplace
F, SEM | 2 Units | Letter Grade Only
T 7:00p–8:30p; Econ 139
F, SEM | 4 Units | Letter Grade Only | DB-Hum
TTh 3:15p–5:05p; Roble G15
Co-requisite: ECON 1A. An understanding of basic concepts of
labor markets, taxes, and transfers is recommended.
This freshman seminar examines the current theater scene
in the United States and the United Kingdom. Over the past
20 years, the combined influences of media, postmodernism,
Welfare-reform legislation passed by the federal govern-
ment in the mid 1990s heralded a dramatic step in the move-
and visual and anti-text-based communication have surpris-
ment that has been termed the devolution revolution. The
ingly put more emphasis, not less, on the verbal artistry and
centerpiece of this legislation is the transfer of much respon-
spoken poetry of the theater. So who are the poets of OUR
sibility for antipoverty programs to the states. States now
stage? We’ll read a cross section of contemporary playwrights
have had their first opportunity since the War on Poverty of
from the better-known masters of the form (David Mamet,
the 1960s to undertake radical changes in the design of their
August Wilson, John Guare) to emerging artists.
AUTUMN

public-assistance programs. This seminar will explore how re-

Is narrative realism incomplete, or dead? Or has it merely
cent reforms have changed the welfare system and examine
moved to HBO? What is the state of the profession, as prac-
who is affected by these changes. In addition to conventional
ticed in today’s commercial (Broadway and West End), fringe,
welfare programs (e.g., food stamps, AFDC, TANF, SSI, Medic-
and non-profit theaters? Who are the premiere playwrights
aid), we will examine other governmental policies assisting
and directors? And who are the major producers? The semi-
low-income families. These will include direct income-transfer
nar will give the lay of the land, artistically and commercially,
programs (e.g., Earned Income Tax Credit and income taxes)
presented from the standpoint of a working playwright who
and labor-market regulations imposed by governments to
has received an education in the ways of theater as it is prac-
enhance the earnings of poor families (e.g., minimum wages
ticed and underwritten today. We will read extensively from
and overtime rules). We will apply economics principles to
the work of a wide spectrum of playwrights from the 1980s
understand the effectiveness of these programs and their
through today. We’ll also look at work on tape and DVD. Two
consequences on the behavior of families.
optional field trips will be arranged to productions at San
Francisco’s American Conservatory Theatre and the Berkeley
Repertory Theatre. Thomas MaCurdy holds a joint appoint-
ment as a senior fellow at the Hoover Insti-
tution and a professor of economics. He is
Amy Freed is the author of The Beard of
also a senior fellow at the Stanford Institute
Avon, Freedomland, Safe in Hell (all commis-
of Economic Policy Research, an adjunct fel-
sioned by South Coast Repertory Theater
low at the Public Policy Institute of Califor-
(SCR)), The Psychic Life of Savages, and other
nia, a research associate of the National Bu-
plays. Her work has been produced at SCR,
reau of Economic Research, and a member
New York Theater Workshop, Seattle Reper-
of standing committees that advise the U.S. Bureau of Labor
tory, American Conservatory Theater, and
Statistics, the U.S. Census, the Congressional Budget Office,
other theaters around the country. Restora-
and the Institute for Research on Poverty. Professor MaCurdy’s
tion Comedy debuted at Seattle Repertory in December 2005.
research falls broadly in the area of human resources, with its
She recently completed You, Nero, a full-length play con-
main focus on the impacts of low-income support programs,
cerned with the destruction of humanism in first-century Ro-
income transfers, and tax systems on human development
man theater and how this refracts with our current culture.
and economic activity. His most recent work includes: Evalu-
Amy Freed has been the recipient of the Joseph Kesselring
ating State EITC Options for California; What Happens to Fami-
Award, the Charles MacArthur Award, is a multiple winner of
lies When They Leave Welfare?; and Does California’s Welfare
the L.A. Drama Critics Circle Award, and was a Pulitzer finalist
Policy Explain the Slower Decline of Its Caseload? Professor Ma-
for Freedomland. She is artist-in-residence in Stanford’s Dra-
Curdy earned his PhD in 1978 from the University of Chicago.
ma Department and is currently working on commissions for
He lives at Stanford with his wife and three sons.
SCR, the Old Globe, and Playwright’s Horizons.

20
FRESHMAN
ELECTRICAL ENGINEERING 14N
Things about Stuff
F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
TTh 9:30a–10:45a; 200-217
No prerequisites other than curiosity and the eagerness to ask
questions in class.
M ost curricula necessarily present truncated, generally lin-
ear histories of technology. But the stories behind “disrup-
tive” inventions such as the telegraph, telephone, wireless,
television, transistor, and chip are arguably as important as
the inventions themselves. These stories are a natural way to
elucidate broadly applicable scientific principles, and they
happen to be fun, too. As an accompaniment to these sto-
ries, students will study numerous consumer devices and
have the opportunity to build some projects (including bat-
teries and semiconductors made from pocket change). The
small class size is intended to facilitate close interaction, and
students are encouraged to propose study topics of interest
to them.
Thomas H. Lee received his BS, MS and ScD
in electrical engineering from MIT. In 1990,
he joined Analog Devices, where he de-
signed high-speed clock recovery devices.
In 1992, he joined Rambus Inc., where he
developed high-speed analog circuitry for
500-megabyte/s CMOS DRAMs. He has also
contributed to the development of PLLs in
the StrongARM, Alpha, and AMD K6/K7/K8 microprocessors.
He joined the Stanford electrical engineering faculty in 1994.
His research focuses on gigahertz-speed wireline and wire-
less integrated circuits built in conventional silicon technolo-
gies, particularly CMOS.
Professor Lee has received two Best Paper awards and
co-authored a Best Student Paper at the International Solid-
State Circuits Conference, and he is a Packard Foundation
Fellowship recipient. He also has been an IEEE Distinguished
Lecturer of both the Solid-State Circuits and Microwave
Societies. He holds 35 U.S. patents, has written two books
(Planar Microwave Engineering and The Design of CMOS
Radio-Frequency Integrated Circuits), and cofounded Matrix
Semiconductor. An avid amateur violinist and tenor, he has
performed chamber music with cellist Yo-Yo Ma and sang
with the chorus of the Boston Symphony Orchestra for many
years.
FRESHMAN
ELECTRICAL ENGINEERING 20N
Hacking Things
F, SEM | 3 Units | Ltr-CR/NC
See Axess or SIS website for day, time, and location
I n this course, you will build autonomous cars that compete
in a race against the clock. You will learn how to design a com-
plete system by bringing together the various disciplines of
electrical engineering such as control theory, circuit design,
microprocessor programming, and semiconductor device
physics. We will organize in teams of two to design and build
robots that are capable of driving along a track completely
autonomously, based on off-the-shelf radio-controlled toy
cars. At the end of the course, all teams will compete in a race
against the clock. The course requires a lot of dedicated and
AUTUMN
fun lab work.
Peter Peumans joined the electrical engi-
neering department at Stanford as an assis-
tant professor in January 2004, after obtain-
ing his PhD from Princeton. At Princeton, he
worked with Steve Forrest on organic pho-
tosensitive devices such as photodetectors
and solar cells. His work led to several high-
efficiency organic solar cell device architec-
tures. Professor Peumans is a Robert N. Noyce Faculty Scholar
and a recipient of a National Science Foundation CAREER
award. He obtained his undergraduate degree from the Kath-
olieke Universiteit Leuven, in Belgium, in electrical engineer-
ing in 1998. His current research interests include organic
electronics, new devices/systems built from silicon, organics
on silicon, and molecular electronics.
21
 FRESHMAN FRESHMAN
ELECTRICAL ENGINEERING 21N ENGLISH 61N

What Is Nanotechnology? British Romanticism and Poetic Form

F, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci F, SEM | 3 Units | Letter Grade Only | DB-Hum
F 2:15p–4:05p; Terman m33 TTh 2:15p–3:45p; 60-118

Prerequisites: High school math, physics, and chemistry

Nanotechnology is an often used word and it means many
things to different people. Although those in the science and
engineering world have some notion of what nanotechnol-
ogy is, the perception from society at large may be entirely
different. In this course, we start with the classic paper by
Richard Feynman (“There’s Plenty of Room at the Bottom”),
which laid down the challenge to the nanotechnologists.
Then we discuss two classic books that offer a glimpse of
AUTUMN
The flourishing of poetry after the French Revolution marks
the commencement of a modern tradition of English verse.
The great Romantics – Blake, Wordsworth, Coleridge, Keats,
Shelley, and Byron – made poetry an art of inwardness, it is of-
ten said, turning its concerns away from God and Politics and
toward the epic depths of the human soul. This understand-
ing of Romantic poetry has involved a disproportionate fo-
cus on its fits of passion and tides of emotion; the Romantics,
it is said, did not care about poetic form, which they saw as
false and confining. Yet many of Romantic poetry’s “greatest

what nanotechnology is: Engines of Creation: The Coming hits” take place in traditional forms: hymn, ode, elegy, sonnet,
Era of Nanotechnology, by Eric Drexler, and Prey, by Michael and so forth. In this class we will explore the Romantics’ pro-
Crichton. Drexler’s thesis sparked the imagination of what lific and innovative use of poetic forms to arrive at a clearer
nanomachinery might do, whereas Crichton’s popular novel understanding of how they mobilized the resources of their
channeled the public’s attention to this subject by portraying craft in order to describe the contours of modern selfhood.
a disastrous scenario of a technology gone astray. We will use
scientific knowledge to analyze the assumptions and predic-
Christopher Rovee’s course offerings in
tions of these classic works. We will draw upon the latest re-
the English department have centered on
search advances to illustrate the possibilities and impossibili-
18th- and 19th-century British literature, in-
ties of nanotechnology.
cluding classes on the gothic tradition in
literature and film, British aestheticism, and
H.-S. Philip Wong joined Stanford in Sep- the 19th-century lyric. His book, Imagining
tember 2004 after 16 years at IBM Research the Gallery: The Social Body of British Roman-
(T.J. Watson Research Center in Yorktown ticism, treats Romantic museum culture and
Heights, New York). While at IBM, he shaped the politics of visuality. He is currently working on three proj-
and executed IBM’s strategy on nanoscale ects: a book about art and waste in Victorian England; a col-
science and technology and the roadmap lection of essays about early photography; and a verse-biog-
for silicon technology. His research interests raphy of the English designer, poet, and socialist William
are in nanoscale science and technology, Morris.
semiconductor technology, solid state devices, and electron-
ic imaging. He is interested in exploring new materials and
fabrication techniques and novel device concepts for future
nanoelectronic systems. These devices often enable new
concepts in circuit and system designs. His research also in-
cludes explorations into circuits and systems that are device-
driven.
Professor Wong is a fellow of the Institute of Elec-
trical and Electronics Engineers and has served in various
capacities on its committees, conferences, societies, and
publications. More information can be seen at his website
http://www.stanford.edu/~hspwong and http://nano.
stanford.edu. He is the producer of a widely viewed educa-
tion video on carbon nanotube on YouTube (http://nano.
stanford.edu/nanovideo/).

22
FRESHMAN
ENGLISH 62N
Eros in Modern American Poetry
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum
TTh 3:15p–4:45p; 160-319
This course will introduce ways of discussing and writing
about varieties of modern and contemporary poetry. We will
look at poems in traditional measures as well as several kinds
of free verse to determine whether the languages of poetry
explore ranges of experience—intellectual and emotional—
not found in other forms of writing. We will discuss the para-
doxical ways in which some writers, in the interest of contem-
poraneity, have made use of poetry from the past and from
other cultures, including Chinese, Japanese, Native Ameri-
can, Greek, and Latin. Also, we will look at the treatment of
California history and politics, especially local history, in some
of these poems. Among the poets we will read are William
Carlos Williams, Ezra Pound, Wallace Stevens, Yvor Winters,
Janet Lewis, Louise Bogan, Theodore Roethke, N. Scott Mo-
maday, Guy Davenport, Lucille Clifton, and the haiku mas-
ters Basho, Buson, and Issa. Central to the course will be Eros
the Bittersweet, in which the poet and classicist Anne Carson
reads Sappho, the great Greek love poet, in light of Plato, and
argues for a relationship between the incursions of Eros and
the contemplation of knowledge. We will do close readings
of a manageable number of short poems. Students will par-
ticipate in class discussions and write brief papers each week,
leading to a more comprehensive project at the end of the
quarter.
Kenneth Wayne Fields, professor of Eng-
lish and creative writing, is a poet, the au-
thor of The Other Walker, Smoke, Sunbelly,
and The Odysseus Manuscripts, as well as es-
says on modern writers such as William Car-
los Williams, H.D., Wallace Stevens, Yvor
Winters, Janet Lewis, Jorge Luis Borges,
Wendell Berry, and Stéphane Mallarmé. He
received his PhD from Stanford in 1967, and he has taught
the advanced poetry writing workshops for the Stegner Fel-
lows for more than 30 years. He teaches courses in American
short fiction and poetry, American Indian literature, and
French symbolist poetry, as well as courses in American film
noir and the Western. He is director of undergraduate studies
in the Creative Writing Program.
FRESHMAN
ENGLISH 64N
Growing Up in America
F, SEM | 3 Units | Letter Grade Only | DB-Hum
MW 1:15p–3:05p; 80-115
To what degree is it possible to describe an American ex-
perience? How are different people included in or excluded
from the imagined community that is America? How do race,
class, gender, and sexuality affect a person’s experience of
belonging to this country? These are some of the questions
we will consider as we familiarize ourselves with the great di-
versity of childhood and young-adult experiences of people
who have grown up in America. We will read and discuss nar-
ratives (some fictional, some autobiographical) written by
men and women; by urban, suburban, and rural Americans;
AUTUMN
and by Asian Americans, African Americans, Native Ameri-
cans, Latina/os, and European Americans. Throughout the
course, we will explore how these writers, through different
rhetorical and aesthetic strategies, write the self in literature.
Authors include Toni Morrison, Sherman Alexie, Maxine Hong
Kingston, Junot Díaz, Dorothy Allison, Helena Maria Viramon-
tes, and Tobias Wolff.
Paula M.L. Moya, an associate professor of
English, teaches courses in American litera-
ture, Chicana/o and U.S. Latina/o literature,
and minority and feminist theoretical per-
spectives. She is the author of Learning from
Experience: Minority Identities, Multicultural
Struggles, has published several essays on
Chicana feminism and Chicana/o identity,
and is co-editor (with Michael Hames-García) of an anthology
titled Reclaiming Identity: Realist Theory and the Predicament
of Postmodernism. She has two daughters, and she grew up in
America.
23
 FRESHMAN FRESHMAN
ENGLISH 65N ENVIRONMENTAL EARTH SYSTEMS SCIENCE 37N

Contemporary Women Writers of Fiction Energy and the Environment on the

Back of an Envelope
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum
TTh 1:15p–3:05p; See Axess or SIS website for location
F, SEM | 3 Units | Letter Grade Only | DB-NatSci
TTh 2:15p–3:30p; TERMGR 156
A ccording to novelist Nadine Gordimer, fiction “as a form and
as a kind of creative vision…must be equipped to attempt Prerequisite: This course will emphasize calculations, but will
the capture of ultimate reality at a time when (whichever way not require math skills beyond basic algebra.
we choose to see it) we are drawing nearer to the mystery of
life or losing ourselves in a wilderness of mirrors…”
This seminar is interested in groundbreaking work that
Q uantitative understanding of the Earth can help inform
decisions about our civilization’s energy supply. Vast amounts
attempts the “capture of ultimate reality” in our time. In a sto-
of energy will be needed to allow the world to develop out
ry dealing with the aftermath of 9/11, one of Deborah Eisen-
of poverty and disease this century. But our planet is heating
berg’s characters thinks: “One kept waiting for that shattering
up as result of the coal, oil, and gas we are already using. How
day to unhappen, so that the real – the intended – future, the
can we provide enough energy to support future growth and
AUTUMN

one that had been implied by the past, could unfold.” Given
development throughout the world without damaging our
the exigencies of this new century, the writers in our syllabus
natural environment?
can’t afford to be blind to the refractions and illusions of the
Simple “back of envelope” calculations can facilitate
“wilderness of mirrors,” just as they can’t afford to idealize “the
evaluation of potential solutions to this problem. This course
mystery of life.” How, then, do these writers resist convention
will focus on simple quantitative observations and calcula-
while portraying intimacy, sexuality, love, and child-rearing?
tions (algebra only, no calculus). Class sessions will include
On the other hand, how do they handle subjects tradition-
both in-class problem-solving and discussion of climate, the
ally the province of male writers, like war, torture, violence,
carbon cycle, development, economics, wind, the sun, water,
exile?
biomass, nuclear energy, power storage and transmission,
This seminar will explore the work of diverse writers hav-
geoengineering, and predictability of the future. Student
ing in common the fact that they are all women who are alive
projects will help to build an informational web site. Read-
and writing now, and writing in ways that contribute to our
ings will include both scientific articles and hand-outs pre-
contemporary sense of politics domestic and global, of sex
pared for the class.
and sexual orientation, and of love and its manifold mean-
ings. Form will vary, because we will read not only novels but
short-story collections and essays. Creative writing exercises Ken Caldeira is a senior member of the Car-
will illumine our understanding of these works. The writers negie Institution’s Department of Global
on our syllabus include Nadine Gordimer, Deborah Eisen- Ecology staff and a professor, by courtesy, in
berg, Edwidge Danticant, Alice Munro, Michelle Latiolais, and Stanford’s Environmental Earth System Sci-
Louise Erdrich. ences department. Professor Caldeira has a
wide-spectrum approach to analyzing the
world’s climate systems. He studies the
Elizabeth Tallent is the award-winning au-
global carbon cycle; marine biogeochemis-
thor of the short-story collections In Con-
try and chemical oceanography, including ocean acidifica-
stant Flight, Time with Children, and Honey.
tion and the atmosphere/ocean carbon cycle; land-cover and
She has also written a novel, Museum Pieces,
climate change; the long-term evolution of climate and geo-
and a critical study, Married Men and Magic
chemical cycles; and energy technology. He is a lead author
Tricks: John Updike’s Erotic Heroes. Professor
of the “State of the Carbon Cycle Report,” a study requested
Tallent’s short stories have been published
by the U.S. Congress. From the early 1990s to 2005, he was
in literary magazines, including the New
with the Energy and Environment Directorate at the Law-
Yorker and Harper’s Magazine, as well as in short story collec-
rence Livermore National Laboratory where he was awarded
tions. She has served as director of the Creative Writing Pro-
the Edward Teller Fellowship (2004), the highest award given
gram and been awarded several prizes for her teaching.
by that laboratory. Caldeira received his B.A. from Rutgers
College and both his M.S. (1988) and Ph.D. (1991) in atmo-
spheric sciences from New York University.

24
FRESHMAN
HISTORY 14N
The Crusades
F, SEM | 5 Units | Letter Grade Only
MW 1:15p–3:05p; Encina W106
This course is devoted to an examination of the Western
Christian holy wars in the Middle Ages, from the 11th to the
15th centuries. The class will examine the origins of the phe-
nomenon (puzzling, perhaps, given early Christian pacifism),
the motivations of the crusaders, and how the crusade be-
came a total cultural institution (meaning a practice at the
center of Christian identity even for non-practitioners). We
also will compare the conduct of crusading warfare with
non-religious warfare and look at the simultaneous presence
of holy war and non-bellicose exchanges between Christians
and non-Christians. Readings will be a mixture of primary
(medieval) sources and secondary (scholarly) studies.
Philippe Buc, professor of history, has
taught at Stanford since 1990. He was edu-
cated in Paris and the United States and is a
specialist in medieval religion and politics.
Currently, he is working on a history of
Christian religious violence, inclusive of ter-
ror, martyrdom, and holy war. With Amir
Weiner (History Department), he has taught
an IHUM class called, Mass Violence in History: From the Cru-
sades to the Genocides. See his website: http://www.stan-
ford.edu/dept/history/people/buc_philippe.html.
FRESHMAN
HISTORY 54N, AFRICAN AND AFRICAN AMERICAN STUDIES 54N
African American Women’s Lives
F, SEM | 4-5 Units | Ltr-CR/NC | DB-Hum
TTh 12:35p–2:05p; 460-334
A frican American women have been placed on the periph-
ery of many historical documents. This course will encourage
students to think critically about historical sources and to use
creative and rigorous historical methods to recover African
American women’s experiences.
Drawing largely on primary sources such as letters, per-
sonal journals, literature, and film, this course explores the
everyday lives of African American women in 19th- and 20th-
century America. We will begin in our present moment and
look back on the lives and times of a wide range of African
AUTUMN
American women, including Charlotte Forten Grimké, a 19th-
century reformer and teacher; Nella Larsen, a Harlem Renais-
sance novelist; Josephine Baker, the expatriate entertainer
and singer; and Ida B. Wells and Ella Baker, two luminaries of
civil rights activism. We will examine the struggles of African
American women to define their own lives and improve the
social, economic, political, and cultural conditions of black
communities. Topics will include women’s enslavement and
freedom, kinship and family relations, institution and com-
munity building, violence, labor and leisure, changing gen-
der roles, consumer and beauty culture, social activism, and
the politics of sexuality.
Allyson Hobbs is an assistant professor of
American history. She received a BA from
Harvard and a PhD from the University of
Chicago. She is currently at work on a book
manuscript that examines the phenome-
non of racial passing in the United States.
Drawing on historical sources as well as lit-
erature and film, she argues that passing
was never an entirely individualistic or opportunistic enter-
prise. Instead, her work turns on the communal politics of
passing and reveals the centrality of family relationships to
this practice. She focuses on 19th- and early 20th-century Af-
rican American social and cultural history. Her research inter-
ests include racial mixture, migration and urbanization, iden-
tity formation, and the intersections of race, class, and
gender.
25
 FRESHMAN
HISTORY 91N
Mao Zedong: The Man Who Would
Become China
F, SEM | 5 Units | Letter Grade Only | DB-SocSci
T 2:15p–4:05p; 260-008
A s one of the most powerful leaders of the 20th century,
Mao Zedong is also one of the least understood. This course
investigates Mao’s life, including his early anthropological
work, his reinterpretation of Marxism, his ascendance to
power within the Chinese Communist Party, his formulation
of a theory of guerrilla warfare, his socioeconomic vision of
China in the early People’s Republic, his devastating experi-
mentation with rapid economic transformation during the
Great Leap Forward, his deification during the Cultural Revo-
AUTUMN
lution, and the repercussions of his death in 1976. This course
will be of general interest to anyone curious about modern
Chinese history and Chinese Communism, as well as to those
interested in this fascinating historical figure. No prior knowl-
edge of Chinese history is necessary.
Thomas S. Mullaney received his PhD from
Columbia University in 2006 and joined the
Stanford faculty as assistant professor of
modern Chinese history. Mullaney’s forth-
coming book examines China’s “Ethnic Clas-
sification Project,” by which the Communist
state decided which minority groups would
be officially recognized. He is currently
working on two book projects. The first examines China’s eth-
nic majority, the Han, technically the largest ethnic group in
the world, and the second is a global history of the Chinese
typewriter.
26
FRESHMAN
LINGUISTICS 5N
What’s Your Accent? Investigations in
Acoustic Phonetics
F, SEM | 3 Units | Ltr-CR/NC | DB-SocSci
TTh 3:15p–4:45p; 200-013
What goes into making your accent sound the way it
sounds? In this seminar, we will study phonetic variation
across accents of English by examining the accents of semi-
nar participants. We will conduct experimental design and
analysis of the acoustics of speech using the Praat software
program to learn about articulatory, acoustic, and auditory
phonetics. In other words, we will learn how sounds are ar-
ticulated, what the physical correlates of these articulations
are, and how these sounds are perceived. Much of the quar-
ter will be spent examining the variability of speech within
and across speakers.
Meghan Sumner is an assistant professor
of linguistics specializing in phonetics. She
received her PhD in linguistics from Stony
Brook University in 2003, after which she
was a National Research Service Award Fel-
low with Arthur Samuel for three years. Pro-
fessor Sumner’s main research interest is
the perception and representation of pho-
netic variation in spoken words. Specifically, she is interested
in how listeners generalize new or non-native acoustic cues
in learning, how information in the speech signal is mapped
onto lexical representations, and how we all understand each
other with the amazing amount of variation found in the
speech signal.
FRESHMAN FRESHMAN
LINGUISTICS 83N MECHANICAL ENGINEERING 12N

Translation The Jet Engine

F, SEM | 3 Units | Ltr-CR/NC | DB-SocSci F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
TTh 2:15p–3:45p; 200-015 MWF 9:00a–9:50a; 360-361A

What is a translation? The increased need for translations in Prerequisite: High-school physics
the modern world is due to factors such as tourism and ter-
rorism, localization and globalization, diplomacy and treaties, S tudents in this class will learn how jet engines work, in-
cluding a detailed description of jet engine components and
law and religion, and literature and science. How to meet this
an introduction to the analytical techniques required to un-
need? Are different kinds of translations needed for different
derstand them. Introductions to thermodynamics, fluid me-
purposes? What makes one translation better than another?
chanics, combustion, advanced materials, heat transfer, and
Why are some texts more difficult to translate than others?
control systems in the context of advanced jet engine devel-
Can some of this work be done by machines? Are there things
opment will be included. The seminar will also entail visits to
that cannot be said in some languages? Special attention will
research laboratories, partial disassembly of jet and rocket
be given to recent developments in machine translation and,
engines, and operation of a small turbojet.

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more generally, to the role that computers are likely to play in
multilingual communication in the future.
John Eaton conducts research and teaches
on fluid mechanics, heat transfer, and ex-
Martin Kay (MA, Trinity College, Cambridge,
perimental methods, with much of his work
1961) was responsible for introducing the
being funded by the world’s leading gas-
notion of chart parsing in computational
turbine manufacturers. He began his inter-
linguistics and the notion of unification in
est in experimental fluid mechanics in ju-
linguistics generally. With Ron Kaplan, he
nior high school, when he tested model
pioneered finite-state morphology. He has
airplanes and surfboard components in
been a longtime contributor to, and critic
homemade wind and water tunnels. He earned all of his de-
of, work on machine translation. Permanent
grees at Stanford and remembers fondly the day he took over
chair of the International Committee on Computational Lin-
his first real wind tunnel during his junior year. He continues
guistics, Professor Kay was until recently a research fellow at
to develop advanced flow measurement facilities including,
Palo Alto Research Center (PARC). He holds honorary doctor-
recently, the use of magnetic resonance imaging to study
ates from the universities of Gothenburg, Sweden and Ge-
neva, Switzerland, and is a professor of linguistics at Stanford complex flows not predictable by computer simulation.
and the University of the Saarland, in Germany. Professor Eaton lives on campus with his wife and enjoys
almost any sport that is water-based. He swims, bikes, and
surfs regularly, and water-skis as often as his schedule allows.
He is a rabid fan of Stanford sports.

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 FRESHMAN
MECHANICAL ENGINEERING 26N
Think Like a Designer
F, SEM | 3 Units | S/NC
F 1:15p–3:05p; See Axess or SIS website for location
This seminar will introduce students to techniques that are
used by designers to create highly innovative solutions to
wicked problems that cross domains. The project-based class
will emphasize approaches to problem identification and
problem solving. Along with a survey of tools such as need
finding, structured brainstorming, synthesis, rapid prototyp-
ing, and visual communication, the class will include field
trips to a local design firm, a robotics lab, and a prototyping
lab. A secondary goal of the seminar is to introduce students
to the pleasures of creative design and hands-on develop-
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ment of tangible solutions.
Bill Burnett is a consulting assistant profes-
sor and the executive director of Stanford’s
innovative Product Design program. One of
the earliest interdepartmental majors, this
undergraduate and graduate degree
program combines curriculum from the
Departments of Mechanical Engineering
and Art to produce human-centered,
values-driven designers. A graduate of the program, Profes-
sor Burnett has designed a wide range of products, from
award-winning Apple PowerBooks to the original Star Wars
action figures. He holds a number of mechanical and design
patents and awards for a variety of products including the
first slate computer. His research and teaching are focused on
enhancing human creativity and technology innovation. In
the design program, he teaches the senior capstone project
class, called “The Designer’s Voice,” and a somewhat mystical
industrial design class called “Formgiving.” Formgiving is as
much a guided meditation and values clarification exercise
as it is a class about design. One student said that learning
design this way was like learning to use “the Force.” Professor
Burnett could not have said it any better.
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FRESHMAN
MUSIC 11N
A View from the Podium: The Art of
Conducting
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum
TTh 3:15p–4:45p; Braun 106
This class will reveal the art of conducting: how conductors
interpret the music, realize their vision through the rehearsal
process, and communicate with the orchestra and the audi-
ence. Conducting is often seen as a kind of magic but is ac-
tually based on effective human communication skills. This
course will focus on a conductor’s communication with the
orchestra, but we also will apply these lessons to other fields
of endeavor.
Orchestras did not always have conductors, and this sem-
inar will begin by tracing the reasons for the emergence of
professional conductors. We will follow their growing impor-
tance to music-making to the present era. We will examine in
detail the conductor’s role in leading an orchestra and watch
this process at a Stanford Symphony rehearsal. By watching
videotapes of such master conductors as Arturo Toscanini,
Leonard Bernstein, Herbert von Karajan, and others, we will
examine how conductors shape the music to their personal
vision. We will also go inside a conductor’s head to learn the
process of music-making by studying several examples from
the symphonic literature. Once they conceive this vision of
the music, conductors must convey this to the orchestra,
and we will learn how they use gestures, words, and body
language to do this. Conducting, in essence, is leadership;
it requires vision, communication, and people skills. We will
conclude by discussing how some of the lessons of conduct-
ing can be applied in other professions.
Jindong Cai is a conductor, recording artist,
and writer, and director of orchestral stud-
ies in the Music Department. He studied
with conductors Bernstein, Gerhard Samu-
el, and others, held assistant conducting
positions, and has had many guest conduct-
ing appearances in the United States and
China. He has also appeared with major
Chinese orchestras including the Shanghai Symphony. Pro-
fessor Cai has recorded with Centaur Records and Vienna
Modern Masters, and has co-written articles with Sheila Mel-
vin in the New York Times. His new book is Rhapsody in Red:
How Western Classical Music Became Chinese.
FRESHMAN
MUSIC 38N
Singing Early Music
F, SEM | 3 Units | Letter Grade Only | DB-Hum
TTh 3:15p–4:05p; Braun 105
Prerequisite: No prior knowledge of early music required.
I f you love to sing, this course is for you! We will explore mu-
sic of the late Middle Ages and Renaissance (ca. 1400-1600),
a time when many of the best and most respected musicians
were singers. You will discover French songs of ravishing
beauty with graceful, long-limbed melodic lines; Italian mad-
rigals in which the music responds directly – sometimes even
violently – to the text; and Latin-texted sacred music, usually
for four voices, in which each melodic line is equally compel-
ling. The composers whose music we shall study (e.g., Du Fay,
Josquin, and Marenzio) are perhaps less famous today than
visual artists of the period such as Leonardo da Vinci and Mi-
chelangelo, but their artistic creations are no less stunning.
Along the way, we will learn about the historical contexts for
the pieces we perform and analyze their aesthetic qualities.
We will also come face to face with music manuscripts that
date back more than 500 years. But the main thrust of the
course will be in making music ourselves. (Most of our class
meetings will take place in Stanford’s resonant Memorial
Church.) The class will culminate in a concert devoted to the
pieces we have studied, to be performed by the students.
Jesse Rodin, assistant professor of music,
received his BA in music from the University
of Pennsylvania and his PhD in musicology
from Harvard. He joined Stanford’s faculty
in 2007. His research focuses on music of
the Renaissance, particularly that of the
Franco-Flemish composer Josquin des Prez
(ca. 1450-1521) and his contemporaries. He
is also active as a performer, both as a singer of early music
and as director of the Boston-based vocal octet Cut Circle, a
professional ensemble specializing in music of the 15th and
16th centuries.
FRESHMAN
PHILOSOPHY 15N
Freedom, Community, and Morality
F, SEM | 3 Units | Letter Grade Only | DB-Hum, EC-EthicReas
MWF 10:00a–11:15a; 420-245
I n this seminar we will examine the idea of individual free-
dom and its relation to human community, on the one hand,
and the demands of morality, on the other. Does the freedom
of the individual conflict with the demands of human com-
munity, society, and morality? Or, as some philosophers have
maintained, does the freedom of the individual rather find its
highest expression in a moral community or society of other
human beings? We shall examine the diverse answers given
to these questions by Albert Camus, John Stuart Mill, Jean-
Jacques Rousseau, and Immanuel Kant. Camus, a representa-
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tive of modern existentialism, sees an irremediable conflict
between the individual and society; Mill, a representative of
19th-century liberalism, sees a tension that can be resolved;
Rousseau, a representative of the classical social contract tra-
dition, holds that true individual freedom can only be real-
ized in the right kind of political society; while Kant, who was
greatly influenced by Rousseau, believes that what he calls
freedom or autonomy is the very foundation for the principles
of morality. The written work will consist of four short (2–4-
page) papers, one on each of the four philosophers. Class at-
tendance and participation, based on study questions on the
reading distributed in advance, are also required.
Michael Friedman is a professor of philoso-
phy and the Fredrick P. Rehmus Family Pro-
fessor of Humanities. His work focuses on
Kant; the philosophy of science; the history
of 20th-century philosophy, including the
interaction between philosophy and the
exact sciences from Kant through the logi-
cal empiricists; prospects for a post-Kuhnian
philosophy of science in light of these developments; and
the relationship between analytic and continental traditions
in the early 20th century. His publications on these topics in-
clude Foundations of Space-Time Theories: Relativistic Physics
and the Philosophy of Science; Kant and the Exact Sciences; Re-
considering Logical Positivism; A Parting of the Ways: Carnap,
Cassirer, and Heidegger; Dynamics of Reason: The 1999 Kant
Lectures at Stanford University; Immanuel Kant: Metaphysical
Foundations of Natural Science; and The Kantian Legacy in
Nineteenth-Century Science.
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 FRESHMAN
PHYSICS 45N
Advanced Topics in Light and Heat
F, SEM | 1 Unit | S/NC
Th 3:15p–4:45p; Hewlett 102
Prerequisite: Advanced Placement physics, concurrent enroll-
ment in Physics 45, or consent of instructor.
This course gives students the chance to study some inter-
esting phenomena associated with the concepts of light, op-
tics, and thermal physics covered in Physics 45. The weekly
interactive seminar will discuss a variety of topics with exam-
ples chosen from optical phenomena and weather, thermo-
dynamics and heat in the home, and, especially, optics and
radiation as applied to astrophysics and cosmology. The ma-
terial will be roughly parallel to the syllabus of Physics 45.
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Roger W. Romani joined the Department
of Physics in 1991 from Princeton and
Caltech and is a member of the Kavli Insti-
tute for Particle Astrophysics and Cosmolo-
gy and of the Astronomy Program. His
research has a necrotic bent, concentrating
on dead stars such as black holes and neu-
tron stars, but he also studies dark matter
and dark energy and their cosmological effects. Claiming that
he “has never met a photon he didn’t like,” Romani comple-
ments his theoretical work with observations at space- and
ground-based telescope facilities. He serves on a number of
telescope boards and is a councilor for the High Energy Astro-
physics Division of the American Astronomical Society. Away
from the Varian Physics building he swims with the Stanford
Masters team and is a vocalist in several area ensembles.
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FRESHMAN
PHYSICS 83N
Physics in the 21st Century
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
TTh 2:15p–3:30p; Hewlett 103
This course will explore recent ideas and developments in
particle physics and cosmology. This is an exciting time in these
fields because, in this decade, theories addressing fundamen-
tal questions will be tested by direct observation. The Large
Hadron Collider (LHC), a huge particle accelerator near Gene-
va, will produce the first collisions in October 2009, allowing
physicists to observe the smallest known particles, revolution-
izing our understanding of the world residing deeply within
atoms as well as the vastness of the universe. Additionally, the
Planck satellite, launched in May 2009, will be a major source
of information on cosmology, which we need to test theo-
ries of the early universe and the origin of cosmic structure.
We will discuss some major problems in physics: What are the
fundamental constituents of matter? What are symmetries,
and what role do they play in nature? Can there be more than
three spatial dimensions? What happened at the beginning
of time in the universe? We will develop an appreciation of
how the theories are tested experimentally. Our work will in-
volve discussion, reading, and writing on topics of current re-
search in cosmology and elementary-particle physics includ-
ing the creation and evolution of the universe, the Big Bang
theory of cosmology, fundamental forces and particles of
nature, grand unified theories, supersymmetry, superstring
theory, and new dimensions.
Renata Kallosh received her BS from Mos-
cow State University and PhD from Lebedev
Institute of the Academy of Sciences. She
started her career at the Lebedev Institute
and later became an associate at the Divi-
sion of Theoretical Physics at the European
Organization for Nuclear Research (CERN),
in Geneva. Since 1990, she is a professor of
physics in Stanford’s Physics Department (and, by courtesy, in
the Department of Mathematics). She was involved in the de-
sign of an attractor mechanism for studying black holes, of-
fering a significant contribution to understanding string
theory and supergravity, and is also an expert in elementary
particle physics and supersymmetry. Currently she is study-
ing observable dark energy and its meaning for theoretical
physics. She was invited to give the prestigious Coxeter lec-
tures at the Fields Institute at the University of Toronto, won
an Alexander von Humboldt award, and recently was a visit-
ing professor at the Yukawa Institute in Kyoto, Japan.
FRESHMAN
POLITICAL SCIENCE 22N
Inequality and American Democracy
F, SEM | 5 Units | Ltr-CR/NC
MW 2:15-3:45; 200-305
F or thirty years or more, inequality has grown in American
society as the distance between the richest and poorest seg-
ments of the population has grown substantially. What effect
does this inequality have on American society? Can democ-
racy be sustained under such circumstances?
We’ll examine the lives of the poorest Americans with
a specific emphasis on how the day-to- day circumstances
of minimum-wage workers can be socially and economi-
cally perilous. We’ll explore the relationship of resources to
political activity and power, examining the degree to which
social, economic, and educational inequality disadvantage
some citizens’ hopes of influencing the political system and
extracting favorable policy outcomes. Are these Americans
aware of these systematic disadvantages? If so, we must ask
what effect this has on their support for and attachment to
the political system. If not, we need to understand the social
forces that obscure the political effects of disadvantage from
those suffering them, especially religious identity, populism,
and anti-intellectualism.
The course will be primarily reading and seminar discus-
sion. Each week, students will explore different aspects of
each element described above through an important read-
ing and a narrowly designed research task that will simul-
taneously enhance the student’s factual grasp of the social
phenomena at issue while at the same time introduce them
to question-driven research as an engine of learning.
Gary M. Segura is a professor of American
politics and chair of Chicano/a Studies in
the Center for Comparative Studies in Race
and Ethnicity. He received his PhD in Amer-
ican politics and political philosophy from
the University of Illinois in 1992. His work
focuses on issues of political representation,
and currently is focusing on the accessibility
of government and politics to America’s growing Latino mi-
nority, as well as a book-length project on the links between
casualties in international conflict and domestic politics.
Among his most recent publications are “The Mobilizing
Effect of Majority-Minority Districts on Latino Turnout” (2004)
and “Su Casa Es Nuestra Casa: Latino Politics Research and
the Development of American Political Science,” (2007), both
in the American Political Science Review. Segura was one of
the co-Principal Investigator of the Latino National Survey, in
2006, and is the co-Principal Investigator of the “Spanish
Translation and Latino Over-sample in the 2008 American
National Election Study,” the first ever expansion of the ANES
into systematic Spanish interviewing and over-sampling of
Latino voters.
FRESHMAN
PSYCHOLOGY 12N
Self-Theories
F, SEM | 3 Units | Letter Grade Only | DB-SocSci
MW 12:50p–2:05p; 420-419
A re high achievers just smarter than others? Are leaders
born rather than made? Are great athletes simply naturals?
In this seminar we will explore the contribution of nature
(talent) and nurture (experience, effort) to people’s achieve-
ment. We will discuss new research that highlights the role of
nurture. That is, we will examine evidence that our brains are
malleable—that intelligence can be taught and increased
even in adulthood, and that genius stems as much from dedi-
cation as from talent.
We will read and discuss research showing that people
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who believe their abilities are fixed are less likely to take on
challenges, put out effort, and cope well with setbacks than
are people who believe that their abilities can be developed.
We will see how people with the belief that abilities can be
developed have an advantage in academics, business, sports,
and personal relationships. We will use this research to ad-
dress such questions as why so many very bright students
stop working hard when the material becomes difficult, are
afraid to make mistakes, can’t take feedback without becom-
ing defensive or discouraged, or have an inordinate need for
praise and rewards.
How are these self-theories learned? To answer this ques-
tion, we will examine work that shows the effects of praise on
self-theories. We will also read about how self-theories can be
changed to improve performance in school and in the work-
place. The last weeks of the quarter will be spent presenting
and discussing student projects.
Carol S. Dweck, is the Lewis and Virginia
Eaton Professor of Psychology. Her re-
search focuses on why people succeed
and how to foster their success. More spe-
cifically, her work has demonstrated the
role of mindsets and self-conceptions in
motivation, and has illuminated how
praise for intelligence can undermine mo-
tivation and learning. Professor Dweck has also held profes-
sorships at Columbia and Harvard, has lectured all over the
world, and has been elected to the American Academy of
Arts and Sciences. Her work has been prominently featured
in many national publications, and she has appeared on To-
day, Good Morning America, and 20/20. Her most recent book
is Mindset.
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 FRESHMAN
PSYCHOLOGY 25N
Psychology, Inequality, and the
American Dream
F, SEM | 3 Units | Ltr-CR/NC
MW 2:15p–3:30p; 420-419
What role do psychological factors play in perpetrating in-
equality despite legal prohibitions? How can psychologically
wise reforms promote equal opportunity? Topics include
school achievement, prejudice and discrimination, social
class, and race/ethnicity.
Greg Walton is an assistant professor in the
Psychology Department. He received a BA
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in philosophy from Stanford and a PhD in
social psychology from Yale. His research
examines the role of social belonging in ac-
ademic motivation and achievement, and
the origins of and remedies for group differ-
ences in academic achievement. One hour-
long intervention he conducted raised the grades of ethnic
minority college students even years later. In addition to his
academic research, he served for a year as a Congressional
Fellow in the office of Senator Hillary Rodham Clinton (D-NY)
in the United States Senate, where he worked primarily on
issues relating to children and education.
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FRESHMAN
PSYCHOLOGY 26N
Language Acquisition: Exploring the
Minds of Children
F, SEM | 3 Units | Letter Grade Only
M 3:15p–5:05p; 380-380D
The capacity for language is in some sense in our genes, an
extraordinary competence distinguishing humans from oth-
er species. Yet there is ardent debate about the role of biolo-
gy in guiding language acquisition. Does language develop-
ment follow an innate “bioprogram,” or does it build on more
general, cognitive abilities, strongly influenced by early expe-
rience? Psycholinguists are interested in the complex mental
processes underlying language use and in how communica-
tive competence develops in very young language learners.
Already in the first months of life, even before they under-
stand that words have meanings, infants become specialists
in the speech sounds of their native language, learning skills
essential to the listening and speaking abilities that develop
so dramatically in the second year. This seminar explores
biological and experiential influences on the emergence of
linguistic ability as children begin to learn a first language.
Students will also gain experience with some of the experi-
mental methods researchers use to explore infants’ mental
processes and early social understanding. Discussions of
theory and research will be enriched with visits to Stanford
laboratories and by group projects involving observations of
very young language learners.
Anne Fernald graduated from Swarthmore
College and, after living in Germany for sev-
eral years, did her doctoral work in develop-
mental psychology and psycholinguistics at
the University of Oregon. She runs a re-
search laboratory in the psychology depart-
ment that focuses on language acquisition,
and she is involved with Stanford’s interdis-
ciplinary programs in human biology and symbolic systems.
Her teaching, mentoring, and service to undergraduate edu-
cation have been honored with Stanford’s Dinkelspiel Award
and ASSU and Hoagland prizes for outstanding teaching, and
the Cox Medal for mentoring undergraduates in research.
FRESHMAN
RELIGIOUS STUDIES 16N
The Story of Human Virtues
F, SEM | 4 Units | Letter Grade Only | DB-Hum
MW 3:15p–4:30p; 360-361A
P lato’s and Aristotle’s masterful discussions of the human
virtues—justice, bravery, temperance, generosity, wisdom,
and friendship—became the foundation for much of Mus-
lim, Jewish, Christian, and secular ethical thought. Medieval
and modern thinkers in these traditions appropriated the
Greeks’ ideas to fit their own worldviews and religious out-
looks. Seeking to construct coherent ethical systems, they
drew simultaneously on Greek thought and their own ethical
philosophies. In doing so, they transformed Greek ideas and
reframed and recast their own religious heritages. The story
of the conceptualization of human virtues, therefore, is one
of adaptation, cross-pollination, and the fusion of ideas in the
course of the past 2,000 years.
We begin with readings in Greek philosophy, particularly
Aristotle’s Nicomachean Ethics, and then move on to selected
authors from the abovementioned traditions.
Behnam Sadeghi is a professor of religious
studies. He received his PhD in Near Eastern
studies from Princeton. He specializes in the
early centuries of Islamic religion and teach-
es courses on pre-modern intellectual his-
tory. He has done research on the early his-
tory of the Qur’ân, the hadith literature, and
early legal debates about women in the
public sphere. His doctoral dissertation examined methods
of textual interpretation in the Hanafi school of law in the
pre-modern period. Professor Sadeghi has taught the IHUM
course Approaching Religion (covering early Islam), and
courses on pre-modern theology, pre-modern law, and the
early history of the Qur’ân.
FRESHMAN
SOCIOLOGY 46N
Race, Ethnic, and National Identities:
Imagined Communities
F, SEM | 3 Units | Letter Grade Only | DB-SocSci
TTh 3:15p–4:05p; 420-245
How are new identities created and legitimized? What does
it mean to try on a different identity? National groups and
ethnic groups are so large that one individual can know only
an infinitesimal fraction of other group members. What ex-
plains the seeming coherence of groups? If identities are a
product of the imagination, why are people willing to fight
and die for them?
This seminar will require careful reading, consistent class
participation, a few short papers, and one class presentation
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(based on that week’s reading assignment), but no exams.
The class syllabus, reading list, and supplementary materials
can be found at www.stanford.edu/~mrosenfe.
Michael J. Rosenfeld, an associate profes-
sor of sociology, received his PhD from the
University of Chicago, then joined Stan-
ford’s faculty in 2000. He studies race, eth-
nicity, immigration, assimilation, and in-
termarriage, and on these topics recently
published The Age of Independence: Inter-
racial Unions, Same-Sex Unions, and the
Changing American Family. In 2007–08 he won the Dean’s
Award for Distinguished Teaching. He currently is studying
the development of children raised by same-sex couples and
the ways in which people meet their future mates. In a former
life, he was a freelance writer and political organizer. If he
looks tired, it is because he has two small children at home
whose energy is boundless.
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 FRESHMAN FRESHMAN
IBERIAN AND LATIN AMERICAN CULTURES 114N STATISTICS 47N

Lyric Poetry Breaking the Code?

F, SEM | 3-5 Units | Ltr-CR/NC F, SEM | 3 Units | Ltr-CR/NC | DB-Math
MWF 9:00a–9:50a; 260-001 MW 4:15p–5:30p; 300-300

Prerequisite: Fluency in Spanish is required.

C ryptography has been used for millennia for secret com-
This course offers an introduction to the basic elements munication. Nowadays, it is widely used for secure commu-
nication over the Internet. Its counterpart, cryptanalysis, or
and expressive devices of lyric poetry: multidimensional lan- code-breaking, has been around just slightly less time than
guage, denotation, connotation, image, metaphor, symbol, cryptography. The earliest cryptanalysts used statistical
allegory, paradox, irony, meaning, idea, rhythm, and meter.
tools to decrypt encoded messages by uncovering recur-
These elements will be studied in a selection of representa-
ring patterns in the encrypted messages. More recently, such
tive poems of outstanding poets of Spain and Latin America
frequency-analysis tools have been used to analyze biblical
of the late 19th and early 20th centuries: Gustavo Adolfo
texts to unravel the “Bible code,” as well as to detect genes in
Bécquer, Rosalía de Castro, Rubén Darío, Miguel de Unamu-
the human genome.
no, Antonio Machado, Federico García Lorca, Pablo Neruda,
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This seminar will begin with a brief overview of various

and Gabriela Mistral. codes and ciphers. Then, we will discuss some basic statis-
This course is on a topic of general interest, but it is tical tools that have proved useful for code-breaking. Using
aimed at students with considerable Spanish language simple computer programs, students will apply these tools to
competence. The treatment of poetry here will draw upon break simple codes and to explore the application to various
competency acquired from advanced language courses, and
kinds of data. Students will be introduced to the basic prob-
grammatical knowledge will lead naturally to interesting sty-
ability tools needed as the course progresses.
listic study. Both English and Spanish (and poems in English
and Spanish) will be used.
Susan P. Holmes is an associate professor
of statistics and associate director of the
Michael P. Predmore received his under-
Mathematical and Computational Sciences
graduate degree in liberal arts at Swarth-
interdisciplinary program. She is past chair
more College. He went on to earn his MA
of the computing section of the American
and PhD in Spanish literature (major) and
Statistical Association (ASA), and program
Latin American history (minor) at the Uni-
chair for the ASA section on statistical com-
versity of Washington before joining the
puting. Her main area of interest is comput-
Spanish and Portuguese faculty at Stanford
er intensive methods in multivariate statistics, especially the
in 1986. His teaching and research center
bootstrap. She works on computational biology, phyloge-
on 19th- and 20th-century Spanish poetry. He is particularly
netic analysis of DNA sequences, and multivariate statistics
interested in situating this poetry within a lyric tradition
applied to microarray techniques.
which stretches from English and German Romanticism to
the European avant-garde of the first two decades of the
20th century. He also studies the major works and move-
ments of modern Spanish literature within the democratic
tradition of Spanish liberalism (19th-century lyric poetry and
realist novels, the generation of 1898, the generation of 1927,
and the Spanish Civil War and its aftermath). He has written
several books and editions on the poetry of Antonio Macha-
do and Juan Ramón Jiménez, as well as numerous articles on
the works of Ramón del Valle-Inclán and other major figures
of the Hispanic world.

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AMERICAN STUDIES 114N
Visions of the 1960s
S, SEM | 5 Units | Ltr-CR/NC | DB-Hum, EC-AmerCul
TTh 3:15p–5:05p; 160-314
This course offers an introduction to the ideas, sensibility,
and (to a lesser degree) politics of the American 1960s. Top-
ics will include the early 1960s vision of a “Beloved Commu-
nity”; varieties of racial, generational, and feminist dissent;
the meaning of the “counterculture”; and current interpretive
perspectives of the 1960s. We will give some attention to film
and music as well as to articles and books. Likely readings are
Stewart and Judith Albert, eds., The Sixties Papers, plus selec-
tions by Todd Gitlin, Norman Mailer, Sara Evans, Alice Walker,
Tom Wolfe, Martin Luther King, Jr., Herbert Marcuse, and oth-
ers. We will also view and discuss at least two films – probably
The Graduate and a documentary such as Winter Soldier.
Richard Gillam is coordinator of the Ameri-
can Studies Program. He has won Stanford’s
Walter J. Gores Award for Excellence in
Teaching as well as an ASSU Teaching
Award. His publications include the book
Power in Postwar America and articles, most-
ly dealing with American intellectual and
cultural history, in American Quarterly,
American Scholar, Gettysburg Review, The Public Historian,
Theory and Society, and elsewhere. His musical tastes favor
Bob Dylan, and he tends to sympathize with the early rather
than the late 1960s.
SOPHOMORE
BIOCHEMISTRY 118Q
Genomics and Medicine
S, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
TTh 4:15p–5:45p; 160-127
Prerequisite: BioSci 41 or HumBio 2A would be useful but is not
required. We assume high- school-level knowledge of DNA, RNA,
and protein structure.
I n this seminar we will investigate the kind of knowledge we
have gained from sequencing the human genome and the
implications of such knowledge for medicine and biomedi-
cal research. We will study novel diagnoses and treatment of
disease including gene therapy, stem cell therapy, and ratio-
nal drug design. We will also discuss the ethical implications
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of stem cell therapy and other uses of genetic information
including consumer genomic analysis. The course will be of
interest to students who plan to major in biology or human
biology, especially premedical students and biology majors
who use molecular biology methods. It will also be of interest
to future business or law students interested in privacy, intel-
lectual property rights, and other societal issues such as in-
surance and health care policy. Homework will include using
genome and disease databases to determine the function of
genes involved in a particular disease and understanding the
basis for that disease, its diagnosis, and potential treatments.
Further information is available at http://biochem118.stan-
ford.edu/.
Douglas Brutlag, who also teaches compu-
tational molecular biology (http://bio-
chem218.stanford.edu/), is professor
emeritus of biochemistry and, by courtesy,
of medicine. Professor Brutlag has worked
with the National Institutes of Health Gen-
Bank database and the National Library of
Medicine, and he founded a biotechnology
software company.
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CHEMICAL ENGINEERING 60Q
Environmental Regulation and Policy
S, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
M 2:15p–5:05p; See Axess or SIS website for location
Prerequisites: High-school physics and chemistry.
S tudents will learn how environmental policy and regula-
tion are formulated in the United States, with an emphasis
on how scientific research is incorporated into the decisions.
Although the emphasis is on the United States, we compare
and contrast environmental policy formulation in the Euro-
pean Union, as well as in the developing world, with a focus
on China.
Environmental issues such as air quality, greenhouse
gas regulation, genetically modified organisms, sustainabil-
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ity, and waste disposal are considered, and policy issues such
as the precautionary principle, the role of public notification,
and the balance of stakeholder interest will be introduced.
We will discuss the science and engineering aspects of these
issues, followed by an analysis of how the science is used in
policy and regulatory decisions. Questions concerning the
proper use of science and engineering (such as media pre-
sentation), scientific and technical literacy in the public, and
emotional reactions, are also addressed. We explore current
environmental policy and regulatory issues and discuss alter-
native models for formulation of policy. Nontechnical issues
that affect the formation of regulations and policy, including
political and economic forces, are also considered.
Channing Robertson is a chemical engi-
neer. He has testified as an expert witness in
several of the largest United States tort cas-
es involving toxic materials and has been
responsible for determining release rates of
hazardous substances from environmental-
ly compromised sites. He also serves on a
National Academy of Sciences panel that
seeks to identify how interactions among science, technolo-
gy, and the law relate to complex litigation and violation of
environmental regulations. Professor Robertson is the Yumi
and Yasunori Kaneko Family University Fellow in Undergrad-
uate Education.
Shari Libicki received her PhD in chemical
engineering from Stanford. She did research
at a pharmaceutical company and then
worked for the U.S. State Department nego-
tiating international science treaties. She is
a principal in ENVIRON Corp., a consulting
firm that applies scientific research to envi-
ronmental issues.
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SOPHOMORE
CHEMICAL ENGINEERING 70Q
Masters of Disaster
S, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
Th 2:15p–5:05p; See Axess or SIS website for location
Prerequisite: High-school physics and chemistry or above is
desirable.
This seminar explores disasters that can be traced to failures
in the design process. Engineers, artisans, politicians, lawyers,
and scientists all contribute to the final design of products
that enter the stream of commerce. Despite every attempt
to optimize a design, they sometimes fail. Whether it is a de-
fect in an automobile, a train, a plane, a building, or a medi-
cal product, a failure has its roots in an oversight in adhering
to the design process. In this class, students form teams to
analyze real disasters and design new products presumably
free from the potential for disastrous results. Learning from
the disasters of the past, one can avoid the disasters of the
future. This seminar is open to students interested in science,
engineering, politics, and law.
Channing Robertson is a chemical engi-
neer. He has testified as an expert witness in
several of the largest U.S. tort cases involv-
ing toxic materials and has been responsi-
ble for determining release rates of hazard-
ous substances from environmentally
compromised sites. He also serves on a Na-
tional Academy of Sciences panel that seeks
to identify how interactions among science, technology, and
the law relate to complex litigation and violation of environ-
mental regulations. Professor Robertson is the Yumi and Ya-
sunori Kaneko Family University Fellow in Undergraduate
Education.
John Moalli is a vice president at Exponent
Failure Analysis in nearby Menlo Park. Dr.
Moalli obtained his PhD from the Depart-
ment of Materials Science at MIT, and has
focused his career on the analysis and in-
vestigation of engineering failures. He has
written a book, several book chapters, and a
number of papers that address issues relat-
ed to failure analysis and the use of the design process to pre-
vent failures. His goal is to bring his real-world forensic engi-
neering and design experience to Stanford students.
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CIVIL AND ENVIRONMENTAL ENGINEERING 44Q
Critical Thinking and Career Skills
S, SEM | 3 Units | Letter Grade Only
MW 4:15p–6:05p; M class in Y2E2 253; W class with CEE 258 in
Thornton 110.
This class is designed to help students develop and practice
their critical thinking skills. Students will actively participate
in case studies, class exercises, field trips, and negotiations
in ambiguous situations requiring creative thinking. Many
of the case studies are based on the thirty-year work experi-
ence of the instructor as well as on his involvement in on-
going business arbitrations. Subjects covered will include
the environment, energy, global climate change, selecting
relevant careers, financial and ethical stress, and student-
selected topics. (A separate application will be required prior
to the first class to determine appropriate subject matter for
this group of applicants). Students will work with the above
subjects in one session per week and then participate in a
joint weekly seminar (CEE258) in which about eighty indus-
try representatives will discuss their careers, what matters to
them, and why. Each week students will go to a hosted din-
ner with these industry people to discuss issues relevant to
their career and life. Students in groups of four or five will also
be invited to have dinner with Professor and Mrs. Clough to
continue these discussions.
Russell G. Clough joined the Stanford fac-
ulty in 1994 after 30 years of construction
experience. He earned a BS and MS in civil
engineering from Stanford after growing
up in a construction family and serving in
the United States Marine Corps. He has
worked as a laborer, equipment operator,
engineer, project manager, and operations
manager for various companies. For 10 years, he owned and
operated a construction company that specialized in digging
wine caves. His interest at Stanford has been to develop case
studies to improve students’ thinking and relationship skills
needed in the real world. His classes emphasize the impor-
tance of engineering fundamentals, cost and money issues,
ethics, leadership, and personality challenges in business. He
maintains contact with industry through consulting work
and serves on a number of dispute-review boards. He is a
registered California civil, geotechnical, and safety engineer.
SOPHOMORE
CLASSICS (CLASSART) 21Q
Eight Great Archaeological Sites in
Europe
S, SEM | 3-5 Units | Letter Grade Only | DB-Hum, WRITE-2
MWF 10:00a–10:50a; 20-22K
Prerequisite: PWR 1.
This course is an encounter with eight archaeological sites in
Europe. Key resources (plans, photographs, video, and selec-
tions from publications) are available online and in Shanks’s
lab as the basis for exploration of each archaeological site
through its excavation, features, and finds, and arguments
over the site’s interpretation and place in the archaeologi-
cal history of Europe. The course draws on the skill sets that
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are the focus of the IHUM fall quarter sequence and the an-
cient history and anthropology courses in the winter/spring
sequence. It is a taster for Stanford’s interdepartmental Ar-
chaeology Program but is open to anyone simply interested
in archaeology.
The eight sites to be studied are Stonehenge, England
(stones in a prehistoric landscape); Knossos, Crete (a laby-
rinthine palace of the Aegean Bronze Age); Dunstanburgh
Castle, England (feudal lords, landscape, and the archaeol-
ogy of medieval England); Housesteads Roman fort, England
(a bleak outpost on Hadrian’s Wall, at the empire’s northern
edge); Namforsen, Sweden (islands of prehistoric rock carv-
ings); Gavrinis, France (megaliths, ritual, and ceremony in
prehistoric Brittany); Olympia, Greece (sanctuary of Zeus
and wonder of the ancient world); and Tel El Amarna, Egypt
(city of the heretical pharaoh Akhenaten). These sites will be
studied to introduce the latest archaeological and anthropo-
logical thought and raise deep questions about our under-
standing of ancient societies, as well as the way we study and
represent them.
This course fulfills the second quarter of the Writing and
Rhetoric Requirement and emphasizes digitally-facilitated
oral and multimedia presentation.
Michael Shanks is a professor of classics
and, by courtesy, of cultural and social an-
thropology. His teaching and research focus
on Mediterranean archaeology, the theory
and philosophy of design, and heritage and
the place of the past in the present. His
books include Classical Archaeology: Experi-
ences of the Discipline; Art and the Early Greek
City State; Theatre/ Archaeology (with Mike Pearson); Experi-
encing the Past: On the Character of Archaeology; Re-Construct-
ing Archaeology; and Social Theory and Archaeology (the last
two with Chris Tilley).
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 SOPHOMORE
COMPARATIVE LITERATURE 41Q
Ethnicity and Literature
S, SEM | 3-5 Units | Letter Grade Only | DB-Hum, EC-AmerCul
TTh 2:15p–3:45p; Terman 399
How does a universal literary form accommodate (or not)
the specifics of ethnic experience? This course is designed to
introduce the concept of ethnicity by examining how people
who are deemed ethnic have expressed their identities in lit-
erary texts. We will read novels from the United States, the
Middle East, Jamaica, and other locales. These readings will
be complemented by films, video documentaries, and inter-
views. The instructor will present critical materials, but the
main format of the course will be discussion. The seminar will
include one short midterm essay and a final essay.
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David Palumbo-Liu is a professor of com-
parative literature. He has written exten-
sively on race, ethnicity, and literature and
is especially interested in how these issues
affect culture, society, and individual iden-
tity. Professor Palumbo-Liu has taught at
Stanford for 19 years. He enjoys the oppor-
tunity that introductory seminars give him
to work closely with students.
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SOPHOMORE
COMPARATIVE MEDICINE 87Q
Introduction to the Mouse in Biomedical
Research
S, SEM | 3 Units | Ltr-CR/NC
W 3:15p–5:05p; Medical Center, Edwards Building, R358
This seminar is an introduction to the laboratory mouse, one
of the most widely used models for biomedical research. We
will explore the natural history and origin of the laboratory
mouse, its relationship to its wild cousins, and the history and
uses of some common laboratory mice. We will also analyze
some common research models (transgenic mice, knock-out
and knock-in mice, cloning, and immunodeficient mice) and
their uses in the understanding and treatment of human
diseases. In addition to attending lectures, each student will
read and discuss scientific papers and present a paper that
uses the mouse as a model for the study of a human disease.
There will be at least one laboratory, where students will be
introduced to commonly used mouse strains and mouse
handling techniques. Students interested in biomedical re-
search, medicine, or veterinary medicine will benefit from
this seminar.
Claude Nagamine is an assistant professor
in the Department of Comparative Medi-
cine, where his duties include veterinary
service, research, and teaching. He received
his PhD at UC-Davis and his DVM at the Uni-
versity of Tennessee, Knoxville. Prior to en-
tering veterinary school he was an assistant
professor of cell biology at the Vanderbilt
University School of Medicine. He completed a laboratory
animal medicine residency at MIT in 2007 and became a dip-
lomate of the American College of Laboratory Animal Medi-
cine in 2008. His research interests include the molecular ge-
netics of mammalian sex determination and mouse infectious
diseases. He joined the Stanford faculty in 2008 and is direc-
tor of the Rodent Health Surveillance Program, the Diagnos-
tic Laboratory, and the Mouse Cryopreservation/Rederiva-
tion Service in the Department of Comparative Medicine.
SOPHOMORE
DRAMA 180Q
Noam Chomsky: The Drama of
Resistance
S, SEM | 3-5 Units | Letter Grade Only | DB-Hum
W 3:15p–6:05p; MemAud 125
This seminar focuses on the ideas of Noam Chomsky, pro-
fessor of linguistics and philosophy (retired) at MIT, and dedi-
cated activist who has spent his life challenging the reign-
ing political and economic paradigms by which the United
States is ruled. After discussing his revolutionary model for
linguistics (concentrating on the possible link between lan-
guage and freedom), we will address Chomsky’s work on U.S.
foreign policy (in Southeast Asia, Indonesia and East Timor,
Central America, the Caribbean, and the Middle East); the
media (“manufacturing consent”); “terrorism”; ideology and
culture; student/popular movements; the “new world order”
(at home and abroad); and the importance of resistance.
Chomsky’s work will provide a useful mode of analysis as
students explore their own ways of understanding (and chal-
lenging) the political, economic, and social forces that shape
our lives. This seminar would best suit students who have an
interest in current events and a desire to make future current
events more humane.
Rush Rehm, professor of drama and clas-
sics, works extensively in the area of Greek
tragedy. His books include Aeschylus’ Orest-
eia: A Theatre Version; Greek Tragic Theatre;
Marriage to Death: The Conflation of Wed-
ding and Funeral Rituals in Greek Tragedy;
The Play of Space: Spatial Transformation in
Greek Tragedy; and Radical Theatre: Greek
Tragedy and the Modern World. He teaches courses on dra-
matic literature of various periods and teaches acting and
directing to drama students.
SOPHOMORE
DRAMA 189Q
Mapping and Wrapping the Body
S, SEM | 3 Units | Letter Grade Only | DB-Hum, EC-Gender
M 2:15p–5:05p; MemAud 126
Humans throughout the centuries and in all cultures have
covered, reshaped, and decorated their bodies. Clothes may
cloak the uncertainties and insecurities of an era while high-
lighting its desires and aspirations. This course will explore
such concepts as status and class, academic and athletic dress,
external and internal body reshaping, modesty and immod-
esty, piercing and tattoos, cross-dressing and drag, uniforms,
the changing concepts of gender (both gay and straight),
shifting erogenous zones, and the sexology of the shoe and
foot. In concealing and revealing, clothes selectively present
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the body in all of its possibilities and can be considered as
the “furniture of the mind.” The class will include slides, class
presentations, videos, and possibly a one-day field trip to the
Mission District of San Francisco.
William Eddelman has taught in the areas
of theatrical design, theater, art and cultural
history, design aesthetics and dramatic lit-
erature. His PhD dissertation on 17th- and
18th-century Italian opera design was re-
searched during two years in Venice as a
Fulbright scholar. He has designed sets and
costumes for several theater companies in
the San Francisco Bay Area and taught at the Stanford Berlin
Center. Professor Eddelman (now emeritus) lives in San Fran-
cisco in an 1880s Victorian and is on the board of the Museum
of Performance and Design (formerly The San Francisco Per-
forming Arts Library and Museum). He is an expert on con-
temporary international scenic and costume design and is
assembling research collections for the museum on costume
and international design. His interests include the cultural
history of American musical theater and the psychology of
dress. He travels frequently and uses these opportunities to
explore international arts and cultures.
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 SOPHOMORE SOPHOMORE
FEMINIST STUDIES 191Q HISTORY 84Q

Writing Women’s Lives The American Empire in the Middle East

S, DIAL | 2 Units | Letter Grade Only
since the Cold War: Afghanistan, Iraq,
T 3:15p–4:45p; 90-92Q and Israel/Palestine
Prerequisite: A willingness to stretch and experiment with writ- S, SEM | 3 Units | Letter Grade Only | DB-SocSci, EC-GlobalCom
ing skills. Students with a good background in prose literature TTh 12:35p–2:05p; 60-118
and writing (not necessarily creative writing) will probably find
the course most interesting.
S tudents in the course will critically engage questions
This dialogue focuses on prose about the lives of women in such as: What were the traditional objectives of U.S. policy
in the Middle East since the end of World War II? What forc-
different cultures and generations. Students will read a novel
es shape(d) U.S. policy towards the Middle East? Did those
and some short stories, as well as micro-narratives (fiction
interests and the means employed to pursue them change
and memoir). Among the readings are Under the Feet of Je-
substantially after the demise of the Soviet Union? What has
sus, by Helena María Viramontes, and Short Takes, edited by
been the impact of U.S. policy on the region itself? The three
Judith Kitchen. We also will be reading narratives written by
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principal cases to be examined are Afghanistan, Iraq, and Is-

students from the class. The course is designed to offer soph-
rael/Palestine.
omores a chance to explore creative writing and reading in
This course is structured around discussion of readings
the context of a small, supportive, and provocative group of
and films. There will be only occasional impromptu short lec-
young writers. It requires strong voices from all participants.
tures. Students are expected to read all the assigned readings
Students will write short exercises as well one longer one.
before class and be prepared to participate actively in discus-
Each participant will produce new, polished work for class
sions.
assignments, using such tools as research, memory, imagina-
tion, and metaphor.
Joel Beinin is the Donald J. McLachlan Pro-
fessor of History and has taught Middle East
Valerie Miner is the award-winning author
history at Stanford since 1983, including a
of 13 books. Her latest novel, After Eden, was
broad range of courses from the rise of Is-
published in 2007. Other novels include
lam to the present. He has lived and worked
Range of Light, A Walking Fire, Winter’s Edge,
for extended periods in Israel and Egypt
Blood Sisters, All Good Women, Movement: A
and traveled broadly throughout the Mid-
Novel in Stories, and Murder in the English
dle East and North Africa. He received his
Department. Her short fiction includes
PhD from the University of Michigan in 1982, his MA from
Abundant Light, The Night Singers, and Tres-
Harvard in 1974, and his BA from Princeton in 1970. His re-
passing. She also has composed a collection of essays entitled
search and writing focus on modern and contemporary
Rumors from the Cauldron: Selected Essays, Reviews and Re-
Egypt, Israel, Palestine, the Arab-Israeli conflict, political Is-
portage. In 2002, The Low Road: A Scottish Family Memoir, was
lam, and U.S. policy in the Middle East. Beinin has written or
a finalist for the PEN USA Creative Nonfiction award. Abun-
edited eight books, most recently Workers and Peasants in the
dant Light was a 2005 fiction finalist for the Lambda Literary
Modern Middle East and The Struggle for Sovereignty: Palestine
Awards. Professor Miner has won fellowships and awards
and Israel, 1993-2005, co-edited with Rebecca Stein. His arti-
from the Rockefeller Foundation, the McKnight Foundation,
cles have been published in many daily newspapers, maga-
the National Endowment for the Arts, the Jerome Founda-
zines, and leading scholarly journals, and he has appeared on
tion, the Heinz Foundation, the Australia Council Literary Arts
TV and radio programs throughout North America, and in
Board, and numerous other agencies. She has held Fulbright
France, Egypt, Singapore, and Australia. He has for many
fellowships to Tunisia, Indonesia, and India. She has taught
years served as an editor and contributing editor of Middle
for over 25 years and is currently an artist-in-residence and
East Report, published by the Middle East Research and Infor-
consulting professor at Stanford. She won a 1999 Distin-
mation Project (MERIP). In 2001-02 he served as president of
guished Teaching Award from the University of Minnesota,
the Middle East Studies Association of North America.
where she was professor of English. Her website is www.val-
erieminer.com.

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SOPHOMORE
HUMAN BIOLOGY 84Q
Social Justice, Responsibility, and
Health
S, SEM | 4 Units | Letter Grade Only
T 6:15p–9:05p; See Axess or SIS website for location
Reducing health disparities among different segments of
the U.S. population is one of the principal goals of the federal
government’s Centers for Disease Control and Prevention
(CDC). This course will explore the importance of this goal by
addressing a variety of questions. What evidence do we have
that health disparities exist in the United States? When is a
health disparity unjust? How do we assign responsibility for
maintaining or recovering good health? Which arrangements
should a just society adopt to protect and restore the health
of its citizens? How do local community health organizations
address health disparities?
The course will draw from multiple disciplines including
the philosophy of justice, epidemiological research, psycho-
logical theories of responsibility, and the experiences of local
health professionals.
A community-based learning component will involve site
visits to local health agencies and reflection activities to inte-
grate information gleaned from these visits with classroom
discussions. At the end of the quarter, the class will work in
partnership with a local agency to develop and conduct a
community event aimed at reducing health disparities.
Catherine A. Heaney is on the faculty in
the department of psychology and the
Stanford Prevention Research Center. She
has extensive experience working with
community health agencies to prevent dis-
ease and promote health. Her research has
made scholarly contributions in three areas:
investigating psychosocial factors at the
worksite that are associated with health and disease; devel-
oping and evaluating occupational safety and health inter-
ventions that address psychosocial and behavioral risk fac-
tors; and bridging the gaps between theory, research, and
practice in health education. She has won several awards for
her research investigating the deleterious effects of occupa-
tional stress on health.
SOPHOMORE
HUMAN BIOLOGY 90Q
Contemporary Issues in Human
Experimentation
S, SEM | 3 Units | Ltr-CR/NC | WRITE-2
M 6:15a–8:30p; 80-113
Prerequisite: PWR 1.
The use of human subjects to validate advances in medicine
is becoming increasingly common. This seminar examines
the basic principles currently used for the protection of sub-
jects, particularly in terms of informed consent and protec-
tion of privacy. Ethical issues relating to compensatory mech-
anisms for inherent risks will be discussed in the context of
current and past practices. We will place these considerations
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in a historical perspective and examine the development of
mechanisms for safeguarding the privacy and integrity of
the individual. We will examine classic examples of use and
abuse of human experimentation during medieval, Nazi, and
modern times. Particular emphasis will be placed on the use
of elite athletes in current experimentation programs. Rel-
evant questions regarding pharmacological interventions to
enhance human performance will be discussed in the gener-
al context of biomedical investigations. The seminar will fea-
ture guest speakers who are performing human experiments
or are involved in the process of approving such trials.
This course fulfills the second quarter of the Writing and
Rhetoric Requirement and emphasizes digitally-facilitated
oral and multimedia presentation.
Christos E. Constantinou was born and
raised in Limassol, Cyprus, where he at-
tended kindergarten and grade school in
the village of St. Yiannis, in the Troodos
mountains. He received his undergraduate
education in electrical engineering in Lon-
don, where he also met his wife, Janet. Con-
stantinou subsequently came to California
to work in Stanford’s Department of Radiology as a research
assistant. He enrolled at Stanford to study biomedical engi-
neering, and he graduated with an MS in 1968 and a PhD in
1973. Professor Constantinou joined the faculty of the De-
partment of Urology in 1977. His research interests include
clinical applications of physiological and pharmacological
systems, image processing, multimedia techniques in teach-
ing, and ethics in biomedical research. He has been a fresh-
man adivsor for the last 19 years, and he taught two classes in
the original Freshman Sophomore Seminars series: “Study of
Biological Time” and “Brain-Computer Engineering.” He and
Janet live on campus and have two grown children; one
graduated from UC–Berkeley, and the other from Stanford.
41
 SOPHOMORE
HUMAN BIOLOGY 91Q
Neuroethology: The Neural Control of
Behavior
S, SEM | 3 Units | Letter Grade Only | DB-NatSci
W 3:15p–5:05p; See Axess or SIS website for location
Prerequisite: Knowledge of basic biological principles.
A nimal behavior can provide significant insights into the
evolution of behavioral adaptations. Understanding how
such behavior is controlled by the nervous system, however,
presents a significant challenge. Through discussion and cri-
tique of original research papers, this seminar will analyze
the origins and development of the study of animal behavior
and what we know about the neural basis of animal behavior.
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Students will read original scientific articles, write critiques,
and make regular presentations.
Russell Fernald is a professor of biology
and the Benjamin Scott Crocker Professor of
Human Biology. He joined the Stanford fac-
ulty in 1991 from the University of Oregon,
where he was a founding member and di-
rector of the Institute for Neuroscience. His
research focuses on how social behavior in-
fluences the brain. Professor Fernald has
been awarded Stanford’s Bing Prize for innovation in teach-
ing, the Cox Medal for contributions to research by under-
graduates, and the Dinkelspiel Award for distinctive contri-
butions to undergraduate education. For his research on how
behavior influences the brain, he was awarded a Jacob Javits
Award from the National Institutes of Health. In 2003, Profes-
sor Fernald was named the Mimi and Peter Haas University
Fellow in Undergraduate Education. In 2004, he was awarded
the Rank Prize for his contributions to optoelectronics and
vision.
42
SOPHOMORE
HUMAN BIOLOGY 99Q
Becoming a Doctor: Readings from
Medical School, Medical Training, and
Medical Practice
S, SEM | 3 Units | Letter Grade Only
Th 2:15p–4:05p; 160-326
This seminar will introduce students considering medicine
as a career to the experience of medical school, residency
training in medicine and surgery, and the practice of medi-
cine. Readings by and about doctors (including William Car-
los Williams, Robert Coles, Perri Klass, W. Somerset Maugham,
Sinclair Lewis, and Leo Tolstoy) will be supplemented by the
professor’s 29 years of experience working as a cardiac sur-
geon, training surgical residents, and teaching medical stu-
dents.
An important part of the course will be frank discussions
of topics not often brought to the attention of prospective
doctors, such as how to pick a medical school and a residen-
cy, how medicine will affect family life (especially important
for those who want time off to have children), and the dif-
ferences between surgical and medical specialties. We will
also consider advantages and disadvantages of various types
of careers in medicine, such as academic teaching, pure re-
search, and clinical practice as a part of a group, HMO, hospi-
tal staff, or private practice.
Lawrence Zaroff has had three careers fol-
lowing his residency and two years in the
U.S. Army Surgical Research Unit. He fo-
cused for 29 years on cardiac surgery, in-
cluding a stint as director of the cardiac sur-
gical research laboratory at Harvard. There
his work centered on the development of
the demand pacemaker. He spent the next
10 years concentrating on climbing, and did a first ascent of
Chulu West, a 22,000-foot peak on the Nepal-Tibet border. His
third life has been at Stanford, where he received a PhD in
2000, and where he teaches courses in medical humanities to
undergraduates and medical students. He is also a senior re-
search scholar with the Center for Biomedical Ethics and
writes for the science section of the New York Times.
SOPHOMORE
LAW (LAWGEN) 110Q
Criminal Justice and the Criminal Courts
S, SEM | 3 Units | Letter Grade Only
M 4:15p–6:05p; See Axess or SIS website for location
This course is an introduction to the American criminal
justice system through the lens of the criminal courts. The
course focuses on the structures and theories at play in the
criminal court system, emphasizing court procedures, con-
stitutional guarantees, and the trial process. The role of in-
dividual agents – the police, prosecutors, defense attorneys,
judges, probation officers, and corrections officials – will be
examined. Where appropriate, readings and discussions will
identify relationships between the criminal court system and
larger issues of race and class disparities, the role of incar-
ceration as an approach to punishment generally, and other
areas of general social interest. Students are expected to at-
tend each class and be prepared to discuss the questions list-
ed in the syllabus. There will be four short-answer take-home
assignments and one final take-home essay exam. Grades
will be based on class participation (30%), short-answer take-
home assignments (10% each), and final take-home essay
exam (30%). Students will be permitted to collaborate on all
take-home assignments, including the final essay exam, but
each submitted assignment must reflect the student’s own
work.
Kara Dansky is the executive director of
the Stanford Criminal Justice Center, where
she teaches the law school’s criminal law
externship seminar as well as research sem-
inars on sentencing law and policy and di-
version courts. She coordinates symposia,
conferences, and speaker series; advises
policy-makers on a wide range of criminal
justice issues, including corrections and sentencing reform
and the creation of a sentencing commission for California;
and helps students prepare for careers in criminal law and
criminal justice policy. A leading voice on criminal law and
criminal justice policy issues, Ms. Dansky has worked as a staff
attorney at the United States Court of Appeals for the Third
Circuit and as a law clerk to the Honorable Martha Vazquez at
the United States District Court of New Mexico. Before join-
ing Stanford, she served as a staff attorney for the Society of
Counsel Representing Accused Persons in Seattle, Washing-
ton.
SOPHOMORE
MANAGEMENT SCIENCE & ENGINEERING 22Q
The Flaw of Averages
S, SEM | 3 Units | S/NC
MW 8:30a–9:45a; Terman m33
“The only certainty is that nothing is certain.”
Pliny the Elder, Roman scholar, 23-79 AD
A s the financial meltdown of 2008 has demonstrated, Pliny
is still pretty much on target two millennia later. Unfortunate-
ly, the most common way to deal with uncertainties today is
still to replace them with single “best guess” or average num-
bers. This leads to a fallacy as fundamental as the belief that
the earth is flat, known as the Flaw of Averages. It states, in
effect, that plans based on average assumptions are wrong
on average.
AUTUMN
Recently new paradigms in computer simulation, data
structures, and management protocols have led to the prac-
tice of probability management, which has been applied
at Shell and Merck & Co. as a cure for the Flaw of Averages.
In 2008, Oracle, SAS Institute, Frontline Systems and others
standardized the DIST 1.0 data type for representing prob-
ability distributions. Together, these advances are changing
our perception of uncertainty as profoundly as the light bulb
changed our perception of darkness. This course shows how.
Sam Savage, who has been at Stanford
since 1990, is a professor (consulting) in the
management science and engineering de-
partment. Previously, he taught at the Uni-
versity of Chicago Graduate School of Busi-
ness, where he developed the idea of an
“algebraic curtain” and developed award-
winning software to bring analytical tools
to managers in an algebra-free environment. His most recent
book, The Flaw of Averages (2009), is a study of the fallacies
that arise in business and science when single numbers (usu-
ally averages) are used to represent uncertain outcomes. Dr.
Savage is a frequent consultant and expert witness on uncer-
tainty and risk, and he has published widely in professional
journals.
43
 SOPHOMORE
MECHANICAL ENGINEERING 18Q
Teamology: Creative Teams and
Individual Development
S, SEM | 3 Units | Letter Grade Only
T 2:15p–4:05p; 360-361A
By carefully managing and matching individual strengths
to necessary tasks, a psychologically diverse team can be
much more creative than any of its members alone. This
seminar explores, intellectually and experientially, the range
of personality types and consciousness levels formulated by
Freud’s associate C.G. Jung. Over the past decade, this knowl-
edge has been used to form and manage national champion
engineering design teams in the Mechanical Engineering De-
partment’s Program in Design.
AUTUMN
Students will first learn which roles on a problem-solving
team best suit their individual characteristics. Then, they will
form teams and learn how to deal with and develop their less
conscious, even repressed, abilities by tolerating, cooperating
with, and valuing teammates creative in those areas. Every-
one will be on two teams. One team will consist of members
with similar personalities who will share experiences about
their common consciousness levels and preferred team roles.
The second team will be composed of diverse personalities
who will study their cooperative and oppositional interac-
tions to promote self-awareness, personal development, and
conflict-resolution skills.
Douglass Wilde is professor emeritus of
mechanical and chemical engineering. He
was educated at Carnegie Mellon, the Uni-
versity of Washington, and UC–Berkeley. In
addition to 32 years on the Stanford faculty
and teaching at the University of Texas and
Yale, he has seven years of industrial and
military experience. Recently, he has intro-
duced the use of personality questionnaires to guide the
composition of student design teams, thereby tripling the
number of teams receiving national awards. With colleagues
Bernard Roth and Rolf Faste, he has conducted 10 two-week
creativity workshops for engineering design professors. In
addition to his new book, Teamology, Professor Wilde has
published four books on optimization and has received priz-
es from the Operations Research Society of America, the
American Society of Mechanical Engineers, and the Ameri-
can Institute of Industrial Engineering.
44
SOPHOMORE
MEDICINE 88Q
Dilemmas in Current Medical Practice
S, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
T 2:15p–4:05p; 360-361A
This seminar, taught by two practicing physicians, introduc-
es issues confronting contemporary medical practitioners.
We will explore the social, political, scientific, and economic
forces that influence medical practice. We will investigate
current crises in medicine, examining topics such as spiraling
costs, the increased number of people with impaired access
to health care, and the disillusionment many Americans feel
toward the health-care system. We will also discuss the at-
tempts by government and private medical insurers to con-
trol costs through managed care and health maintenance
organizations, and the effects of these plans on patients
and physicians. Medical education and how it has affected
the practice of medicine will be studied, as well as alterna-
tive health care, preventive medicine, the doctor-patient re-
lationship, and the paradox of health in America: why do so
many people who are so healthy feel so unhealthy? A portion
of the course will include a few hours observing the instruc-
tors in their medical practices.
Jeffrey Croke is a clinical adjunct associate
professor at Stanford’s medical school and a
physician internist at the Palo Alto Medical
Foundation, where his practice focuses on
preventive cardiology. Dr. Croke has been
named one of the “Best Doctors” in America,
as well as in the San Francisco Bay Area and
Silicon Valley. He lives with his wife and two
children in nearby Half Moon Bay, where they enjoy hiking,
bicycling, gardening, and other outdoor activities.
Henry W. Jones is a clinical adjunct profes-
sor at Stanford’s medical school and an in-
ternist at the Palo Alto Medical Foundation.
A recipient of both the Russell V. Lee Teach-
ing Award and the Henry J. Kaiser Award for
Excellence in Clinical Teaching, Dr. Jones
was named one of the “Best Bay Area Doc-
tors” in 1992 and 1997 by San Francisco Fo-
cus magazine.
SOPHOMORE
MEDICINE 93Q
The AIDS Epidemic: Biology, Behavior,
and Global Responses
S, SEM | 3 Units | S/NC
T 6:30p–8:30p; See Axess or SIS website for location
Prerequisite: A basic familiarity with international AIDS issues
and concepts; students with experience in HIV prevention, care,
or research programs are preferred.
The acquired immune deficiency syndrome (AIDS) and hu-
man immunodeficiency virus (HIV) epidemic is profoundly
affecting human health throughout the world. The discovery
of the causative agent and an understanding of the transmis-
sion of HIV have fueled a quest for prevention, treatments,
and a vaccine. This seminar will introduce the important
discoveries in biology, biotechnology, epidemiology, and
medicine of the past 20 years. Beginning with hypotheses
about the origins of HIV as a human disease, we will discuss
the spread of AIDS and HIV; investigate the social, political,
and economic consequences of the epidemic; and critically
examine the current national and global responses. Experts
from the Stanford community will share their perspectives
with students, who will be asked to read and critique scien-
tific papers, literary works, and social commentaries on the
epidemic.
David Katzenstein is a professor of medi-
cine in the Division of Infectious Disease
and Geographic Medicine at Stanford’s
School of Medicine. Professor Katzenstein’s
experience in Africa began over 20 years
ago, with his appointment as a lecturer at
the University of Zimbabwe. He is part of
the HIV Prevention Network, a collaborative
group that develops and tests the safety and efficacy of clini-
cal trials for preventing HIV in Africa and around the world.
Professor Katzenstein has received several honors, including
the Doris Duke Distinguished Clinical Scientist Award for out-
standing physician-scientists.
SOPHOMORE
PATHOLOGY 103Q
Lymphocyte Migration
S, DIAL | 3 Units | Ltr-CR/NC
W 4:15p–6:00p; CCSR4205
To participate in immune surveillance and the development
of inflammation, lymphocytes must exit the blood stream
and enter tissues. This process, known as lymphocyte migra-
tion, involves a complex series of adhesion, activation, and
diapedesis events. We will discuss the cellular mechanisms
that are involved in lymphocyte migration. The major play-
ers include (1) lymphocyte adhesion molecules that inter-
act with their counter-receptors on blood vessel endothelia
cells, and (2) a variety of molecules, including cytokines and
chemokines, which attract or activate lymphocytes. The role
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of these molecules in the development of human diseases
such as asthma, type 1 diabetes, and multiple sclerosis will
be emphasized.
Sara Michie, a professor of pathology, splits
her work time between teaching, immunol-
ogy research, and diagnostic anatomic pa-
thology. In her leisure time, she enjoys
sports, especially surfing and basketball.
Most important, Professor Michie is 100
percent Texan and proud of it.
45
 SOPHOMORE
PEDIATRICS 111Q
Issues of Race and Ethnicity in the
Health of Children
S, SEM | 3-4 Units | Ltr-CR/NC
Th 2:15p–4:05p; See Axess or SIS website for location
This course introduces students to medicine and pediat-
rics from a public health perspective. We will identify several
racial/ethnic subgroups of children considered to be at risk,
and, within that framework, show how different methods are
employed to unmask health issues that need to be addressed
from a health and/or public policy perspective. Students will
discuss determinants of health, review literature, formulate
their own research questions, and develop their own ideas
for changes in public policy or action through advocacy. The
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course is designed to encourage students considering ca-
reers in health care, to expose students to what doctors do,
to introduce disparities in health care, and to demonstrate
that personal values can be translated into personal suc-
cess and also benefit the common good. The course features
guest speakers with experience in child research, advocacy,
and policy.
Anthony E. Burgos is an assistant professor
of pediatrics and medical director of the
Well Baby Nursery at Lucile Packard Chil-
dren’s Hospital. He received his bachelor’s
degree in human biology at Stanford, medi-
cal doctorate at UC-San Diego, and master’s
degree in public health from UC-Berkeley.
He came back to Stanford for residency
training and a postdoctoral fellowship in academic pediat-
rics. In addition to his teaching and clinical work, Professor
Burgos has worked with ePocrates and BiliTool, Inc. to create
electronic media for physicians.
46
SOPHOMORE
POLITICAL SCIENCE 24Q
Law & Order
S, SEM | 3-4 Units | Ltr-CR/NC
Th 2:15p–4:05p; See Axess or SIS website for location
Why, when most of us need a new computer, do we buy or
borrow one? Why don’t we steal one?
Mostly we don’t because we are decent people who
wouldn’t do that sort of thing. But partly, we don’t because
stealing computers is against the law, and thieves who get
caught end up in jail.
This course will examine how law works to get us to re-
spect other people’s rights. What is law, and where does it
come from? Why do we obey some laws, but not others?
What is the relation of law to justice? to mercy?
To help answer these questions, we’ll look at a range of
sources, from the classics of political theory to court cases,
novels, and movies.
Andrew Rutten, trained as an economist,
teaches constitutional law and American
politics. He is interested in how rules shape
our everyday lives, and especially in why
bad rules persist. He has written on the use
of rules among such different groups as
economists, American revolutionaries, and
wandering cattle-herders in Kenya.
SOPHOMORE
PSYCHOLOGY 7Q
Language Understanding by Children
and Adults
S, SEM | 3 Units | Letter Grade Only
M 3:15p–5:05p; See Axess or SIS website for location
How do we first learn to find meanings in strings of speech
sounds? Understanding spoken language requires the rapid
integration of acoustic information with linguistic knowledge
and with conceptual knowledge based on experience with
how things happen in the world. Psycholinguists investigate
the complex mental processes underlying language compre-
hension and production, and how these impressive abilities
are acquired. In this seminar we explore research on the early
development of language understanding, using laboratory
methods to reveal how very young children begin to make
sense of speech. We will also consider research on bilingual
learning by children and adults, asking why it is so much eas-
ier to learn a first language in infancy than to learn a second
language later in life. Discussions of theory and research are
enriched with observations of preschool children and visits
to Stanford laboratories to learn more about research tech-
niques.
Anne Fernald graduated from Swarthmore
College and, after living in Germany for sev-
eral years, did her doctoral work in develop-
mental psychology and psycholinguistics at
the University of Oregon. She runs a re-
search laboratory in the Psychology Depart-
ment that focuses on language acquisition,
and she is involved with Stanford’s interdis-
ciplinary programs in human biology and symbolic systems.
Her teaching, mentoring, and service to undergraduate edu-
cation have been honored with Stanford’s Dinkelspiel Award
and ASSU and Hoagland prizes for outstanding teaching, and
the Cox Medal for mentoring undergraduates in research.
SOPHOMORE
SCIENCE, TECHNOLOGY AND SOCIETY 101Q
Technology in Contemporary Society
S, SEM | 3 Units | Letter Grade Only | DB-SocSci
M 3:15p–5:05p; See Axess or SIS website for location
This seminar introduces students to the dynamic field of
science, technology, and society (STS). We will study science
and technology and their relationship, distinctive features
of these potent forces in the current era, and how they have
transformed and been affected by contemporary society.
Case studies will be explored that illustrate important social,
cultural, ethical, and aesthetic issues raised by recent scientif-
ic and technological developments, especially in information
technology and biotechnology, primarily in the United States.
Along the way, we will examine noteworthy influences of sci-
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ence and technology on aspects of contemporary society in-
cluding work, leisure, ethics, art, and international relations.
Reversing the arrow of influence, we will also explore how
contemporary society influences scientific and technologi-
cal activities and products. Through the course, students will
develop the vital ability to think clearly, critically-analytically,
insightfully, and responsibly about controversial issues of sci-
ence and technology in contemporary society.
Robert McGinn is professor of manage-
ment science and engineering, director of
the STS Program, and associate director of
the France-Stanford Center for Interdisci-
plinary Studies. Apart from a year at Bell
Laboratories in 1978-79, Professor McGinn
has been at Stanford since 1971. He has
published a number of works in his two
specialties (technology in society; and ethics, science, and
technology), including Science, Technology, and Society, and
essays in journals such as Technology and Culture, Science and
Engineering Ethics, Professional Ethics, and Nanoethics. Profes-
sor McGinn has abiding interests in the cultures of France, It-
aly, Spain, and Germany; the thought of Friedrich Nietzsche;
classical music and opera; and the art of conductor Carlos
Kleiber.
47
 SOPHOMORE
SLAVIC LANGUAGES AND LITERATURES (SLAVGEN) 77Q
Russia’s Weird Classic: Nikolai Gogol
S, SEM | 4 Units | Letter Grade Only | DB-Hum
W 2:15p–4:30p; 160-332
This seminar investigates the works and life of Nikolai
Gogol, the most eccentric of Russian authors and the founder
of what is dubbed Fantastic Realism. Our investigation will
be based on close reading of works written in various genres
and created in various stages of Gogol’s literary career. This
study provides a perspective on the relationship between
Romanticism and Realism in Russian literature, and between
the popular Ukrainian culture and the “high” Russian and
Western European traditions in Gogol’s oeuvre. The seminar
traces Gogol’s influences on subsequent Russian literature,
AUTUMN
especially Dostoevsky, and investigates the impact of his
work on 20th-century modernist literature, painting, theater,
music, and art, including Vladimir Nabokov, literature of the
absurd, Dmitry Shostakovich, and Marc Chagall. We will re-
view the main critical interpretations of Gogol. The seminar
is intended for students interested in literature and literary
studies.
Lazar Fleishman received his PhD from the
University of Latvia, Riga, and was a faculty
member of the Hebrew University in Jerusa-
lem for 11 years. He has been professor of
Slavic languages and literatures at Stanford
since 1985 and has been a visiting professor
at Harvard, UC–Berkeley, and Yale. Professor
Fleishman is the author of numerous books
and scholarly articles, and he is an international authority on
Boris Pasternak.
48
SOPHOMORE
SOCIOLOGY 45Q
Understanding Race and Ethnicity in
American Society
S, SEM | 3-4 Units | Ltr-CR/NC | DB-SocSci
Th 3:15p–5:05p; 260-311A
I n this seminar we will explore the many meanings of race
in American society, ranging from the way race affects per-
sonal identity to its influence on lifelong social and economic
well-being. Students will be assigned weekly readings for
discussion. The readings will present theories and concepts
that social scientists use to study contemporary racial and
ethnic relations, as well as current research in the field. Stu-
dents also will be asked to explore how race and ethnicity
are expressed in everyday life. This assignment will require
students to pay close attention to the ways in which racial
themes are reflected in popular print and film media and cov-
ered in news reporting. Students will be challenged to speak
candidly about sensitive topics in ways intended to foster
greater understanding and sensitivity toward personal and
social differences. The topics to be explored include a brief
historical overview of race in America, race and violence, race
and socioeconomic well-being, and the future of race rela-
tions in America. Students will be expected to complete a
written assignment each week and give at least one short
oral presentation during the quarter.
Matthew Snipp is a professor of sociology
and the director of the Center for Compara-
tive Studies of Race and Ethnicity. He re-
ceived his PhD from the University of Wis-
consin and has been a research fellow at the
Census Bureau and Stanford’s Center for
Advanced Study in the Behavioral Sciences.
His research focuses primarily on the racial
and ethnic demography of American society, especially the
demography of the American Indian population. Professor
Snipp has served as an advisor to the Census Bureau, Centers
for Disease Control, National Center for Health Statistics, and
the President’s Initiative on Race.
SOPHOMORE
SPECIAL LANGUAGE PROGRAM 198Q
Modern Greece in Film and Literature
S, SEM | 5 Units | Letter Grade Only | DB-Hum, EC-GlobalCom
M 1:15p–3:05p; See Axess or SIS website for location
The vitality and vibrancy of Hellenic culture and the Aegean
landscape and the distinctive character of Greek myths and
oral poetry are familiar to many of us, yet the world of con-
temporary Greece is uncharted terrain. In this course, we will
explore the culture of modern Greece and of the new gen-
erations of Greeks who are negotiating the twin influences
of European modernism and ancient Greek civilization. Films
and documentaries, as well as readings from prominent writ-
ers and poets, will provide the framework for discussion and
analysis of cultural highlights. Our study will include films by
Kakoyannis, Dassin, Boulmetis, Scorsese, and others, as well
as selected readings from Kazantzakis, Eugenides, Samarakis,
Halo, the work of two Nobel Laureates, Giorgos Seferis and Od-
ysseus Elytis, and other Greek and Greek American writers.
Eva Prionas holds a PhD in education from
Stanford, as well as advanced degrees in
classics and literature from Stanford and the
National University of Athens, Greece. She is
a lecturer of Greek language, culture, and
literature, and is coordinator of the Special
Language Program. Her work focuses on
the development and implementation of
innovative technologies and methods that enhance the
teaching and learning of the less commonly taught languag-
es and cultures.
SOPHOMORE
IBERIAN AND LATIN AMERICAN CULTURES 193Q
Spaces and Voices of Brazil through
Films
S, SEM | 3-5 Units | Ltr-CR/NC | DB-Hum, EC-GlobalCom
T 3:15p–5:05p; EncinaW 101
The way a country is perceived and defines itself is the result
of many complex forces. National identity involves the repro-
duction of social relations and intricate social constructions
on the part of those who live there and those who see the
country from a distance. Although Brazil’s cultural identity
has changed throughout times, the country has conserved
some clear and pervasive defining traits. This course is an in-
troduction to the history, culture, politics, and artistic produc-
tion of Brazil as seen through feature films, documentaries,
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and complementary readings. Starting with the Brazilian Hol-
lywood icon Carmen Miranda and Franklin Roosevelt’s Good
Neighbor policy, the course moves through several spaces,
analyzing how they reflect and produce diverse mental con-
structions/perceptions of Brazil. Based on movies portraying
the large cities in the Southeast and favelas (shanty towns),
the coffee plantations of São Paulo, the Amazon basin, and
the underdeveloped northeastern region, we will examine
the voices of street children, rubber tappers, indigenous peo-
ples, African Brazilians, socialist urban guerrillas, Japanese
immigrants, and factory workers. Our goal is to lead students
to a comprehensive understanding of the forces that have
shaped the multicultural reality of contemporary Brazil.
Lyris Wiedemann has been the director of
the Portuguese language program at Stan-
ford since 1996. Dr. Wiedemann earned a
BA in Romance languages and MA in the
teaching of languages and literature in her
native Brazil; she then received an MA in lin-
guistics and PhD in education (applied lin-
guistics) from Stanford. She was a professor
of Portuguese and linguistics at two major Brazilian universi-
ties and taught at UC–Berkeley for nine years. She is a co-ed-
itor of two readers of research on the teaching and acquisi-
tion of Portuguese for speakers of Spanish, and has been
publishing consistently in this field. In 2005, she was awarded
the prestigious Baker Fellowship by Middlebury College.
49
WINTER COURSES

Application must be submitted via the web at

introsems.stanford.edu

Application Deadline for Winter Quarter is

Monday, November 30 at 12:00 noon

50
FRESHMAN
AERONAUTICS AND ASTRONAUTICS 113N
Structures: Why Things Don’t (and
Sometimes Do) Fall Down
F, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
MW 12:50p–2:05p
S tructures keep things up and keep things in. Using a wide
range of examples, we will examine how various structures
created by nature or built by humans perform these tasks.
We will study nature’s structures, from micro-organisms
to large vertebrae, answering such questions as how trees
stand up, why living humans can stand while cadavers can-
not, and why snakes don’t kink but garden hoses do. We
will also study how buildings have been built, from ancient
dwellings to modern skyscrapers, and why some centuries-
old structures stay up while others collapse. The structures
of spacecraft and airplanes will be examined to see how they
work and sometimes fail (e.g., Challenger, Columbia, Comet
jet aircraft). We will investigate how boats from ancient times
to present-day America’s Cup sailboats have been built, how
the latter win or break, how sports equipment has been made
including modern skis and snowboards, and how composite
materials are used to make a structure light and strong. We
will also look at biomedical devices, including bone replace-
ments and cardiovascular stents.
George Springer is the Paul Pigott Profes-
sor of Engineering in aeronautics and astro-
nautics and professor, by courtesy, of me-
chanical engineering and civil engineering.
Prior to joining Stanford in 1983, he served
on the faculties of MIT and the University of
Michigan. His research focuses on the de-
sign of aircraft and spacecraft structures,
sporting equipment, and biomedical devices. He has been a
consultant to NASA, the Air Force, the Navy, major aerospace
and automotive companies, and America’s Cup syndicates,
served as senior technical adviser to Hexcel, the largest man-
ufacturer of composite materials, and is on the academic
technical advisory panel of Golf Digest. He has been a tank
commander, played ice hockey, and raced sailboats for a liv-
ing, and he now plays lousy golf.
FRESHMAN
ANTHROPOLOGY 22N
Ethnographies of North America: An
Introduction to Cultural and Social
Anthropology
F, SEM | 3-4 Units | Letter Grade Only | DB-SocSci
MW 1:15p–3:05p
What is culture? Do people in North America have it? Where
does this idea come from? How have Americans historically
understood the differences between and among its citizens?
What is race and ethnicity? What roles have nationalism and
colonization played in shaping American identities? How do
Americans conceptualize the nonmaterial world? How are
science and religion located as ideological constructs? What
is globalization? What role do media and consumerism play
in shaping personal, familial, and national identities?
Some of the most important issues facing human societ-
ies today result from differences in ideology, economic and
political power, gender, identity, and the unpredictable pro-
cesses of globalization. Cultural and social anthropology can
provide us with a language, a methodology, and a means of
examining and communicating these complex subjects of
inquiry. This class uses the methods and modes of ethno-
graphic study in an examination of American culture. Ethno-
graphic materials range from the function of secrecy in Zuni,
New Mexico to the economics of hustling in Harlem; from
the construction of whiteness in Detroit to the ethnography
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of Silicon Valley families. Each of these narratives provides a
window into the various ways in which Americans approach
the subjects of time and space, the sacred and the profane,
and the construction of class, race, and gender. Students will
not be required to have any previous knowledge, just curios-
ity and an open mind.
Michael Wilcox is an assistant professor of
anthropology. His research interests include
early colonial or contact-period interactions
between Europeans and Native Americans;
the production of narratives of contact,
conquest, and colonization; and contempo-
rary Native American culture, history, and
identity. Since his arrival from Harvard (PhD
2001), Professor Wilcox has worked to facilitate communica-
tion and scholarly interaction between contemporary Native
Americans, anthropologists, and archaeologists. His first
book, The Pueblo Revolt and the Mythology of Contact, repre-
sents a sharp departure from traditional accounts of contact,
colonization, and disappearance for Native Americans. Pro-
fessor Wilcox and his wife, Julie, serve as resident fellows in
Murray House.
51
 FRESHMAN
BIOLOGY 14N
Plants and Civilization
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
TTh 11:00a–11:50a
This course is an introduction to the role of plants in the af-
fairs of society through time. The goal is to increase our under-
standing of the central roles that plants play in providing the
goods and services that have shaped our civilization. We will
explore how plants provide goods that humans have sought,
modified, and cultivated, and we will investigate how these
activities have caused famine, wars, and the restructuring of
human societies and the natural biotic world. The course will
include lectures and group discussions. Students will make
oral and written reports and take a final written examination.
Class demonstrations and field trips will be included.
Harold Mooney is the Paul S. Achilles Pro-
fessor in Environmental Biology. He current-
ly is researching the impacts of global
change on terrestrial ecosystems, the global
impact of invasive species, and the ecosys-
tem functioning of biodiversity. He served as
president of the Ecological Society during
1988–89 and as president of the American
Institute of Biological Sciences in 1993. He is secretary gen-
eral of the International Council of Scientific Unions and a
member of the American Philosophical Society, National
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Academy of Sciences, and American Academy of Arts and Sci-
ences. Professor Mooney’s personal interests include traveling
and field trips to observe the wonders of natural and managed
ecosystems. He is particularly interested in the natural and
cultural diversity of Sonoma County, where he has a farm.
52
FRESHMAN
BIOLOGY 37N
Green Revolution and Plant
Biotechnology
F, SEM | 4 Units | Ltr-CR/NC
MWF 11:00a–11:50a
F eeding ever-growing populations is a constant challenge.
In the second half of the 20th century, the breeding of im-
proved varieties, combined with the use of chemical fertiliz-
ers and pesticides, led to the crop yield increases labeled the
Green Revolution. New technologies in genetic engineering
are expected to bring the second green revolution. This semi-
nar will examine the challenge of meeting current and future
global food needs without further damaging the fragile envi-
ronment, a challenge that will require innovative effort from
scientists and society.
Zhiyong Wang is an assistant professor, by
courtesy, in the Biology Department. He re-
ceived his PhD in molecular, cell and devel-
opmental biology from UCLA. Dr. Wang’s
research group uses molecular genetics and
proteomics to investigate how growth and
development are regulated by steroids and
other hormones in plants. Dr. Wang is also
affiliated with the Department of Plant Biology at the Carne-
gie Institution for Science, located on the Stanford campus.
FRESHMAN
CIVIL AND ENVIRONMENTAL ENGINEERING 48N
Organizing Global Projects
F, SEM | 4 Units | Ltr-CR/NC
TTh 1:15p–3:05p
A ll organizations attempt to execute strategic and tacti-
cal initiatives through portfolios of projects, many of which
fail to achieve intended objectives. This class highlights the
challenges associated with planning and managing private,
governmental and non-profit/NGO global projects; it teaches
theory, methods, and tools to enhance global project out-
comes. Student teams model, analyze, and advise real-world,
cross-cultural teams engaged in global projects.
Past students in this seminar have observed, modeled,
simulated, and advised project teams including a non-profit
micro-lender in Latin America, the California high-speed rail
project, a complex software implementation project, an Am-
azonian rain forest canopy ecotourism project, and a Global
Heritage Fund cultural restoration project.
Opportunities exist for CEE48N graduates to participate
in research in the Collaboratory for Research on Global Proj-
ects; see http://crgp.stanford.edu. During the 2008 sum-
mer, two graduates from this class conducted collaborative
research on agencies involved in promoting private partici-
pation in infrastructure development at the Indian Institute
of Technology Madras, in Chennai. During summer 2009, a
class graduate conducted research on alternative low-cost
housing technologies and assembly methods in Tanzania.
Both projects were sponsored by CRGP and funded by VPUE
grants.
Raymond Levitt is professor of civil and en-
vironmental engineering and a senior fel-
low at the Woods Institute for the Environ-
ment. He serves as director of Stanford’s
Collaboratory for Research on Global Proj-
ects and as academic director of the Stan-
ford Advanced Project Management Execu-
tive Program. Professor Levitt’s Virtual
Design Team research group develops new organization the-
ory and computational models to design work processes and
organizations for enterprises engaged in fast-paced, complex
projects. His current research focuses on the special chal-
lenges of executing global infrastructure projects involving
participants from multiple national backgrounds. He was a
co-founder, and has served as a director of Design Power,
Inc., Vité Corporation, and Visual Network Design, Inc.
FRESHMAN
CIVIL AND ENVIRONMENTAL ENGINEERING 80N
The Art of Structural Engineering
F, SEM | 4 Units | Ltr-CR/NC | DB-EngrAppSci
TTh 1:15p–3:05p
This course will introduce students to the history of mod-
ern bridges, buildings, and other large-scale structures. Basic
principles of structural engineering and structural form will
be illustrated through case studies. We will analyze structural
forms by calculating their efficiency, considering their econ-
omy, and evaluating their elegance. Students will participate
in a field trip to a Bay Area landmark, make a short presen-
tation on a structure of interest to them, and participate in
hands-on exercises including building and testing a model
bridge. The goal of the course is to develop an understand-
ing and appreciation of modern structures, the social context
in which they are built, and the art of structural engineering.
Students from all backgrounds are welcome.
Sarah Billington, associate professor of
structural engineering, joined Stanford in
2003 after five years on the faculty at Cor-
nell. She received her BSE from Princeton
and her MS and PhD from the University of
Texas at Austin. Her research and teaching
involve the design and behavior of struc-
tures, with an emphasis on experimental
and numerical evaluation of durable and sustainable con-
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struction materials. As a consulting structural engineer, she
participated in the design of various tall buildings in Chicago
and London as well as in airport renovations in Baltimore and
Boston. She spends her free time with her husband and their
two children.
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 FRESHMAN FRESHMAN
CHEMISTRY 26N COMPARATIVE MEDICINE 81N

The What, Why, How, and Wow of Comparative Anatomy and Physiology
Nanotechnology of Mammals
F, SEM | 5 Units | Ltr-CR/NC | DB-NatSci F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
See Axess or SIS website for day and time W 3:15p–5:05p

What is nanotechnology? Why is it a new and exciting field?
What impact will it have on society and on our daily lives?
This freshman seminar will present an introduction to
nanotechnology. We will discuss basic science at the nano-
scale, its difference from molecular and macroscopic scales,
and its implications and applications. We will learn about
important developments in nanotechnology in the past two
decades, from imaging and moving single atoms on surfaces
to killing cancer cells with nanoscale tools and gadgets.
Nanotechnology is highly interdisciplinary and crosses
many fields. We will talk about the critical roles chemistry
plays in shaping nanotechnology, in making molecules,
nanoparticles, nanocrystals, nanotubes, and nanowires us-
ing the so called bottom up approach. We will also talk about
top-down approaches in making small structures and ma-
terials using tiny tools, ‘pens’, ‘pencils’ and ‘cutters’. We will
discuss why small things differ from their large counterparts
in physical properties, an important aspect that arises from
the basic principles of quantum mechanics. These new and
exotic properties have been a main motivation for making
these nano structures and materials for both basic studies
as well as real world applications, including nanoelectronics
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Note: Animal dissection will be required.
This course is an introduction to common laboratory, do-
mestic, and exotic mammals. Using a comparative approach,
we will investigate the unique adaptations of species in terms
of their morphological, anatomical, and behavioral charac-
teristics. We will study how these species interact with their
own and other species, including humans.
Donna M. Bouley is a professor of compar-
ative medicine and the director of necropsy
services in the Stanford School of Medicine.
She received her DVM in 1985 from the Uni-
versity of Tennessee, College of Veterinary
Medicine, Knoxville, and worked for three
years in private practice before returning to
the University of Tennessee for graduate
school and pathology residency training. She received her
PhD in experimental and comparative medicine in 1995. She
then joined the faculty of Texas A&M College of Veterinary
Medicine, became board-certified by the American College
of Veterinary Pathologists, and came to Stanford in 1997.

and nanomedicine. In addition to readings and discussion, Professor Bouley is the pathologist for the research-ani-
we will go into the lab to see how to make nanocrystals and mal facility and provides clinical services to Stanford animal
learn how to “‘see”’ things nearly one-millionth the size of that users in many departments. She is co-investigator in numer-
of a human hair. ous studies with the radiologists who work on MRI-guided
ultrasound and cryosurgery cancer treatments in animal
models. She also works with investigators on studies using
Hongjie Dai received his BS from Tsinghua
transgenic mice and with faculty in microbiology and im-
University, his MS from Columbia, and his
munology on studies of host-pathogen interactions. She has
PhD from Harvard. After postdoctoral work
become the primary adviser to undergraduates interested in
with Richard E. Smalley at Rice University,
careers in veterinary medicine and biomedical research. In
he joined the faculty of the Chemistry De-
her spare time, she enjoys jogging with her dog Gimley, bik-
partment at Stanford, where he is currently
ing, and dancing.
the Jackson-Wood Professor of Chemistry.
He has received prestigious awards for his
work on nanoscience including the APS James McGroddy
Prize for 2006, the Julius Springer Prize for Applied Physics in
2004, the American Chemical Society Pure Chemistry Award
in 2002, and election to the American Academy of Arts and
Sciences in 2009.
Hongjie Dai’s research group has developed chemical
vapor deposition synthesis of carbon nanotubes, including
in deterministic synthesis of nanotubes on surfaces for inte-
gration into high quality devices for molecular electronics,
quantum transport and other mesoscopic physics studies.
Most recently, Dai’s group extended into biological areas by
interfacing carbon nanotubes with biological systems for
novel nanobiotechnology applications

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FRESHMAN
DRAMA 17N, CHICANA/O STUDIES 160N, CSRE 160N
Salt of the Earth: The Docudrama in
América
F, SEM | 3 Units | Letter Grade Only | DB-Hum, EC-AmerCul
MW 1:15p–3:05p
This seminar is an introduction to “Docudrama”, a form of
factually based, politically-motivated, dramatic writing (film
and theater), related to the Chicano/a and Latino/a expe-
rience, providing a social critique of current or historical
events through creative documentation and dramatization.
The 1954 Black listed film, Salt of the Earth, will serve as the
point of departure for examining the more than half-century
of Latino/a-oriented Docudrama that followed. Additional
sources include Chicano/a and Latino/a texts, Brecht, Teatro
Campesino, and Culture Clash. Students will create a short
original docudrama at the quarter’s end.
Cherríe Moraga is a poet, playwright, and
essayist, and the co-editor of This Bridge
Called My Back: Writings by Radical Women
of Color. She is the author of numerous
plays, including Shadow of a Man and Wat-
sonville: Some Place Not Here (the former
won the Fund for New American Plays
Award in 1991 and the latter in 1995), and
Heroes and Saints & Other Plays (which earned the PEN West
Award for Drama in 1992). Her plays have been anthologized
in numerous collections and were published by West End
Press in a three-volume series of collected works. Her most
recently collected nonfiction writings include The Last Gen-
eration; Waiting in the Wings: Portrait of a Queer Motherhood;
and a new expanded edition of Loving in the War Years, re-
published in 2000. She received a National Endowment for
the Arts Theatre Playwrights’ Fellowship in 1993 and is an
artist-in-residence in the Drama Department.
FRESHMAN
ECONOMICS 20N
The Economy and Economics of Ancient
Greece
F, SEM | 2 Units | Letter Grade Only
TTh 3:15p–5:05p
A ncient Greek culture is the foundation of Western culture,
and yet the two differ in very significant ways, so much so
that ancient Greek culture is actually closer to Eastern culture
in many respects. From this foundation for understanding
the cultural background for Athens of the fifth and fourth
centuries BC, we will examine the the strengths and weak-
nesses of Athenian democracy.
We will also discuss the Athenian economy of the fourth
century BC. It was a highly developed market economy
equipped with advanced manufacturing and banking sec-
tors. And yet, it was of a much smaller scale than a modern
capitalist economy and therefore can provide a useful prac-
tice ground in which students can learn about the interrela-
tionship of various sectors of the economy.
Finally, students will learn about the economic ideas of
Plato, Aristotle, and Xenophon. Although the word econom-
ics is of a Greek origin, there was no separate academic dis-
cipline called economics in the days of Plato and Aristotle.
Instead, it was a part of ethics. Students should critically ex-
amine the pros and cons of modern economics, which has
purported to establish itself as a modern science by ridding
itself of every normative consideration. The ethical theory
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of Plato and Aristotle may be said to be person-centered as
opposed to action-centered, characteristic of many modern
theories, including utilitarianism. The class will address the
pros and cons of utilitarianism in the light of these ethical
theories.
Takeshi Amemiya is Edward Ames Ed-
monds Professor of Economics Emeritus. He
has taught graduate econometrics since
1964 and sophomore seminars and under-
graduate courses on the economy and eco-
nomics of ancient Greece since 1999. He is
the author of Economy and Economics of An-
cient Greece (Routledge, 2007). He and his
wife, Yoshiko, are Japanese citizens, but their two children
and three grandchildren are American citizens.
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 FRESHMAN
ELECTRICAL ENGINEERING 60N, GEOPHYSICS 60N
Man versus Nature: Coping with
Disasters Using Space Technology
F, SEM | 4 Units | Ltr-CR/NC | DB-EngrAppSci
See Axess or SIS website for day and time
Natural disasters such as earthquakes, volcanoes, floods,
hurricanes, and fires affect the lives of thousands of people
worldwide every day. A recent single earthquake off Sumatra
killed almost 200,000 people. Hurricane Katrina flooded New
Orleans and displaced hundreds of thousands. Really large di-
sasters such as asteroid impacts have periodically obliterated
many species of life on Earth. Over the last 20 years, develop-
ments in spaceborne imaging technology have made it pos-
sible to respond quickly to the threat of such disasters. In ad-
dition, new understanding of the physical processes involved
allows us to anticipate and mitigate the consequences of nat-
ural disasters. This course will explore these new tools, how
they are applied to natural disasters, and how the remotely
sensed data are manipulated and analyzed. Some class time
will be devoted to computer manipulation of remote-sens-
ing data. Students will be introduced to current research, du-
plicate some of the data-analysis procedures, and prepare a
report on a selected disaster using space technology. We will
emphasize discussion of the basic scientific issues. Also, we
will consider political and social consequences and costs of
disaster mitigation and how scientific knowledge affects pol-
icy. There are no specific prerequisites, but students should
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be comfortable running pre-existing computer applications.
Howard Zebker holds joint faculty appoint-
ments in geophysics and electrical engi-
neering, and his research addresses radar
remote sensing in its various forms. Most of
his work focuses on scientific studies of the
Earth and planets such as examining the
Earth’s crustal deformation from earth-
quakes and volcanoes, studying the polar
regions and their influence on the world’s climate, and map-
ping the surfaces of planets and moons in the solar system.
His research group also addresses engineering issues arising
in the design and use of satellite radar systems, including
signal processing, design, and analysis; atmospheric electro-
magnetic (EM) propagation and correction; and very high-
speed networking and data-serving using next-generation
Internet.
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FRESHMAN
ENGLISH 75N
Poetry and Environment
F, SEM | 3 Units | Ltr-CR/NC
MW 1:15p–3:05p
This course stems from a question: Can poetry save the
earth? Our question mark asks and suggests a lot. Could po-
ems really save the earth? We shouldn’t rule that out. With
their joys of wordplay, vocal melody, shaping, and imagery,
nature poems can quicken awareness and bolster respect,
freshening and sharpening our consciousness of this ravaged
resilient planet, this primordial biosystem of sea and earth
where homo sapiens is so recent a presence. And conscious-
ness breeds conscience. The poetry of nature has always in-
teracted with the nature of poetry. We’ll now be asking how
poems can reveal our spirited yet charged interactions with
nonhuman nature — our stake in our surroundings.
These questions will also generate a sampling of British
and American poetry, as well as fresh techniques for the read-
ing of poems. What is actually happening in a poem when
its environmental imprint and impetus touch us? When, for
example, Hopkins sees the Earth “seared with trade” yet finds
“the dearest freshness deep down things”? Starting from
Native American songs, haiku, and Psalms, we’ll revisit the
Romantics (William and Dorothy Wordsworth, John Keats,
Samuel Taylor Coleridge, John Clare), early Americans (Walt
Whitman, Emily Dickinson), on through Gerard Manley Hop-
kins, William Butler Yeats, Robert Frost, William Carlos Wil-
liams, then Robinson Jeffers, Edna St. Vincent Millay, Eliza-
beth Bishop, Denise Levertov, and our contemporaries (A.
R. Ammons, W. S. Merwin, Galway Kinnell, Ted Hughes, Gary
Snyder). We’ll listen to the poets’ voices, examine illuminating
images, walk up to a 200-year-old chestnut tree in the hills,
and an environmental poet will visit the class. You’ll also be
able to share your own environmental poems.
John Felstiner’s lifelong love for poetry
plus a mounting sense of environmental ur-
gency gave rise to his most recent book,
Can Poetry Save the Earth? / A Field Guide to
Nature Poems. He has chosen this course for
his last term at Stanford. During 45 years he
also taught at the University of Chile, the
Hebrew University of Jerusalem, and Yale.
His books, which have won many prizes, include Translating
Neruda: The Way to Macchu Picchu; Paul Celan: Poet, Survivor,
Jew; Selected Poems and Prose of Paul Celan, and a Norton an-
thology, Jewish American Literature. Other concerns have
been stateside vis-à-vis combatant poetry from the Vietnam
era, the revelatory process of literary translation, and creative
resistance—poetry, art, and music from the Holocaust.
FRESHMAN
ENGLISH 86N
American Hauntings
F, SEM | 3 Units | Letter Grade Only
TTh 2:15p–3:45p
The United States, a famous cultural geographer once wrote,
should be the country least hospitable to ghosts: “It does not
believe in the sanctity of the past. The nation has its face to
the future.” Of course, contradicting this tidy theory are the
hosts upon hosts of ghosts that have defiantly, insistently in-
habited American literature and landscape from the time of
the Puritans to the present. In this seminar we will explore
the cultural, psychological, social, and political dynamics of
hauntings in American literature, including ghost stories and
other instances of supernatural, emotional, or mental posses-
sion, from the early national period to the late 20th century.
Authors include Charles Brockden Brown, Washington Irving,
Edgar Allan Poe, Nathaniel Hawthorne, Charlotte Perkins Gil-
man, Charles Chesnutt, Henry James, Stephen King, Maxine
Hong Kingston, and Toni Morrison.
Judith Richardson joined the Stanford
English Department after receiving her PhD
in American Studies from Harvard in 2001.
The author of Possessions: The History and
Uses of Haunting in the Hudson Valley, she
teaches a range of courses on American lit-
erature including classes on American
women writers, early American literature,
and the literature of American cities. She is currently working
on a study of plant life in 19th-century American culture.
FRESHMAN
GERMAN STUDIES (GERGEN) 104N
Resistance Writings in Nazi Germany
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum
TTh 11:00a–12:50p
D eveloping the courage to do what is right and maintain-
ing the strength to resist evil in the face of personal persecu-
tion are fundamental human dilemmas. Many who lived in
Nazi Germany had neither the courage, the intellectual and/
or spiritual means, nor the strength to speak or act against
the evil with which they were confronted. But some did pos-
sess courage and strength, and they serve as touchstones
for understanding the best of the human spirit during the
worst of times. This course focuses on documents gener-
ated by nonmilitary resistance groups during the period of
National Socialism. Letters, essays, diaries, and statements on
ethics from the Bonhoeffer and Scholl families form the core
of the readings. The resistance novel, Every Man Dies Alone,
by Hans Fallada, is also included. Texts will be read as histori-
cal documents, reflections of German thought, statements of
conscience, attempts to maintain normal relationships with
others in the face of great risk, as poetic works, and as guides
for the development of an ethical life.
Elizabeth Bernhardt was assigned Kafka’s
The Metamorphosis (Die Verwandlung) in
the first week of her first quarter of college
German. “As I struggled to read that first lit-
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erary text in German,” she says, “I kept
wondering why there seemed to be such
mismatches between and among the lan-
guage that I knew, what the “plot” of the
story seemed to be, and the images of German culture that I
had constructed. That first week of college actually set the
research agenda for my career in German Studies and in Ap-
plied Linguistics.” Professor Bernhardt still is interested in the
question of how one comes to understand in a second lan-
guage and how one learns to use that understanding, both
linguistic and conceptual in nature, with speakers of German.
In her view, the cultures and institutions of German-speaking
peoples presents the most interesting dilemma of the 20th
century, and learning German is really the only authentic way
to access understandings of that dilemma.
Professor Bernhardt is director of the Stanford Language
Center. She continues to write and research issues of lan-
guage acquisition and comprehension. She is also professor
of German Studies, a role which gives her, she reports, the
opportunity to re-experience each day exactly the material
that engaged her from the beginning of her studies.
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 FRESHMAN FRESHMAN
HISTORY 122Q HISTORY 42N

Crime, Punishment, and Rebellion in Science, Medicine, and Empire

Early Modern Russia
F, SEM | 4 Units | Ltr-CR/NC | DB-SocSci
MW 1:15p–3:05p
F, SEM | 5 Units | Letter Grade Only | DB-Hum
TTh 12:35p–2:05p
England, France, Spain, and Holland all secured vast colonial
Early modern Russia – the era from Ivan the Terrible to Pe- holdings by way of new markets in coffee, tea, sugar cane,
pepper, nutmeg, cotton, ipecacuanha, and other profitable
ter the Great and Catherine the Great (the 16th through 18th
plants. Colonial sciences and medicines were important mili-
centuries) – was a violent place. The violence that we see in
tarily and strategically for positioning emerging nation states
the forms of rising crime and banditry, harsher forms of cor-
in global struggles for land and resources. This class explores
poral and capital punishment, and bloody rebellions was in
the global exchange of medicines, knowledge, technologies,
great part a response to the rising demands that the state
flora, peoples, and disease within French, British, and Dutch
placed on society. In this, Russia was comparable to early
empires in the 18th-century Atlantic world.
modern Europe, since in these centuries across the European
Key questions for this seminar include: Whose knowledge
plain, including Russia, ambitious monarchs were pursuing
is embedded in the use of these plants – that of Amerindians,
the early modern state-building project, a process of empire-
African slaves in the Americas, or European voyagers? How
building and military reform that required higher taxation
did disease travel and influence European colonization of
and more stringent social control.
tropical lands? What is the political economy of nature? How
We will examine the many forms in which violence
did racism arise, and what is its relationship to colonialism?
erupted in early modern Russia. We will explore causes, delve
We will consider primarily French, British, and Dutch in-
into the “moral economy” of violence and rebellion, and ana-
terests in the 18th-century Atlantic world, but will also take
lyze the symbolism of public executions. We’ll read law codes
examples from India, North and South America, and else-
about the criminal law, court cases in English translation, and
where as needed. We will read key primary and secondary
studies of rebellions in the “Time of Troubles” and in Cathe-
texts on voyaging, colonialism, science, slavery, and environ-
rine the Great’s time. We’ll also explore in depth the violence
mental exchange. Students are asked to direct classroom dis-
engendered by religious dissidents in the name of “true faith”
cussion, write a 10-page paper, and present their findings to
in the late 17th century. Our goal will be to understand the
the class.
social values that shaped and moderated violence in Russia,
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as well as the stresses created by the rise of the early modern

state. Londa Schiebinger is the John L. Hinds
Professor of History of Science, and the Bar-
bara D. Finberg Director of the Michelle R.
Nancy Kollmann has taught at Stanford
Clayman Institute for Gender Research at
since 1982 and is a specialist in the early
Stanford. She is a leading international ex-
modern history of Russia and Eastern Eu-
pert on gender in science from the 18th
rope. Her research focuses on issues of pow-
century to the present. Her books include:
er, politics, and society in Russia in the 16th
The Mind Has No Sex? Women in the Origins
and 17th centuries. Her most recent book
of Modern Science; Nature’s Body: Gender in the Making of Mod-
looks at the code of honor in Muscovy: how
ern Science; Has Feminism Changed Science?; and Gendered In-
ordinary people used lawsuits to protect
novations in Science and Engineering.
their honor from insult, and how the state used concepts of
honor as one way to integrate the realm. She is currently
working on the practice of criminal law in Russia and the
problem of violence as a strategy of governance.

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FRESHMAN FRESHMAN
HISTORY 48N MECHANICAL ENGINEERING 14N

African History through Literature and How Stuff is Made

Film
F, SEM | 3 Units | S/NC
T 2:15p–5:05p
F, SEM | 4-5 Units | Letter Grade Only | DB-Hum
TTh 12:35p–2:05p
This seminar will investigate the design and engineering of
This seminar uses literary and cinematic works as a win- products and processes. We will examine a variety of com-
mercial products and their supply chain and life-cycles. We
dow into the history of sub-Saharan Africa. We will explore
will discuss a range of serial, continuous, and batch fabrica-
the difficulty of using artistic works as historical sources and
tion processes as well as material selection, cost, and process
the value of art as both a representation of the past and an
trade-off aspects of different products. Students will be ex-
artifact of the past. We will consider premodern traditions
posed to the basics of fabrication processes for forming mate-
of political narrative, art in the era of the slave trade, the im-
rials into products and will examine life-cycle issues through
pact of colonialism on African intellectuals, the political uses
machine shop and dissection activities. We will also examine
of art by nationalists, and the struggle to represent rapidly
the product cycle and processes through factory tours. Stu-
changing social and cultural norms. Works include novels by
dents will have the opportunity to research the engineering
Amadou Hampate Ba, Ngugi wa Thiongo, J.M. Coetzee, Tsitsi
aspects of any commercial product and its processes. The
Dangarembga, and Chimamanda Ngozi Adichie, and films by
seminar will include field trips to local manufacturing facili-
Ousmane Sembene and Moussa Sene Absa and the Ameri-
ties, requiring some timing flexibility.
can film Hotel Rwanda. Students will submit short (one-page)
ungraded reading responses each week to help seed our dis-
cussions. In addition, students will write three short papers Beth Pruitt received a PhD in mechanical
(four to eight pages) on the works discussed in class and will engineering from Stanford in 2002. Her re-
have an opportunity for very brief research into films or nov- search interests are in the area of microma-
els of their choosing. Guidelines for reading responses and chined sensors for system monitoring and
for each paper will be provided in class. modeling, development of novel processes
and devices for measuring nanoscale me-
chanical behavior, and the analysis, design,
Sean Hanretta is an assistant professor of
and control of integrated electromechani-
history. He received his PhD from the Uni-

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cal systems. She is particularly interested in the biomedical
versity of Wisconsin-Madison and has been
applications of nanofabricated devices with the goal of de-
carrying out research on African history for
veloping diagnostic tools, measurement and analysis sys-
15 years. He is interested in the history of
tems, and reliable manufacture methods.
religious practice and belief in West Africa
and has mostly specialized in the history of
Islam in that region. His book, Islam and So-
cial Change in French West Africa: History of an Emancipatory
Community, addressed issues of gender dynamics, slavery,
memory, and colonial rule as seen through the experiences
of a mystical Sufi community. His current work focuses on
changing wedding and funeral practices in Ghana and their
relationship to the development industry. He has taught in
Stanford’s IHUM program and is interested in helping stu-
dents explore the past through non-traditional means, such
as in his course on “History without Documents.”

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 FRESHMAN
MECHANICAL ENGINEERING 25N
Climate Change—Fact or Fancy?
F, SEM | 3 Units | Ltr-CR/NC
TTh 2:15p–3:30p
Prerequisites: High-school physics, chemistry, and biology.
M uch has been said and written about global warming and
climate change. One set of voices contends that anthropo-
genic activities are not causing global warming, while anoth-
er set argues that these activities are responsible for a global
warming that will result in significant climate change. This
seminar will examine the scientific arguments pro and con
regarding global warming and climate change, and the po-
tential consequences of increased demand for energy. Stu-
dents will be encouraged to critically examine the arguments
supporting both viewpoints.
C. T. (Tom) Bowman received his under-
graduate education in mechanical engi-
neering at the Carnegie Institute of Tech-
nology and his graduate education in
aerospace and mechanical sciences at Princ-
eton. Before joining the faculty of the Stan-
ford Mechanical Engineering Department,
he was a senior research scientist at United
Technologies Research Center, where he worked on prob-
lems related to combustion chemistry and pollutant emis-
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sions from gas turbines. Professor Bowman’s research is in the
areas of combustion, pollution control, and active combus-
tion control. He is the author of over 90 journal articles and
three book chapters on these topics. Professor Bowman
teaches courses in thermodynamics, fluid mechanics, energy
systems, and combustion. He is chairman of the Thermosci-
ences Group in the Mechanical Engineering Department.
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FRESHMAN
MUSIC 17N
The Operas of Mozart
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum
MW 11:00a–12:30p
F our of Mozart’s mature operas have held the stage con-
tinuously since their premieres: The Abduction from the Sera-
glio, The Marriage of Figaro, Don Giovanni, and The Magic Flute.
These are the earliest works in the operatic repertoire never
to go out of fashion. What accounts for this extraordinary
staying power? This course will engage students in a close
reading of selected operas, paying attention to the history of
their composition, performance, and reception, and to their
changing significance from Mozart’s time to ours.
Karol Berger is the Osgood Hooker Profes-
sor in the Fine Arts (musicology). He has an
MPhil and PhD from Yale. His special fields
of interest are history of music theory and
aesthetics, music of the Renaissance, and
Austro-German music from Bach through
Mahler. His books include Theories of Chro-
matic and Enharmonic Music in Late 16th-
Century Italy; Musica Ficta, which received the Otto Kinkeldey
Award from the American Musicological Society for best mu-
sicological book of the year; A Theory of Art; and, most recent-
ly, Bach’s Cycle, Mozart’s Arrow: an Essay on the Origins of Musi-
cal Modernity, which received the Marjorie Weston Emerson
Award of the Mozart Society of America for the best scholarly
work on Mozart published in English in 2007. Professor Berg-
er has also published widely in scholarly journals and won
many fellowships and awards, including a National Endow-
ment for the Humanities fellowship, a research fellowship at
the Alexander von Humboldt Foundation, an American
Council of Learned Societies fellowship, and the 1995 Alfred
Jurzykowski Foundation Award for outstanding creative
achievement.
FRESHMAN
MUSIC 39N
The Beatles
F, SEM | 3 Units | Ltr-CR/NC
TTh 11:00a–12:30p
The course is an examination of the music of the Beatles
with special attention to the Beatles’ many and varied contri-
butions as musical innovators and experimentalists. We will
explore the Beatles’ artistic antecedents, their subsequent
musical influence, and their cultural impact; the emergence
of the “supergroup” identity and the development of new
modes of musical production and practices in collabora-
tive songwriting; notions of commoditization, questions of
uniqueness and originality, and the perceived boundary of
art and pop worlds as they pertain to and were redefined by
the Beatles; and speculations on the exportation and appro-
priation of an African-American cultural legacy. Finally, we
will confront a question infrequently posed: What is medio-
cre about the Beatles?
The music of the Beatles will be examined in chronologi-
cal order, thereby mapping the narrative arc of their recording
career and highlighting their stylistic evolution and develop-
ing aesthetic. Using the Beatles’ music as our principle text,
the course has a central music appreciation component that
aspires to deepen basic listening skills. It is therefore suitable
for students with no musical background or familiarity with
the Beatles, as well as for more experienced students. Bio-
graphical and analytical readings will supplement the class
discourse, as will self-guided listening sessions. Students will
have the opportunity to make a presentation on a selected
song at a final symposium.
Mark Applebaum is a composer of experi-
mental music, a jazz pianist, and a builder of
sound-sculptures. His solo, chamber, choral,
orchestral, operatic, and electronic music
compositions have been performed
throughout the United States, Europe, Afri-
ca, and Asia. Professor Applebaum has re-
ceived commissions from the Merce Cun-
ningham Dance Company, the American Composers Forum,
the Vienna Modern Festival, Zeitgeist, and the Paul Dresher
Ensemble, among others. His recordings—Mousetrap Music;
The Janus ReMixes: Exercises in Auto-Plundering; The Apple
Doesn’t Fall Far from the Tree; Intellectual Property; Catfish; Mar-
tian Anthropology; Disciplines; 56 1/2 ft.; The Bible Without God;
and Asylum—are available on the Innova and Tzadik labels. In
2003, Professor Applebaum received Stanford’s Gores Award
for Excellence in Teaching. He earned his PhD from UC–San
Diego, received the American Music Center’s Stephen Albert
Prize, and served as the Dayton-Hudson Visiting Artist at Car-
leton College.
FRESHMAN
PHILOSOPHY 11N
Skepticism
F, SEM | 3 Units | Letter Grade Only | DB-Hum
TTh 12:50p–2:05p
Traditionally, philosophers have called into question gen-
eral assumptions taken for granted in everyday life or in the
course of normal scientific inquiry. Some such questions con-
cern the limits and possibility of knowledge. Can we know
whether there is an external reality independent of our
minds? Do we have ultimately solid grounds to believe in
the laws of nature formulated according to our best scientific
methods? Do logic and mathematics constitute knowledge?
Is there any knowledge that can be grounded independent-
ly of our experience (a priori knowledge)? Epistemological
skepticism is the philosophical point of view that argues for
negative answers to such questions. Different forms of skepti-
cism have recurred throughout the history of philosophy, but
epistemological skepticism became especially prominent in
the early modern period. We will discuss skeptical questions
and answers as formulated by central philosophers of the
17th and 18th centuries (René Descartes and David Hume)
and will examine the views on skepticism of some philoso-
phers of the 20th century, in particular Ludwig Wittgenstein.
Graciela De Pierris, an associate professor
of philosophy, is a native of Argentina. She
graduated from the Universidad Nacional
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de La Plata, Argentina, before pursuing
graduate study at UC–Berkeley, where she
received her MA and PhD in philosophy.
She has published articles in Análisis Filosó-
fico, The Canadian Journal of Philosophy,
Diálogos, Journal of the History of Philosophy, Manuscrito,
Nous, Pacific Philosophical Quarterly, Philosophy and Phenom-
enological Research, Revista Latinoamericana de Filosofía, and
Synthese. She is writing a book on skepticism, naturalism, a
priori knowledge, and causation as related to the philosophy
of David Hume.
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 FRESHMAN
PHYSICS 18N
Revolution in Concepts of the Cosmos
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
MW 4:15p–5:30p
Prerequisite: High-school physics and a strong desire to better
understand the universe.
O ur concept of the cosmos has undergone repeated revolu-
tions, from the introduction of the Copernican heliocentric
model to Edwin Hubble’s discovery of the expansion of the
universe. As a seminar, we will jointly explore the intellectual
history of these revolutions of the cosmos as well as their
broad scientific basis. Today, cosmology is in the midst of a
new revolution due to recent discoveries that the expansion
of the universe is actually accelerating under the influence
of a mysterious dark energy and that the universe is filled
with an equally mysterious dark matter. Despite these mys-
teries, the Big Bang itself is now firmly established, and in
this seminar we shall trace the history of the universe from
the Big Bang to the formation of the Earth. We will follow the
life cycle of stars from birth to death, and the creation of the
atoms that make life on Earth possible. Both historical and
recent cosmological observations, and their connections to
laboratory experiments in particle physics, will be topics for
this seminar. We will include one night of observations at the
Stanford Observatory.
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Aaron Roodman is an associate professor
in the Department of Particle Physics and
Astrophysics at SLAC National Accelerator
Laboratory. He received his BS from Caltech
and his PhD from the University of Chicago,
where he studied the decay of the W boson
at the Fermilab Tevatron. His research has
focused primarily on matter-antimatter
asymmetries, and he played a leading role in constructing
the crystal calorimeter for the KTeV experiment that made
the first conclusive measurement of a matter-antimatter
asymmetry due to particle decay amplitudes. He came to
Stanford to join the BaBar experiment, and has led the mea-
surement of the asymmetries occurring in several rare, or
“penguin” mediated, B meson decay channels. At BaBaR he
also championed the use of the “blind analysis” technique.
Recently his research interests have turned to cosmology and
the study of dark energy with the proposed SNAP space tele-
scope.
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FRESHMAN
PHYSICS 41N
Mechanics: Insights, Applications, and
Advances
F, SEM | 1 Units | Ltr-CR/NC
Th 2:15p–3:45p
Corequisite: Physics 41 or Advanced Placement.
This seminar expands on the subject matter presented in
Physics 41 to include applications of mechanics in everyday
life and the solar system, and on advanced topics such as tid-
al forces, gyroscopic effects, fractal dimensions, and chaos.
One lecture will be spent in an immersive visualization labo-
ratory exploring orbital dynamics, the Milky Way galaxy, and
events leading to the formation of structure shortly after the
Big Bang.
Tom Abel was born and raised in Germany.
He holds a PhD from the University of Mu-
nich (2000). He held research appointments
at the National Center for Super-Computing
Applications at the University of Illinois, the
Center for Astrophysics at Harvard, the Insti-
tute of Astronomy at the University of Cam-
bridge, and was a professor in the Depart-
ment of Astronomy and Astrophysics at Penn State University
before joining the newly established Kavli Institute for Parti-
cle-Astrophysics and Cosmology (KIPAC) at Stanford in 2004.
Professor Abel’s main research interests are the formation of
the first luminous objects in the universe, the role of these
objects in chemical enrichment and cosmological reioniza-
tion, and galaxies in general. More information can be found
at http://TomAbel.org.
FRESHMAN
PHYSICS 87N
The Physics of One: Nanoscale Science
and Technology
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
MW 2:15p–3:45p
Prerequisite: High-school physics.
F or the first time, several frontiers of physics-based research
are reaching a previously unimaginable limit: the discrete-
ness of nature. Applying new technologies in the explora-
tion of progressively extreme physical regimes, researchers
can now access the single quanta of matter and energy that
provide the fundamental ingredients of the natural world
around us. In our macroscopic existence, for example, we can
measure electric charge, see light, feel magnetic forces, and
observe life and death. Remarkably, the individual constitu-
ents of all these elements are now being accessed and ma-
nipulated in state-of-the-art experiments. The list includes
single electrons, single photons, single atoms and molecules,
single magnetic flux quanta, single energy levels, single spins,
single vibrational modes, single proteins, and single strands
of DNA. Breakthroughs in these fields have captivated prac-
ticing scientists, engineers, and the public at large. Born
from this fascination is a new arena: nanoscale science and
technology, the study of matter at or below the nanometer-
length scale.
This course will provide an accessible survey of contem-
porary interdisciplinary research in nanoscience and nano-
technology, exploring the manipulation—one at a time—of
nature’s fundamental building blocks. It will be of interest to
students contemplating work or research in these areas and
to students who want general exposure to this cutting-edge
field now critical to our understanding of nature.
Hari Manoharan worked as a research sci-
entist at IBM after earning his PhD at Princ-
eton. He joined Stanford’s physics faculty in
2001, and also holds courtesy appointments
in electrical engineering and materials sci-
ence and engineering. Professor Manoha-
ran has received worldwide recognition for
his achievements in nanoscience and cor-
related systems. He was profiled by U.S. News & World Report
in its selection of Innovators of 2001. Awards include an Al-
fred P. Sloan Foundation Fellowship, a Career Award by the
National Science Foundation, a Young Investigator Award by
the Office of Naval Research, and the Presidential Early Career
Award for Scientists and Engineers.
FRESHMAN
POLITICAL SCIENCE 36N
Lotteries
F, SEM | 3-4 Units | Ltr-CR/NC
See Axess or SIS website for day and time
This course introduces students to the theory and practice
of decision-making by lottery: tossing coins, drawing straws,
and the like. While lotteries might at first blush sound too
frivolous to use in real decision-making, they have been used
in many times and places to make vitally important decisions.
In the United States, for example, men have been drafted into
the army by lot, and citizens are still selected for jury duty in
the same way. And there have been strong arguments made
in defense of these practices, although the practices have
been subjected to strong critiques as well.
In this course, students will explore the various advan-
tages and disadvantages that lotteries offer when used as
part of decision-making. In particular, they will be exposed to
the relationship, both pro and con, between lotteries and dis-
tributive justice. They will see how the resulting arguments
for and against lotteries play out in real public policy debates
in areas relating to education, housing, medical care, and po-
litical office. And they will apply the knowledge they gain to a
class research project focusing on Stanford’s Housing Draw.
Peter Stone is an assistant professor of po-
litical science at Stanford. He has published
articles on lotteries in such journals as Jour-
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nal of Political Philosophy, Journal of Theo-
retical Politics, Political Theory, and Social
Theory and Practice. He is currently complet-
ing a book on the same subject. His teach-
ing interests include theories of justice, ra-
tional choice theory, democratic theory, and the philosophy
of social science. He has a website at http://stanford.
edu/~pstone/.
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 FRESHMAN
PSYCHOLOGY 14N
Race and Crime
F, SEM | 3 Units | Ltr-CR/NC
TTh 11:00a–12:30p
This course focuses on race, crime and punishment in the
United States. We will read and discuss theoretical and em-
pirical research on policing, sentencing, and incarceration.
Readings will be drawn from a number of disciplines includ-
ing psychology, sociology, criminology, economics and legal
studies.
Jennifer L. Eberhardt is an associate pro-
fessor in the department of psychology. She
received her PhD from Harvard University in
1993. Her primary research interests include
stereotyping, prejudice, and stigma. Eber-
hardt’s most recent research examines the
nature of racial categories, with a focus on
the social psychological implications of
viewing race as a natural category (rather than as a socially
created category) and the link between racial stereotyping
and racial categorization.
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FRESHMAN
PSYCHOLOGY 27N
The Psychology of Prejudice
F, SEM | 3 Units | S/NC
MW 11:00a–12:30p
This seminar will examine social psychological theories and
research on stereotypes, prejudice, discrimination, and rac-
ism. A variety of social psychological perspectives will be
investigated, including those emphasizing personologic,
cognitive, motivational, and sociocultural contributions to
prejudice. Emphasis will be placed on applying each ap-
proach to our understanding of educational and occupa-
tional contexts and to investigating the implications of this
research for efforts to reduce prejudice and discrimination.
Joseph Brown received his BS in physics
from Southwest Texas State University and a
ScM in biomedical engineering from Brown
University. After working for IBM he was ad-
mitted to the PhD program in psychology at
Stanford. His graduate work focused on the
influence of stereotypes and prejudice on
the intellectual identities and performance
of minorities and women. After receiving his doctorate in
2000, he taught at the University of Washington. In January
2003 he returned to Stanford to work on graduate diversity in
the School of Humanities and Sciences. He also lectures in the
Department of Psychology.
FRESHMAN
RELIGIOUS STUDIES 15N
The History of Immortality
F, SEM | 4 Units | Letter Grade Only | DB-Hum
MW 12:50p–2:05p
I f there are limits to the imagination, death is not one of
them. This course explores how the afterlife has been imag-
ined over the centuries by important religious thinkers and
writers, including the authors of the Bible, the Greek bard
Homer, the philosophers Plato and Marcus Aurelius, the rab-
bis of the Talmud, the medieval poet Dante, Shakespeare, and
a few contemporary writers. With their help, we will confront
one of the most difficult aspects of life – our fear of death and
oblivion – but our goal is also to understand the power of
thought and literature to move beyond the confines of ordi-
nary experience.
Steven Weitzman received a BA from UC-
Berkeley in 1987 and a PhD from Harvard in
1993 in the field of Near Eastern languages
and civilizations. Before coming to Stanford,
he was a faculty member of Indiana Univer-
sity’s Religious Studies Department.
Professor Weitzman is a scholar of the
Hebrew Bible and early Jewish texts like
the Dead Sea Scrolls, much of his work focusing on literary
and religious practice in the centuries following the biblical
period. Drawing heavily on comparative evidence from an-
cient Near Eastern, Greek and Roman literature, his research
has sought to rethink the relationship between texts and
contexts in the Hebrew Bible/early Judaism and to pose new
questions about ritual, religious violence, early Jewish liter-
ary practice, and the history of biblical interpretation.
Professor Weitzman’s first book, Song and Story in Bibli-
cal Narrative, was the winner of the Gustave O. Arlt Prize for
Outstanding Scholarship in the Humanities. Subsequent
books include Surviving Sacrilege; Religion and the Self in An-
tiquity (edited with David Brakke and Michael Satlow); and
The Jews: a History (with John Efron, Matthias Lehmann, and
Joshua Holo). His current projects include a biography of
King Solomon.
FRESHMAN
SLAVIC LANGUAGES AND LITERATURES 13N
Russia and the Russian Experience
F, SEM | 3-4 Units | Ltr-CR/NC | DB-Hum
TTh 2:15p–4:05p
This course is an introduction to Russia – our sense of it, its
geography, and its language and alphabet. We survey all of
Russian history: the Golden Age of Kiev; the Tatar/Mongols
and the Golden Horde; the rise of Moscow and Ivan the Terri-
ble; the Time of Troubles and rise of the Romanovs; Peter the
Great; Moscow versus Petersburg; Catherine the Great and
the Enlightenment; Aleksander I and Napoleon; the reforms
of Aleksander II; Lenin and radicalization; the Revolution(s)
and Civil War; the rise of Stalin and the Terror; World War II;
the death of Stalin and its aftermath; and the decline of Com-
munism. Readings from Russian literature will include short
stories or excerpts from Pushkin, Gogol, Tolstoy, Dostoevsky,
Chekhov, and Bulgakov.
Richard Schupbach has been at Stanford
for more than 20 years. He received his BA
from Yale in Russian studies and his MA and
PhD from UCLA in Slavic linguistics. At Stan-
ford he has taught Russian language cours-
es and mixed language/linguistics courses
for undergraduate and graduate students.
Such courses have concerned everything
from pronunciation and grammar to history of the language
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and humor in Russian literature. His scholarly interests focus
on modern Russian, particularly changes in the production of
new vocabulary and grammar. His hobbies include recre-
ational running and identifying and collecting edible wild
mushrooms. He is married and has two children, a daughter
attending UC–Davis and a son working on Sesame Street.
65
 SOPHOMORE SOPHOMORE
CHEMISTRY 25Q, DRAMA 25N CIVIL AND ENVIRONMENTAL ENGINEERING 31Q

Science-in-Theatre: A New Genre? Accessing Architecture Through

Drawing
S, SEM | 3 Units | Ltr-CR/NC
M 6:00p–9:00p
S, SEM | 4 Units | Letter Grade Only | DB-EngrAppSci
MW 3:15p–5:15p
Note: First class meeting will be held on Monday, January 4 in
the Stauffer-I Organic Chemistry Building. Subsequent class
This course assumes some prior experience in drawing or the de-
meetings will be held on Mondays at the instructor’s San Fran-
sire to make a serious commitment to learning how to draw.
cisco home. Dinner will be provided. Interested students should
confirm that their schedule will accommodate necessary travel
time to and from class. I n today’s architecture, buildings are becoming more and
more spatially complex, as evidenced by such exemplars as
S cientists operate within a type of tribal culture where rules,
Frank Gehry’s Guggenheim Museum in Bilbao, Spain. Draw-
ing architecture is a way to obtain a deeper understanding of
mores, and idiosyncrasies are not taught through specific
the intricacies and subtleties that characterize outstanding
lectures or books but, rather, are acquired through a form of
contemporary buildings. In this seminar, students will learn
intellectual osmosis in a mentor-disciple relationship. Is that
how to draw freehand perspectives and to construct conven-
also the reason why, until recently, scientists were hardly ever
tional architectural drawings such as plans, elevations, and
“normal” characters in plays other than being represented
sections. Students will draw with charcoal, pencil, colored
as Frankensteins or nerds? But during the past dozen years,
pencil, and felt-tip pens. Once basic skills in drawing are ac-
more and more intellectually challenging plays have ap-
quired, students will have the opportunity to apply what they
peared on the Anglo-American theatre scene in which scien-
have learned to a simple architectural design project.
tific behavior and even science are presented accurately. Has
this happened because of didactic motivation on the part of
some playwrights or because the intrinsic theatricality of sci- John Barton is the director of Stanford’s
ence and its metaphoric significance has been recognized? Architectural Design Program. He is an
These issues will be discussed and partially viewed (via vid- award-winning local architect who earned
eos in the instructor’s San Francisco home) through an ex- bachelor’s and master’s degrees in architec-
amination of a number of plays, some of which were written ture from UC–Berkeley. He combines teach-
by the instructor. A short play-writing experiment will also be ing and an active professional practice with
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conducted. significant community service, including

election to the Palo Alto City Council and
two terms on the Palo Alto Unified School District Board of
Carl Djerassi is a writer and professor of
Education.
chemistry emeritus at Stanford. He is one of
the few American scientists to have been
awarded both the National Medal of Sci-
ence (for the first synthesis of a steroid oral
contraceptive – the Pill) and the National
Medal of Technology. He is also a member
of the National Academy of Sciences and
the recipient of numerous other awards and honorary de-
grees. Most of his novels (Cantor’s Dilemma; The Bourbaki
Gambit; Marx, Deceased; Menachem’s Seed; NO), short stories
(The Futurist and Other Stories), autobiography (The Pill, Pygmy
Chimps, and Degas’ Horse), and a memoir (This Man’s Pill: Re-
flections on the 50th Birthday of the Pill) were written in Lon-
don, where he resides for part of each year. He has written
eight plays, which have cumulatively been translated into 15
languages and also published in book form as well as broad-
cast by the BBC World Service, NPR, and the West German
and other radio services. His most recent book is the prose
docudrama Four Jews on Parnassus—a conversation: Benja-
min, Adorno, Scholem, Schönberg, excerpts of which will be
performed at Stanford in February 2010.

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SOPHOMORE
COMMUNICATION 118Q
Theories of Film Practice
S, SEM | 4 Units | Letter Grade Only | WRITE-2
TTh 1:15p–3:05p
Prerequisite: PWR 1.
When we think about movies, we typically concentrate
on stars, story, and images. Theoreticians have concerned
themselves with interpreting what appears on the screen,
frequently from a philosophical or literary perspective.
In this seminar, we will take another approach. We will
look at theories from the humanities, social sciences, and
from filmmakers themselves, to help us understand the
thinking that underlies the processes of filmmaking.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize written, oral, and
multimedia presentation.
Henry Breitrose, an emeritus professor of
communication, established Stanford’s
graduate program in documentary film and
video production in 1965. He is a New York
native and was educated at the University
of Wisconsin, Northwestern University, and
Stanford. In addition to his teaching and re-
search, he was the founding general editor
of the Cambridge University Press series Cambridge Studies
in Film, and is vice president of the International Association
of Film and Television Schools. Professor Breitrose has been a
visiting professor at the London School of Economics; the
Australian Film, Television, and Radio School; the Beijing
Broadcasting Institute; and the Institute of Journalism of the
Chinese Academy of Social Sciences. He also has been a visit-
ing fellow at the East-West Center and the Christensen Visit-
ing Research Fellow at St. Catherine’s College, Oxford. He has
written on media history, documentary film, attitude change,
and health communication. Currently, he is working on a
study of the history of the idea of the documentary.
SOPHOMORE
ENGLISH 80Q
All the World’s a Stage: Dramatic
Realism on the Threshold of the
Modern World
S, SEM | 4-5 Units | Letter Grade Only
TTh 3:15p–4:45p
Witness the relationship between heightened dramatic
realism and unprecedented historical, scientific, and cul-
tural changes occurring in the early modern world, a defin-
ing moment in explorations of uncharted realms of the self,
the world, the universe, and artistic form. Readings include
Shakespeare’s Othello, John Donne’s dramatic poetry, and
Marlowe’s Doctor Faustus. Students will examine how these
and other texts point readers and viewers toward the mod-
ern world through mind-bending experiments in the art of
perspective. Selected film adaptations, art, and modern lit-
erature will be included.
Helen Brooks earned a joint PhD in English
and Humanities at Stanford in 1980. Her
publications include studies on John Don-
ne, St. Ignatius Loyola, early modern poetry,
and Adrienne Rich’s modern “re-vision” of
Donne’s poetry. She has served as a contrib-
uting editor for The Variorum Edition of the
Poetry of John Donne, The Holy Sonnets, vol.
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7. Her teaching includes courses on Shakespeare, Donne, Re-
naissance/early modern poetry, Renaissance/early modern
intellectual and cultural history, and theoretical approaches
to literature. Other research and teaching interests include
interdisciplinarity, narratology, new historicism, reception
theory, gender studies, science/technology/mathematics
and literature, and modern poetry and drama. She was elect-
ed as an officer and executive board member of the John
Donne Society in 2005 and was appointed to the editorial ad-
visory board of a new academic journal, Forum on Public Poli-
cy. She has received the Dinkelspiel Award for Outstanding
Contributions to Undergraduate Education at Stanford.
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 SOPHOMORE
ENGLISH 84Q
Charles Dickens’s David Copperfield:
A Victorian Reading
S, SEM | 4 Units | Letter Grade Only | WRITE-2
MW 3:15p–5:05p
Prerequisite: PWR 1.
The publication of a major Dickens novel was an event in
the English-speaking world, particularly in Britain. The first
number of David Copperfield came out just after Dickens’s
breakthrough into social criticism with Dombey and Son and
just before the radically experimental Bleak House. In his late
30s, the author was also undergoing a time of personal re-
evaluation and unaccustomed introspection. Over the 19
months during which David Copperfield was published, the
public pored over the new novel, number by number, as it
became, as always with Dickens, one of the consuming popu-
lar topics of the day. From the publication of its first number
in May 1849, to its final double number in November 1850,
David Copperfield became part of the everyday lives of people
who lived in a complicated time and who were bombarded,
as perhaps no population had ever been, with information
about that complicated world.
The comic masterpiece of the most popular novelist of
his time, the sentimental favorite of Queen Victoria and of the
author himself, this fictionalized autobiography tells the story
of a difficult coming of age in the threatening world of early
industrialized England. We will be reading the work in serial
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numbers, replicating as closely as possible the experience of
Victorian readers. Students will be responsible for research-
ing the political, cultural, and historical context in which this
novel appeared.. Each student will choose a contemporary
Victorian issue, research primary and secondary documents,
share the results with the class, and write a final paper. Stu-
dents will also collaborate on the presentation of a series of
dramatic Victorian readings from Dickens’s work.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Linda Paulson received her PhD in com-
parative literature from UCLA. She has
taught at Stanford since 1985. Her research
focuses on the Victorian social novel and on
the development of a British woman’s novel
from Jane Austen to Doris Lessing. In 1989,
she received Stanford’s Dinkelspiel Award
for Distinctive Contributions to Undergrad-
uate Education. She frequently lectures for Stanford Travel/
Study groups in England and France. She has been taking
Stanford undergraduates to the Oregon Shakespeare Festival
since 1995.
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SOPHOMORE
ENGLISH 87N
Graphic Narratives: Word, Image, Sound,
Silence
S, SEM | 4-5 Units | Letter Grade Only | DB-Hum, WRITE-2
MW 1:15p–3:05p
Prerequisite: PWR 1.
This seminar will address the transformation from “funnies”
to “comics” and now to “graphic novels and “graphic narra-
tives,” asking how the definitions, representations, and repu-
tation of this genre have changed over the last century and
examining the current explosion of interest in and produc-
tion of such works. We will also read/view a number of works
by such artists as Art Spiegelman, Marjane Satrapi, Lynda Bar-
ry, Joe Sacco, Alison Bechdel, Chris Ware, Gene Yang, and Gil-
bert Hernandez. Participants in the seminar will work toward
a major project that might, for example, examine the work of
one writer of graphic narrative, analyze the role of concepts
such as gender, race, or class in one or more works, explore
the transformation of a graphic novel into film, or analyze the
use of some component of graphic narratives, such as sound
or color.
Since this course fulfills the second quarter of the Writ-
ing and Rhetoric Requirement, students will not only write
extensively about their research but also make several formal
presentations based on that research.
Andrea A. Lunsford, professor of English
and director of the Stanford Program in
Writing and Rhetoric, has taught courses in
writing history and theory, rhetoric, and
women in the history of rhetoric and writ-
ing. She is also on the faculty of the Bread
Loaf School of English. Professor Lunsford’s
interests include rhetorical theory, gender
and rhetoric, collaboration, cultures of writing, style, and
technologies of writing. Books she has written or edited in-
clude: The Everyday Writer; Essays on Classical Rhetoric and
Modern Discourse; Singular Texts/Plural Authors: Perspectives
on Collaborative Writing; Reclaiming Rhetorica: Women in the
History of Rhetoric; Everything’s an Argument; Crossing Border-
lands: Composition and Postcolonial Studies; and, most recent-
ly, The Sage Handbook of Rhetorical Studies.
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FEMINIST STUDIES 188N
Imagining Women: Writers in Print and
in Person
S, SEM | 4-5 Units | Letter Grade Only | DB-Hum, EC-Gender,
WRITE-2
MW 2:15p–4:05p
Prerequisite: PWR 1. Students who will benefit most from the
course are those who enter it with an enjoyment of literature
and a curiosity about writing and the diverse lives of contem-
porary women.
This seminar is designed to introduce students to the live-
ly world of contemporary literature through the reading of
recent texts and through intimate conversations with the
authors. The authors will include Stanford faculty as well as
other nationally known writers including Patricia Powell,
Marianne Villanueva, Jeanne Wakatsuki Houston, Cherríe
Moraga, Eavan Boland, Elizabeth Tallent, and Jewelle Gomez.
Each author will speak briefly about her book and her writing
life. Then we will open the session to questions and discus-
sions with the students. Students will analyze seminar pre-
sentations and have the opportunity for both analytical and
creative writing experiences. The course will end with a focus
on the students’ writings.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize lively, professional
oral presentation.
Valerie Miner is the award-winning author
of 13 books. Her novels include After Eden,
Range of Light, A Walking Fire, Winter’s Edge,
Blood Sisters, All Good Women, Movement: A
Novel in Stories, and Murder in the English De-
partment. Her short fiction books include
Abundant Light, The Night Singers, and Tres-
passing. Her collection of essays is Rumors
from the Cauldron: Selected Essays, Reviews and Reportage. In
2002, The Low Road: A Scottish Family Memoir was a finalist for
the PEN USA creative nonfiction award. Abundant Light was a
2005 fiction finalist for the Lambda Literary Awards.
SOPHOMORE
GENETICS 109Q, BIOMEDICAL INFORMATICS 109Q
Genomics: A Technical and Cultural
Revolution
S, SEM | 3 Units | Ltr-CR/NC | WRITE-2
TTh 2:30p–4:30p
Prerequisite: PWR 1. Although a previous or concurrent course in
biology is helpful, the course will introduce the basic biological
background required, assuming a good understanding of high-
school biology.
This course is designed to introduce students to the prin-
ciples and promise of genomics. The sequencing of the hu-
man genome is one of the great scientific achievements of
the past century. It has been accompanied by sequencing
the genomes of many other organisms, including disease-
causing pathogens and animals that are used for laboratory
studies. It has also led to expectations about personalized
medicine in which personal genetic data are used to make
decisions about health care. This course will introduce the
basic concepts of genomics, the accompanying trend in bi-
ology toward high-throughput methods of data collection,
and the rise of computational approaches to analysis of data.
We will review scientific issues related to pharmacogenom-
ics, consumer genetics, genetically modified food, compara-
tive genomics, population genomics, gene therapy, and stem
cell science. We will also discuss the social, ethical, and eco-
nomic implications of genomic science. Students will end the
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quarter with an independent project, an in-depth analysis of
some area covered in the course.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Russ Altman is a professor of bioengineer-
ing, genetics, and medicine. He is chair of
the Department of Bioengineering and di-
rects Stanford’s Biomedical Informatics
Training Program. His research focuses on
bioinformatics, which uses information
technology to solve research problems in
biology and medicine. One of his main in-
terest areas is pharmacogenomics, the study of how variation
in human genes leads to variation in people’s responses to
drugs. Professor Altman received both his PhD in medical in-
formation sciences (now biomedical informatics) and his MD
from Stanford.
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GEOLOGICAL AND ENVIRONMENTAL SCIENCES 43Q
Environmental Problems
S, SEM | 3 Units | Letter Grade Only | DB-NatSci
W 6:00p–9:00p
This course is for students interested in understanding the
components of multidisciplinary environmental problems
and in identifying ethical questions often associated with
decision-making in the regulatory arena. Students will lead
and participate in discussions on environmental issues such
as groundwater contamination from point and nonpoint
sources, cumulative watershed effects related to timber and
mining practices, acid rain, subsurface disposal of nuclear
waste, slope stability, and oil-tanker spills.
Keith Loague earned his BS from the Uni-
versity of Michigan and MSc and PhD from
the University of British Columbia. After
time as an assistant professor at the Univer-
sity of Hawai’i and associate professor at
UC–Berkeley, he joined Stanford’s Geologi-
cal and Environmental Sciences Depart-
ment in 1994. In 2000, he was awarded the
Hoagland Prize in recognition of teaching excellence in un-
dergraduate education. Professor Loague’s research focuses
on the combined field characterization and physics-based
numerical simulation of surface and near-surface hydrologic
processes. He conducts field-scale experiments and uses sto-
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chastic-conceptual modeling techniques to address topics
such as rainfall runoff, induced landscape evolution, and the
hydrogeologic fate of synthetic organic chemicals originat-
ing from nonpoint sources.
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SOPHOMORE
GEOLOGICAL AND ENVIRONMENTAL SCIENCES 55Q
The California Gold Rush: Geologic
Background and Environmental Impact
S, SEM | 3 Units | Ltr-CR/NC | DB-NatSci, WRITE-2
TTh 2:15p–3:30p
Prerequisite: PWR 1. Preference to students who have completed
an introductory geology course.
The California Gold Rush of 1848–49 resulted in the largest
mass migration in American history. This seminar will inves-
tigate (1) the geologic processes that led to concentration of
gold in the river gravels and rocks of the Mother Lode region
of California; (2) methods of mining and ore extraction; (3)
the environmental impact of the population increase and
mining operations, including the effects of placer mining
on the landscape, rivers, and fisheries, and the impact of the
concentration of arsenic and mercury in surface sediments
and soils due to hard-rock mining and milling operations;
and (4) the social, cultural, and economic consequences of
the Gold Rush. Requirements for the course include short es-
says and geologic maps, a research paper, and a formal oral
presentation.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Dennis Bird, raised in the Mother Lode re-
gion of California, has a lifelong interest in
the California Gold Rush. A graduate of UC–
Berkeley, he has taught geochemistry at
Stanford for 27 years. His research focuses
on the chemical and physical processes re-
lated to water-rock reaction in the Earth’s
crust, and the geologic consequences of
life’s metabolic processes. His research group investigates the
properties of solution-mineral reactions to predict the nature
of elemental mass transfer by reactive fluids. Recent efforts
focus on the environmental geochemistry of chromium and
arsenic, geologic CO2 sequestration, and paleoclimate prox-
ies preserved in volcanic ash in Greenland and Iceland. His
geobiology research focuses on the geologic consequences
of photosynthesis on early Earth, specifically processes lead-
ing to the rise of continents, and the effects of synpandemic
fire suppression and reforestation in tropical America on at-
mospheric CO2 during the European conquest.
SOPHOMORE SOPHOMORE
GERMAN STUDIES 120Q, COMPARATIVE LITERATURE 50Q HEALTH RESEARCH AND POLICY 89Q

Is God Dead? Introduction to Cross-Cultural Issues in

S, SEM | 3-5 Units | Ltr-CR/NC | DB-Hum
MW 2:15p–3:30p
Prerequisite: Basic German reading knowledge, equivalent of
first-year college- level.
The nineteenth-century German philosopher Friedrich Ni-
etzsche notoriously declared that God is dead, and his as-
sertion became a focal point for debates about religion and
secularization in modern culture. Yet religion turns out to be
more durable than Nietzsche thought. This seminar explores a
range of modern German responses to religious faith through
examinations of different genres of literary and philosophical
texts. We look at examples of fiction, such as Hermann Hesse’s
account of Buddhism in Siddhartha. We also examine religion
in poetry through texts that range from lyric verse to hymns
and prayers. Poems by Friedrich Hölderlin and Heinrich Heine
demonstrate the connection between secularization and a
new mythology; Rainer Maria Rilke and Conrad Weiss explore
Catholic theological categories in verse; Rudolf Alexander
Schroeder contributes to the renewal of the Protestant hymn
in his devotional poetry; and Nelly Sachs integrates elements
of Jewish mysticism into her post-Holocaust verse. In selec-
tions from Theodor Haecker’s journals we examine a Chris-
tian condemnation of the Nazi regime. We also look at the
modern German philosophical tradition concerned with re-
ligion and culture and will read selections from authors such
Medicine
S, SEM | 3 Units | Ltr-CR/NC | EC-AmerCul
M 1:15p–3:05p
The purpose of this seminar is twofold. First, the course will
provide insight on how cultural differences are of practical
concern to the future physician. Second, the seminar is de-
signed to teach cross-cultural medical competencies needed
to effectively serve diverse populations in the medical set-
ting. We will critically analyze the impact of cultural back-
ground in the doctor-patient consultation and in the health
care system at large. The course will introduce students to
the field of sociology of health by examining key concepts
such as ethnicity, immigration, health care service expecta-
tions, and language barriers.
Irene Corso received her PhD in sociology
of education from Stanford. As a senior lec-
turer in the Department of Health Research
and Policy, her areas of expertise include
teaching cross-cultural competencies to fu-
ture health care providers, second-language
instruction, and curriculum development.
She also conducts project evaluations in
the fields of health care delivery and patient satisfaction, and

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international medicine. Dr. Corso thoroughly enjoys serving
as Martin Buber and Josef Ratzinger, Pope Benedict XVI. The as a student adviser and as a mentor and spending time with
goals of the course include building participants’ capacity to her family.
work with challenging German-language texts, enhancing
their capacity to interpret literature and bring conceptual
questions to bear on literary texts, and strengthening their
intellectual approaches to spiritual questions.

Russell A. Berman is the Walter A. Haas

Professor in the Humanities. He received his
BA from Harvard in 1972 and his PhD from
Washington University in 1979, when he
joined the faculty at Stanford. He has been
awarded fellowships from the National En-
dowment for the Humanities and the pres-
tigious Alexander von Humboldt Founda-
tion and was honored by the German government, which
presented him with the Federal Officer’s Service Cross. Pro-
fessor Berman’s interests range widely, including the modern
novel, poetry, film, the history of journalism and the mass
media, as well as comparisons between German, French, and
American literature. His published work includes treatments
of many periods in German cultural history, including the
Nazi era and German unification. Two of his books, The Rise of
the Modern German Novel and Enlightenment or Empire won
the German Studies Association Award.

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HISTORY 48Q
South Africa: Contested Transitions
S, SEM | 3 Units | Ltr-CR/NC | DB-Hum, EC-GlobalCom
T 2:15p–4:05p
The inauguration of Nelson Mandela as president in 1994
marked the end of a way of life for South Africa. Or did it?
Most South Africans finally became citizens in their own
country, and their new constitution guaranteed equality,
promising redress for injustices of the past. The imagination
and resilience that characterized opposition to minority rule
could now be turned to reconstruction and development. Yet
much remained the same. Laws, administrative rules, com-
mon practices, and interpersonal expectations all reflected
the legacy of discrimination and racism.
Reconstructing South Africa requires confronting sharply
contested transitions. How, for example, should government
be organized? Will the new local authorities facilitate popular
participation or entrench elite privilege? What are the roots
of the current situation, and how do they shape future pos-
sibilities? These and related questions will frame our explora-
tion of South Africa’s social history, especially efforts to create
a nonracist, nonsexist, democratic society.
Joel Samoff, with a background in history,
political science, and education, studies and
teaches about development and underde-
velopment, primarily focused on Africa. He
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has been a faculty member at the Universi-
ties of Michigan and Zambia, and has taught
in Mexico, South Africa, Sweden, Tanzania,
and Zimbabwe. Concerned with public pol-
icy, research, and links between the two, he works with inter-
national agencies involved in African education. He has
worked with UNESCO to coordinate analyses of aid-funded
education research in Africa. He has studied education policy
making in South Africa, and, in 2005, was awarded an honor-
ary doctorate by the University of Pretoria. Affiliated with
Stanford’s African Studies Center, Professor Samoff has di-
rected several summer seminars on South Africa, both at
Stanford and in Cape Town. Among his publications are a co-
edited book on microcomputers in Africa and two articles:
“Chaos and Certainty in Development” and “Education for All
in Africa: Still a Distant Dream.”
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SOPHOMORE
HUMAN BIOLOGY 97Q , ORTHOPEDIC SURGERY 97Q
Sport, Exercise, and Health: Exploring
Sports Medicine
S, SEM | 3 Units | Ltr-CR/NC | WRITE-2
W 3:15p–5:05p
Prerequisite: PWR 1.
S ports medicine is a clinical specialty that spans musculo-
skeletal injuries, rehabilitation, medical illnesses that result
from sport participation, exercise to improve health and
functional capacity, and human performance. The clinical
practice of sports medicine aims to balance health and ethi-
cal concerns with the demands inherent in sport. For many,
sports medicine is understood to be a specialized service pro-
vided to elite athletes. While sports medicine had its origins
in providing care to elite and professional athletes, medical
advances developed in treating these athletes can also exert
a profound effect on the nature and quality of care provided
to the broader, noncompetitive community. The most pow-
erful contribution from sports medicine has yet to be made:
the public-health mandate to harvest the knowledge and
resources associated with the medical care of elite athletes
on behalf of a much broader population. Topics covered in
this seminar include musculoskeletal injuries, medical condi-
tions associated with sport and exercise, exercise and health,
ethics, coaching, women’s issues, and human performance.
The material presented will involve actual cases, lectures, de-
bates, presentations, and discussion. An emphasis is placed
on critical thinking.
This course is designed to fulfill the second quarter Writ-
ing and Rhetoric requirement and will emphasize oral and
multimedia presentation.
Gordon Matheson grew up in Canada and
received his MD from the University of Cal-
gary and PhD from the University of British
Columbia. Recruited to Stanford in 1994 to
develop the Sports Medicine Program, he is
now a professor of sports medicine in the
Orthopaedic Surgery Department and di-
rector of the Sports Medicine Center. Dr.
Matheson is former chief of the Division of Sports Medicine in
the Medical School. He has been a team physician for the
Olympic games and in the National Hockey League. Dr.
Matheson founded the Clinical Journal of Sport Medicine and
was editor-in-chief of The Physician and Sportsmedicine.
SOPHOMORE
MANAGEMENT SCIENCE AND ENGINEERING 92Q
International Environmental Policy
S, SEM | 4 Units | Ltr-CR/NC
MW 9:30a–10:45a
This seminar is an introduction to the science, economics,
and politics of international environmental policy. The cur-
rent set of negotiations on global climate change will be
used as a case study throughout the course, although 10
international environmental issues also will be covered in
some depth. The interested student will not need any pre-
requisites to participate in the course. Lectures and course
materials will be self-contained, and similar to material the
instructor has used in briefing international negotiators and
the United States Congress. We will, however, integrate mate-
rial more comprehensively than has been possible in policy
briefings on individual dimensions of the problems and their
potential solutions.
John P. Weyant is professor of manage-
ment science and engineering, director of
the Energy Modeling Forum (EMF) and dep-
uty director of the Precourt Institute for En-
ergy Efficiency at Stanford. He is also a se-
nior fellow of the Freeman Spogli Institute
for International Studies and the Woods In-
stitute for the Environment at Stanford.
Weyant has been a convening lead author or lead author for
the Intergovernmental Panel on Climate Change (IPCC) for
chapters on integrated assessment, greenhouse gas mitiga-
tion, integrated climate impacts, and sustainable develop-
ment, and most recently served as a review editor for the cli-
mate change mitigation working group of the IPCC’s fourth
assessment report. He has been active in the debate on cli-
mate change policy through the Department of State, the
Department of Energy, and the Environmental Protection
Agency. In California, he is a member of the California Air Re-
sources Board’s Economic and Technology Advancement Ad-
visory Committee (ETAAC), which is charged with making
recommendations for technology policies to help implement
AB 32, the Global Warming Solutions Act of 2006. Weyant was
awarded the United States Association for Energy Economics’
2008 Adelmann-Frankel award for unique and innovative
contributions to the field of energy economics. He was hon-
ored in 2007 as a major contributor to the Nobel Peace Prize
awarded to the IPCC.
SOPHOMORE
MEDICINE 86Q
Seeing the Heart
S, DIAL | 2 Units | S/NC
W 3:15p–4:45p
The purpose of this course is to introduce students to bio-
medical technology, science, clinical medicine, and public
policy through the topic of cardiovascular imaging. Cardio-
vascular disease remains the number one health problem
in the United States. At the same time, we are seeing rapid
progress in cardiovascular imaging technology, which is
revolutionizing the practice of medicine. There are now in-
vasive and noninvasive techniques to detect heart disease at
its earliest stages – to literally see inside the heart and blood
vessels. We are also continuing to learn about the biology
of cardiovascular disease, which may allow for more sophis-
ticated molecular imaging, while we face the public policy
challenges of how to screen for early disease and pay for ever
more expensive medical tests.
This seminar will combine class discussions with hands-
on laboratory and clinical experiences. Specifically, we will
discuss the common forms of heart disease, how they devel-
op, and why they affect so many people; introduce the wide
range of imaging technologies that are in use or develop-
ment for diagnosing heart disease (e.g., ultrasound, CT, MRI,
PET, optical); visit numerous imaging centers in Stanford and
at Stanford Hospital (e.g., echo lab, cath/angio lab, MRI and
CT scanners, molecular imaging center); and discuss the fu-
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ture of cardiovascular imaging and whether we can develop
a cost-effective public screening program.
Michael McConnell is an associate profes-
sor and co-director of noninvasive imaging
in the division of cardiovascular medicine.
He received his BS and MS in bioelectrical
engineering from MIT and his MD from
Stanford. His clinical and research interest is
in developing imaging technology to im-
prove the detection and treatment of car-
diovascular disease, particularly at earlier stages. He divides
his time between clinical cardiology and imaging research,
with projects ranging from cells to animals to patients, as
well as teaching in cardiovascular physiology and molecular
imaging.
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MEDICINE 87Q, HUMAN BIOLOGY 87Q
Women and Aging
S, SEM | 5 Units | Letter Grade Only | EC-Gender
TTh 1:15p–3:05p
This course introduces students to a broad range of top-
ics affecting women as they age. Topics include biology and
diseases of aging, demographics and politics of aging, re-
lationships and sexuality, wise women and grandmothers,
lifestyles, and exercise. Course materials come from sources
reflecting class, culture, ethnic, and lifestyle diversity among
aging women, including memoirs, poetry, scientific articles,
public policy, art, and film. Course requirements include
short papers, class presentations, and a service-learning
project. Students write interim reports and a final paper on
their participation in a service-learning experience with older
women.
Carol Winograd, an associate professor of
medicine, emerita, has done research and
taught in the field of aging since the 1970s.
Her research and publication topics include
frail, hospitalized elders, impaired mobility,
targeting criteria for geriatric interventions,
and predicators of functional decline. As
the clinical director of the Geriatric Research
Education and Clinical Center at the Palo Alto Veterans Affairs
Hospital for more than 10 years, she was instrumental in es-
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tablishing an academic geriatric program with strong clinical
teaching and research components.
Professor Winograd has served as chair of the public pol-
icy committee and as a member of the board of directors of
the American Geriatrics Society. In addition to advising stu-
dents, she also teaches an interdisciplinary course entitled
Design for Agile Aging. Her own life experience and profes-
sional expertise come together in this seminar.
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MEDICINE 108Q
Human Rights and Health
S, SEM | 3 Units | Ltr-CR/NC
M 1:15p–3:05p
This course is an introduction to issues in human rights and
health. We will begin by focusing on the history of human
rights law, and then have lectures and discussions on topics
such as the health status of refugees and internally displaced
persons; child labor; trafficking in women and children; tor-
ture; poverty, the environment, and health; access to clean
water; domestic violence and sexual assault; and internation-
al availability of drugs. International conventions on human
rights will be reviewed as background for social and political
changes that could improve the health of groups and indi-
viduals.
Students may have opportunities to observe at sites
where human rights and health are daily issues. These op-
portunities may include observing a medical evaluation of
a political-asylum seeker who was tortured, attending immi-
gration court to observe an asylum case, or attending family
court to observe a domestic-violence case. These experienc-
es will require student initiative in scheduling and travel.
Ami Laws, an associate professor of medi-
cine, has worked in the area of interpersonal
violence and health for almost 10 years, in-
cluding three years as medical director at
Survivors International (SI) in San Francisco,
a resource and treatment center for victims
of torture. At SI, Professor Laws conducted
forensic medical evaluations for persons
applying for political asylum on the basis of torture. She
works with immigration attorneys on torture cases and fre-
quently testifies in court as an expert witness. Professor
Laws’s 1997 survey of over 200 Sikh men and women in Pun-
jab, India, who reported torture or other human-rights viola-
tions by police during periods of unrest there was published
in the journal Health and Human Rights. She conducts schol-
arly and clinical work on the medical problems of women
who were sexually assaulted in childhood and serves on the
Santa Clara County Domestic Violence Council Professional
Subcommittee. Professor Laws frequently lectures to health
care professionals on domestic violence.
SOPHOMORE
PSYCHIATRY AND BEHAVIORAL SCIENCES 76Q
Temperament and Creativity in Mood
Disorders
S, SEM | 4 Units | Letter Grade Only | WRITE-2
W 3:00p–5:00p
Prerequisite: PWR 1.
D espite the disabling and often lethal effects of mental ill-
ness, high numbers of individuals who suffer from depres-
sion, bipolar disorder, and related problems are nonethe-
less productively creative, an association that has become
embedded in Western cultural notions of mad geniuses and
artistic temperaments. This course will cover current psycho-
logical research, neurobiological research, and assessment of
mood, temperament, and creativity.
This course fulfills the second quarter of the Writing and
Rhetoric Requirement and will emphasize concise written
and oral communications, participation in discussions, and
the performance and evaluation of multimedia presenta-
tions.
Terence Ketter is a professor of psychiatry
and behavioral sciences, and chief of the
medical school’s Bipolar Disorders Clinic. He
obtained his medical degree from the Uni-
versity of Toronto, did internship and resi-
dence training in psychiatry at UC–San
Francisco, and had a fellowship in brain im-
aging and psychopharmacology research
at the Biological Psychiatry Branch of the National Institutes
of Mental Health. Professor Ketter’s research includes the use
of brain imaging methods such as positron emission tomog-
raphy (PET), magnetic resonance imaging (MRI), and mag-
netic resonance spectroscopy (MRS) to understand the neu-
robiology of mood disorders and to develop treatments for
patients with bipolar disorders. He also researches the use of
novel medications and combinations of medications to treat
bipolar disorders. His research in these areas has been pub-
lished extensively. He serves on the editorial boards of 13 sci-
entific journals and on the advisory boards of numerous bio-
technology and mental health organizations.
SOPHOMORE
PSYCHIATRY AND BEHAVIORAL SCIENCES 78Q
Mental Health in Collegiate Athletes
S, SEM | 3 Units | Ltr-CR/NC
M 9:00a–11:00a
This course will focus on developmental, psychological, and
performance issues in elite collegiate athletics. We will cover
a range of topics that are important to both male and female
student athletes and can help them understand and flourish
in their environment. Topics include the transition to Stan-
ford, time management, optimizing mental toughness and
competitiveness, coping with injuries, and preparing for the
future. The course will use the problem-oriented approach
employed in medical schools. Students will read material
about each week’s topic area; this will serve as the jumping-
off point for discussion and guided independent research.
Each class will include presentations by Dr. Steiner of that
day’s topic. Students will briefly present material they have
researched and then discuss questions that arose during the
research. A strong emphasis is placed on class participation.
Hans Steiner, professor of psychiatry emer-
itus, is an international expert on human
development and developmental ap-
proaches to psychopathology. He is espe-
cially interested in disorders of aggression,
eating, anxiety, and mood. He has published
over 500 papers, books, and abstracts, and
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has received numerous awards for his re-
search and teaching. He regularly provides keynote address-
es to professional and lay organizations in the United States,
Europe, Asia, and Australia.
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PSYCHIATRY 81Q RADIOLOGY 72Q

Vulnerable Children in Sub-Saharan Fluorescence Imaging in Living Cells

Africa: The Impact of the AIDS Pandemic
S, SEM | 3 Units | Ltr-CR/NC
MW 4:15p–6:05p
This course will discuss the nature of the AIDS pandemic,
issues around testing and treatment of HIV/AIDS, and the
current status of behavioral intervention and biological ap-
proaches. We will discuss aspects of the geopolitical history
of this area and attempt to understand the status of the cur-
rent governments and how policies inhibit, delay, or are in-
effective in treating HIV/AIDS and addressing the needs of
vulnerable children.
Ninety percent of all children worldwide who are HIV+
are in sub-Saharan Africa. In addition, 90 percent of all chil-
dren worldwide whose death is attributable to AIDS are
found here, as are 90 percent of children worldwide who are
orphaned by parents dying of AIDS. This highlights why sub-
Saharan Africa is the focus of such intense international effort
to reduce HIV transmission and to provide treatment for and
protect children made vulnerable by the AIDS pandemic.
We will examine the effect of stigma, culture, and re-
sources/interventions on the psychosocial well-being of
these children. Representatives from international NGOs will
speak to the class about their efforts in this region and ex-
plain why these efforts are largely directed to small commu-
nity projects to provide support and developmentally appro-
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S, DIAL | 2 Units | S/NC
See Axess or SIS website for day and time
Prerequisite: Chemistry 35, and general knowledge of proteins
and DNA
The purpose of this seminar is to teach students the basic
principles of fluorescent probes and their applications for
live-cell imaging. General classes of fluorescent probes will
be covered together with fluorescence mechanisms. This
seminar will also discuss strategies and methods for live cell
labeling and imaging of specific proteins. Examples of appli-
cations of fluorescence imaging will also be presented. This
seminar will give students experience in fluorescence imag-
ing research and cutting-edge techniques. Readings will in-
clude current reviews and key articles from the fluorescence
imaging field.
Jianghong Rao is an assistant professor of
radiology and by courtesy, chemistry, and
on the faculty in the programs of molecular
imaging, biophysics, and cancer biology.
His research focuses on combining physical,
chemical, and biological tools to develop
novel imaging strategies and new molecu-
lar probes for monitoring specific biological

targets in physiological settings. He received his PhD in

priate housing. The class is required for students in summer
chemistry from Harvard, and, after postdoctoral studies at
service work with our collaborating facilities or in programs
UC–San Diego, he joined the Stanford faculty in 2004. He es-
caring for vulnerable children. However, students enrolled in
pecially enjoys spending time with his young daughter.
this class have no obligation to participate in summer service
work in sub-Saharan Africa.

Brent Solvason is associate professor in the

Department of Psychiatry and Behavioral
Sciences, assistant director of the Psychop-
harmacology Clinic and the Depression Re-
search Clinic, and medical director for the
Electroconvulsive Therapy (ECT) Service. He
is the principal investigator or co-investiga-
tor on clinical trials studying treatment- re-
sistant depression using cutting-edge brain stimulation tech-
nologies, and for studies on antidepressants.

Daryn Reicherter, MD is a clinical faculty member in the

Department of Psychiatry and Behavioral Sciences. He is the
mental health director for several programs that serve the
homeless population in the mid-Peninsula area. He works
clinically with traumatized refugees from diverse regions of
the world now living in the Bay Area. Over the last three years
he has worked with Dr. Solvason in Indonesia with orphans
and vulnerable children affected by the Indian Ocean tsu-
nami of 2004.

76
SOPHOMORE
SURGERY 69Q
It’s All in Your Head: Understanding
Diversity, Development, and
Deformities of the Face
S, SEM | 3-4 Units | Ltr-CR/NC | WRITE-2
TTh 10:00a–11:30a
Prerequisite: PWR 1. Preference to students who have completed
either an Advanced Placement high-school biology course or a
university-level biology course.
N o region of our anatomy more powerfully conveys our
moods and emotions than our face, nor elicits more profound
reactions when disease or genetic disorders leave behind a
disfigurement. In recent years, remarkable strides have been
made toward unraveling the mechanisms that control how
the face is patterned. We will examine new work from evo-
lutionary and molecular biologists who have tackled a per-
plexing matter that stumped even Darwin, namely, how are
variations in facial form actually elicited? The insights aren’t
just applicable to the beak of a finch, either. Remarkably, the
same mechanisms that sculpt the bird beak are involved in
forming fish heads. Other new advances in the field of cran-
iofacial biology are actually predicated on clinical observa-
tions garnered since the time of Aristotle. For millennia, we
have vigilantly scrutinized and cataloged facial deformities,
but only in the last decade have we finally found clues as to
how tissues and molecules interact to form the face. We also
need to ponder anew how differences in facial anatomy can
profoundly affect an individual’s self-perception and his or
her acceptance by our beauty-conscious society.
This course fulfills the second-level Writing and Rhetoric
(Write-2) requirement and will emphasize oral and multime-
dia presentation.
Jill Helms, an associate professor in the de-
partment of plastic and reconstructive sur-
gery, came to Stanford from UC–San Fran-
cisco, where she was the director of the
Molecular and Cellular Biology Laboratory.
She has a clinical degree and a PhD, and her
research focuses on the genetic, cellular,
and molecular basis for birth defects of the
head and the skeleton. Her clinical interests center on devel-
oping better techniques for the diagnosis, prevention, and
treatment of birth defects in children. She divides her time
between research, teaching, learning, and mentoring stu-
dents in the medical and dental sciences related to craniofa-
cial biology.
Bo Liu, a postdoctoral research fellow in the Department of
Surgery, received a PhD in oral pathology in 2003 from Peking
University, and, previously, a dental degree from the same uni-
versity. For four years she was a postdoctoral research fellow
at the Center for Oral Biology at the University of Rochester.
SOPHOMORE
SURGERY 70Q
Surgical Anatomy of the Hand: From
Rodin to Reconstruction
S, DIAL | 2 Units | S/NC
See Axess or SIS website for day and time
The surgical anatomy of the hand is extremely complex in
terms of structure and function. This course will explore the
anatomy of the hand in several different contexts: its rep-
resentation in art forms, the historical development of the
study of hand anatomy, current operative techniques for re-
construction, advances in tissue engineering, and the future
of hand transplantation.
The course will be based on a series of lectures tracing in-
vestigations into the anatomy of the hand over the centuries.
A syllabus of reading materials will be distributed. The course
will include a visit to the Rodin collection of hand sculptures
at the Cantor Art Museum, anatomic dissections on a cadaver
upper extremity, lectures on hand reconstruction, tours of
tissue engineering research laboratories, and tutorials inside
the operating room to observe actual hand reconstruction
procedures.
James Chang is a professor of plastic sur-
gery and orthopedic surgery and chief of
the Division of Plastic and Reconstructive
Surgery at Stanford. Dr. Chang has a BAS
WINTER
from Stanford. He spent a year as a lecturer
in English at the Beijing University of Sci-
ence and Technology in Beijing. He gradu-
ated from Yale Medical School and then
completed a residency at Stanford.
His research interests include modulation of Transform-
ing Growth Factor-Beta in scarless flexor tendon wound heal-
ing and tissue engineered flexor tendon grafts for hand re-
construction. Dr. Chang is the recipient of numerous grants.
He is an associate editor for Journal of Hand Surgery, Annals
of Plastic Surgery, Hand, and Microsurgery, and also research
director for the American Society for Surgery of the Hand.
Dr. Chang’s surgical interests are in reconstructive sur-
gery of the hand and extremities including microsurgical
reconstruction. He also has interest in pediatric hand and
microsurgery, post-oncologic head and neck reconstruction,
and lower extremity reconstruction.
He is married to Dr. Harriet Walker Roeder, a psychiatrist.
They live on the Stanford campus with their three daughters,
Julia, Kathleen, and Cecilia. In his spare time, he enjoys travel-
ing, running marathons, fly fishing, watching baseball, and
following his daughters’ sports teams.
77
SPRING COURSES

Application must be submitted via the web at

introsems.stanford.edu

Application Deadline for Spring Quarter is

Friday, March 5 at 12:00 noon

78
FRESHMAN FRESHMAN
ASIAN LANGUAGES 70N BIOLOGY 13N

Marvelous Creatures: Animals and Environmental Problems and Solutions

Humans in Chinese Literature
F, SEM | 3 Units | Letter Grade Only | DB-NatSci
TTh 2:15p–3:45p
F, SEM | 3-4 Units | Letter Grade Only | DB-Hum
TTh 3:15p–4:30p
This seminar is designed to allow students to gain the un-
Chinese literature teems with animal characters: monkeys, derstanding that every educated person should have of envi-
ronmental problems, the driving forces that cause them, and
snakes, foxes, wolves, dogs, and birds, to name a few. Mythi-
how science works. Reading and discussions will be designed
cal, charming, wily, amorous, or mischievous, these memo-
to allow students to detect the pseudoscience that is fre-
rable creatures are potent symbols of cultural values and
quently offered on environmental issues. Students will read
dynamic sites of changing human aspirations. In this course,
articles by leading environmental scientists and statements
we will read novels and short stories as well as view films
from the leading scientific organizations as well as analyze
that feature an array of marvelous creatures from later impe-
materials from sources such as the editorial pages of the Wall
rial times to the contemporary era. We will ask what animal
Street Journal. One text for the course will be Paul and Anne
imageries and metaphors can tell us about the Chinese and
Ehrlich’s One with Nineveh. Emphasis will be on global issues
how they relate to the world – natural, supernatural, and hu-
and underlying causes (overpopulation, overconsumption,
man – across the centuries.
use of faulty technologies, and maldistribution of power)
rather than on symptoms. Students will analyze differing
Haiyan Lee received her PhD in East Asian views and discuss possible solutions. Each will give seminar
Literature from Cornell. She taught at Cor- presentations, lead seminar discussions, and write several
nell, the University of Colorado at Boulder, short documented letters or position papers designed for
Harvard, and the University of Hong Kong policy makers.
before joining the Stanford faculty in 2009.
Her book, Revolution of the Heart: A Geneal-
When Paul Ehrlich wants relaxation, he
ogy of Love in China, 1900-1950, is a critical
goes to Colorado, Costa Rica, Borneo, or
genealogy of the idea of “love” (qing) in
some such place (usually with colleagues
modern Chinese literary and cultural history. It was awarded
and graduate students from Stanford’s Cen-
the Association for Asian Studies 2009 Joseph Levenson Prize
ter for Conservation Biology) to research
for the best English-language academic book on post-1900
ways to conserve Earth’s dwindling biologi-
China. Her research and teaching interests range from litera-
cal diversity and to enjoy the beauty of
ture, film, and mass media to history and philosophy. She has
birds, butterflies, and coral-reef fish. Much
written on such topics as love, emotion, sexuality, gender,
of the rest of the time he spends analyzing the human pre-
beauty, ideology, loyalty, and betrayal. She also occasionally
dicament and trying—largely unsuccessfully—to alert deci-
writes blogs on popular culture, such as this one on Kung Fu
sion makers to its dimensions. He has published more than
Panda. http://thechinabeat.blogspot.com/2008/07/kung-
30 books and hundreds of articles in this area. His work has
fu-panda-go-home.html.
earned him membership in academies and many honors, in-
cluding the Crafoord Prize of the Royal Swedish Academy of
Sciences (given explicitly as a substitute for the Nobel Prize in
fields not eligible for a Nobel). He is the recipient of the 2001
Eminent Ecologist Award from the Ecological Society of

SPRING
America, an award given annually to a senior ecologist for
sustained and distinguished contributions to ecology and
biological sciences.

79
 FRESHMAN
BIOLOGY 16N
Island Ecology
F, SEM | 3 Units | Letter Grade Only | DB-NatSci
MWF 12:50p–2:05p
Prerequisite: A strong technical background is not assumed;
familiarity with island ecosystems will be welcome. This course
will culminate with a one-week field trip to Hawai’i immediately
after final exams in June. Student room, board, and travel ex-
penses will be covered by the Wrigley Fund.
If you know any place well, you know something about the
world. If your place is an island, in some senses it is a world
in itself. We can learn a great deal about evolution, ecology,
conservation biology, human-land interactions, and ecosys-
tems by studying islands, and this seminar will explore how
to do that. Discussions will emphasize the ecosystems of the
Hawaiian Islands, asking how Hawaiian climate, geology,
organisms, and societies work and how they can serve as a
model for how the world works.
Peter Vitousek is Clifford G. Morrison Pro-
fessor of Population and Resources Studies
in the Department of Biology. His research
includes studies of basic controls on ecosys-
tem structure and function, and analyses of
global environmental change caused by
human activity. He was born and raised in
Hawai’i, where most of his research is now
centered, but he has also worked in Costa Rica, Mexico, Brazil,
and the continental United States. He is involved in conserva-
tion-related activities in Hawai’i in cooperation with state and
federal agencies and private landowners. One facet of this
work is the preservation of alala, the Hawaiian crow, the most
endangered bird in the United States
SPRING
80
FRESHMAN
BIOLOGY 26N
Maintenance of the Genome
F, SEM | 3 Units | Letter Grade Only | DB-NatSci
TTh 3:15p–4:30p
Prerequisite: High-school biology; Advanced Placement in biol-
ogy, chemistry, or physics.
The precious blueprint for life is entrusted to the genomic
DNA molecules in all living cells. Multiple strategies have
evolved to prevent the deleterious consequences of endog-
enous DNA alterations and damage from radiation or geno-
toxic chemicals in the environment. This seminar will reveal
the remarkable systems that scan cellular DNA for alterations
and make repairs to ensure genomic stability. Deficiencies
in DNA repair have been implicated in many hereditary dis-
eases involving developmental defects, premature aging,
and/or predisposition to cancer. An understanding of DNA
repair mechanisms is particularly important for advances in
the fields of cancer biology, neurobiology, and gerontology.
The course structure includes background readings and in-
troductory lectures, followed by the opportunity for students
to give presentations and lead class discussions on relevant
topics of their choosing. There are no written exams, but a
short term paper is required.
Philip Hanawalt is a pioneer in the fields of
DNA replication and repair, having co-dis-
covered the now ubiquitous process of ex-
cision repair 45 years ago at Stanford. More
recently, he and his students discovered
transcription-coupled DNA repair, by which
expressed genes are more efficiently re-
paired than silent domains of the genome.
His research employing undergraduate students includes
working with cultured mammalian cells, bacteria, and in vitro
systems. Professor Hanawalt has won the Peter and Helen
Bing award for Distinguished Teaching at Stanford, an Excel-
lence in Teaching Award from the Northern California chap-
ter of Phi Beta Kappa, and the Student Mentoring Award from
the Environmental Mutagen Society, for which he has also
served as president. He held an Outstanding Investigator
Grant from the National Cancer Institute for many years, and
he has been elected to both the National Academy of Sci-
ences and the American Academy of Arts and Sciences.
FRESHMAN
BIOLOGY 33N
Conservation Science and Practice
F, SEM | 3 Units | Letter Grade Only | DB-NatSci
MW 2:15p–3:45p
U ntil the next big asteroid hits Earth, the future of life will
depend much more on humanity than on any other force.
What kinds of plants, animals, and microorganisms will exist
over the coming decades and centuries? Which most merit
protection, and what is the scientific basis for deciding? How
can the values of nature be integrated into the decisions of in-
dividuals, communities, corporations, and governments? This
seminar will explore conservation science and practice today.
We will span a wide range of places and goals, from saving
pandas and purifying drinking water to alleviating poverty
and restoring cultural connections to nature. Throughout,
we will assess the prospects for making conservation main-
stream, economically attractive, and commonplace around
the world.
Gretchen Daily is professor in the Biology
Department, director of the Center for Con-
servation Biology, and senior fellow at the
Woods Institute for the Environment. In
2005-06, she was named the Stanford Par-
ents University Fellow in Undergraduate
Education. Professor Daily and her research
group have ongoing projects in China, Co-
lombia, Costa Rica, Ecuador, Ethiopia, Hawai’i, Kenya, and Tur-
key. She is one of the leaders of a Stanford partnership with
the Nature Conservancy and World Wildlife Fund to align
economic forces with conservation in ways you can help in-
vent.
FRESHMAN
BIOLOGY 39N
Networks in Biology
F, SEM | 3 Units | Ltr-CR/NC
F 10:00a–11:50a
N etworks are everywhere: friendship links on Facebook,
airline routes, power grids, the Internet, highway systems.
The list goes on and on. Biology is no exception; food chains,
protein interaction maps, and metabolic pathways are all
examples of networks. Despite their ubiquity, the study of
networks in the biological world started only about a decade
ago. Exploration and exploitation of network analysis in bio-
logical systems is only in its infancy. In this course, we will
explore networks in biology and the approaches people are
using to study them through discussions and presentations
of original research papers.
Sue Rhee is a staff scientist at the Depart-
ment of Plant Biology, Carnegie Institution
for Science, located on the Stanford cam-
pus. She received her BA in biology at
Swarthmore College and a PhD in biologi-
cal sciences at Stanford. After 10 years of
wet-lab research, she switched to bioinfor-
matics and helped create several world-re-
nowned databases that are accessed by tens of thousands of
researchers. After 10 years of dry-lab research, she recently
transitioned into a semi-dry state, where she combines de-
velopment of computational models and experimental vali-
dation of the models on the bench. Her main subject of study
is a model plant called arabidopsis thaliana, and her long-
term goal is to uncover the mysteries of how plants process
information from their environment to reprogram their
growth and development.
SPRING
81
 FRESHMAN
CHEMISTRY 24N
Nutrition and History
F, SEM | 2 Units | Ltr-CR/NC
W 2:15p–4:00p
This seminar will examine the biochemical basis of the nutri-
tional deficiencies and environmental toxins that have influ-
enced human history. Each topic will begin with a chemical
description of the agent and discussion of its physiological
action, followed by consideration of the sociological, political,
and economic consequences of its effects on human popula-
tions. Possible topics are vitamins (deficiency diseases such
as rickets and scurvy, evolution of skin pigmentation), miner-
als (iron and calcium deficiencies, selenium and arsenic toxic-
ity), organic toxins (ergot, botulinium, ptomaines), starvation
(carbohydrate metabolism, galactosidases, glucosidases),
and metabolic variants that predispose to disease (porphyria,
favism, phenylketonuria). Students will prepare written and
oral reports. Students might research the historical aspects of
an agent, such as those listed above, for which the instructor
will have presented chemistry and physiology.
Wray H. Huestis is a professor of chemistry. Her research
concerns the structure and function of cell membranes, fo-
cusing on lipid metabolism and organization, protein struc-
ture, and membrane fusion mechanisms. She received a PhD
in biophysics and chemistry from the California Institute of
Technology. She was the recipient of an Alfred P. Sloan Foun-
dation Fellowship and a Stanford Dean’s Award for Excellence
in Teaching.
SPRING
82
FRESHMAN
CLASSICS (CLASSGEN) 24N
Sappho, Erotic Poetess of Lesbos
F, SEM | 4-5 Units | Letter Grade Only | DB-Hum, EC-Gender
MW 1:15p–2:45p
S appho, the archaic poet from the Greek island of Lesbos,
has probably been the most influential female poet in West-
ern civilization, although her life remains an intriguing enig-
ma. In this class we will read all of Sappho’s surviving frag-
ments in English and discuss all aspects of her poetry as well
as the traditions referring to, or fantasizing about, her much
disputed life. We will examine the various ways in which Sap-
pho’s poetry and legend have inspired not only female au-
thors but also great male poets such as Swinburne, Baude-
laire, and Pound. We will see and analyze the many paintings
inspired by Sappho in both ancient and modern times and
will listen to the various composers who attempted to put her
poetry into music. We will also investigate the rich heritage of
writings concerning Sappho and her circle, from ancient to
contemporary times, focusing on those periods when schol-
ars have debated about the interpretation of her poetry. No
previous knowledge of Greek poetry or culture is required.
Anastasia-Erasmia Peponi, an acting as-
sociate professor in the Classics Depart-
ment, received her PhD from Aristotle Uni-
versity of Thessaloniki, Greece, in 1992. Her
areas of interest are Greek aesthetics, lyric
as a verbal and visual genre, and dance in
Greek antiquity. She is currently preparing
two books, Frontiers of Pleasure: Models of
Aesthetic Response in Archaic and Classical Thought and Dis-
course and Dance in Greece.
FRESHMAN
COMPUTER SCIENCE 26N
Motion Planning for Robots, Digital
Actors, and Other Moving Objects
F, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
MW 9:30a–10:45a
Prerequisite: Some computer programming experience (in any
language); while this need not be extensive, some is necessary
for understanding computer representations and algorithms.
Have you ever wondered how a robot arm can manipulate
parts without colliding with its environment, or how many
maneuvers it takes to park a car in a tight spot, or how char-
acters in computer games can avoid running into obstacles
or each other, or how molecules change shapes over time to
perform vital biological functions? This seminar will introduce
motion planning theory and computational approaches:
how to represent, simulate, and plan motions in a computer.
Intriguing algorithms, representations, and applications will
be addressed, along with terminology and concepts for read-
ing motion planning research literature. In addition to those
listed above, problems will include: how to assemble a prod-
uct from individual parts; how a multi-limbed robot (e.g., a
humanoid robot) can navigate on rough terrain; how robots
can perform some surgical procedures. For those students
who so wish, there will be opportunities to do a program-
ming project. For others, assignments will include readings,
in-class presentations, and/or solving problem sets.
Jean-Claude Latombe graduated from the
University of Grenoble, where he also got
his PhD. He joined Stanford in 1987. Since
then, the goal of his research has been to
create autonomous agents that sense, plan,
and act in real and/or virtual worlds. Most of
his work focuses on representing, sensing,
planning, controlling, and rendering mo-
tions of physical objects (robots, digital humans, molecules,
etc.) He has been working on multiple applied projects, in
mobile robotics, robotic surgery, graphic animation, and
pharmaceutical drug design. He has also co-founded three
startups in France, Singapore, and the United States.
Since joining Stanford, Professor LaTombe has climbed
a number of high mountains in South America (Peru, Bolivia,
and Ecuador), as well as in Nepal and Central Asia. He also
loves rock climbing, ice climbing, and randonnée ski.
FRESHMAN
COMPUTER SCIENCE 73N
Business on the Information Highways
F, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci, WRITE-2
ThF 4:15-5:05 and 2:15p–4:05p
Prerequisite: PWR 1.
This course will focus on the use of the Internet for scientific
and commercial communication. Enough technology will
be presented to give students a sense of the possible, which
pitfalls exist, and what are the most likely directions for the
future. For instance, buyers lose inspection of goods but gain
access to the entire world market, and impressive encryption
technology can protect crooks as well as legitimate business-
es. The balance point between preserving an open society
and maintaining protection from snoopers, competitors, and
marketers is in flux. Students will prepare webpages that rep-
resent a business or that can teach others about such topics.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Gio Wiederhold, emeritus professor of
computer science, medicine, and electrical
engineering, is active in the application of
knowledge-based techniques to database
management, information systems, secure
information management, and software
construction and maintenance. After earn-
ing an aeronautical engineering degree in
Holland and undergoing 16 years of industrial experience in
the United States, he earned a PhD in medical information
science at UC–San Francisco and joined the Stanford faculty
in 1976. During 1991-94 he was a program manager at
DARPA, originator of the Internet.
Avron Barr and Shirley Tessler are long-
time members of the Stanford community.
Mr. Barr wrote the four-volume Handbook of
Artificial Intelligence while a graduate stu-
dent in computer science in the 1970s. Ms.
SPRING
Tessler has an MBA from Wharton, and
worked in banking and corporate finance
before coming to Stanford to study com-
puter science. Currently, they are focused
on developing international standards for
eLearning and investigating intellectual
property valuation issues.
83
 FRESHMAN
DRAMA 15N
Screening the Stage
F, SEM | 4 Units | Letter Grade Only
MW 1:15p–3:05p
This seminar will look at various stage plays that have been
adapted for film to consider the differences in narrative, scene,
character, and the effects of star actors, as well as evidence of
audience and expectation in each medium. Texts will include
Look Back in Anger, A Streetcar Named Desire, A Raisin in the
Sun, Who’s Afraid of Virginia Woolf?, Mel Gibson’s 1990 Hamlet,
Closer, and Doubt.
Alice Rayner teaches dramatic literature
and theory in the Drama Department. Her
interests include the phenomenology of
theater as well as comedy, genre theory,
and rhetoric. She has taught freshman sem-
inars on the multiple variations of Hamlet.
Published books include Comic Persuasion;
To Act, To Do, To Perform: Drama and the Phe-
nomenology of Action, which begins with Hamlet; and Ghosts:
Death’s Double and the Phenomena of Theatre.
SPRING
84
FRESHMAN
ECONOMICS 17N
Energy, the Environment, and the
Economy
F, SEM | 2 Units | Letter Grade Only
MW 7:00p–9:00p
Prerequisite: Economics 1A.
This course will examine the intimate relationship between
environmental quality and the production and consumption
of energy. A major source of frustration to promoters of envi-
ronmentally-friendly energy production and consumption is
the inability of these energy sources to displace conventional
sources to a sufficient extent to achieve tangible environ-
mental benefits. Is this outcome the result of a level playing
field for conventional versus alternative energy sources? Are
conventional energy sources the most efficient way to meet
the world’s energy needs at least cost, including the nega-
tive environmental impacts that are not currently explicitly
priced?
We will assess the economic efficiency and political
economy implications of a number of topics in energy and
environmental economics. These include the Strategic Petro-
leum Reserve (SPR), congestion pricing for urban traffic, the
“smart” transmission grid for electricity, nuclear energy and
waste, the real cost of renewable energy, corporate average
fuel efficiency (CAFÉ) and low-carbon fuel standards (LCFS),
energy efficiency investments, greenhouse gas emissions
(GHG) control, and carbon capture and sequestration (CCS).
Readings will explain the economics and engineering behind
these topics, and class discussions will elaborate.
Frank Wolak is the Holbrook Working Pro-
fessor of Commodity Price Studies in the
Economics Department at Stanford. He re-
ceived his undergraduate degree from Rice
University, and an MS in applied mathemat-
ics and PhD in economics from Harvard. His
fields of research are energy and environ-
mental economics. He specializes in the
study of privatization, competition, and regulation in both
energy and network industries such as electricity, telecom-
munications, water supply, natural gas, and postal delivery
services. Since April 1998 he has been chairman of the Mar-
ket Surveillance Committee (MSC) of the California Indepen-
dent System Operator for the state’s electricity supply indus-
try. In this capacity, he has testified numerous times at the
Federal Energy Regulatory Commission (FERC), and at vari-
ous committees of the U.S. Senate and House of Representa-
tives and California Senate and Assembly on issues relating
to energy and environmental issues.
FRESHMAN
ELECTRICAL ENGINEERING 23N
Imaging: From the Atom to the Universe
F, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
TTh 7:00p–8:15p
I n this seminar, students will explore various forms of imag-
ing through hands-on experimentation and field trips. The
material will range from natural vision systems (human and
animal) and basic scientific instruments (the microscope and
telescope) to state-of-the-art systems such as the atomic
force microscope, the digital camera, holographs, nuclear
magnetic imaging, sonar and gravitational wave imaging,
and the Hubble Space telescope.
Students will acquire a basic understanding of imaging
systems through exposure to the underlying physical prin-
ciples, experiments, and contact with real devices and sys-
tems in the classroom, elsewhere on campus, and through
field trips. The instructors will present formal material and
then will engage students in interactive discussion and ex-
periments. We will challenge students to think about com-
plex problems in fundamental ways and stimulate them to
be creative in their approach to solving problems. Our ulti-
mate goal is to teach students how to extract the essence
from complex information.
Lambertus Hesselink is a professor in elec-
trical engineering, aeronautics and astro-
nautics, and applied physics. He has re-
ceived numerous awards for his research in
ultra-high-density optical data storage,
nano-optics, digital imaging, and optical
communication components. He founded
Siros Technologies, Inc., and co-founded
Senvid, Inc., both focused on the development of commer-
cial optical systems and Internet products.
Yuzuru Takashima is a postdoctoral re-
searcher in the Department of Electrical En-
gineering. His work has focused on optical
engineering and science. He has 10 years of
extensive experience as an optical engineer
in lens designs for industrial imaging sys-
tems. Currently, he and Professor Hesselink
are researching cutting-edge optical data
storage systems using holograms of nano- to submicro me-
ter scale, as well as nanometer scale material processing us-
ing femtosecond lasers.
FRESHMAN
ELECTRICAL ENGINEERING 24N
Incentives Mechanisms for Societal
Networks
F, SEM | 3 Units | Ltr-CR/NC
See Axess or SIS website for day and time
Societal networks are associated with some of society’s most
common functions such as road systems, public transporta-
tion, and recycling. The efficient operation of such networks
requires that users behave responsibly and observe proper
etiquette when sharing common resources. It is important
that the rules governing societal networks be chosen so as
to align individual interests with the greater social good.
This course is about the use of monetary incentives to
promote good behavior in societal networks. Examples in-
clude incentivizing people to drive at less congested times,
to use public transportation, and to recycle more active-
ly. The class has three parts: (1) background in the relevant
economic theory; (2) designing incentive mechanisms for
decongesting road traffic and improving recycling; and (3)
field experiments to promote recycling. In the field experi-
ments, students will offer recyclers various monetary rewards
(as determined by an algorithm) and record the response of
the recyclers.
Balaji Prabhakar is an associate professor
of electrical engineering and computer sci-
ence. He is interested in network algorithms,
scaleable methods for network perfor-
mance monitoring and simulation, wireless
(imaging) sensor networks, stochastic net-
work theory and information theory. He has
designed algorithms for switching, routing,
bandwidth partitioning, load balancing, and web caching.
Professor Prabhakar has been a Terman Fellow at Stanford
and a fellow of the Alfred P. Sloan Foundation. He has received
the CAREER award from the National Science Foundation, the
Erlang Prize from the INFORMS Applied Probability Society,
and the Rollo Davidson Prize, awarded to young scientists for
their contributions to probability and its applications.
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 FRESHMAN
ENGLISH 53N
Aesthetic Taste and Gastronomy
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum
TTh 1:15p–3:05p
This seminar provides a jaunt through the worlds of aes-
thetic taste and gastronomy as defined by 18th-century Brit-
ish essayists and their 19th-century heirs from England and
France. The focus is on the development of middle-class taste
(both figurative and foody) as well as manners, snobbery, and
sensibility.
Denise Gigante is an associate professor of
English literature specializing in the 18th
and 19th centuries, and is completing a
book entitled After Taste: The Aesthetics of
Romantic Eating, and editing another called
Eating Romanticism: Writing between Appe-
tite and Taste, 1770–1830. Her theoretical
interest in the topic of eating has also in-
spired several essays soon to be published in scholarly jour-
nals, including “Milton’s Aesthetics of Eating” and “Keats’s
Ample Palate.” Her published work includes recent articles on
“ugliness” in Frankenstein, Victorian poetics, and the ques-
tion of critical self-creation. Her books include Taste: A Literary
History; Gusto: Essential Writings in Nineteenth-Century Gas-
tronomy; The Great Age of the English Essay: An Anthology; and
Life: Organic Form and Romanticism. She received her PhD
from Princeton and her BA from Yale.
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FRESHMAN
ENVIRONMENTAL EARTH SYSTEM SCIENCE 39N
The Carbon Cycle: Reducing Your Impact
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
TTh 3:15p–4:05p
S ince the industrial revolution man has fundamentally per-
turbed the carbon cycle through the burning of fossil fuels.
As a result, the Earth will and is undergoing fundamental
changes in global climate, many of which will impact your
life. Focus is on the long- and short-term carbon cycle and
how as an individual you may shrink your carbon footprint.
There will be outside readings, class discussion and student
oral presentations. Classes will be held at the Stanford Com-
munity Farm, weather permitting.
C. Page Chamberlain received his PhD in
geology and geophysics from Harvard in
1985. He was a professor at Dartmouth Col-
lege for 14 years before moving to Stanford
in 2001. His research is in the broad area of
isotope biogeochemistry, and it focuses on
a wide variety of problems such as the link
between climate and the origin of moun-
tainous regions, the relationship between surface processes
and tectonics, the chemical weathering of rocks, and isotopic
studies of bird migration and the paleoecology of California
condors. He has worked extensively in the northern Appala-
chians, Rocky Mountains, Sierra Nevada, Tibet and the Hima-
layas, and the Southern Alps of New Zealand.
FRESHMAN
GERMAN STUDIES 123N
The Brothers Grimm and Their Fairy
Tales
F, SEM | 4 Units | Ltr-CR/NC | DB-Hum, WIM
TTh 4:15p–5:30p
Prerequisite: German 3 or equivalent.
When Jacob and Wilhelm Grimm published the Kinder-
und Hausmärchen in 1812, they could not have known how
many editions it would go through, the many languages it
would be translated into, or the many ways the stories would
be interpreted. This course will hardly be definitive, but we
will read, hear, and see some of the versions and revisions of
the tales and reactions to them (printed, painted, sketched,
taped, and filmed). Class will be taught in German, with read-
ings in German. We will focus on a wide range of questions.
Who were the Grimms? In what cultural context did they col-
lect their fairy tales? From whom did they get the stories?
How have the tales been received in different cultures at
different times? Do the tales encourage any specific values
(“the moral of the story is...”)? How have they served or not
served the interests of the German state(s), present and past?
We will also look at interpretations from different theoreti-
cal perspectives (e.g., feminist and psychoanalytic). Required
coursework includes four short papers in German and pos-
sible participation in small-scale dramatizations.
Orrin (Rob) Robinson received his BA in
psychology at Stanford (1968) and returned
after getting a PhD in linguistics (1972) at
Cornell and teaching German for a year at
UC–Berkeley. He lived for 15 years in Stan-
ford dorms as a resident fellow and is still a
faculty associate with the German theme
house, Haus Mitteleuropa. Professor Robin-
son has done research in general and Germanic linguistics
and has published works on theoretical phonology (the for-
mal structure of sound systems), the history and dialectology
of various Germanic languages, and Old High German syn-
tax. His current research includes the question of which data
count as data when describing the language known as Mod-
ern “Standard” German.
FRESHMAN
GEOLOGICAL AND ENVIRONMENTAL SCIENCES 39N
Forensic Geoscience: CSI Stanford
F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci
TTh 1:15p–3:05p
This seminar will focus on the geological principles, ma-
terials, and techniques that have proven indispensable to
modern criminal investigations. Forensic geoscience and the
application of scientific principles to crime-solving were first
popularized in the fictional work of Sir Arthur Conan Doyle
through his character Sherlock Holmes. Today, modern crimi-
nal investigations increasingly rely on the technological tools
used by geoscientists and their knowledge-base of earth
materials and properties. Television shows have popularized
the field of forensic science and the use of geologic evidence.
In reality, the “smoking gun” is often less decisive and more
challenging to obtain.
This course will provide an introduction to basic earth
materials, their origin and variability, and the different ways
in which they can serve as evidence in criminal cases and
other types of investigations. Basic principles in geoscience—
including geochemistry—which form the basis of modern
forensic investigations will be introduced and discussed
throughout the class. Techniques for identifying materials and
their composition will also be introduced, including scanning
electron microscopy (SEM) and the elemental analysis using
mass spectrometry. The class will use case-based simulated
forensic exercises and the local environments of the Stanford
campus and greater Bay Area. Local field trips and multiple
case summaries will be required.
Kate Maher is an assistant professor of geo-
logical and environmental sciences. Her re-
search uses isotopic and geochemical varia-
tions to trace a variety of environmental
processes and their impact on the quality of
the natural systems that we rely upon. These
processes include the fingerprinting of con-
taminant sources using isotopic variations
and the interactions between minerals and waters in soils,
ground waters, and marine environments.
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 FRESHMAN FRESHMAN
GEOLOGICAL AND ENVIRONMENTAL STUDIES 40N HISTORY 6N

Diamonds Utopia: History of Nowhere Land

F, SEM | 3 Units | Ltr-CR/NC | DB-NatSci F, SEM | 4 Units | Ltr-CR/NC | DB-Hum
TTh 1:15p–3:05p MW 12:50p–2:05p

D iamond, one of nature’s most spectacular creations, has
been blessed with a unique set of properties. In this seminar,
we approach this fascinating mineral from a variety of direc-
tions. Throughout human history, diamonds have served as
powerful symbols of perfection, wealth, power, beauty, love,
and eternity. We explore the history of diamonds as valuable
gem stones, discuss diamond prospecting and mining, and
delve into the often-tragic politics behind the international
diamond trade. On a planetary time scale, the chemical and
physical properties of individual diamonds provide clues
that help geologists understand the nature of Earth’s deep
interior and the origins of our solar system. Since they are
extremely tough, persisting through billions of years under
hostile environments in our planet and in meteorites, we are
able to investigate how diamonds record information about
the conditions under which they formed. Finally, we will look
at diamond as an über-material. It is the hardest substance
known to humankind and also possesses the highest ther-
mal conductivity of any known material; in fact, it leaves the
runners-up in the dust. These and other exceptional qualities
make diamond an ideal material for many industrial and re-
search applications, the development of which is limited only
by the high price of diamonds, the shortage of large natural
specimens, and the boundaries of our imagination. In this
seminar we examine the efforts of scientists to improve upon
nature, investigating cutting-edge methods for synthesizing
single-crystal diamond on a commercial scale, which could
potentially usher in a new diamond age to follow our current
age of silicon.
What would the perfect society be? How would work be
organized, and education, honor and profit be distributed?
How would children be raised, and who would govern? Such
questions have engaged philosophers, revolutionaries, and
dreamers in every historical age. This course examines uto-
pian literature from ancient Greece through the modern age,
focusing on the early modern period.
Laura Stokes completed her PhD at the
University of Virginia in 2006. Her disserta-
tion, “Demons of Urban Reform,” examines
the origins of witchcraft prosecution in
15th-century Europe against the backdrop
of a general rise in the prosecution of crime
and other measures of social control. In the
process she has investigated the relation-
ship between witchcraft and sodomy persecutions as well as
the interplay between the unregulated development of judi-
cial torture and innovations within witchcraft prosecution.
Her research plans include a social history of greed in the age
of the Reformation. Professor Stokes has been at Stanford
since 2007.

Wendy Mao is an assistant professor with a

joint appointment in the Department of
Geological and Environmental Sciences on
campus and on the Photon Science Faculty
at the Stanford Synchrotron Radiation Labo-
ratory. Her research focuses on the behavior
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of materials under compression. She uses

diamonds to squeeze samples to high pres-
sures and studies the dramatic changes that are induced. This
work has application to understanding Earth and planetary
interiors and developing new hydrogen-storage materials.

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FRESHMAN
HISTORY 36N
Gay Autobiography
F, SEM | 4 Units | Ltr-CR/NC | DB-Hum, EC-Gender
TTh 1:15p–3:05p
We will read six autobiographical texts and view three films.
“Gay autobiography” means an autobiography in which the
story of the author’s sexual experience and identity is a central
concern, not just an autobiography by an author who hap-
pens to be gay. Among the films we’ll consider is Brokeback
Mountain. Our discussions will be directed at three issues: (1)
Identity: to what extent do our writers view their sexual ori-
entation as a deep, inalterable, and defining characteristic?
(2) Gender: do these writers link their sexual orientation to
“gender deviance,” i.e., effeminacy in men and mannishness
in women, or do they argue that sexual orientation and gen-
der style are separate matters? (3) Solidarity: how much do
these writers identify with others who share their sexual situ-
ation? What politics follow from their circumstances? Every
student will be expected to write a 10-page autobiographical
essay.
Paul Robinson is the Richard W. Lyman Pro-
fessor in the Humanities. Since 1967, he has
been in the History Department, where he
teaches courses on modern European
thought and culture. He has received Stan-
ford’s Dinkelspiel Award for Distinctive Con-
tributions to Undergraduate Education.
Among his books are The Freudian Left; The
Modernization of Sex; Opera and Ideas; Freud and His Critics;
and Gay Lives: Homosexual Autobiography from John Adding-
ton Symonds to Paul Monette. He is a member of the American
Academy of Arts and Sciences.
FRESHMAN
HISTORY 62N
The Atomic Bomb in Policy and History
F, SEM | 5 Units | Letter Grade Only | DB-SocSci
T 3:15p–6:05p
Emphasizing declassified files from World War II and pub-
lished interpretations, this seminar will address a seeming-
ly simple set of questions. Why did the United States drop
atomic bombs on Japanese cities in August 1945? Were there
viable alternatives, and, if so, why were they not pursued?
What did the 1945 use of atomic bombs mean then and lat-
er? These questions will lead us to ask how postwar interpret-
ers, including World War II officials, explained and justified or
criticized the bombings, and why. Using approaches from
history, international relations, American studies, political
science, and ethics, we will investigate these questions and
their answers; the underlying conceptions; and the roles of
evidence, logic, models of explanation, ethical values, and
cultural/social influences in the continuing dialogue on the
atomic bomb. We will analyze the issues from multiple per-
spectives, asking why and how various answers were devel-
oped, scrutinized, and reformulated; why certain facts were
accepted or rejected in this process; and how the atomic
bombings have been understood.
Barton J. Bernstein is a professor of history
and former director of the American stud-
ies, international relations, and internation-
al policy studies programs. He is also in-
volved in the peace studies course and the
history of science program. He writes and
lectures on World War II and postwar U.S.
foreign and domestic policy, addressing
such subjects as the use of the atomic bomb, the early Cold
War, the Korean War, the Cuban missile crisis, universities and
defense, the roles of scientists in weaponry, and the chang-
ing shape of politics. Professor Bernstein served as an advisor
to the Smithsonian’s exhibit, and in his research has gathered
many unpublished, declassified materials on the develop-
ment and 1945 use of atomic bombs.
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 FRESHMAN
IBERIAN AND LATIN AMERICAN CULTURES 117N
Film, Nation, Latinidad
F, SEM | 3-4 Units | Ltr-CR/NC
MW 12:35p–2:05p
The literal and figurative nations of Spain, Mexico, and
Latina/o U.S.A. have been intertwined for centuries through
overlapping histories of conquest, colonization, diasporic mi-
grations, and cultural production and exchange. This course
will explore how filmmakers from these countries have ex-
panded, troubled, contested, parodied, or otherwise inter-
rogated questions about nationalism, citizenship, identity,
and even the very idea of “nation” itself. How does something
we call a nation come to be? What does it mean to be a citi-
zen? Who gets excluded from these categories, under what
circumstances, and by what means? Which formal elements
make the medium of film ideally suited for participating in
this dialogue within and across borders? Films may include
Amores perros (Alejandro González Iñárritu), Carne trémula
(Pedro Almodovar), El jardín del Edén (María Novaro), Lone
Star (John Sayles), The Spirit of the Beehive (Víctor Erice), Mi
Familia (Gregory Nava), Las Madres: The Mothers of Plaza de
Mayo, and Señorita Extraviada (Lourdes Portillo).
Yvonne Yarbro-Bejarano is an associate
professor of Spanish and Portuguese. Be-
fore joining the Stanford faculty in 1994,
she worked at the University of Washington
for 20 years after having earned two BA de-
grees, in comparative literature and Ger-
man, from that university and a PhD in
Spanish from Harvard. Her area of special-
ization is Chicana/o cultural studies, with an emphasis on
gender, race, and sexuality. Most of her courses look at ques-
tions of identity in writing, visual art, film and video, and the-
ater and performance.
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FRESHMAN
MATERIALS SCIENCE AND ENGINEERING 70N
Building the Future: Invention and
Innovation with Engineering Materials
F, SEM | 5 Units | Ltr-CR/NC | DB-EngrAppSci, WRITE-2
TTh 1:15p–3:05p
Prerequisite: PWR 1.
Without semiconductors, there would have been no high-
tech revolution. Without steel, there would not have been an
Industrial Revolution. Had the World Trade Center been made
of other materials, it might have survived. The overwhelming
technological importance of materials in the development
of human civilization is so evident that we commonly use
names such as the Stone Age, Bronze Age, and Iron Age to
describe entire epochs of human development. Today may
be called the Information Age, but it really is the Silicon Age.
This course will explore the nature and structures of materials
in the solid state, the pivotal role of materials in the develop-
ment of new technologies, and the limitations of materials
as seen in everyday life. Course work will involve readings,
reports on assigned reading, discussions, problem sets, field
trips, and formal presentations of small-group projects.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
John C. Bravman earned his BS (1979), MS
(1981), and PhD (1984) from Stanford in ma-
terials science and engineering. He is vice
provost for undergraduate education, a
professor of materials science and engi-
neering, and dean of the Freshman-Sopho-
more College at Sterling Quad. He has also
served as senior associate dean for student
affairs for the School of Engineering and as acting vice pro-
vost for student affairs. In recognition of his excellence in
teaching, Professor Bravman has received several awards, in-
cluding a Gores Award, Stanford’s highest honor for teaching.
He has been a freshman adviser or resident fellow every year
for the past 24 years. In his spare time, Professor Bravman en-
joys photography, cooking, and discussing politics and eco-
nomics.
FRESHMAN
MUSIC 16N, GERMAN STUDIES (GERLIT) 16N
Music, Myth, and Modernity: Wagner’s
Ring Cycle and J.R.R. Tolkien’s The Lord
of the Rings
F, SEM | 3 Units | Ltr-CR/NC | DB-Hum, EC-GlobalCom
TTh 3:15p–4:45p
Prerequisite: Preference given to students who have read the
Tolkien books and/or have some musical background.
Richard Wagner’s operatic cycle The Ring of the Nibelung and
J.R.R. Tolkien’s epic trilogy The Lord of the Rings share many
mythic themes and sources well beyond the evil power-
wielding ring at the axis of both plots. Peopled by a similar
cast of humans, dwarves, elves, dragons, and other mythic
beings, both epics trace a heroic journey-quest through an
archaic fantasy landscape. Wagner’s cycle was conceived in
the same historical context as Karl Marx’s Communist Mani-
festo and premiered in the early years of the new German
empire. Tolkien’s was influenced by the author’s experiences
in World War I and Britain’s struggle against Hitler’s Germa-
ny. Both works reflect an emerging awareness of the threat
posed by the Industrial Revolution to nature and society in
the modern West. Both raise questions about the afterlife of
mythic heroes and pagan or pantheistic spirituality in Chris-
tian-European culture.
This course highlights the interaction of Norse, Ger-
manic, and Anglo-Saxon mythic traditions and modern cul-
tural concerns, focusing on the role of musical motives and
characterization in Wagner’s operas and in Peter Jackson’s
film version of Tolkien’s trilogy. How does music profile the
mythic struggle of good and evil, old and new, divine and
human in retelling these myths in the modern mediums of
opera and film? How do Wagner’s and Tolkien’s epics enact
the universal “monomyth” (as Joseph Campbell called it) of
the heroic quest? How does the interaction of plot, character,
image, and music in the operas and the films relate to other
multi-media mythologies, from the Star Wars series to myth-
and fantasy-based video games?
Thomas S. Grey, professor of music, has
been at Stanford since 1990. He attended
high school in Connecticut, college at Dart-
mouth, and graduate school in music at
UC–Berkeley. As a musicologist, Professor
Grey has worked on Wagner and 19th-cen-
tury German music and opera for many
years. Well before that, he read all the Tolk-
ien books four times. He looks forward to bringing these in-
terests together in this seminar.
FRESHMAN
NEUROLOGY AND NEUROSCIENCES 67N
Intracellular Trafficking and
Neurodegeneration
F, SEM | 3 Units | Ltr-CR/NC
TTh 5:30p–7:00p
Prerequisite: High-school biology.
This course is an introduction to cell biology of degenera-
tive diseases. The seminar will build from basic cell structures
and functions, through essential elements of the intracel-
lular trafficking system that maintains exchanges of materi-
als and information inside the cells, to clinical features and
pathologies of neurodegenerative diseases. We will also in-
troduce basic techniques for examining cellular/subcellular
structures, especially cytoskeletons, and discuss functional
insights generated from structural exploration. A hands-on
laboratory opportunity will be considered for students to
perform microscopic examination on cells and visualize in-
tracellular trafficking.
This course is categorized as a research-based seminar,
and students may also have the opportunity to continue
their research in projects after the course is completed.
Yanmin Yang, associate professor, received
her MD from Fudan University Medical
School in China and her PhD in cell and mo-
lecular biology from the Max-Delbrueck
Center for Molecular Medicine in Berlin,
Germany. Since 2000 she has taught in the
Department of Neurology and Neurological
Sciences at Stanford. The research in her
laboratory centers on molecular mechanisms underlying
neurodegeneration, especially related to cytoskeletal func-
tion and organization.
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 FRESHMAN
PHILOSOPHY 9N
Philosophical Classics of the 20th
Century
F, SEM | 4 Units | Ltr-CR/NC | DB-Hum
MW 9:00-10:15
In this class we will read and discuss some of the last centu-
ry’s best and most influential philosophical writings. Our top-
ics will include ethics (what is the nature of right and wrong?),
language (how do meaning, reference, and truth arise in the
natural world?), science (can science claim objectively accu-
rate descriptions of reality?), existence (are there things that
don’t exist?), and the mind (could robots ever be conscious?).
Authors will include Bertrand Russell, Ludwig Wittgenstein,
Rudolf Carnap, Willard Quine, Thomas Kuhn, John Rawls and
Saul Kripke. The readings typically will not be long, but they
often will be difficult. In addition to closely reading and as-
sessing these works, we will get a general sense of the lay of
the land in contemporary philosophy.
Mark Crimmins received his undergradu-
ate degree from Princeton and his graduate
education at Stanford. His specialties include
philosophy of language, philosophy of mind,
metaphysics, and philosophical logic. He
has taught at Cornell and the University of
Michigan, and is returning to Stanford after
more than a decade away.
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FRESHMAN
PHYSICS 43N
Understanding Electromagnetics
Phenomena
F, SEM | 1 Unit | Ltr-CR/NC
M 3:15p–4:45p
Corequisite: This seminar can be taken concurrently with
Physics 43. It is also an excellent course for students who are
using Advanced Placement credit to place out of Physics 43.
Electricity and magnetism affect our lives in many ways. At
the most basic level, the electric force is responsible for bind-
ing electrons in atoms. On a more human scale, the electri-
cal power distribution system is an essential part of our lives.
Electricity and magnetism are also responsible for interest-
ing natural phenomena such as lightning and the northern
lights. Humans are extending the strength of magnetic fields
with technologies such as superconducting magnets, used in
top research facilities. In this seminar, we will explore applica-
tions of electricity and magnetism to everyday phenomena
and to topics in current physics research. We will tour local
facilities where high-power devices are fabricated and used.
This seminar will reinforce the concepts covered in Physics 43
by applying them to interesting examples and applications.
Robert Laughlin is a professor of physics at
Stanford and a research physicist at the
Lawrence Livermore National Laboratory. In
addition to being a co-recipient of the 1998
Nobel Prize in physics, he has received nu-
merous other awards for his pioneering
work, including membership in the Nation-
al Academy of Sciences. Professor Laughlin’s
current research is primarily in high-temperature supercon-
ductivity theory. Recent work includes model studies of
doped Mott insulators, computation of spectroscopic quanti-
ties—optical conductivity, magnetic susceptibility, photo-
emission—from first principles, and development of new
mathematical methods based on the fractional quantum Hall
effect. These include use of condensed matter lattice gauge
theories, use of quasiparticles carrying fractional quantum
numbers, and application of conventional Feynman rules to
systems containing both. Other interests include the theory
of metals, localization, and quantum chaos.
FRESHMAN
PHYSICS 80N
The Technical Aspects of Photography
F, SEM | 3 Units | S/NC
See Axess or SIS website for day and time 1:15p–2:05p
Prerequisites: High-school physics; a good background in pho-
tography.
This course will focus on how cameras record photographic
images, both on film and electronically, and on aspects of the
photographic process that are technical but which the pho-
tographer must understand to use cameras effectively. We
will discuss camera types and their advantages, how lenses
work and their limitations, camera shutters, light meters
and the proper exposure of film, film types, depth of focus,
control of the focal plane, and perspective, as well as special
strategies for macro and night photography. Students will be
introduced to view- and range-finder technical cameras and
encouraged to exploit the flexibility of these formats to take
photographs around campus and on photo excursions.
No darkroom work will be involved. Instead, the exposed
film will be professionally developed, and students will then
scan their images into Photoshop CS4 using the scanning
equipment supplied. Students will learn how to manipulate
their images in Photoshop, including adjustment of contrast,
brightness, hue, and color, as well as how to correct for image
shortcomings, such as key-stoning (perspective), dodging,
and burning. Finally, the images will be printed on special pa-
per using Epson 3800 eight-color printers. In addition, a tech-
nical studio camera (4-by-5-inch film format) will be available
in the photo room for the technically inclined.
Douglas Osheroff grew up in western
Washington, where, by age 10, he learned
photography from his father. He did his un-
dergraduate work at Caltech, went to Cor-
nell for graduate study in physics, and then
worked for 15 years at Bell Laboratories,
studying the unusual behavior of matter
near absolute zero. He came to Stanford in
1987 when his wife was offered a job at Genentech. In 1996,
he shared the Nobel Prize in physics for work he did as a grad-
uate student at Cornell, and his Nobel lecture included pho-
tographs he took as a graduate student of the apparatus used
in that work. Professor Osheroff combines two of his hobbies,
photography and hiking, and he seldom travels far without a
camera.
FRESHMAN
POLITICAL SCIENCE 16N
The Politics of Economic Development
F, SEM | 5 Units | Letter Grade Only | DB-SocSci, WRITE-2
See Axess or SIS website for day and time
Prerequisite: PWR 1.
Why are some countries rich and others poor? What ex-
plains the policies that governments adopt, and how do
those policies affect economic performance? We will use
tools from political science and economics to explore these
important questions.
This course is a research-based seminar. Students will
learn about research methods in political science and eco-
nomics and will collaborate with the instructor to design and
investigate research questions. Students may have the op-
portunity to continue their research after the course is com-
pleted.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Michael Tomz is an associate professor of
political science. He holds a master’s degree
from Oxford, where he was a Marshall
Scholar, and a PhD from Harvard. Tomz has
been a fellow at the Center for Advanced
Study in the Behavioral Sciences and a visit-
ing scholar at the International Monetary
Fund. He has written about international
trade and finance, and about politics and economics in Latin
America and the United States. He has also developed statis-
tical software. His current research areas include international
relations, public opinion, and elections. Professor Tomz is a
recipient of the Dean’s Award for distinguished teaching and
the Cox Medal for faculty excellence in fostering undergradu-
ate research.
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 FRESHMAN FRESHMAN
POLITICAL SCIENCE 48N PSYCHOLOGY 17N

Muslim Integration into France Language and Society: How Languages

Shape Lives
F, SEM | 5 Units | Ltr-CR/NC
See Axess or SIS website for day and time
F, SEM | 3 Units | Ltr-CR/NC | DB-SocSci
TTh 1:15p–2:30p
The specter of Islamized societies haunts Europe. Fears of
a fifth column of terrorism and a challenge by a population
of religious fanatics to a largely secularized continent are re-
D o the languages we speak shape the ways we think, the
way we feel, and the way we live our lives? Do people who
current in political dialogue from Spain to Austria. Yet little is
speak different languages think differently? Does learning
known as to whether these worries are a result of everyday
new languages change the way we think? What role does
xenophobia common to all situations of foreign immigration
language play in politics, law, and religion? We will look at the
or whether certain immigrants from the Middle East, Turkey,
role that language has in the minds of individuals, as well in
South Asia and Africa face special challenges because of
whole societies. The course readings will track breaking news
their Islamic heritage. The professor of this freshman seminar
stories about language and society. Class discussion will seek
collected survey and experimental data in France over the
to discover a scientific basis for engaging these broad issues.
course of the 2008-09 academic year to help answer these
questions. Students in the seminar will read a variety of claims
about this immigrant population and then put those claims Lera Boroditsky, an assistant professor of
to statistical test with the newly acquired data. Students will cognitive psychology, recently arrived from
be introduced to the European political context as well as MIT, where she was on the faculty in the De-
to basic skills in data analysis. They will be evaluated based partment of Brain and Cognitive Sciences.
upon seminar participation and a final paper that combines Professor Boroditsky’s research centers on
readings in French political discourse and data analysis to the relationships between mind, world, and
test the validity of conjectures and claims in that literature. language; the role of language in cognition;
(Reading knowledge of French and statistical skills are not the acquisition of language and meaning;
prerequisites). and the mechanisms through which individuals and societies
acquire and construct knowledge. She has conducted re-
search in countries all over the world including China, Greece,
David D. Laitin is the James T. Watkins IV
Turkey, India, Germany, Russia, Spain, Croatia, Indonesia,
and Elise V. Watkins Professor of Political Sci-
Chile, Peru, Puerto Rico, Argentina, and Holland. She also runs
ence. He received his BA from Swarthmore
a satellite research laboratory in Java, Indonesia.
and his PhD from UC–Berkeley. He has con-
ducted field research on issues of language,
religion, and politics in Somalia, Yorubaland
(Nigeria), Catalonia (Spain), and Estonia. His
latest book is Identity in Formation: The Rus-
sian-Speaking Populations in the Near Abroad. Recently, most-
ly in collaboration with his Stanford colleague James Fearon,
he has published papers on ethnic violence, terrorism, sui-
cide attacks, and the sources of civil wars since World War II.
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PSYCHOLOGY 23N
Aping: Imitation, Control, and the
Development of the Human Mind
F, SEM | 3 Units | Ltr-CR/NC
MW 11:00a–12:15p
A childhood that prolongs our state of stimulus-bound
helplessness beyond that of animals is the price human be-
ings pay for the benefits of shared cognitive structures. This
seminar will explore how such structures enable social col-
laboration, language, and the transmission and sharing of
knowledge. Sources include psychological data from animals
and humans and recent discoveries in neuroscience.
Michael Ramscar is an assistant professor
of cognitive psychology. He studied philos-
ophy as an undergraduate, and then com-
puter science and electronic engineering at
the master’s level, prior to doing his gradu-
ate research in artificial intelligence and
cognitive science at Edinburgh University.
Professor Ramscar’s research focuses on the
way people represent a world of things—from abstract ideas
to faces—in memory, and on language-learning in children
and adults.
FRESHMAN
RELIGIOUS STUDIES 10N
The Problem of God: From Aquinas to
the New Atheism
F, SEM | 4 Units | Letter Grade Only
See Axess or SIS website for day and time
O n my wall stands a framed cover of Time magazine from
April 1966. Three large words in red stand out against a black
background: “Is God Dead?” Inside this issue: an in-depth ar-
ticle on the “secularization” of Western societies, prognostica-
tions about the withering away of belief in God, and a report
about a curious group of university theologians profess-
ing a Christianity post mortum dei and eager to officiate at
God’s funeral. Fast-forward 20 years: Ronald Reagan is in of-
fice, Pat Robertson is busy organizing the Christian coalition,
and the now familiar “culture wars” are in full swing. At their
center are claims about God: God’s existence, God’s nature,
God’s revelation, God’s creation, God’s will for humanity, God
this, God that….Fast-forward another 20 years: newspapers,
magazines, and the new medium known as the World Wide
Web are awash in articles and blogs about “the New Atheism”
represented by a group of intellectuals—Sam Harris, Christo-
pher Hitchens, Richard Dawkins, and Daniel Dennett—whose
strident assaults upon belief in God and the persistence of
religion have put them on best-seller lists. If God is dead, his
ghost apparently is still haunting us. How can we understand
these developments? How new are such criticisms of “the-
ism”? What has the concept “God” meant to serious minds in
the past? And what point or function might belief in God have
in the modern/postmodern world? Through examination of
contemporary and classical theological and anti-theological
literature, this course will explore the intelligibility of theistic
belief at the beginning of the 21st century.
Brent Sockness holds an MA in Religious
Studies and PhD in Theology from the Uni-
versity of Chicago. His teaching focuses on
Christian thought and ethics since the Euro-
pean Enlightenment. His research concen-
trates on German theology and philosophy
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of religion in the 19th century, most recent-
ly the thought of Friedrich Schleiermacher.
Professor Sockness serves on the steering committees of the
programs in Ethics in Society and Interdisciplinary Studies in
the Humanities.
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 FRESHMAN
SLAVIC LANGUAGES AND LITERATURES (DLCL) 70N
From Vampires to Bathroom Walls:
Folklore and Literature
F, SEM | 4 Units | Ltr-CR/NC | DB-Hum, WRITE-2
MW 9:00a–10:30a
Prerequisite: PWR 1.
In the early 19 th
century, some Europeans started seeing
the stories and songs of illiterate peasants as “folklore” that
needed to be collected, preserved, and perhaps transformed
into new literature, art, and music. The folktales of European
peasants such as the Balkan legends of vampires continue
to inspire artists today. Meanwhile, the idea of folklore has
expanded to include the shared practices or utterances of
any group of people who share at least one linking factor:
Soviet political jokes, Northern California schoolchildren’s
counting-out rhymes, even latrinalia (the anonymous wall-
writings of public bathroom users). We will read folktales
and songs, riddles and jokes, and poems, stories, and plays
based on them, drawn from German, English, Russian, Ro-
manian, Yiddish, and other sources, and we will think about
how folklorists and writers have understood the connections
between the oral and the written. We will read fundamen-
tal theoretical essays by Jacob Grimm, James Frazer, Sig-
mund Freud, and others, to understand what people have
believed we can learn from folklore. At the same time, each
student will also collect living folklore from a group of their
own choosing and work to analyze and present it both orally
and on paper. Class will be interactive. In each class one or
more students will report orally; requirements include two
oral reports and a research paper. Two goals are for students
to understand how conceptions of folklore have influenced
our own culture and to develop a sophisticated understand-
ing of the connections between spoken and written words.
This course fulfills the second-level Writing and
Rhetoric Requirement (Write-2) and will emphasize oral and
multimedia presentation.
Gabriella Safran, an assistant professor of
Slavic languages and literature, is the au-
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thor of a book entitled Rewriting the Jew: As-
similation Narratives in the Russian Empire
(2000), which received several awards, in-
cluding the National Jewish Book Award
(East European Studies Division) and the
Aldo and Jeanne Scaglione Prize for Studies
in Slavic Languages and Literatures. In 2001, she and Stanford
history professor Steven Zipperstein organized a conference
on the Russian and Yiddish writer, ethnographer, and revolu-
tionary S. Ansky. Currently, they are editing a collection of
articles about him. During the 2002-03 academic year, Profes-
sor Safran participated in a research seminar at the Center for
Advanced Judaic Studies of the University of Pennsylvania,
where she was working on a literary biography of S. Ansky.
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ANESTHESIA 70Q
The Psychosocial and Economic
Ramifications of Critical Illness
S, SEM | 3 Units | Ltr-CR/NC
W 7:00p–9:00p
This seminar examines the impact of critical illness on pa-
tients and their family members, and the psychological and
socioeconomic influences that affect the subsequent course
of hospitalization. The weekly sessions and readings will
challenge students’ preconceived notions about the disease
course of critically ill patients, and, it is hoped, reveal the dif-
ficulties involved in the decision-making process for both the
health care professionals and the patients’ families and loved
ones as various medical challenges arise. Some of the top-
ics we will cover are conventional views of death and dying;
the epidemiology of critical illness; trends of inpatient health
care in the United States; grief, coping skills, and cultural
variations; cardiopulmonary resuscitation; health econom-
ics and the cost of an intensive care unit (ICU); international
perspectives; euthanasia/withdrawal of care; palliative care
and hospice care; advanced directives and legal aspects of
medical catastrophe; family meetings, including psychoso-
cial dynamics; emotional ramifications of medical decisions;
the sick role; and rounds in the ICU.
Ludwig Lin earned his BS in biological sci-
ences from Stanford, with Distinction, in
1990, and his MD from the UC–San Francisco
medical school in 1994. He completed a
residency in anesthesiology as well as a fel-
lowship in critical care medicine at UCSF, and
served on the faculty of the UCSF School of
Medicine from 1998 to 2005. He joined the
Stanford Medical School faculty in 2007. Prior research inter-
ests included cell biology and immunology, and sepsis and its
acid-base disturbances. His current interests include studying
ways to improve the processes for communication between
medical trainees and the families of critically ill patients.
SOPHOMORE
ANESTHESIA 113Q
Disease-Oriented Approach to Human
Physiology
S, SEM | 3 Units | Ltr-CR/NC
See Axess or SIS website for day and time
Prerequisite: An interest in how the human body works in health
and disease.
This seminar will focus on the physiology of major organ
systems, elaborating on their function in health and disease.
We will begin our discussion of each system by describing
commonly occurring diseases and using them to gain in-
sight into the physiology and pathophysiology of organ
function. We will discuss the role of the system in the normal
healthy person, how it is altered in disease, and therapeutic
approaches to normalizing the pathophysiologic state. Cur-
rent therapies and those under investigation will be covered.
Systems and diseases to be discussed include the cardiovas-
cular system (myocardial infarction, trauma and infection
leading to shock), central nervous system (stroke, concus-
sion, cerebral hemorrhage, spinal-cord trauma, meningitis),
pulmonary (pneumonia, asthma, emphysema), renal (kidney
failure), and hepatic (cirrhosis, hepatitis). For the final assign-
ment, students will be presented a disease state and will
be expected to describe the pathophysiology involved and
provide information regarding therapeutic options. Grading
will be based on seminar participation and the final paper.
Visits to operating rooms at Stanford Medical Center will be
included.
Myer “Mike” Rosenthal is emeritus profes-
sor of anesthesia, medicine, and surgery. He
came to Stanford in 1975 to establish a crit-
ical-care medicine program and to direct
the adult intensive-care unit, positions he
held until 1997. Currently, he teaches anes-
thesia in Stanford’s operating rooms. The
fellowship program he established in 1976
has educated nearly 100 critical-care physicians, many of
whom have remained in academic practice and become
leaders in this subspecialty.
Professor Rosenthal’s principal academic interests are
in pulmonary and renal insufficiency and the pathophysiol-
ogy and treatment of shock. He lectures in physiology and
pharmacology, and his teaching has won awards both at
Stanford and nationally, including the Lifetime Achievement
Award from the American Society of Critical Care Anesthe-
siologists. Professor Rosenthal and his wife live on campus
and have three children, all Stanford graduates. In addition to
his medical work, he has been involved in Stanford’s athletic
programs, including as founder of the Stanford Water Polo
Foundation.
SOPHOMORE
BIOENGINEERING 70Q
Medical Device Innovation
S, SEM | 3 Units | Ltr-CR/NC
See Axess or SIS website for day and time
This course highlights the development process for com-
monly used medical devices in the fields of interventional
cardiology, cardiac surgery, and general and robotic surgery,
among others. Prominent physicians and inventors will de-
liver guest lectures to introduce students to several medical
specialties and the innovations that have transformed them.
Successful entrepreneurs will offer advice in identifying clini-
cal needs and discuss how to develop devices to address
these needs. Finally, venture capitalists will talk about the
fundamentals of evaluating new medical device opportuni-
ties. There will be field trips to medical-device companies and
assignments to challenge students to design and build inno-
vative medical devices. No previous engineering training is
required.
Joe Mandato is a lecturer in bioengineer-
ing and a general partner and managing
director of De Novo Ventures, a local ven-
ture firm investing in the life sciences. Be-
fore working at De Novo, he was an entre-
preneur and served in a variety of executive
positions in the medical device industry. He
has also co-founded or been involved in the
development of several well- known companies including
Align Technologies and Guidant Corporation.
Ryan Pierce worked as a medical product
designer at The Foundry, Concentric Medi-
cal, and Ventus Medical before joining De
Novo Ventures in 2008. He holds mechani-
cal engineering degrees from MIT and Stan-
ford, and an MBA from Harvard Business
School.
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 SOPHOMORE
BIOLOGY 27N
Nature and Nurture in Brain
Development
S, Sem | 3 Units | S/NC
Th 2:15–5:05p
The brain consists of billions of neurons that are precisely
interconnected in circuits that ultimately underlie our ability
to think, behave, and perceive the world around us. During
development, these neurons are born, migrate into position,
and extend axons over long distances to contact appropriate
target cells, wiring themselves into a particular circuit. The
wiring of the brain is influenced by innate, genetically driven
processes and by life experiences. This course will examine
the biological mechanisms that guide the development of
neuronal circuits in animal model systems and humans. We
will also explore the relative influences of nature and nurture
on neural development. Our readings from the primary sci-
entific literature will be the focus for class discussion.
Susan McConnell is the Susan B. Ford Pro-
fessor of Biology. She received her PhD in
neurobiology from Harvard and did post-
doctoral work at the Stanford School of
Medicine before joining the faculty in the
Department of Biology. Her research focus-
es on how young neurons in the brain ac-
quire an identity that defines which con-
nections the cells will form during development. She has
found that signals sent between young nerve cells provide
instructions that are essential for normal fate determination.
These studies are providing critical insights into the process
of how a complex assembly of nerve cells wires itself up dur-
ing development.
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98
SOPHOMORE
CHEMICAL ENGINEERING 80Q
Art, Chemistry, and Madness:
The Science of Art Materials
S, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
TTh 2:15p–3:05p
Prerequisite: Chemistry 33 or high school chemistry.
This class focuses on the materials science of painting and
calligraphy and covers the chemistry of natural and synthetic
pigments in a series of historical palettes: the Earth palette
of paleolithic times, the Egyptian palette, the Greco-Roman
palette, the medieval European palette, the Renaissance pal-
ette, and the synthetic palette. Paintings are analyzed as me-
chanical structures, from the support and ground through
the action of the binder to the final varnish coating. Scan-
ning electron microscopy images are used to emphasize the
composite nature of paints and paper. Analytical techniques
used in art conservation, restoration, and the determination
of the provenance of a piece of art are discussed. Woven
throughout the class are discussions on the inherent health
hazards of many classes of pigments and solvents used by
artists. The class includes two weekly lectures and a lab pe-
riod devoted to demonstrations and hands-on activity. Top-
ics include stretching a cotton canvas, application of gesso
ground, grinding of pigments, preparation of egg tempera
paint, preparation of bamboo and quill pens, gilding and il-
lumination, and paper making.
Curtis W. Frank has been a faculty member
in chemical engineering since 1976, having
previously worked at Sandia National Labo-
ratories. He is the director and co-founder
of the Stanford Center on Polymer Interfac-
es and Macromolecular Assemblies. His re-
search interests focus on the chemistry and
physics of soft materials, including poly-
mers, hydrogels, nanocomposites, phospholipids, and pro-
teins as applied to the development of artificial corneas and
lab-on-a-chip sensors.
Sara Loesch-Frank has an MA in art educa-
tion from the University of New Mexico. She
has taught calligraphy and related art forms
privately as well as in the public schools and
community colleges. Her work has been ex-
hibited locally and nationally. She has won
first-place awards at the San Mateo and
Santa Clara county fairs and was chosen as
the Cupertino Artist of the Year in 1997.
SOPHOMORE
CIVIL AND ENVIRONMENTAL ENGINEERING 46Q
Fail Your Way to Success
S, SEM | 3 Units | Letter Grade Only | DB-EngrAppSci
TTh 3:15p–4:45p
This class will examine minor personal failures, devastating
engineering disasters, and leadership lessons to help stu-
dents understand how failures can be turned into successes.
Students will experience how their own personalities and
willingness to take risks influence the way they approach
challenging problems. The class exercises are based on the
professor’s 30 years of experience as a business owner and
construction engineer. Class discussions, field trips, case
studies, and guest speakers will apply to the students’ day-
to-day interactions as well as to their future careers. The les-
sons learned will compel the students to redefine their previ-
ous notions of what it means to fail. At least three Tuesday
or Thursday entire-afternoon field trips to local construction
sites will be required.
Russell G. Clough joined the Stanford fac-
ulty in 1994 after 30 years of construction
experience. He earned a BS and MS in civil
engineering from Stanford after growing
up in a construction family and serving in
the United States Marine Corps. He has
worked as a laborer, equipment operator,
engineer, project manager, and operations
manager for various companies. For 10 years, he owned and
operated a construction company that specialized in digging
wine caves. His interest at Stanford has been to develop case
studies to improve students’ thinking and relationship skills.
His classes emphasize the importance of engineering funda-
mentals, cost and money issues, ethics, leadership, and per-
sonality challenges in business. He maintains contact with
industry through consulting work and serves on a number of
dispute-review boards. He is a registered California civil, geo-
technical, and safety engineer.
SOPHOMORE
COMPARATIVE LITERATURE 11Q
Shakespeare, Playing, Gender
S, SEM | 3 Units | Ltr-CR/NC | DB-Hum, EC-Gender
TTh 1:15p–2:30p
We will study some of the best- and lesser-known plays of
Shakespeare, considering them against the background of
early modern Europe and the New World. As the title sug-
gests, the seminar will focus on theatrical and other kinds
of “playing,” including what Hamlet, within a vexed political
and theatrical context, termed the “purpose of playing,” and
on ambiguities of gender and “playing gender” in particu-
lar, with consideration of the historical shift through which
collaborative plays became a single author’s works and ulti-
mately produced the figure of the Bard himself. The seminar’s
overview of gender and gender performances will engage
topics relating to transvestism, both in and out of the the-
ater, medical and other discussions of sex changes from fe-
male to male (and their unnatural reverse), hermaphrodites,
and fascination with the monstrous. The seminar will include
detailed study of The Taming of the Shrew, Twelfth Night, As
You Like It, A Midsummer Night’s Dream, Antony and Cleopatra,
Othello, and other plays.
Patricia Parker taught in Tanzania, at the
University of Toronto, and as a visiting pro-
fessor at UC–Berkeley before coming to
Stanford in 1986. Her works include Shake-
speare from the Margins; Women, “Race” and
Writing in the Early Modern Period; Literary
Fat Ladies: Rhetoric, Gender, Property; Ines-
capable Romance, and other mixtures of
work and play, both individual and collaborative. Currently
embarked on several new books on gender and race in early
modern Europe and the New World, as well as on Shake-
speare, she is also editing a new Arden edition of A Midsum-
mer Night’s Dream and a new Norton edition of Much Ado
About Nothing. She has been invited to deliver the Gaus Sem-
inars at Princeton, given Shakespeare’s Birthday Lecture at
the Folger Shakespeare Library, studied at the École Normale
in Paris, received Guggenheim and National Endowment for
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the Humanities fellowships, and qualified as a scuba diver.
She is also the general editor of a major new international
Shakespeare encyclopedia.
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 SOPHOMORE
COMPARATIVE MEDICINE 84Q
Globally Emerging Zoonotic Diseases
S, SEM | 3 Units | Ltr-CR/NC
W 3:15p–5:05p
Recommended: An interest in the study of medicine (veterinary
and/or human) and epidemiology.
This seminar provides an introduction to cross-species, in-
fectious diseases that are currently having an impact on both
veterinary and human health around the world. We will ex-
plore some of the mechanisms of disease, epidemiology, and
the underlying diagnostic, treatment, and control principles
associated with these select pathogens. Students will be ex-
pected to participate in class discussion and will have a final
“mystery disease” project to present to the class.
Stephen Felt is an assistant professor in the
Department of Comparative Medicine. He is
the university attending veterinarian and
also performs clinical veterinary care, bio-
medical research, and teaching. Before ar-
riving at Stanford, he was stationed over-
seas as a U.S. Army Veterinary Corps Officer,
in which capacity he participated in a vari-
ety of disease outbreak investigations in Asia and Africa and
served as a veterinary consultant to the World Health Organi-
zation. Professor Felt earned his DVM from the University of
Wisconsin and his MPH from the Uniformed Services Univer-
sity. He is a diplomate of both the American College of Vet-
erinary Preventive Medicine and the American College of
Laboratory Animal Medicine.
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ENVIRONMENTAL EARTH SYSTEM SCIENCE 57Q
Climate Change from the Past to the
Future
S, SEM | 3 Units | Ltr/CR/NC
See Axess or SIS website for day and time
The Earth is undergoing rapid climate change as a result of
anthropogenic loading of the atmosphere with greenhouse
gases. Our understanding of the effects of global warming
come from (1) numeric models that attempt to predict how
climate will respond to the expected increase of greenhouse
gases, and (2) studies of paleoclimate during times in Earth’s
history when greenhouse gas concentrations were elevat-
ed with respect to current concentrations. These two ap-
proaches do not always agree as to how the Earth responds
to increases in greenhouse gases. This course examines the
predicted scenarios of climate models and how they com-
pare to known hyperthermal events in the Earth’s history.
The course will examine the interactions and feedbacks
among the Earth’s biosphere, hydrosphere, atmosphere, and
lithosphere. Topics include the long- and short-term carbon
cycle, the coupled biogeochemical cycles affected by and
controlling climate change, and how the biosphere responds
to climate change. We will also discuss possible remediation
strategies.
C. Page Chamberlain received his PhD in
geology and geophysics from Harvard in
1985. He was a professor at Dartmouth Col-
lege for 14 years before moving to Stanford
in 2001. His research is in the broad area of
isotope biogeochemistry, and it focuses on
a wide variety of problems such as the link
between climate and the origin of moun-
tainous regions, the relationship between surface processes
and tectonics, the chemical weathering of rocks, and isotopic
studies of bird migration and the paleoecology of California
condors. He has worked extensively in the northern Appala-
chians, Rocky Mountains, Sierra Nevada, Tibet and the Hima-
layas, and the Southern Alps of New Zealand.
SOPHOMORE
GERMAN STUDIES (GERGEN) 122Q
The Culture of Pessimism in 19th- and
20th-Century Europe
S, SEM | 3-5 Units | Ltr-CR/NC | DB-Hum
MW 12:15p–2:05p
Whether based on faith in divine providence or in the power
of human reason, European culture long relied on a narrative
of inexorable human progress. However, starting in the 19th
century, this triumphalist narrative was shadowed by an-
other tradition that rejected any such providential trust. This
course will trace the pessimistic tradition in Europe in a num-
ber of arenas—literature, philosophy, history, anthropology,
and psychology—and seek to distinguish pessimism in the
fields of morality, culture, and intellectual life. We will move
from Giacomo Leopardi, via Arthur Schopenhauer, Comte de
Lautréamont, and T. S. Eliot, to Sigmund Freud, Oswald Spen-
gler, and E.M. Cioran, surveying different justifications of and
conclusions drawn from pessimism. What is the relationship
between pessimism and irrationalism? Is pessimism inescap-
ably bound up with a certain quietism, or can pessimism
ground action? And what do critiques of pessimism in 19th-
century philosophy and literature look like?
Adrian Daub is an assistant professor of
German Studies who specializes in the in-
tersections of philosophy, literature, and
the arts in 19th-century Germany. He has
published a book on cultural perceptions of
four-hand piano playing in 19th-century
Europe, as well as articles on German Ro-
manticism, fin-de-siècle opera, and post-war
German fiction. He is currently completing a book on Ger-
man thought on marriage from Kant to Nietzsche.
SOPHOMORE
HISTORY 20Q
Russia in the Early Modern European
Imagination
S, SEM | 5 Units | Ltr-CR/NC | DB-Hum, EC-GlobalCom, WRITE-2
TTh 2:15p–3:45p
Prerequisite: PWR 1.
D uring the early modern centuries (1500–1800), Europeans
worked out an image of Europe that in many ways lasts to
this day. In their ideal view, European society was free, civi-
lized, democratic, rational, and clean. A principal way they
formulated this image was by describing other societies in
contrast to Europe. This was the great Age of Exploration, dur-
ing which diplomats, merchants, learned travelers, and curi-
ous tourists wrote treatises and diaries about exotic peoples
around the world. We will read such accounts of Russia from
the Renaissance to the Enlightenment with an eye to how
they constructed a positive image of Europe and, conversely,
a negative stereotype of Russia. We will analyze an Oxford
intellectual’s view of politics in Ivan the Terrible’s Russia, a
German diplomat’s observation of Peter the Great’s reforms,
the perspective of a British tourist in Catherine the Great’s St.
Petersburg, and other accounts. We will also read theoretical
works about the genre of travel literature, its transformations,
and its persistent tropes about Russia.
Class will be interactive. In each class we will discuss an
assigned reading of a primary source and, in addition, one
or more students will present a report. Requirements include
two oral reports and a research paper on a primary-source
reading. Some of our goals are for students to more fully un-
derstand the self-identity Europeans worked out in the early
modern period, to develop their analytical ability regarding
historical sources, and to gain experience in research, writing,
and oral communication.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Nancy Kollmann has taught at Stanford
since 1982 and is a specialist in the early
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modern history of Russia and Eastern Eu-
rope. Her research focuses on issues of pow-
er, politics, and society in Russia in the 16th
and 17th centuries. Her most recent book
looks at the code of honor in Muscovy, how
ordinary people used lawsuits to protect
their honor from insult, and how the state used concepts of
honor as one way to integrate the realm. She is currently
working on the practice of criminal law in Russia and the
problem of violence as a strategy of governance.
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 SOPHOMORE
HISTORY 30Q
English Society Through Fiction
S, SEM | 4 Units | Letter Grade Only | DB-Hum
W 3:15p–5:05p
The course will attempt to assess the nature of English soci-
ety from the 18th to the 20th centuries through the reading
of six novels ranging from Joseph Fielding’s Joseph Andrews
to Evelyn Waugh’s A Handful of Dust. The assigned Broadview
editions of four of the texts, Joseph Andrews, Mansfield Park,
Middlemarch and Hard Times, contain contemporary docu-
ments that we will also read to provide a sense of the times
and the historical context of the novels. There are also three
assigned very brief histories of Britain, 1688-2000.
Peter Stansky is the Frances and Charles
Field Professor of History, Emeritus. He has
taught modern English history at Stanford
for many years. In his teaching and writing
he has a particular interest in the relation of
works of fiction to their society, and the
ways they reflect the values of the world
from which they come, and how that soci-
ety changed as Britain became both a more democratic and
more powerful state.
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HUMAN BIOLOGY 86Q
Love as a Force for Social Justice
S, SEM | 3 Units | Letter Grade Only
M 3:15p–5:05p
This course will explore the concept of love as a force for
social justice and action and as the inspiration for service
and the application of knowledge to positive social justice.
Biological, psychological, religious, and social perspectives of
love will be discussed, drawing on the expertise of people
from a variety of disciplines. In the course of the quarter, the
following topics will be addressed: kinds of love/definitions;
love and the biology of the brain; love as mutual empower-
ment and a social force; love as a basic concept of religious
beliefs (Buddhism, Christianity, Hinduism, Islam, Judaism);
and poetic and literary expressions of love as a social force.
One of the goals of the class is to provide students with some
knowledge of the literature of love, as well as a sense of the
importance of love as a key phenomenon in creating commu-
nity, connection, and functional societies among humans.
Anne Firth Murray, a New Zealander, was
educated at the University of California and
New York University in economics, public
administration, and political science, focus-
ing on international health policy and wom-
en’s reproductive health. For 25 years she
has worked in philanthropy, serving as staff,
board member, and consultant to many
foundations. From 1978 to 1987 she directed the environ-
ment and international population programs of the William
and Flora Hewlett Foundation. She is the founding president
of the Global Fund for Women, which provides funds interna-
tionally to seed, strengthen, and link groups committed to
women’s well-being. She is a scholar-practitioner at the Union
Institute and a consulting professor in human biology at
Stanford. She serves on boards of nonprofit organizations in-
cluding Changemakers (a progressive public foundation),
Commonweal, Grassroots Alliance for Community Education
(a group supporting HIV/AIDS education in East Africa), Hes-
perian Foundation, and Unniti Foundation (a group support-
ing women and girls in India). Professor Murray’s personal
interests include gardening, beekeeping, and writing. She
has one daughter, who is an attorney in California.
SOPHOMORE
MANAGEMENT SCIENCE AND ENGINEERING 93Q
Nuclear Weapons, Energy, Proliferation,
and Terrorism
S, SEM | 3 Units | Ltr-CR/NC | DB-EngrAppSci
T 2:15p–5:05p
Recommended: A course in economics, engineering, interna-
tional relations or physical science.
What are nuclear weapons, and what do they do? Why are
they different from other weapons? What drives the prolif-
eration of nuclear weapons? Why do countries want nuclear
weapons? What are the prospects for eliminating them? What
about Iran and North Korea? What are the risks of nuclear ter-
rorism? What is a “dirty” bomb? What is radioactivity? What
role does nuclear energy play? Will it help combat global
climate change, and how will it affect nuclear proliferation?
These and related questions will be discussed by the instruc-
tor, the students, and other presenters. Discussions will ex-
amine realistic options in the tradeoff between the benefits
and risks of nuclear technology.
Siegfried Hecker is visiting professor at the
Center for International Security and Coop-
eration. He is also director emeritus of the
Los Alamos National Laboratory, where he
served as director from 1986 through 1997.
His current research interests include nucle-
ar materials and plutonium science, nuclear
nonproliferation and nuclear terrorism, the
role of nuclear weapons in international security, and the re-
lationship between nuclear energy and nuclear proliferation.
He works closely with the United States National Academies
on problems of international security and threat reduction.
He is a member of the National Academy of Engineering and
a foreign member of the Russian Academy of Sciences, and
serves on numerous advisory committees on international
security.
SOPHOMORE
MATERIALS SCIENCE AND ENGINEERING 159Q
ENGINEERING 159Q
Japanese Companies and Japanese
Society
S, SEM | 3 Units | Letter Grade Only | DB-SocSci
W 6:00p–7:50p
J apanese technology has been regarded as leading the world
in many areas (e.g., microelectronics, consumer electronics,
steel). On the other hand, many innovations originate in the
West, particularly in the United States (e.g., microprocessors,
computers). This course explores the role the research labo-
ratory plays in typical Japanese companies and examines the
importance of innovation versus product development. We
will study the structure of a Japanese company from the per-
spective of Japanese society. This will lead us to examine the
underlying philosophy of the research environment, the ex-
pectations placed on individual researchers to achieve com-
pany goals, and possible changes in the lifetime employment
system. Recently, the great American research laboratories
(e.g., Bell Labs, IBM Research) have been dismantled in favor
of more practical development. Some Japanese companies,
by contrast, have invested in research institutions while main-
taining their product-development laboratories. As the Japa-
nese economy experiences recession, the balance of these
philosophies is being reconsidered. Local representatives of
Japanese companies such as Sony and NEC will be invited
to class to help us learn about the attitudes of Japanese re-
searchers and the relationship between Japanese companies
and Japanese society.
Robert Sinclair was born in Liverpool, Unit-
ed Kingdom, and educated at Cambridge
University. He came to the United States as
a postdoctoral scientist in 1973 at UC–
Berkeley and joined the Stanford faculty in
1977. His research focuses on electron mi-
croscopy of processes relevant to micro-
electronics and computer hard-disk tech-
nologies. Professor Sinclair has worked at Matsushita
Corporation and has done collaborative research with Kobe
SPRING
Steel Co. and Hitachi. In 1997, he was the Stanford Center for
Technology and Innovation professor at Stanford’s Kyoto
campus, where he led a group of students studying the role
of research in Japanese companies.
103
 SOPHOMORE
MATHEMATICS 88Q
The Mathematics of the Rubik’s Cube
S, SEM | 3 Units | Letter Grade Only
See Axess or SIS website for day and time
This seminar will introduce students to group theory, an im-
portant branch of algebra. Important topics in group theory
that can be illustrated with the Rubik’s Cube include sub-
groups, homomorphisms and quotient groups; cyclic, sym-
metric, and alternating groups; conjugation, commutators,
and Sylow subgroups. There will also be an opportunity to
use the free, open source, mathematical software Sage to in-
vestigate the Cube. We will talk about using the mathematical
and computational tools we develop to find ways of solving
the Cube. We may also talk about how to fine-tune for such
special situations as speed solving and blindfold solving.
Matthew Kahle first encountered the Ru-
bik’s Cube when he was 8 years old and is
sure that it influenced him to grow up to be
a mathematician. He has been a postdoc-
toral fellow at Stanford since 2007, and en-
joys living in the Bay Area. When not doing
math or playing with Rubik’s Cubes, he en-
joys meditation, running, and cooking and
eating spicy vegetarian food.
SPRING
104
SOPHOMORE
MEDICINE 70Q
Cancer and the Immune System
S, SEM | 3 Units | Ltr-CR/NC | WRITE-2
W 3:15p–5:05p
Prerequisite: PWR 1. High-school biology preferred but not re-
quired.
The idea that the immune system is capable of recognizing
malignant cells is conceptually important and possibly thera-
peutically useful. This seminar will examine both the myth
and fact surrounding this possibility. We will explore in detail
the biological basis and function of the various effector arms
of the immune system and how these mechanisms might be
used to investigate the biological basis and potential therapy
of cancer. We will rely on textbook readings as well as on pri-
mary literature. The course will be organized around presen-
tations by the instructor and student presentations. Evalua-
tion will be based on the presentation, a written paper, and
participation in discussion. The objectives will be to increase
our understanding of how the immune system functions, as
well as to obtain insights into the biology of cancer. It is also
hoped that students will gain skill in exploring a topic of in-
terest in depth and confidence in their abilities to participate
in discussion and to present a topic to the group.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.
Robert S. Negrin is a professor of medicine.
His primary clinical interest is in bone-mar-
row transplantation, and his research inter-
est is in cellular immunology. He directs two
laboratories: a clinical laboratory that pro-
cesses all of the bone marrow and periph-
eral blood samples used therapeutically,
and a research laboratory. He graduated
from UC-Berkeley, attended graduate school at the University
of Wisconsin at Madison, and graduated from Harvard Medi-
cal School. He has been on the Stanford faculty since 1990.
SOPHOMORE
MEDICINE 83Q
Scientific, Ethical, Legal, and Social
Dimensions of Stem Cell Research
S, SEM | 3 Units | Ltr-CR/NC
TTh 2:15p–3:45p
Prerequisite: A class in high-school science or AP biology.
The stem cell has dominated popular awareness of science
like the atom bomb did a generation ago. No area of science
holds such promise for treating disease and improving hu-
man lives as does stem cell research. But no area of science
causes such fundamental ethical concern and ferocious po-
litical conflict.
This class will examine some of the ethical, legal, social,
and economic dimensions of stem cell research, ranging
from the landmark discovery of human embryonic stem cells
to the uneven and changing international landscape of pub-
lic policy. We begin with the basics: how stem cells work, their
role in the development and upkeep of the human body, and
current and future uses in medicine.
New science often provokes a redefinition of ethical
and political standards. Stem cells have reignited the debate
about the moral status of an embryo, and new laws and poli-
cies are being created to govern the new technology. We will
discuss the question at the heart of the debate: how, as a so-
ciety, do we balance our responsibilities to the unborn and
the sick?
The course will explore pressing issues at the intersec-
tion of science and society, such as the creation of human-
animal hybrids, notions of justice in intellectual property law,
distribution of health care in regenerative medicine, and the
major ethical frameworks defining the debate. Unique to the
course are modules addressing the clinical and business as-
pects of stem cell therapies. The teaching team represents
several faculty spanning two universities including schools
of medicine, law, and business.
Christopher Thomas Scott is director of
the Program on Stem Cells in Society, a se-
nior research scholar in the Center for Bio-
medical Ethics, and an associate fellow at
King’s College, London. He directs courses
on stem cell biology, teaching tracks on bi-
ology, policy, and ethics. His research inter-
ests focus on the social, economic, political,
and ethical dimensions of regenerative medicine. He is the
founding CEO of The Stem Cell Advisors, Inc., and is a staff
editor at Nature Biotechnology. Formerly, he was the assistant
vice chancellor at UC–San Francisco and the founding execu-
tive editor of the award-winning Acumen Journal of Life Sci-
ences. He is the author of Stem Cell Now: An Introduction to the
Coming Medical Revolution.
SOPHOMORE
MUSIC 13Q
Classical Music and Politics: Western
Music in Modern China
S, SEM | 3 Units | Ltr-CR/NC | DB-Hum, EC-GlobalCom
TTh 3:15p–4:45p
Western classical music first came to China 400 years ago.
Since its arrival, it has almost always served a non-musical
purpose: missionaries used it to convert, emperors to impress,
intellectuals to change, and Communists as a propaganda
tool. Western music has become so closely intertwined with
Chinese politics that the two are sometimes hard to separate.
This seminar will survey the history of Western music in China
and its close association with domestic politics and interna-
tional diplomacy.
We will begin our survey with the arrival in the 1580s of
the Italian Jesuit Matteo Ricci, who began a long tradition of
Western music performance and study in the Forbidden City.
We will then go to the post-Opium War era when China’s first
symphony orchestra was created by foreigners in Shanghai,
and the nation’s first conservatory was founded, giving birth
to the first generation of Chinese classical musicians. When
China was engulfed in World War II, many musicians began
to use music as a tool for spreading Marxist propaganda. A
great debate over the function of classical music in society
erupted after the founding of the People’s Republic of China
in 1949, and we will examine the arguments on both sides.
We will also explore the Soviet influence in China’s music ed-
ucation and performance system. The connection between
music and politics reached an extreme in the Cultural Revo-
lution, when all Western music was banned and many clas-
sical musicians were tortured and jailed. We will explore the
musical destruction of this era and the creation of the eight
revolutionary model operas. Since the music conservatories
reopened in 1977, a new generation of Chinese musicians
has emerged.
Jindong Cai is a conductor, recording art-
ist, and writer, and director of orchestral
studies in the Music Department. He stud-
SPRING
ied with conductors Leonard Bernstein,
Gerhard Samuel, and others, held assistant
conducting positions, and has had many
guest conducting appearances in the Unit-
ed States and China. He has also appeared
with major Chinese orchestras including the Shanghai Sym-
phony. Professor Cai has recorded with Centaur Records and
Vienna Modern Masters, and has co-written articles with
Sheila Melvin in the New York Times. His new book is Rhapso-
dy in Red: How Western Classical Music Became Chinese.
105
 SOPHOMORE
MUSIC 17Q
Perspectives in North American Taiko
S, SEM | 4 Units | Ltr-CR/NC | DB-Hum, EC-AmerCul
M 2:15p–4:05p
N orth American taiko, here to refer to the performance-
ensemble drumming using the taiko, or Japanese drum, is a
newcomer to the American music scene. Emergence of the
first North American taiko groups coincided with increased
activism in the Japanese American community, and to some
it is symbolic of Japanese American identity. To others, North
American taiko is associated with Japanese American Bud-
dhism, and to yet others, taiko is a performance art rooted
in Japan. In this course, we will explore the musical, cultural,
historical, and political perspectives of taiko through drum-
ming (hands-on experience), readings, class discussion, and
workshops. With taiko as the focal point, we will learn about
Japanese music and Japanese American history and explore
relations between performance, cultural expression, com-
munity, and identity. No prior experience with taiko is neces-
sary.
The instructors for this course are faculty co-advisors for
Stanford Taiko and have been invited presenters at the North
American taiko conference.
Stephen Sano is an associate professor of
music and the director of choral studies. In
addition to his appointment at Stanford,
Professor Sano is in frequent demand as a
master-class teacher, conductor, and adju-
dicator in choral music. He has conducted
festival, honor, and collegiate choirs from
20 states as well as professional and colle-
giate choirs from England, Australia, and Japan. Outside of
choral music and conducting, his musical interests include ki
ho’alu (Hawaiian slack key guitar), the music of Queen
Lili’uokalani, and North American taiko.
Linda Uyechi is a lecturer in taiko in the Mu-
sic Department. She was a charter member
SPRING
of Stanford Taiko and has performed as a
member of San Jose Taiko. She has a PhD in
linguistics from Stanford. Her research inter-
ests include the phonology of American
Sign Language, language in the Asian Amer-
ican community, and North American taiko.
106
SOPHOMORE
NEUROSURGERY 70Q
Experimental Stroke
S, DIAL | 2 Units | S/NC
See Axess or SIS website for day and time
The purpose of this seminar is to teach students laboratory
methodologies for studying stroke, the main advances in
stroke research over the past two decades, and future direc-
tions for this research. This seminar will discuss cellular and
molecular mechanisms of neuronal death and survival in the
brain after a stroke, including necrosis, apoptosis, inflamma-
tion, and cell signaling pathways. In addition, we will discuss
experimental tools for stroke treatment, such as gene ther-
apy, cell therapy, hypothermia, preconditioning, postcondi-
tioning, and pharmacological treatments.
Importantly, this course will give students first-hand ex-
perience in stroke research. Students will have an opportu-
nity to learn how stroke models are created in the laboratory,
and explore some cutting-edge techniques. This seminar will
also discuss the gaps and barriers between clinical transla-
tion and laboratory research. Readings will include current
reviews and key original articles from the experimental stroke
field.
Heng Zhao is a research assistant professor
in the department of neurosurgery. His re-
search interest is to explore novel neuro-
protectants that have potential for clinical
translation, and to study the underlying cel-
lular and molecular mechanisms. His lab is
the first to demonstrate that ischemic post-
conditioning reduces infarction after stroke,
and that remote preconditioning protects against focal isch-
emia in rats. He received his postdoctoral training from Stan-
ford. He received his PhD from Nihon University, School of
Medicine in Tokyo, Japan, and his BS and MS from the West
China University of Medical Sciences in Chengdu, China.
SOPHOMORE SOPHOMORE
PATHOLOGY 105Q PSYCHIATRY 72Q

Final Analysis: The Autopsy as a Tool of Traumatic Stress

Medical Inquiry
S, SEM | 3 Units | Ltr-CR/NC | WRITE-2
See Axess or SIS website for day and time
S, SEM | 3 Units | S/NC
See Axess or SIS website for day and time
Prerequisite: PWR 1
Prerequisite: Hepatitis-B vaccination is required. No prior experi-
ence in human anatomy or medicine is expected. Preference will This course is designed for students who are interested in
be given to non-pre-meds. Applications for this course are due the effects of traumatic events and ways to alleviate their
by the winter-quarter deadline. psychosocial impact. Events to be discussed will include the
Oakland/Berkeley firestorm, childhood sexual abuse, the Jew-
This seminar is based on review of patient medical histories ish Holocaust, military combat, rape, cancer, and the attacks
of September 11, 2001. Readings will address resilience fac-
and examination of formalin-fixed and unfixed tissues from
tors that protect individuals from adverse effects, and we will
autopsy, concentrating on one unknown case each session.
consider alternative interventions for helping people in the
The seminar format is student-directed problem-solving;
aftermath of traumatic events. Each student will do weekly
students will develop their own learning objectives for each
readings, write weekly reactions to the readings, participate
new case (every other week), and during the ensuing weeks,
in class discussions and writing assignments, prepare a 10-
they will explore new sources of information and learn how
12-page paper, and give a 15-minute oral report.
to present their findings. Learning objectives will include
This course fulfills the second quarter of the Writing and
an appreciation for human physiology and anatomy, the ef-
Rhetoric Requirement and will emphasize oral and multime-
fects of disease on normal structure and function, strategies
dia presentation.
of therapy and management, and the ethics of patient care.
The first session will provide an orientation to the case-based
method, patient confidentiality, and health-safety require- Cheryl Koopman is an associate professor
ments. (research) in the medical school’s depart-
ment of psychiatry and behavioral sciences.
Professor Koopman’s primary research goal
Andrew Connolly is a pathologist at Stan-
is to contribute to knowledge of psychoso-
ford Hospital who teaches medical students
cial interventions that maximize health and
and residents; performs autopsies; and pur-
quality of life, especially among persons
sues research in vascular biology. He earned
facing traumatic life events such as war, ma-
his BA from Princeton, MD from Harvard,
jor disasters, or serious medical illness. She has over 200 pub-
PhD from UCSF, and was on the faculty at
lications on these and related subjects. She is a member of
Harvard Medical School before coming to
the Sub-Saharan Orphans and Vulnerable Children Working
Stanford Medical School in 2004.
Group at Stanford and recently served as president of the In-
ternational Society of Political Psychology.

SPRING

107
 SOPHOMORE
SURGERY 68Q

Current Concepts in Transplantation

S, SEM | 3 Units | Ltr-CR/NC | WRITE-2
Th 2:15p–3:45p

Prerequisite: PWR 1. Advanced Placement biology, Biology

41/42, or Human Biology 2A/3A is recommended.

Will tissues and organs be grown in a laboratory for trans-

plantation to humans? This may or may not be science fic-
tion. A severe shortage of donor organs and tissues has led
to some novel solutions to save lives. This course will cover
the biological aspects of cell and organ transplantation, in-
cluding many issues that arise in the popular media. We will
discuss the diseases for which transplantation is a treatment,
the state of the art in human transplantation, transplanta-
tion of animal tissue into humans (xeno-transplantation),
development of new tissue and organs in the laboratory
(tissue engineering and cloning), and the development of
new drugs and biological strategies to promote long-term
survival of the tissue or organ (tolerance). The course will be
team-taught and will include readings from the popular and
scientific literature, discussions, and presentations. Research
opportunities will be available.
This course fulfills the second-level Writing and Rhetoric
Requirement (Write-2) and will emphasize oral and multime-
dia presentation.

Olivia Martinez, an associate professor of

surgery, was born and raised in East Los An-
geles and graduated from the University of
Southern California. She received her PhD
from UC–Berkeley and joined the Stanford
faculty in 1995. Professor Martinez’s re-
search team studies the role of the immune
system in graft rejection and the develop-
ment of lymphomas in transplant recipients. Her leisure in-
terests include sports, music, and gardening.

Sheri Krams is an associate professor of

surgery and on the faculty in the immunol-
SPRING

ogy program. Her research focuses on natu-

ral killer cell interactions in transplantation
and modulation of apoptotic pathways. She
is originally from New York and received her
PhD in immunology from UC–Davis. After
postdoctoral studies at UC–San Francisco,
she joined the Stanford faculty in 1995. She especially enjoys
spending time with her two young children.

108
Faculty Index

A D H
Abel, Tom 62 Dai, Hongjie 54 Hanawalt, Philip 80
Altman, Russ 69 Daily, Gretchen 81 Hanretta, Sean 59
Amemiya, Takeshi 55 Dansky, Kara 43 Heaney, Catherine A. 41
Andersen, Hans C. 16 Daub, Adrian 101 Hecker, Siegfried 103
Applebaum, Mark 61 De Pierris, Graciela 61 Helms, Jill 77
Dill, David L. 19 Hesselink, Lambertus 85

B Djerassi, Carl 66 Hobbs, Allyson 25

Barr, Avron 83 Dweck, Carol S. 31 Holmes, Susan P. 34

Barton, John 66 Huestis, Wray H. 82

Barton, Kathryn 14 E
Beinin, Joel 40 Eaton, John 27 J
Berger, Karol 60 Eberhardt, Jennifer L. 64 Jones, Henry W. 44
Berman, Russell A. 71 Ebron, Paulla 12
Bernhardt, Elizabeth 57 Eddelman, William 39 K
Bernstein, Barton J. 89 Ehrlich, Paul 79 Kahle, Matthew 104
Billington, Sarah 53 Enge, Per 12 Kallosh, Renata 30
Bird, Dennis 70 Katzenstein, David 45
Boroditsky, Lera 94 F Kay, Martin 27
Bouley, Donna M. 54 Felstiner, John 56 Ketter, Terence 75
Bowman, C.T. (Tom) 60 Felt, Stephen 100 Kollmann, Nancy 58, 101
Bravman, John C. 90 Fernald, Anne 32, 47 Koopman, Cheryl 107
Breitrose, Henry 67 Fernald, Russell 42 Krams, Sheri 108
Brooks, Helen 67 Fields, Kenneth Wayne 23
Brown, Joseph 64 Fleishman, Lazar 48 L
Brutlag, Douglas 35 Fox, John D. 13 Laitin, David D. 94
Buc, Philippe 25 Frank, Curtis W. 98 Latombe, Jean-Claude 83
Burgos, Anthony E. 46 Freed, Amy 20 Laughlin, Robert 92
Burnett, Bill 28 Friedman, Michael 29 Laws, Ami 74
Lee, Haiyan 79
C G Lee, Thomas H. 21
Cai, Jindong 28, 105 Geballe, Theodore H. 13 Levitt, Raymond 53
Caldeira, Ken 24 Gigante, Denise 86 Libicki, Shari 36
Carter, Steven D. 13 Gillam, Richard 35 Lin, Ludwig 96
Chamberlain, C. Page 86, 100 Grey, Thomas S. 91 Liu, Bo 77
Chang, James 77 Grossman, Arthur 15 Loague, Keith 70
Clough, Russell G. 37, 99 Loesch-Frank, Sara 98
Connolly, Andrew 107 Lunsford, Andrea A. 68
Constantinou, Christos E. 41
Corso, Irene 71
Crimmins, Mark 92
Croke, Jeffrey 44
Faculty Index 109
M R T
MaCurdy, Thomas 20 Ramscar, Michael 95 Takashima, Yuzuru 85
Maher, Kate 87 Rao, Jianghong 76 Tallent, Elizabeth 24
Mandato, Joe 97 Rayner, Alice 84 Tessler, Shirley 83
Manoharan, Hari 63 Rehm, Rush 16, 39 Tomz, Michael 93
Mao, Wendy 88 Reicherter, Daryn 76
Martinez, Olivia 108 Rhee, Sue 81 U
Martin, Richard 17 Richardson, Judith 57 Uyechi, Linda 106
Matheson, Gordon 72 Robertson, Channing 36
McConnell, Michael 73 Robinson, Orrin (Rob) 87
V
McConnell, Susan 98 Robinson, Paul 89
Vitousek, Peter 80
McGinn, Robert 47 Rodin, Jesse 29
Michie, Sara 45 Romani, Roger W. 30
Miner, Valerie 40, 69 Roodman, Aaron 62 W
Moalli, John 36 Rosenfeld, Michael J. 33 Walbot, Virginia 14

Mooney, Harold 52 Rosenthal, Myer “Mike” 97 Walton, Greg 32

Moraga, Cherríe 55 Rovee, Christopher 22 Wang, Zhiyong 52

Moya, Paula M. L. 23 Rutten, Andrew 46 Weitzman, Steven 65

Mullaney, Thomas S. 26 Weyant, John P. 73

Murray, Anne Firth 102 Wiedemann, Lyris 49

S
Wiederhold, Gio 83
Sadeghi, Behnam 33
Wilcox, Michael 51
N Safran, Gabriella 96
Wilde, Douglass 44
Nagamine, Claude 38 Saller, Richard 18
Winograd, Carol 74
Negrin, Robert S. 104 Samoff, Joel 72
Winograd, Terry 19
Netz, Reviel 17 Sano, Stephen 106
Wolak, Frank 84
Savage, Sam 43
Wong, H.-S. Philip 22
O Schiebinger, Londa 58

Osheroff, Douglas 93 Schupbach, Richard 65

Scott, Christopher Thomas 105 Y
Segura, Gary M. 31 Yang, Yanmin 91
P Yarbro-Bejerano, Yvonne 90
Shanks, Michael 37
Palumbo-Liu, David 38
Shoham, Yoav 18
Parker, Patricia 99
Sinclair, Robert 103 Z
Paulson, Linda 68
Snipp, Matthew 48 Zaroff, Lawrence 42
Peponi, Anastasia-Erasmia 82
Sockness, Brent 95 Zebker, Howard 56
Peumans, Peter 21
Solvason, Brent 76 Zhao, Heng 106
Pierce, Ryan 97
Springer, George 51
Prabhakar, Balaji 85
Stanksy, Peter 102
Predmore, Michael P. 34
Steiner, Hans 75
Prionas, Eva 49
Stokes, Laura 88
Pruitt, Beth 59
Stone, Peter 63
Sumner, Meghan 26
Swartz, James 15

110 Faculty Index

Course Index
A View from the Podium: The Art of Conducting 28 Current Concepts in Transplantation 108

Accessing Architecture Through Drawing 66 Diamonds 88

Advanced Topics in Light and Heat 30 Digital Dilemmas 19

Aesthetic Taste and Gastronomy 86 Dilemmas in Current Medical Practice 44

African American Women’s Lives 25 Disease-Oriented Approach to Human Physiology 97

African History through Literature and Film 59 Dramatic Tensions: Theater and the Marketplace 20
All the World’s a Stage: Dramatic Realism on the Threshold Eight Great Archaeological Sites in Europe 37
of the Modern World 67
Energy and the Environment on the Back of an Envelope 24
American Hauntings 57
Energy Choices for the 21st Century 13
Antigone: From Ancient Democracy to Contemporary Dissent 16
Energy, the Environment, and the Economy 84
Aping: Imitation, Control, and the Development of the
Human Mind 95 English Society Through Fiction 102
Around the World in Seventeen Syllables: Haiku in Japan, the
Environmental Problems 70
United States, and the (Digital) World 13
Environmental Problems and Solutions 79
Art, Chemistry, and Madness: The Science of Art Materials 98
Environmental Regulation and Policy 36
Becoming a Doctor: Readings from Medical School, Medical
Training, and Medical Practice 42 Eros in Modern American Poetry 23
Biotechnology in Everyday Life 14
Ethnicity and Literature 38
Breaking the Code? 34
Ethnographies of North America: An Introduction to Cultural
British Romanticism and Poetic Form 22 and Social Anthropology 51

Building the Future: Invention and Innovation with Experimental Stroke 106
Engineering Materials 90
Fail Your Way to Success 99
Business on the Information Highways 83
Film, Nation, Latinidad 90
Can Machines Know? Can Machines Feel? 18
Final Analysis: The Autopsy as a Tool of Medical Inquiry 107
Cancer and the Immune System 104
Fluorescence Imaging in Living Cells 76
Charles Dickens’s David Copperfield: A Victorian Reading 68
Forensic Geoscience: CSI Stanford 87
Climate Change—Fact or Fancy? 60
Freedom, Community, and Morality 29
Climate Change from the Past to the Future 100
From Vampires to Bathroom Walls: Folklore and Literature 96
Comparative Anatomy and Physiology of Mammals 54
Gay Autobiography 89
Computers and the Open Society 19
Genomics and Medicine 35
Conservation Science and Practice 81
Genomics: A Technical and Cultural Revolution 69
Contemporary Issues in Human Experimentation 41

Contemporary Women Writers of Fiction 24 Globally Emerging Zoonotic Diseases 100

Crime, Punishment, and Rebellion in Early Modern Russia 58 Graphic Narratives: Word, Image, Sound, Silence 68

Criminal Justice and the Criminal Courts 43 Green Revolution and Plant Biotechnology 52

Critical Thinking and Career Skills 37 Growing Up in America 23

Course Index 111

Hacking Things 21 Mechanics: Insights, Applications, and Advances 62

How Stuff is Made 59 Medical Device Innovation 97

Human Rights and Health 74 Mental Health in Collegiate Athletes 75

Hunger 14 Modern Greece in Film and Literature 49

Imaging: From the Atom to the Universe 85 Motion Planning for Robots, Digital Actors, and Other
Moving Objects 83
Imagining Women: Writers in Print and in Person 69
Music, Myth, and Modernity: Wagner’s Ring Cycle and
Incentives Mechanisms for Societal Networks 85 J.R.R. Tolkien’s The Lord of the Rings 91
Inequality and American Democracy 31 Muslim Integration into France 94
Innovation with Engineering Materials 90 Nature and Nurture in Brain Development 98
International Environmental Policy 73 Networks in Biology 81
Intracellular Trafficking and Neurodegeneration 91 Neuroethology: The Neural Control of Behavior 42
Introduction to Cross-Cultural Issues in Medicine 71 Noam Chomsky: The Drama of Resistance 39
Introduction to the Mouse in Biomedical Research 38 Nuclear Weapons, Energy, Proliferation, and Terrorism 103
Is God Dead? 71 Nutrition and History 82
Island Ecology 80 Organizing Global Projects 53
Issues of Race and Ethnicity in the Health of Children 46 Perspectives in North American Taiko 106
It’s All in Your Head: Understanding Diversity, Development, Philosophical Classics of the 20th Century 92
and Deformities of the Face 77
Photosynthesis: From Basic Mechanisms to Biofuels 15
Japanese Companies and Japanese Society 103
Physics in the 21st Century 30
Language Acquisition: Exploring the Minds of Children 32
Plants and Civilization 52
Language and Society: How Languages Shape Lives 94
Poetry and Environment 56
Language Understanding by Children and Adults 47
Psychology, Inequality, and the American Dream 32
Law & Order 46
Race and Crime 64
Lotteries 63
Race, Ethnic, and National Identities: Imagined Communities 33
Love as a Force for Social Justice 102
Renewable Energy for a Sustainable World 15
Lymphocyte Migration 45
Resistance Writings in Nazi Germany 57
Lyric Poetry 34
Revolution in Concepts of the Cosmos 62
Maintenance of the Genome 80
Russia and the Russian Experience 65
Man versus Nature: Coping with Disasters Using Space
Russia in the Early Modern European Imagination 101
Technology 56
Russia’s Weird Classic: Nikolai Gogol 48
Mao Zedong: The Man Who Would Become China 26
Salt of the Earth: The Docudrama in América 55
Mapping and Wrapping the Body 39
Sappho, Erotic Poetess of Lesbos 82
Marvelous Creatures: Animals and Humans in Chinese
Literature 79 Science in the News 16

Masters of Disaster 36 Science, Medicine, and Empire 58

112 Course Index

Science-in-Theatre: A New Genre? 66 The Global Positioning System: Where on Earth Are We, and
What Time Is it? 12
Scientific, Ethical, Legal, and Social Dimensions of Stem Cell
Research 105 The History of Immortality 65

Screening the Stage 84 The Jet Engine 27

Seeing the Heart 73 The Mathematics of the Rubik’s Cube 104

Self-Theories 31 The Operas of Mozart 60

Shakespeare, Playing, Gender 99 The Physics of One: Nanoscale Science and Technology 63

Singing Early Music 29 The Politics of Economic Development 93

Skepticism 61 The Problem of God: From Aquinas to the New Atheism 95

Slavery and Rebellion in Ancient Rome: Spartacus in Legend The Psychology of Prejudice 64
and History 18
The Psychosocial and Economic Ramifications of Critical
Social Justice, Responsibility, and Health 41 Illness 96

South Africa: Contested Transitions 72 The Spell of Orpheus 17

Spaces and Voices of Brazil through Films 49 The Story of Human Virtues 33

Sport, Exercise, and Health: Exploring Sports Medicine 72 The Technical Aspects of Photography 93

Structures: Why Things Don’t (and Sometimes Do) Fall Down 51 The What, Why, How, and Wow of Nanotechnology 54

Surgical Anatomy of the Hand: From Rodin to Reconstruction 77 Theories of Film Practice 67

Teamology: Creative Teams and Individual Development 44 Things about Stuff 21

Technologies of Civilization: Writing, Numbers, Money 17 Think Like a Designer 28

Technology in Contemporary Society 47 Translation 27

Temperament and Creativity in Mood Disorders 75 Traumatic Stress 107

The AIDS Epidemic: Biology, Behavior, and Global Responses 45 Understanding Electromagnetics Phenomena 92

The American Empire in the Middle East since the Cold War: Understanding Our Welfare System 20
Afghanistan, Iraq, and Israel/Palestine 40
Understanding Race and Ethnicity in American Society 48
The Anthropology of Globalization 12
Utopia: History of Nowhere Land 88
The Art of Structural Engineering 53
Visions of the 1960s 35
The Atomic Bomb in Policy and History 89
Vulnerable Children in Sub-Saharan Africa: The Impact of the
The Beatles 61 AIDS Pandemic 76
The Brothers Grimm and Their Fairy Tales 87 What Is Nanotechnology? 22
The California Gold Rush: Geologic Background and Whatís Your Accent? Investigations in Acoustic Phonetics 26
Environmental Impact 70
Women and Aging 74
The Carbon Cycle: Reducing Your Impact 86
Writing Women’s Lives 40
The Crusades 25

The Culture of Pessimism in 19th- and 20th-Century Europe 101

The Economy and Economics of Ancient Greece 55

The Flaw of Averages 43

Course Index 113

Department/Program Index

Aeronautics and Astronautics 12, 51 Health Research and Policy 71

African and African American Studies 25 History 25, 26, 40, 58, 59, 72, 88, 89, 101, 102

American Studies 35 Human Biology 41, 42, 72, 102

Anesthesia 96, 97 Iberian & Latin American Cultures 34, 49, 90

Anthropology 12, 51 Law 43

Applied Physics 13 Linguistics 26, 27

Asian Languages 13, 79 Management Science and Engineering 43, 73 103

Biochemistry 35 Materials Science and Engineering 90, 103

Bioengineering 97 Mathematics 104

Biology 14, 15, 52, 79, 80, 81, 98 Mechanical Engineering 27, 28, 44, 59, 60

Biomedical Informatics 69 Medicine 44, 45, 73, 74, 104, 105

Comparative Studies in Race and Ethnicity 55 Music 28, 29, 60, 61, 91, 105, 106

Chemical Engineering 15, 36, 98 Neurology and Neurosciences 91

Chemistry 16, 54, 66, 82 Neurosurgery 106

Civil and Environmental Engineering 37, 53, 66, 99 Orthopedic Surgery 72

Classics 16, 17,18, 37, 82 Pathology 45, 107

Communication 67 Pediatrics 46

Comparative Literature 38, 99 Philosophy 29, 61, 92

Comparative Medicine 38, 54, 100 Physics 30, 62, 63, 92, 93

Computer Science 18, 19, 83 Political Science 31, 46, 63, 93, 94

Drama 16, 20, 39, 55, 66, 84 Psychiatry and Behavioral Sciences 75, 76, 107

Economics 20, 55, 84 Psychology 31, 32, 47, 64, 94, 95

Electrical Engineering 21, 22, 56, 85 Radiology 76

Engineering 103 Religious Studies 33, 65, 95

English 22, 23, 24, 56, 57, 67, 68, 86 Science, Technology and Society 47

Environmental Earth System Scence 24, 86, 100 Slavic Languages and Literatures 48, 65, 96

Feminist Studies 40, 69 Sociology 33, 48

Genetics 69 Stanford Language Center 49

Geological and Environmental Sciences 70, 87, 88 Statistics 34

Geophysics 56 Surgery 77, 108

German Studies 57, 71, 87, 101

114 Department/Program Index

GER Index Materials Science & Engineering 70N
Building the Future: Invention and Innovation with
* Courses listed in multiple departments.
Engineering Materials 90

Mechanical Engineering 12N

Disciplinary Breadth: The Jet Engine 27
Engineering and Applied Sciences
Management Science & Engineering 93Q
Aeronautics and Astronautics 113N
Nuclear Weapons, Energy, Proliferation, and Terrorism 103
Structures: Why Things Don’t (and Sometimes Do) Fall Down 51

Aeronautics and Astronautics 115N

The Global Positioning System: Where on Earth Are We, and Disciplinary Breadth: Humanities
What Time Is It? 12 American Studies 114N
Visions of the 1960s 35
Applied Physics 79N
Energy Options for the 21st Century 13 Asian Languages 70N
Marvelous Creatures: Animals and Humans in Chinese
Biochemistry 118Q
Literature 79
Genomics and Medicine 35
Asian Languages (JAPANGEN) 75N
Chemical Engineering 35N
Around the World in Seventeen Syllables: Haiku in Japan,
Renewable Energy for a Sustainable World 15
the United States, and the (Digital) World 13
Chemical Engineering 60Q
Classics (CLASSART) 21Q
Environmental Regulation and Policy 36
Eight Great Archaeological Sites in Europe 37
Chemical Engineering 70Q
Classics (CLASSGEN) 24N
Masters of Disaster 36
Sappho, Erotic Poetess of Lesbos 82
Chemical Engineering 80Q
Classics 6N (CLASSGEN), Drama 12N*
Art, Chemistry, and Madness: The Science of Art
Antigone: From Ancient Democracy to Contemporary Dissent 16
Materials 98
Comparative Literature 11Q
Civil and Environmental Engineering 31Q
Shakespeare, Playing, Gender 99
Accessing Architecture Through Drawing 66
Comparative Literature 41Q
Civil and Environmental Engineering 46Q
Ethnicity and Literature 38
Fail Your Way to Success 99
Comparative Literature 50Q, German Studies 120Q*
Civil and Environmental Engineering 80N
Is God Dead? 71
The Art of Structural Engineering 53
Drama 11N
Computer Science 21N
Dramatic Tensions: Theater and the Marketplace 20
Can Machines Know? Can Machines Feel? 18
Drama 17N, Comparative Studies in Race & Ethnicity 160N*
Computer Science 26N
Salt of the Earth: The Docudrama in América 55
Motion Planning for Robots, Digital Actors, and Other
Moving Objects 83 Drama 180Q
Noam Chomsky: The Drama of Resistance 39
Computer Science 73N
Business on the Information Highways 83 Drama 189Q
Mapping and Wrapping the Body 39
Computer Science 74N
Digital Dilemmas 19 English 53N
Aesthetic Taste and Gastronomy 86
Electrical Engineering 14N
Things about Stuff 21 English 61N
British Romanticism and Poetic Form 22
Electrical Engineering 21N
What Is Nanotechnology? 22 English 62N
Eros in Modern American Poetry 23
Electrical Engineering 23N
Imaging: From the Atom to the Universe 85 English 64N
Growing Up in America 23
Electrical Engineering 60N, Geophysics 60N*
Man versus Nature: Coping with Disasters Using Space
Technology 56 GER Index 115
English 65N Philosophy 15N
Contemporary Women Writers of Fiction 24 Freedom, Community, and Morality 29

English 87N Philosophy 9N

Graphic Narratives: Word, Image, Sound, Silence 68 Philosophical Classics of the 20th Century 92

Feminist Studies 188N Religious Studies 15N

Imagining Women: Writers in Print and in Person 69 The History of Immortality 65

German Studies (GERGEN) 104N Religious Studies 16N

Resistance Writings in Nazi Germany 57 The Story of Human Virtues 33

German Studies (GERGEN) 122Q Slavic Languages & Literatures 13N

The Culture of Pessimism in 19th- and 20th-Century Europe 101 Russia and the Russian Experience 65

German Studies 123N Slavic Languages & Literatures 70N

The Brothers Grimm and Their Fairy Tales 87 From Vampires to Bathroom Walls: Folklore and Literature 96

History 20Q Slavic Languages & Literatures (SLAVGEN) 77Q

Russia in the Early Modern European Imagination 101 Russia’s Wierd Classic: Nikolai Gogol 48

History 22N Special Language Program 198Q

Crime, Punishment, and Rebellion in Early Modern Russia 58 Modern Greece in Film and Literature 49

History 30Q
English Society Through Fiction 102
Disciplinary Breadth: Mathematics
History 36N
Gay Autobiography 89 Statistics 47N
Breaking the Code? 34
History 48N
African History through Literature and Film 59

History 48Q Disciplinary Breadth: Natural Sciences

South Africa: Contested Transitions 72
Biology 11N
History 54N, African & African American Studies 54N* Biotechnology in Everyday Life 14
African-American Women’s Lives 25
Biology 13N
History 6N Environmental Problems and Solutions 79
Utopia: History of Nowhere Land 88
Biology 14N
Iberian and Latin American Cultures 193Q Plants and Civilization 52
Spaces and Voices of Brazil Through Films 49
Biology 16N
Music 11N Island Ecology 80
A View from the Podium: The Art of Conducting 28
Biology 26N
Music 13Q Maintenance of the Genome 80
Classical Music and Politics: Western Music in Modern China 105
Biology 33N
Music 16N, German Studies (GERLIT) 16N* Conservation Science and Practice 81
Music, Myth, and Modernity: Wagner’s Ring Cycle and
Biology 34N
J.R.R. Tolkien’s The Lord of the Rings 91
Hunger 14
Music 17N
Chemistry 26N
The Operas of Mozart 60
The What, Why, How and Wow’s of Nanotechnology 54
Music 17Q
Comparative Medicine 81N
Perspectives in North American Taiko 106
Comparative Anatomy and Physiology of Mammals 54
Music 38N
Environmental Earth System Science 37N
Singing Early Music 29
Energy and the Environment on the Back of an Envelope 24
Philosophy 11N
Environmental Earth System Science 39N
Skepticism 61
The Carbon Cycle: Reducing Your Impact 87

116 GER Index

Geological & Environmental Science 39N Science, Technology, & Society 101Q
Forensic Geoscience: CSI Stanford 87 Technology in Contemporary Society 47

Geological & Environmental Science 40N Sociology 45Q

Diamonds 88 Understanding Race and Ethnicity in American Society 48

Geological & Environmental Science 43Q Sociology 46Q

Environmental Problems 70 Race, Ethnic, and National Identities: Imagined Communities 33

Geological & Environmental Science 55Q

The California Gold Rush: Geologic Background and
Environmental Impact 70 Education for Citizenship: American Cultures
American Studies 144N
Human Biology 91Q Visions of the 1960s 35
Neuroethology: The Neural Control of Behavior 42
Comparative Studies in Race & Ethnicity 160N, Drama 17N*
Physics 18N Salt of the Earth: The Docudrama in América 55
Revolution in Concepts of the Cosmos 62
Comparative Literature 41Q
Physics 83N Ethnicity and Literature 38
Physics in the 21st Century 30
Health Research and Policy 89Q
Physics 87N Introduction to Cross-Cultural Issues in Medicine 71
The Physics of One: Nanoscale Science and Technology 63
Music 17Q
Perspectives in North American Taiko 106

Disciplinary Breadth: Social Sciences

Anthropology 21N Education for Citizenship: Global Community
The Anthropology of Globalization 12
History 20Q
Anthropology 22N Russia in the Early Modern European Imagination 101
Ethnographies of North America: An Introduction to Cultural
History 48Q
and Social Anthropology 51
South Africa: Contested Transitions 72
History 42N
History 84Q
Science, Medicine, and Empire 58
The American Empire in the Middle East since the Cold War:
History 62N Afghanistan, Iraq and Israel/Palestine 40
The Atomic Bomb in Policy and History 89
Iberian & Latin American Cultures 193Q
History 84Q Spaces and Voices of Brazil Through Films 49
The American Empire in the Middle East since the Cold War:
Music 13Q
Afghanistan, Iraq and Israel/Palestine 40
Classical Music and Politics: Western Music in Modern China 105
History 91N
Music 16N, German Studies (GERLIT) 16N*
Mao Zedong: The Man Who Would Become China 26
Music, Myth, and Modernity: Wagner’s Ring Cycle and
Linguistics 5N J.R.R. Tolkien’s The Lord of the Rings 91
What’s your accent? Investigations in Acoustic Phonetics 26
Special Language Program 198Q
Linguistics 83N Modern Greece in Film and Literature 49
Translation 27

Materials Science & Engineering 159Q, Engineering 159Q*

Japanese Companies and Japanese Society 103

Political Science 16N

The Politics of Economic Development 93

Psychology 12N
Self-Theories 31

Psychology 17N
Language and Society: How Languages Shape Lives 94

GER Index 117

 Write-2 Index
Education for Citizenship: Gender Studies
Classics (CLASSART) 21Q
Classics (CLASSGEN) 24N
Eight Great Archaeological Sites in Europe 37
Sappho, Erotic Poetess of Lesbos 82
Communication 118Q
Classics (CLASSGEN) 6N, Drama 12N*
Theories of Film Practice 6
Antigone: From Ancient Democracy to Contemporary Dissent 16

Comparative Literature 11Q Computer Science 73N

Shakespeare, Playing, Gender 99 Business on the Information Highways 83

Medicine 87Q, Human Biology 87Q* Department of Medicine 70Q

Women and Aging 74 Cancer and the Immune System 104

Drama 189Q
English 84Q
Mapping and Wrapping the Body 39
Charles Dickens’ David Copperfield: A Victorian Reading 68
Feminist Studies 188N
English 87N
Imagining Women: Writers in Print and in Person 69
Graphic Narratives: Word, Image, Sound, Silence 68
History 36N
Feminist Studies 188N
Gay Autobiography 89
Imagining Women: Writers in Print and in Person 69

Genetics 109Q, Biomedical Informatics 109Q*

Education for Citizenship: Ethical Reasoning Genomics: A Technical and Cultural Revolution 69
Philosophy15N
Freedom, Community, and Morality 29 Geological & Environmental Sciences 55Q
The California Gold Rush: Geologic Background and
Environmental Impact 70

History 20Q
Russia in the Early Modern European Imagination 101

Human Biology 90Q

Contemporary Issues in Human Experimentation 41

Human Biology 97Q, Orthopedic Surgery 97Q*

Sport, Exercise, and Health: Exploring Sports Medicine 72

Materials Science & Engineering 70N

Building the Future: Invention and Innovation with
Engineering Materials 90

Political Science 16N

The Politics of Economic Development 93

Psychiatry & Behavioral Science 72Q

Traumatic Stress 107

Psychiatry & Behavioral Science 76Q

Temperament and Creativity in Mood Disorders 75

Slavic Languages & Literatures 70N

From Vampires to Bathroom Walls: Folklore and Literature 96

Surgery 68Q
Current Concepts in Transplantation 108

Surgery 69Q
It’s All in Your Head: Understanding Diversity,
Development, and Deformities of the Face 77
118 GER Index
Identify your intellectural interests
Stanford Introductory Seminars Course Selection Worksheet
As you read the course descriptions, make note of any that intrigue you on this worksheet. Use this page to brainstorm about what
seminars you might want to take, and also more generally about what directions seem most appealing to you at this point in your
academic career. Share this list with your academic advisor, family members, or friends. They may be able to help you see patterns
and determine directions to explore.
For each class, take note of which questions and aspects catch your attention. Consider what your background is in the sub-
ject, what you could contribute to the class, and why you might want to take it. These notes will be helpful when you decide which
courses to apply to and while preparing your answers to the application questions.

Qtr Title and Instructor Dept/Cat # What Intrigues Me My Background Why I’m Interested

Questions? http://introsems.stanford.edu t Phone: (650) 723-2631 t Email: introsems@stanford.edu

Course Selection Worksheet 119

120
Please submit this form via the web.
SIS Application Form for Autumn Quarter Courses, 2009-10
Please submit this form via the web, if possible, at http://introsems.stanford.edu. You may
also submit this form in person or by mail to Stanford Introductory Studies, Sweet Hall, 3rd
Floor, Stanford, CA 94305-3069; or by fax to (650) 723-0631. All applications will receive
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Please check
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Axess (http://axess.
Please type or print clearly. You may apply to up to three classes per quarter, but must
stanford.edu), the
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Any Questions?
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Studies Office
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Please list the title of the Introductory Seminar to which you are applying and rank your
phone: (650) 723-2631
preference (first, second, third). You may apply to up to three, but must fill out a separate
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Describe any experiences you have had or courses you have taken (at college or in high web:
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121
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administrative support

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Photo Credits: Edward O’Neill,

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Stanford Introductory Studies
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APPLICATION
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THE OFFICE OF THE VICE PROVOST FOR UNDERGRADUATE EDUCATION, STANFORD UNIVERSITY