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Student Spotlights
Majoring in AAAS has allowed me to critically engage with the question: "What is Black technology?" Through class discussions, community engagement projects, and academic research, I explored Black interactions with and contributions to the…
Majoring in DAAAS has allowed me to explore and expand my u... | common_crawl_stanford.edu_150 |
Decolonizing the English Literary Curriculum
George Floyd's death on May 25th 2020 marked a watershed in reactions to anti-Black racism in the United States and elsewhere. Intense demonstrations around the world followed. Within literary studies, the demonstrations accelerated the scrutiny of the literary curriculum, t... | common_crawl_stanford.edu_151 |
A Worthy Piece of Work: The Untold Story of Madeline Morgan and the Fight for Black History in Schools
A Worthy Piece of Work tells the story of Madeline Morgan (later Madeline Stratton Morris), a teacher and an activist in WWII–era Chicago, who fought her own battle on the home front, authoring curricula that bolstere... | common_crawl_stanford.edu_152 |
Aim 5: Corrosion
Mitigate corrosion of both electrode materials and current collectors to enable durable aqueous batteries.
A critical barrier to realizing long-life batteries is corrosion of both electrode materials and current collectors. Despite its importance in limiting commercialization of many different battery ... | common_crawl_stanford.edu_153 |
Aim 1: Electrolyte
Expand the voltage stability window of aqueous electrolytes significantly beyond the thermodynamic limit while maintaining fast kinetics.
A major challenge to powerful aqueous electrolyte-based batteries is that water splits up into hydrogen and oxygen at voltages above 1.23 volts (vs the standard hy... | common_crawl_stanford.edu_154 |
Overview
The AI + Learning Differences Working Symposium: New Horizons, New Solutions explored how technological innovations can influence the life trajectories of people with disabilities and their families. Educators, civil servants, first responders, and families can all benefit from added support that AI may have t... | common_crawl_stanford.edu_155 |
Overview
The Stanford Institute for Human-Centered Artificial Intelligence (HAI) and the Stanford Accelerator for Learning co-hosted Stanford’s Annual AI+Education Summit.
In its third instance, the summit aimed to ignite a global conversation on how to shape a thriving learning ecosystem with human-centered AI technol... | common_crawl_stanford.edu_156 |
Event details
Wednesday, May 28th 2025
04:30 PM—05:30 PM
The Education Entrepreneurship Hub hosts a bi-monthly event series with a chance for students to learn and connect over boba. This month, join us for an evening with Adam Williams, founder of the AI-based software development company Magic Loops.
", "startDate":"... | common_crawl_stanford.edu_157 |
Event details
Wednesday, May 3rd 2023
04:30 PM—07:00 PM PST
Joyous and Just Education for All
How can we support students to flourish and succeed? How do we encourage a love of learning and cultivate students’ passions? Juliana Urtubey, a National Teacher of the Year, challenges schools, families, and communities to cr... | common_crawl_stanford.edu_158 |
Event details
Thursday, February 29th 2024
12:00 PM—01:30 PM
Have you ever wanted to build a chatbot that was tailored to your interests and needs? Join us for a fun workshop that will equip you with the expertise to design, customize, and refine your own chatbot!
The workshop will guide participants through the entire... | common_crawl_stanford.edu_159 |
Event details
Tuesday, November 12th 2024
03:30 PM—06:00 PM
This event is part of the Distinguished Lecture series of the initiative on Learning Differences and the Future of Special Education at the Stanford Accelerator for Learning. Our goal is to promote interdisciplinary conversations among scholars about learning ... | common_crawl_stanford.edu_160 |
Event details
Tuesday, November 28th 2023
12:00 PM—01:00 PM
This event has passed.
Reflection is a key component of experiential learning, and developing reflective skills is an important learning outcome in itself. But what role might new technologies play in enhancing this process? Is it possible for AI to augment th... | common_crawl_stanford.edu_161 |
Event details
Wednesday, May 31st 2023
08:30 AM—05:30 PM PST
The Equity in Learning Design Workshop brought together researchers, community-based organizations, school leaders, and foundations to brainstorm a new vision for partnerships between researchers and the communities they serve, in order to drive solutions tha... | common_crawl_stanford.edu_162 |
Event details
Wednesday, April 10th 2024
12:00 PM—01:30 PM
About the film
The scorching, arid northeastern state of Ceará, Brazil has long been known for growing cashews and coconuts. Now, it’s defied expectations by cultivating one of the world’s best public elementary school systems, despite high rates of poverty. Ho... | common_crawl_stanford.edu_163 |
Event details
Thursday, March 13th 2025
03:30 PM—06:00 PM
The second installment of the speaker series of the initiative on Learning Differences and the Future of Special Education brought national scholars to campus to advance a transformative vision for inclusive education.
This event focused on fostering continued e... | common_crawl_stanford.edu_164 |
Event details
Friday, May 17th 2024
02:00 PM—03:00 PM
Join us for the next session of our discussion series, presented by the GSE’s Entrepreneur in Residence (EIR) program. Our expert panel will dive into the topic of building a pipeline from education to entrepreneurs, moderated by Paul Kim, Associate Dean and Chief T... | common_crawl_stanford.edu_165 |
Event details
Thursday, November 3rd 2022
09:00 AM—05:00 PM PT
The Stanford Center on Early Childhood is an initiative of the Stanford Accelerator for Learning. Housed at the Graduate School of Education and led by Professor Philip Fisher, the center draws on the GSE’s cutting-edge expertise in learning, as well as Sta... | common_crawl_stanford.edu_166 |
Event details
Tuesday, March 1st 2022
04:00 PM—04:30 PM
The final conversation of this series on cutting edge research features Elizabeth Kozleski, Professor (Research) with the Stanford Graduate School of Education.
In this talk, Elizabeth will share her research on literacy development with 80 children with neurodive... | common_crawl_stanford.edu_167 |
Event details
Monday, January 29th to Wednesday, January 31st 2024
The Learning Differences Initiative at the Stanford Accelerator for Learning invited collaborative research teams engaged on the ground in their countries, working on advancing inclusive education. The convening brought together scholars from the global... | common_crawl_stanford.edu_168 |
Event details
Tuesday, February 15th 2022
04:00 PM—04:30 PM
In the first of three conversations on cutting edge research, Rebecca Silverman, Associate Professor in the Stanford Graduate School of Education will discuss her work with Sesame Workshop on investigating implementation and effects of a multi-media enhanced s... | common_crawl_stanford.edu_169 |
Event details
Tuesday, April 2nd 2024
05:00 PM—07:00 PM
The integration of artificial intelligence (AI) with augmented reality (AR) technology stands to revolutionize the educational landscape. This combination offers a dynamic and interactive learning environment that can overlay the world around us with animated 3D c... | common_crawl_stanford.edu_170 |
Event details
Monday, May 6th 2024
09:00 AM—05:00 PM
The Educational Opportunity Project at Stanford and The Stanford Institute for Advancing Just Societies are hosting a conference to mark the 70th anniversary of the Brown v. Board of Education Supreme Court decision. Join us as we bring together leading scholars, leg... | common_crawl_stanford.edu_171 |
The Stanford Accelerator for Learning encourages and enables scholars and students to seize new opportunities in data, technology, and the brain to improve learning outcomes, and therefore life outcomes. We focus on learning challenges most in need of new discoveries, evidence, and solutions, and where we believe Stanf... | common_crawl_stanford.edu_172 |
Authoring Interactive Simulations with Generative AI for Culturally Sustaining Pedagogy
Educational simulations such as PhET can increase learner engagement and promote generative learning. Yet, it is nearly impossible for educators to create their own interactive simulations to support their learners. These scholars w... | common_crawl_stanford.edu_173 |
Tracking socio-ecological recovery after forest fire: The case of Big Basin
Natural disasters like the CZU Lightning Complex fire that devastated Big Basin Redwoods State Park and surrounding communities in 2020 have pushed questions about the human-nature relationship to the fore, prompting us to examine the connectio... | common_crawl_stanford.edu_174 |
Joyful Learning
The Stanford Accelerator for Learning has accepted 21 proposals for research or design projects that will explore the mechanisms and impact of joyful learning.
: Joyful Learning
The Stanford Accelerator for Learning has accepted 21 proposals for research or design projects that will explore the mechanis... | common_crawl_stanford.edu_175 |
Great ideas in education that emerge from research often fail to impact the learners who need them most. Developing, testing, and realizing research-backed solutions requires a wide range of specialized skills, many of which are out of reach for academic teams. Through the Accelerator Studio, the Stanford Accelerator f... | common_crawl_stanford.edu_176 |
Through the Learning Design Challenge, the Stanford Accelerator for Learning supplies Stanford students interested in education innovation with the knowledge, resources, and support necessary to develop inclusive and accessible learning solutions.
The Learning Design Challenge gives students access to a series of works... | common_crawl_stanford.edu_177 |
The Challenge
Young brains undergo rapid development during the early years of life and are dramatically shaped by experiences. The biological, psychological, and social context of development are inextricably linked and combine to set the stage for success.
In this critical moment, children and their families are stru... | common_crawl_stanford.edu_178 |
Overview
The RAPID Survey Project, based in the Stanford Center on Early Childhood, gathers information on the experiences, well-being, resiliency, and needs of the important adults in young children’s lives. Since launching in April 2020, RAPID has been asking parents and child care providers in all 50 states about ke... | common_crawl_stanford.edu_179 |
Our Solution
An equity-oriented approach to learning views all learners as having agency, acknowledges their full humanity, and creates opportunities for learners to access and belong within robust education opportunities in and beyond their formal schooling. It challenges us to reimagine equity as the foundation of ou... | common_crawl_stanford.edu_180 |
The promise of machine learning in education is tempered by the standard concerns: biased data, privacy violations, inequitable outcomes, and so on. There remains a significant gap between how the technology is imagined and how, in fact, it is deployed and used.
“We are pioneering a participatory AI approach with the g... | common_crawl_stanford.edu_181 |
Children’s ability to draw recognizable objects and to recognize each other’s drawings improves concurrently throughout childhood, according to a new study from Stanford University.
In work published Feb. 8 in Nature Communications, the researchers used machine learning algorithms to analyze changes in a large sample o... | common_crawl_stanford.edu_182 |
A pilot program led by Stanford University and the College of San Mateo aims to punch a hole in the paper ceiling, the invisible barrier that hinders many Americans without bachelor’s degrees from advancing in their careers or landing well-compensated jobs.
The Stanford Administrative Fellowship program, or StAF, place... | common_crawl_stanford.edu_183 |
Prior to attending Stanford Graduate School of Education (GSE), Aditya Vishwanath, PhD ‘23, was an engineer. While working on virtual reality (VR) learning tools at Google, he grew increasingly concerned that companies and districts were dropping edtech into classrooms like “a cool new hammer” without teachers ever bei... | common_crawl_stanford.edu_184 |
Identifying struggling young readers can be a time-consuming and costly task for schools, requiring a teacher or reading specialist to sit with students one-on-one to gauge their proficiency as the child reads aloud.
A new online tool developed at a Stanford lab lifts that burden without compromising any of the reliabi... | common_crawl_stanford.edu_185 |
Artificial intelligence is rapidly transforming education, in both worrisome and beneficial ways. On the positive side of the ledger, new research shows how AI can help improve the way instructors engage with their students, by way of a cutting-edge tool that provides feedback on their interactions in class.
A new Stan... | common_crawl_stanford.edu_186 |
A generous gift to the Stanford Center on Early Childhood will advance the center’s work in early childhood and accelerate the exchange of expertise among researchers, policymakers, and front-line practitioners.
The Saul Zaentz Charitable Foundation is providing funding to expand a valuable large-scale data collection ... | common_crawl_stanford.edu_187 |
A gong sounded in an upstairs classroom at the Stanford d.school. Students circled small round tables, perched on stools, with a whiteboard behind each group and sticky notes and markers spread in front of them.
There were undergraduate, master's, doctoral, and Distinguished Career Institute (DCI) students in the room,... | common_crawl_stanford.edu_188 |
Students with intellectual and developmental disabilities (IDD) such as autism and Down syndrome are often left behind when it comes to literacy instruction – casualties of the misperception that at best, they could only read by learning to recognize common words by sight. But researchers are finding that students with... | common_crawl_stanford.edu_189 |
The Stanford Accelerator for Learning is welcoming Professor Maisha T. Winn as head of the Equity in Learning initiative. The initiative is one of six launched by the Accelerator to seize new opportunities in data, technology, and the learning sciences to create novel solutions that improve education.
“Maisha’s creativ... | common_crawl_stanford.edu_190 |
A new report by researchers at Stanford and Harvard shows that U.S. students achieved historic gains in math and reading during the 2022-23 school year, the first full year of recovery from the pandemic.
The report, which measures the pace of academic recovery during the 2022-23 school year for school districts in 30 s... | common_crawl_stanford.edu_191 |
Certain skills are essential for many demands of everyday life, helping us to focus, control impulses, manipulate information in our minds, and shift from one task to another. These skills, known as executive functions (EFs), begin developing in early childhood and are linked to behaviors that serve well into adulthood... | common_crawl_stanford.edu_192 |
On a recent Wednesday morning, a group of K-12 educators and Stanford researchers gathered in an empty classroom at Abram Agnew Elementary School in San Jose, California. The group included elementary classroom teachers, academic resource specialists from the elementary and high schools, two principals, researchers fro... | common_crawl_stanford.edu_193 |
At a meeting before the start of the school year at Abram Agnew Elementary School in San Jose, special education aides shared the strategies they planned to use to boost their effectiveness. One of Maria Ochoa’s goals was to initiate regular communication with classroom teachers.
“I want to make sure we’re on the same ... | common_crawl_stanford.edu_194 |
At a packed lunch during the 2023 ASU+GSV summit, Bill Gates reflected on his work leading the Bill and Melinda Gates Foundation, where he said making an impact at scale in global health was “relatively easy” compared with scaling impact in education. The most crucial puzzle piece, he said: figuring out what really wor... | common_crawl_stanford.edu_195 |
Last week more than a dozen policy leaders from across the country gathered at Stanford to take part in The Hunt Institute’s 2023 Early Childhood Policy Academy, a training aimed at educating and empowering leaders to support early education and care in their regions.
The Stanford Center on Early Childhood, an initiati... | common_crawl_stanford.edu_196 |
Stanford Graduate School of Education (GSE) professor Bryan A. Brown has been appointed to an endowed chair, the highest honor the university can bestow on faculty.
Brown was named the Kamalachari Professor of Science Education, and he receives the appointment after more than 20 years on the GSE faculty, including serv... | common_crawl_stanford.edu_197 |
The release this fall of ChatGPT – a new natural language processor that can write essays, spit out a Haiku, and even produce computer code – has prompted more questions about what this means for the future of society than even it can answer, despite efforts to make it try.
Faculty from the Stanford Accelerator for Lea... | common_crawl_stanford.edu_198 |
When students who are now in kindergarten enter high school, what will their classroom look like? That was a question Stanford Graduate School of Education Dean Dan Schwartz asked Los Angeles Unified School District superintendent Alberto Carvalho during a fireside chat at the the first Stanford Accelerate Edtech Impac... | common_crawl_stanford.edu_199 |
State legislators from across the country gathered at Stanford in December to take part in The Hunt Institute’s Early Childhood Policy Academy, a program designed to highlight for policymakers the importance of the earliest years as a public investment.
This is the second time the Stanford Center on Early Childhood co-... | common_crawl_stanford.edu_200 |
“My ‘why’ is kids,” said Santrice Jones, director of early childhood initiatives in Harris County, Texas, the third most populous county in the United States, speaking on a panel at Stanford. “At the end of the day, is what we’re doing best for kids? That's what I've been asking since my first day walking into a classr... | common_crawl_stanford.edu_201 |
What do teachers want from AI? How can AI make the lives of students and teachers better? What new tools actually work?
AI scholars, educators, school administrators, and startup founders grappled with these questions at the second AI+Education Summit, hosted by Stanford HAI and the Stanford Accelerator for Learning on... | common_crawl_stanford.edu_202 |
The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford Accelerator for Learning faculty affiliates say that concern is misdirected, based on their Ac... | common_crawl_stanford.edu_203 |
Criminal Justice
Overview
Societies do not have to choose between high levels of incarceration and high crime rates. Crime and incarceration can be reduced simultaneously by adopting better addiction-focused policies. SNAP’s criminal justice initiative disseminates effective policies based on scientific findings about ... | common_crawl_stanford.edu_204 |
Opioid Epidemic
Overview
The opioid addiction and overdose epidemic has claimed more American lives in the 21st century than did World Wars I and II combined. In addition to this terrible loss of life, millions of Americans are addicted to opioids, damaging their health, their families, and their communities. SNAP’s op... | common_crawl_stanford.edu_205 |
Aerospace Design Lab
Welcome to the Aerospace Design Laboratory, a computational analysis and design research laboratory in the Department of Aeronautics and Astronautics at Stanford University.
The Aerospace Design Lab, directed by Prof. Juan Alonso, specializes in the development of high-fidelity, multi-disciplinary ... | common_crawl_stanford.edu_206 |
Numerical Methods
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Main content start
Results for: Numerical Methods
- Berkenstock, Dan, and Juan Alonso. “Analytic Solutions of Hypersonic Newtonian Flows Over Ellipses”. AIAA SciTech Forum, January 2022. https://arc.aiaa.org/doi/10.2514/6.2022-1322.
- Garbacz, Catarina, Fabio Morgado, Marco Fossati,... | common_crawl_stanford.edu_207 |
SU2
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Main content start
Results for: SU2
- Cantwell, Brian, Eylul Bilgin, and Jacob Needels. “A New Boundary Layer Integral Method Based on the Universal Velocity Profile”, Physics of Fluids, 34, no. 7 (July 22, 2022). https://doi.org//10.1063/5.0100367.
- Needels, Jacob, Umran Duzel, Kyle Hanquist, a... | common_crawl_stanford.edu_208 |
6.2.1 Computer and Network Usage Policy
Formerly Known As Policy Number: 62
This policy covers the appropriate use of all information resources including computers, networks, and the information contained therein.
Applicability: Applies to all University students, faculty and staff, and all others using computer and co... | common_crawl_stanford.edu_209 |
6.3.1 Information Security
Formerly Known As Policy Number: 63
The purpose of this policy is to ensure the protection of Stanford's information resources from accidental or intentional unauthorized access or damage while also preserving and nurturing the open, information-sharing requirements of its academic culture. T... | common_crawl_stanford.edu_210 |
3. Financial Administration
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Financial policies in this chapter pertain to management of university funds, expenditures, and revenue.
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These policies review managing the university's financial assets; how university funds are organized; expenditure accounts; the cost policy; requirements for retentio... | common_crawl_stanford.edu_211 |
3.8.2 Account Balance Attestation
This Guide Memo section outlines the policy and responsibilities for attesting to account balances in the University’s general ledger and the Statement of Financial Position.
Applicability:
This policy applies to all Stanford departments and employees responsible for attesting to accou... | common_crawl_stanford.edu_212 |
3.3.2 Expendable Funds Investment, Return Allocation and Buffer Policy
Formerly Known As Policy Number: 37.4
This policy replaces the “Expendable Funds Investment, Interest Allocation and Buffer Policy” adopted by the Board of Trustees on June 9, 2016. The policy was most recently updated by the Board of Trustees on Ju... | common_crawl_stanford.edu_213 |
4. Giving to Stanford
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This chapter covers policies and procedures on managing gifts to the university, including:
- Processing, acknowledging, and recording donations
- Departmental special collections
- Guidelines for naming facilities and land features
- Funding new programs and prioritizing fundra... | common_crawl_stanford.edu_214 |
4.2.2 Acknowledgment of Gifts
Formerly Known As Policy Number: 42.1
This Guide Memo states responsibilities and procedures for acknowledging gifts to the University.
1. Gift Receipts
All gifts to Stanford of cash, checks, and securities, as well as most other types of gifts, are officially acknowledged by the Universit... | common_crawl_stanford.edu_215 |
4.2.3 Records of Donated Equipment
Formerly Known As Policy Number: 42.2
This Guide Memo covers policy on recording and processing donations of equipment. Detailed procedures may be found in the Stanford University Property Management Manual, available from the Property Management Office.
Applicability: This policy app... | common_crawl_stanford.edu_216 |
11.4 Global Human Resources Benefit Programs
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Benefit programs vary by country for employees outside of the US, as described in these guidelines.
Authority: Approved by the Vice President of Human Resources.
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Last Updated March 11, 2014
Global HR Programs is the responsible party to initiate employee... | common_crawl_stanford.edu_217 |
11.5 Global Human Resources Employment General Information
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General guidelines regarding global university human resources practices.
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Last Updated March 11, 2014
The University and its affiliates will comply with each country’s visa and employment law at all times. All affiliated employees must have... | common_crawl_stanford.edu_218 |
11.2.1 Global Staff Personnel Policies
These policies describe the development of, administration of, and decisions about policies affecting personnel of Stanford University, a university entity and/or its affiliates, whose primarily work location is outside of the United States.
1. Purpose
Global staffing policies and... | common_crawl_stanford.edu_219 |
1. Guiding Policies and Principles
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This chapter details the cornerstone policies of Stanford University and covers standards of conduct, conflict of interest, Stanford name and trademark use, privacy/HIPAA compliance, protection of minors, signature and financial approval authority, and organization ... | common_crawl_stanford.edu_220 |
1.4.1 Academic and Business Relationships With Third Parties
Formerly Known As Policy Number: 14
From time to time, the University enters into agreements with various independent entities that may result in an ongoing business or academic relationship with the University. For example, entities with current relationship... | common_crawl_stanford.edu_221 |
1.6.2 Privacy and Security of Health Information (HIPAA)
Formerly Known As Policy Number: 16.2
This Guide Memo describes Stanford University's implementation of the Health Insurance Portability and Accountability Act of 1996 ("HIPAA") and its regulations ("Privacy Rule" and "Security Rule") governing the protection of ... | common_crawl_stanford.edu_222 |
1.1.1 University Code of Conduct
Formerly Known As Policy Number: 1
This Guide Memo defines the University's Code of Conduct.
Applicability:
The Code applies to these groups of people, referred to as members of the Stanford University Community:
- Faculty, staff, students and postdoctoral scholars of Stanford Universit... | common_crawl_stanford.edu_223 |
2.3.5 Disability and Family Leaves
Formerly Known As Policy Number: 27.7
This Guide Memo describes medical and other disability-type leaves, and the coordination of these types of leave with University benefit plans.
Applicability:
Applies to regular employees not covered by collective bargaining agreements, regular Ac... | common_crawl_stanford.edu_224 |
2.4.2 Directories and Distribution Lists
Formerly Known As Policy Number: 28.3
The University maintains lists of names, addresses, telephone numbers and electronic mail accounts of individuals and organizations of importance to the University. This Guide Memo sets forth policies concerning use of such University data a... | common_crawl_stanford.edu_225 |
2.4.6 Indemnification
Formerly Known As Policy Number: 15.7
This policy covers indemnification of employees.
Applicability:
This policy applies to all faculty and staff of the University.
1. Indemnification Policy
Stanford's policy is to indemnify and defend its faculty and staff in compliance with California Labor Cod... | common_crawl_stanford.edu_226 |
2.4.5 Protection of Property
Formerly Known As Policy Number: 28.6
This Guide Memo outlines departmental responsibilities for safeguarding University property.
1. Security of Facilities
a. Arrangements
Each department is responsible for making whatever arrangements are necessary to secure University facilities when the... | common_crawl_stanford.edu_227 |
2.2.7 Requesting Workplace Accommodations For Employees With Disabilities
Formerly Known As Policy Number: 23.5
This Guide Memo outlines Stanford University's policies and procedures for employee requests for disability-related accommodations.
Applicability:
This policy applies to all University employees.
1. Policy
St... | common_crawl_stanford.edu_228 |
2.2.6 Smoke-Free Environment
Formerly Known As Policy Number: 23.4
Applicability:
Applies to all academic and administrative units of Stanford University, including SLAC and all campus student housing. This policy does not supersede more restrictive policies that may be in force to comply with federal, state, or local ... | common_crawl_stanford.edu_229 |
2.2.4 Violence in the Workplace
Formerly Known As Policy Number: 2.2.11, 23.9
This policy provides guidelines for responding to violence or threats of violence in the workplace, including all University locations.
Applicability:
Applies to all Stanford University employees, and to all individuals who, while not Stanfor... | common_crawl_stanford.edu_230 |
2.1.2 Recruiting and Hiring of Regular Staff
Formerly Known As Policy Number: 22.1
This policy reviews all phases of the recruiting and hiring process and the corresponding areas of responsibility.
Applicability: All regular staff of the University and SLAC (as defined in Admin Guide Memo 2.2.1: Definitions), with some... | common_crawl_stanford.edu_231 |
2.1.14 Senior Staff
Formerly Known As Policy Number: 22.13
Applicability: Applies to employees designated at level N, O, P, N11 and N 99 in the university classification system. The list of positions designated as Senior Staff is maintained by the Office of the Vice President for Human Resources.
1. Policy Statement
Se... | common_crawl_stanford.edu_232 |
2.1.12 Staff Development Programs
Formerly Known As Policy Number: 22.11
The Staff Development Program (SDP) supports employee development by providing partial or full reimbursement of the cost of courses, seminars, and workshops that enable employees to improve performance in current jobs, prepare for career developme... | common_crawl_stanford.edu_233 |
5.2.4 Surplus Property Sales
Formerly Known As Policy Number: 56
This Guide Memo covers sale of surplus University property.
1. Authority to Transact Sales
a. Surplus Property Sales Office
The mission of the Surplus Property Sales office (SPS) is to sell University property for the best possible price while ensuring re... | common_crawl_stanford.edu_234 |
5.3 Purchasing Goods and Services
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Last Updated September 21, 2012
This Guide Memo provides an overview of the procurement process. University departments are encouraged to contact Procurement early in the acquisition process. Procurement buyers and Contracts Specialists can help develop technical s... | common_crawl_stanford.edu_235 |
5.3.3 Purchasing Cards
Formerly Known As Policy Number: 54.5
This policy applies to expenditures from all university funding sources. For detailed procedures and resources, refer to the Purchasing Card (PCard) overview on Fingate. This policy aligns with Administrative Guide Memo 1.1.1: Code of Conduct, Guide Memo 5.1.... | common_crawl_stanford.edu_236 |
10.2.2 Graduate Student Hourly Employment
This Guide Memo outlines policies and procedures for employment of matriculated Stanford graduate students in positions other than assistantships. For employment of graduate students in research and teaching assistantships, see Guide Memo 10.2.1. For employment of matriculated ... | common_crawl_stanford.edu_237 |
Coterm Degree Conferral
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Degree Conferral Considerations
Coterms may apply for undergraduate degree conferral once undergraduate degree requirements are complete. Graduate degree conferral can only be at the same time or after undergraduate degree conferral. Coterms may opt to have the undergraduate d... | common_crawl_stanford.edu_238 |
Explore Coterminal Degrees
Is a Master's Degree Right for You?
The coterminal degree program at Stanford allows you to begin work on a master’s degree while you are finishing your bachelor’s degree. The graduate degree does not have to be from the same department or school as your undergraduate major. The degrees can b... | common_crawl_stanford.edu_239 |
Requests for Exceptions to Academic Policy
In certain circumstances, a student may submit a request for exception to university policy. Requests may relate to Academic Progress decisions, or to general academic policies or their deadlines. Requests must demonstrate relevant and compelling circumstances, and include sup... | common_crawl_stanford.edu_240 |
Returning to Stanford
All students wishing to enroll in any given quarter(s) must have an active student status with the University. Depending on your situation, students returning to Stanford may need to take specific steps for reinstatement.
The following information offers clarification of university academic polici... | common_crawl_stanford.edu_241 |
Advising Resources Toolkit
These advising tools are intended to help frame your reflections throughout your time at Stanford, guide your strategic thinking if you face challenges or difficulty, facilitate your academic planning and intellectual development, and support you as you consider post-undergraduate education. ... | common_crawl_stanford.edu_242 |
What Academic Deadlines Should I Be Aware of?
There are three important quarterly enrollment deadlines you will always want to be aware of: the Preliminary Study List Deadline, the Final Study List Deadline, and the Change of Grading Basis and Withdrawal Deadline.
Resources for Tracking Deadlines
For the specific dates... | common_crawl_stanford.edu_243 |
Can I get Credit for AP, IB, or Transfer Courses?
Students often approach advisors to find out whether they can get credit for work done prior to matriculation. This includes advanced placement exams, international baccalaureate programs, and coursework completed at previous institutions. While advisors can help studen... | common_crawl_stanford.edu_244 |
Does Stanford have an attendance policy?
While Stanford has no single universal course attendance policy, the university does have an in-person residency requirement, and individual departments and instructors have the right to set specific attendance policies for their own courses.
Undergraduate Academic Residency
Ple... | common_crawl_stanford.edu_245 |
How Do I Start To Build A Schedule?
To start building a schedule, it’s helpful to think about each class as part of a strong foundation. You want your foundation to both support future work and incorporate breadth so that the structure you build feels more like a comfortable house than a grain silo. Consider your long ... | common_crawl_stanford.edu_246 |
Can I Change My COLLEGE or PWR Course?
Generally speaking, students cannot make changes to their COLLEGE and PWR enrollments on Axess. Students must instead contact the COLLEGE and PWR offices with a compelling reason in order to request a change.
While you can always request a change, there's no guarantee that your re... | common_crawl_stanford.edu_247 |
Understanding the Course Catalog
Confused by the different numbers and letters you’ll find at the end of a course name? Not sure how you can tell whether a class is a lecture, seminar, or activity course? Your Academic Advisors are here with the answers!
What Do the Course Numbers Mean?
Stanford does not have a standar... | common_crawl_stanford.edu_248 |
What is a directed reading and how do I arrange one?
The chance to work with Stanford faculty in an area of mutual interest is one of the greatest privileges of your Stanford career. Sometimes you can find that ideal Introsem from the perfect professor, but other times the class you've been dreaming of doesn't appear i... | common_crawl_stanford.edu_249 |
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