Mail Code: 4210
Phone: (650) 723-6117
Email: jmason@stanford.edu
Web Site: http://eiper.stanford.edu
Courses offered by the Emmett Interdisciplinary Program in Environment and Resources are listed under the subject code ENVRES on the Stanford Bulletin's ExploreCourses web site.
Mission of the Program
The Emmett Interdisciplinary Program in Environment and Resources develops the knowledge, skills, perspectives, and ways of thinking needed to understand and help solve the world's most significant environmental and resources sustainability challenges. E-IPER strives to be a model for interdisciplinary graduate education. E-IPER offers a Ph.D. in Environment and Resources, a Joint M.S. exclusively for students in Stanford's Graduate School of Business or Stanford Law School, and a Dual M.S. for students in the School of Medicine or a Ph.D. program in another department. E-IPER's home is the School of Earth, Energy & Environmental Sciences; affiliated faculty come from all seven Stanford schools.
Graduate Programs in Environment and Resources
The University’s basic requirements for the M.S. and Ph.D. degrees are discussed in the “Graduate Degrees” section of this bulletin. The E-IPER Ph.D. and M.S. degrees are guided by comprehensive requirements created with faculty and student input and approved by E-IPER's Executive Committee. To access the current Ph.D. and M.S. degree requirement documents, see the E-IPER web site.
Learning Outcomes (Graduate)
Completion of the Ph.D. and M.S. degrees in Environment and Resources provides students with the knowledge, skills, perspectives, and ways of thinking needed to understand and help solve the world's most significant environmental and resources sustainability challenges.
Master of Science in Environment and Resources
Students may not apply directly for the M.S. in Environment and Resources degree. The M.S. is an option exclusively for M.B.A. students in the Graduate School of Business, J.D. students in the Stanford Law School, M.D. students in the School of Medicine, students pursuing a Ph.D. in another Stanford department, and for E-IPER Ph.D. students who do not continue in the Ph.D. degree program.
Joint Master's Degree
Students enrolled in a professional degree program in Stanford's Graduate School of Business or the Stanford Law School are eligible to apply for admission to the Joint M.S. in Environment and Resources Degree Program (JDP). Enrollment in the Joint M.S. Program allows students to pursue an M.S. degree concurrently with their professional degree and to count a defined number of units toward both degrees, resulting in the award of Joint M.B.A. and M.S. in Environment and Resources degree or a joint J.D. and M.S. in Environment and Resources degree.
The Joint M.B.A./M.S. degree program requires a total of 129 units (84 units for the M.B.A. and 45 units for the M.S., compared to 105 units for the M.B.A. and 45 units for the M.S. if pursued as separate degrees) to be completed over approximately eight academic quarters.
The Joint J.D./M.S. degree program requires a minimum of 113 units. The J.D. degree requires 111 units (minimum of 80 Law units and 31 non-Law units) and the M.S. degree requires 45 units. The joint degree allows up to 43 overlapping units, inclusive of the 31 non-Law units allowed within the J.D. degree and 12 professional school units allowed within the M.S. degree. Students may need to take additional units beyond the minimum 113 to satisfy the degree requirements for both the J.D. and M.S. The joint J.D./M.S. may be completed in three years.
The student's program of study is subject to the approval of the student's faculty adviser and E-IPER staff. The joint degrees are conferred when the requirements for both the E-IPER M.S. and the professional degree programs have been met.
In addition to requirements for the professional degree, all joint M.S. students are required to complete 45 units within the parameters outlined below and must achieve a 'B' (3.0) grade point average in all letter-graded courses taken toward the M.S. degree.
- Completion of a required introductory core course and a capstone project seminar:
Units ENVRES 280 Introduction to Environmental Science 2 ENVRES 290 Capstone Project Seminar in Environment and Resources * 1-3 * The capstone project integrates the student's professional and M.S. degrees and must be taken for a minimum of 3 units over one or two quarters.
- Completion of a minimum of four letter-graded courses from one Joint M.S. Course Track (specific track course listings below):
- Cleantech
- Climate and Atmosphere
- Energy
- Freshwater
- Global, Community, and Environmental Health
- Land Use and Agriculture
- Oceans and Estuaries
- Sustainable Built Environment
- Sustainable Design
- Completion of at least four additional 3-5 unit letter-graded elective courses at the 100-level or higher. Courses may be taken from the student's selected course track, another course track, or elsewhere in the University, provided they are relevant to the student's environment and resources course of study.
Among the courses fulfilling the M.S. requirements, the student must complete at least 23 units at the 200-level or above. Courses numbered under 100 are not allowable.
Additional restrictions on course work that may fulfill the Joint M.S. degree include:
- A maximum of 5 units from courses that are identified as primarily consisting of guest lectures, such as the Energy Seminar or the Environmental Law Workshop, may be counted toward the joint M.S. degree.
- A maximum of 5 units of individual study courses, directed reading and independent research units (such as ENVRES 398 Directed Reading in Environment and Resources or ENVRES 399 Directed Research in Environment and Resources). One individual study course, if taken for 3-5 letter-graded units, can be counted as one of the four elective courses.
- A maximum of 12 units from approved courses related to the environmental and resource fields from any professional school. One approved professional school course can be counted as one of the four electives.
Dual Master's Degree
Students in the School of Medicine or students pursuing a Ph.D. in another Stanford department may apply to pursue the M.S. in Environment and Resources dual degree. For the dual degree, students must meet the University's minimum requirements for their M.D. or Ph.D. degree and also complete an additional 45 units for the M.S. in Environment and Resources. Completion of the M.S. is anticipated to require at least three quarters in addition to the quarters required for the student's other degree. For additional information, see the E-IPER website.
The student's program of study is subject to the approval of the student's faculty adviser and E-IPER staff. The two degrees are conferred when the requirements for both the E-IPER M.S. and the other degree program have been met. For application information, see the Admissions page on the E-IPER website.
In addition to requirements for the M.D. or Ph.D. degree, students are required to complete 45 units within the parameters outlined below and must achieve a 'B' (3.0) grade point average in all letter-graded courses taken toward the M.S. degree.
- Completion of a required introductory core course and a capstone project seminar:
Units ENVRES 280 Introduction to Environmental Science 2 ENVRES 290 Capstone Project Seminar in Environment and Resources * 1-3 * The Capstone Project integrates the student's professional/Ph.D. and M.S. degrees and must be taken for a minimum of 3 units over one or two quarters.
- Completion of a minimum of four letter-graded courses from one M.S. Course Track (specific track course listings below):
- Cleantech
- Climate and Atmosphere
- Energy
- Freshwater
- Global, Community, and Environmental Health
- Land Use and Agriculture
- Oceans and Estuaries
- Sustainable Built Environment
- Sustainable Design
- Completion of at least four additional 3-5 unit letter-graded elective courses at the 100-level or higher. Courses may be taken from the student's selected course track, another course track, or elsewhere in the University, provided they are relevant to the student's environment and resources course of study.
Among the courses fulfilling the M.S. requirements, completion of at least 23 units at the 200-level or above. Courses numbered under 100 are not allowable.
Additional restrictions on course work that may fulfill the dual M.S. degree include:
- A maximum of 5 units from courses that are identified as primarily consisting of guest lectures, such as the Energy Seminar or the Environmental Law Workshop may be counted toward the dual M.S. degree.
- A maximum of 5 units of individual study courses, directed reading, and independent research (such as ENVRES 398 Directed Reading in Environment and Resources or ENVRES 399 Directed Research in Environment and Resources). One individual study course, if taken for 3-5 letter-graded units, can be counted as one of the 4 elective courses.
- A maximum of 12 units from approved courses related to the environmental and resource fields from any professional school. One approved professional school course can be counted as one of the four electives.
Joint M.S. and Dual M.S. Course Tracks
Students should consult Stanford Bulletin's ExploreCourses web site to determine course description, class schedule, location, eligibility, and prerequisites for all courses. Course tracks and other recommended courses are also available on the E-IPER website.
Cleantech
Units | ||
---|---|---|
APPPHYS 219 | Solid State Physics Problems in Energy Technology | 3 |
BIOE 355 | Advanced Biochemical Engineering | 3 |
CEE 176A | Energy Efficient Buildings | 3-4 |
CEE 176B | Electric Power: Renewables and Efficiency | 3-4 |
CEE 207A | Understanding Energy | 3 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 272R | Modern Power Systems Engineering | 3 |
CEE 274A | Environmental Microbiology I | 3 |
CEE 274B | Microbial Bioenergy Systems | 3 |
CHEMENG 274 | Environmental Microbiology I | 3 |
CHEMENG 355 | Advanced Biochemical Engineering | 3 |
CHEMENG 456 | Microbial Bioenergy Systems | 3 |
ECON 155 | Environmental Economics and Policy | 5 |
ENERGY 253 | Carbon Capture and Sequestration | 3-4 |
ENERGY 267 | Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties | 3 |
ENERGY 269 | Geothermal Reservoir Engineering | 3 |
ENERGY 293C | Energy from Wind and Water Currents | 3 |
MATSCI 302 | Solar Cells | 3 |
MATSCI 303 | Principles, Materials and Devices of Batteries | 3 |
MATSCI 316 | Nanoscale Science, Engineering, and Technology | 3 |
ME 260 | Fuel Cell Science and Technology | 3 |
MSE 264 | Sustainable Product Development and Manufacturing | 3-4 |
Climate and Atmosphere
Units | ||
---|---|---|
BIO 117 | Biology and Global Change | 4 |
CEE 172 | Air Quality Management | 3 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 263A | Air Pollution Modeling | 3-4 |
CEE 263B | Numerical Weather Prediction | 3-4 |
CEE 263C | Weather and Storms | 3 |
CEE 263D | Air Pollution and Global Warming: History, Science, and Solutions | 3 |
CEE 272S | Green House Gas Mitigation | 1-3 |
CEE 278A | Air Pollution Fundamentals | 3 |
CEE 278C | Indoor Air Quality | 2-3 |
EARTHSYS 111 | Biology and Global Change | 4 |
EARTHSYS 246A | Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation | 3 |
EARTHSYS 246B | Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation | 3 |
ECON 155 | Environmental Economics and Policy | 5 |
ENERGY 253 | Carbon Capture and Sequestration | 3-4 |
ESS 111 | Biology and Global Change | 4 |
ESS 246A | Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation | 3 |
ESS 246B | Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation | 3 |
GEOPHYS 246A | Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation | 3 |
GEOPHYS 246B | Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation | 3 |
MSE 294 | Climate Policy Analysis | 3 |
Energy
Units | ||
---|---|---|
APPPHYS 219 | Solid State Physics Problems in Energy Technology | 3 |
CEE 176A | Energy Efficient Buildings | 3-4 |
CEE 176B | Electric Power: Renewables and Efficiency | 3-4 |
CEE 207A | Understanding Energy | 3 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 226E | Advanced Topics in Integrated, Energy-Efficient Building Design | 2-3 |
CEE 255 | Introduction to Sensing Networks for CEE | 3-4 |
CEE 256 | Building Systems | 4 |
CEE 272R | Modern Power Systems Engineering | 3 |
EARTHSYS 101 | Energy and the Environment | 3 |
EARTHSYS 102 | Renewable Energy Sources and Greener Energy Processes | 3 |
ECON 155 | Environmental Economics and Policy | 5 |
EE 237 | Solar Energy Conversion | 3 |
EE 293B | Fundamentals of Energy Processes | 3 |
ENERGY 101 | Energy and the Environment | 3 |
ENERGY 102 | Renewable Energy Sources and Greener Energy Processes | 3 |
ENERGY 104 | Sustainable Energy for 9 Billion | 3 |
ENERGY 120 | Fundamentals of Petroleum Engineering | 3 |
ENERGY 226 | Thermal Recovery Methods | 3 |
ENERGY 227 | Enhanced Oil Recovery | 3 |
ENERGY 253 | Carbon Capture and Sequestration | 3-4 |
ENERGY 267 | Engineering Valuation and Appraisal of Oil and Gas Wells, Facilities, and Properties | 3 |
ENERGY 269 | Geothermal Reservoir Engineering | 3 |
ENERGY 271 | Energy Infrastructure, Technology and Economics | 3 |
ENERGY 291 | Optimization of Energy Systems | 3-4 |
ENERGY 293B | Fundamentals of Energy Processes | 3 |
ENERGY 293C | Energy from Wind and Water Currents | 3 |
ENGR 120 | Fundamentals of Petroleum Engineering | 3 |
GS 253 | Petroleum Geology and Exploration | 3 |
IPS 270 | The Geopolitics of Energy | 3-5 |
MATSCI 154 | Thermodynamic Evaluation of Green Energy Technologies | 4 |
MATSCI 256 | Solar Cells, Fuel Cells, and Batteries: Materials for the Energy Solution | 3-4 |
MATSCI 302 | Solar Cells | 3 |
MATSCI 303 | Principles, Materials and Devices of Batteries | 3 |
MATSCI 316 | Nanoscale Science, Engineering, and Technology | 3 |
ME 260 | Fuel Cell Science and Technology | 3 |
ME 370A | Energy Systems I: Thermodynamics | 3 |
ME 370B | Energy Systems II: Modeling and Advanced Concepts | 4 |
ME 370C | Energy Systems III: Projects | 3-5 |
MSE 243 | Energy and Environmental Policy Analysis | 3 |
MSE 295 | Energy Policy Analysis | 3 |
Freshwater
Units | ||
---|---|---|
CEE 101B | Mechanics of Fluids | 4 |
CEE 174A | Providing Safe Water for the Developing and Developed World | 3 |
CEE 174B | Wastewater Treatment: From Disposal to Resource Recovery | 3 |
CEE 177 | Aquatic Chemistry and Biology | 4 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 260A | Physical Hydrogeology | 4 |
CEE 260C | Contaminant Hydrogeology and Reactive Transport | 4 |
CEE 262A | Hydrodynamics | 3-4 |
CEE 262B | Transport and Mixing in Surface Water Flows | 3-4 |
CEE 264A | Rivers, Streams, and Canals | 3-4 |
CEE 265A | Sustainable Water Resources Development | 3 |
CEE 265C | Water Resources Management | 3 |
CEE 265D | Water and Sanitation in Developing Countries | 1-3 |
CEE 266A | Watersheds and Wetlands | 3 |
CEE 266B | Floods and Droughts, Dams and Aqueducts | 3 |
CEE 266D | Water Resources and Water Hazards Field Trips | 2 |
CEE 268 | Groundwater Flow | 3-4 |
CEE 270 | Movement and Fate of Organic Contaminants in Waters | 3 |
CEE 271A | Physical and Chemical Treatment Processes | 3 |
CEE 271B | Environmental Biotechnology | 4 |
CEE 273 | Aquatic Chemistry | 3 |
CEE 273A | Water Chemistry Laboratory | 3 |
ECON 155 | Environmental Economics and Policy | 5 |
ESS 220 | Physical Hydrogeology | 4 |
ESS 221 | Contaminant Hydrogeology and Reactive Transport | 4 |
ESS 273 | Aquaculture and the Environment: Science, History, and Policy | 3 |
Global, Community, and Environmental Health
Units | ||
---|---|---|
ANTHRO 262 | Indigenous Peoples and Environmental Problems | 3-5 |
ANTHRO 266 | Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness | 3-5 |
ANTHRO 277 | Environmental Change and Emerging Infectious Diseases,Japanese Society and Culture | 3-5,5 |
ANTHRO 282 | Medical Anthropology | 4 |
BIO 117 | Biology and Global Change | 4 |
CEE 174A | Providing Safe Water for the Developing and Developed World | 3 |
CEE 174B | Wastewater Treatment: From Disposal to Resource Recovery | 3 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 260C | Contaminant Hydrogeology and Reactive Transport | 4 |
CEE 263A | Air Pollution Modeling | 3-4 |
CEE 263D | Air Pollution and Global Warming: History, Science, and Solutions | 3 |
CEE 265A | Sustainable Water Resources Development | 3 |
CEE 265C | Water Resources Management | 3 |
CEE 265D | Water and Sanitation in Developing Countries | 1-3 |
CEE 270 | Movement and Fate of Organic Contaminants in Waters | 3 |
CEE 272 | Coastal Contaminants | 3-4 |
CEE 274D | Pathogens and Disinfection | 3 |
CEE 276 | Introduction to Human Exposure Analysis | 3 |
CEE 277S | Design for a Sustainable World | 1-5 |
CEE 278A | Air Pollution Fundamentals | 3 |
CEE 278C | Indoor Air Quality | 2-3 |
EARTHSYS 111 | Biology and Global Change | 4 |
ECON 155 | Environmental Economics and Policy | 5 |
ESS 111 | Biology and Global Change | 4 |
ESS 221 | Contaminant Hydrogeology and Reactive Transport | 4 |
HUMBIO 153 | Parasites and Pestilence: Infectious Public Health Challenges | 4 |
HUMBIO 166 | Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context | 4 |
Land Use and Agriculture
Units | ||
---|---|---|
ANTHRO 266 | Political Ecology of Tropical Land Use: Conservation, Natural Resource Extraction, and Agribusiness | 3-5 |
BIO 101 | Ecology | 4 |
BIO 117 | Biology and Global Change | 4 |
BIO 144 | Conservation Biology: A Latin American Perspective | 3 |
BIO 375 | Field Ecology & Conservation | 4 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
EARTHSYS 111 | Biology and Global Change | 4 |
EARTHSYS 155 | Science of Soils | 3-4 |
EARTHSYS 185 | Feeding Nine Billion | 4-5 |
EARTHSYS 187 | FEED the Change: Redesigning Food Systems | 2-3 |
EARTHSYS 206 | World Food Economy | 5 |
EARTHSYS 242 | Remote Sensing of Land | 4 |
EARTHSYS 256 | Soil and Water Chemistry | 1-4 |
EARTHSYS 281 | Urban Agriculture in the Developing World | 3-4 |
EARTHSYS 289A | FEED Lab: Food System Design & Innovation | 3-4 |
ECON 155 | Environmental Economics and Policy | 5 |
ECON 206 | World Food Economy | 5 |
ESS 111 | Biology and Global Change | 4 |
ESS 206 | World Food Economy | 5 |
ESS 216 | Terrestrial Biogeochemistry | 3 |
ESS 256 | Soil and Water Chemistry | 1-4 |
ESS 262 | Remote Sensing of Land | 4 |
ESS 273 | Aquaculture and the Environment: Science, History, and Policy | 3 |
ESS 280B | Principles and Practices of Sustainable Agriculture | 3-4 |
ESS 281 | Urban Agriculture in the Developing World | 3-4 |
HUMBIO 112 | Conservation Biology: A Latin American Perspective | 3 |
IPS 274 | International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development | 4-5 |
URBANST 163 | Land Use Control | 4 |
URBANST 165 | Sustainable Urban and Regional Transportation Planning | 4-5 |
Oceans and Estuaries
Units | ||
---|---|---|
BIO 274S | Hopkins Microbiology Course | 3-12 |
BIOHOPK 263H | Oceanic Biology | 4 |
BIOHOPK 272H | Marine Ecology: From Organisms to Ecosystems | 5 |
BIOHOPK 273H | Marine Conservation Biology | 4 |
BIOHOPK 274 | Hopkins Microbiology Course | 3-12 |
BIOHOPK 285H | Ecology and Conservation of Kelp Forest Communities | 5 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 262D | Introduction to Physical Oceanography | 4 |
CEE 272 | Coastal Contaminants | 3-4 |
CEE 274S | Hopkins Microbiology Course | 3-12 |
CEE 275A | California Coast: Science, Policy, and Law | 3-4 |
EARTHSYS 241 | Remote Sensing of the Oceans | 3-4 |
EARTHSYS 246A | Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation | 3 |
EARTHSYS 246B | Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation | 3 |
EARTHSYS 252 | Marine Chemistry | 3-4 |
EARTHSYS 258 | Geomicrobiology | 3 |
EARTHSYS 275 | California Coast: Science, Policy, and Law | 3-4 |
ECON 155 | Environmental Economics and Policy | 5 |
ESS 244 | Marine Ecosystem Modeling | 3 |
ESS 246A | Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation | 3 |
ESS 246B | Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation | 3 |
ESS 251 | Biological Oceanography | 3-4 |
ESS 252 | Marine Chemistry | 3-4 |
ESS 253S | Hopkins Microbiology Course | 3-12 |
ESS 258 | Geomicrobiology | 3 |
ESS 273 | Aquaculture and the Environment: Science, History, and Policy | 3 |
GEOPHYS 246A | Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation | 3 |
GEOPHYS 246B | Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation | 3 |
LAW 514 | California Coast: Science, Policy and Law | 4 |
Sustainable Built Environment
Units | ||
---|---|---|
CEE 100 | Managing Sustainable Building Projects | 4 |
CEE 174A | Providing Safe Water for the Developing and Developed World | 3 |
CEE 174B | Wastewater Treatment: From Disposal to Resource Recovery | 3 |
CEE 176A | Energy Efficient Buildings | 3-4 |
CEE 176B | Electric Power: Renewables and Efficiency | 3-4 |
CEE 224A | Sustainable Development Studio | 1-5 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 226E | Advanced Topics in Integrated, Energy-Efficient Building Design | 2-3 |
CEE 241A | Infrastructure Project Development | 3 |
CEE 255 | Introduction to Sensing Networks for CEE | 3-4 |
CEE 256 | Building Systems | 4 |
CEE 265A | Sustainable Water Resources Development | 3 |
CEE 277L | Smart Cities & Communities | 2 |
ECON 155 | Environmental Economics and Policy | 5 |
IPS 274 | International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development | 4-5 |
URBANST 163 | Land Use Control | 4 |
URBANST 165 | Sustainable Urban and Regional Transportation Planning | 4-5 |
Sustainable Design
Units | ||
---|---|---|
BIOE 281 | Biomechanics of Movement | 3 |
CEE 226 | Life Cycle Assessment for Complex Systems | 3-4 |
CEE 277S | Design for a Sustainable World | 1-5 |
EARTHSYS 187 | FEED the Change: Redesigning Food Systems | 2-3 |
EARTHSYS 289A | FEED Lab: Food System Design & Innovation | 3-4 |
ECON 155 | Environmental Economics and Policy | 5 |
ENGR 210 | Perspectives in Assistive Technology (ENGR 110) | 1-3 |
ENVRES 380 | Collaborating with the Future: Launching Large Scale Sustainable Transformations | 3-4 |
ME 206A | Entrepreneurial Design for Extreme Affordability | 4 |
ME 206B | Entrepreneurial Design for Extreme Affordability | 4 |
ME 216A | Advanced Product Design: Needfinding | 3-4 |
ME 281 | Biomechanics of Movement | 3 |
ME 283 | Tissue Mechanics and Mechanobiology | 3 |
ME 315 | The Designer in Society | 3 |
Master of Science
In exceptional circumstances, E-IPER offers a Master of Science degree for students in E-IPER's Ph.D. program who opt to complete their training with an M.S.degree or who do not advance to candidacy for the Ph.D.degree. Admission directly to the M.S.program is not allowed. Requirements for the M.S. include:
- Completion of a minimum of 45 units at or above the 100-level, of which 23 units must be at or above the 200-level. Courses numbered under 100 are not allowable.
- Completion of the E-IPER Ph.D. core curriculum, each with a letter grade of 'B' or higher, comprising:
Units | ||
---|---|---|
ENVRES 300 | Introduction to Resource, Energy and Environmental Economics * | 3 |
ENVRES 315 | Environmental Research Design Seminar | 1 |
ENVRES 320 | Designing Environmental Research | 3-4 |
ENVRES 330 & ENVRES 398 | Research Approaches for Environmental Problem Solving and Directed Reading in Environment and Resources | 4-13 |
*Students admitted prior to 2014-15 must consult with E-IPER staff regarding an allowable replacement for this course.
Additional courses may be chosen in consultation with the student's lead advisers. Students must maintain at least a 'B' (3.0) grade point average in all courses taken for the M.S. degree. The M.S.degree does not have an M.S. with thesis option. Students may write a M.S. thesis, but it is not formally recognized by the University.
Doctor of Philosophy in Environment and Resources
E-IPER's Ph.D. requirements are updated annually and lay out a scaffold of advising meetings, core courses, program activities, and milestones to guide students' progress. Each student works with a faculty advising team from different areas of research to design a course of study that allows the student to develop and exhibit:
- familiarity with analytical tools and research approaches for interdisciplinary problem solving, and a mastery of those tools and approaches central to the student's thesis work
- depth in at least two distinct fields of Inquiry; and
- interdisciplinary breadth as determined by faculty advisers and student.
Program-specific Ph.D. requirements are outlined in detail in the current year requirements and are summarized below:
- In the first year, completion of the Ph.D. core course sequence:
Units EARTH 300 Earth Sciences Seminar 1 ENVRES 300 Introduction to Resource, Energy and Environmental Economics 3 ENVRES 315 Environmental Research Design Seminar 1 ENVRES 320 Designing Environmental Research 3-4 ENVRES 330
& ENVRES 398Research Approaches for Environmental Problem Solving
and Directed Reading in Environment and Resources4-13 -
Fulfillment of depth in the student's two chosen fields of Inquiry through courses, research, and/or independent studies as determined by the student and his/her faculty advisers and committee members. Fields of Inquiry are the central focus of a student's dissertation research. Students have the freedom to define and choose the fields of Inquiry in which they would like to develop depth of understanding through the course of their Ph.D. and which are distinct enough to ensure that the student's research is interdisciplinary. Each field of Inquiry must be mapped to a corresponding faculty adviser. As part of their qualifying exam, students are required to submit a detailed essay describing: the two fields of Inquiry, mapping these fields of Inquiry from the larger disciplines on which their fields of Inquiry draw; how rigor is understood and achieved in these fields; the importance and applicability of these fields to the student's research questions; and how the student's work will combine these two fields of Inquiry to yield an interdisciplinary research project achieving scholarly rigor.
- Demonstration of interdisciplinary breadth of knowledge related to environment and resources more broadly in the form of courses, independent study, and/or evidence of proficiency through prior course work or experience. Fulfillment of interdisciplinary breadth requirement must be certified by the student's lead faculty advisers and committee members.
- Completion of quarterly meetings with advisers during the first year, and at minimum, annual meetings thereafter.
- Submission of a candidacy plan by end of Spring Quarter of the second year, for review at the second year committee meeting of the minds and subject to the approval of the student's committee and E-IPER's faculty director. The candidacy plan should document how the student has fulfilled the program requirements to date and include a summary of research ideas and a list of faculty who might serve as qualifying exam committee members.
- Completion of the oral qualifying exam and completion of the requirements for candidacy, including at least 25 letter-graded graduate course units (200 level and above) with at least a 'B' (3.0) average, by the end of Winter Quarter of the third year. The oral qualifying exam committee must include the student's two lead advisers and 2-3 other faculty with expertise in the student's research area. The majority of the oral qualifying exam committee should be members of the Academic Council; the chair of the committee must be an Academic Council member and may not be one of the student's two lead advisers. In exceptional cases, the committee may include a member-at-large who is not a Stanford faculty member as a fourth or fifth member.
- Completion of a written dissertation, approved by the student's dissertation reading committee consisting of the student's lead advisers and at least one other member, and passage of the University oral examination in defense of the dissertation following the guidelines outlined in the "Graduate Degrees" section of this bulletin. The University oral examination committee comprises the student's two lead advisers, at least two additional members, and a chair who is appointed in a department outside that of the lead advisers, all of whom are normally Academic Council members. Appointment of a non-Academic Council member must be petitioned and approved by the faculty director.
In addition to the requirements listed above, all Ph.D. students must:
- Serve as a teaching assistant (TA) for at least one quarter in a course with a discussion section or with an opportunity to lecture in at least two class sessions, in any department or program, including but not limited to ENVRES 320 Designing Environmental Research or ENVRES 330 Research Approaches for Environmental Problem Solving. Seminars, including Introductory Seminars, may not be used to fulfill this requirement. Students should fulfill the teaching requirement by the end of the third year unless they obtain a firm commitment from a faculty member to TA a future course.
- On an ongoing basis, submit grant proposals for external funding, defined as fellowship and/or research funds provided by a government agency, a private foundation, or a University entity other than E-IPER or the School of Earth, Energy and Environmental Sciences.
- Participate each year in a Spring Quarter annual review in which the student and lead advisers submit progress reports for review by the E-IPER academic guidance committee.
Faculty Director: Peter Vitousek (Biology)
Associate Director: Deborah Wojcik
Faculty: Nicole Ardoin (Education, Woods Institute for the Environment), Kevin Arrigo (Earth System Science), Kenneth J. Arrow (Economics, emeritus), Gregory Asner (Global Ecology, Carnegie Institution), Shilajeet Banerjee (Human-Sciences and Technologies Advanced Research Institute), William Barnett (Business), Michele Barry (Medicine, Woods Institute for the Environment), Sally M. Benson (Energy Resources Engineering, Global Climate and Energy Program, Woods Institute for the Environment), Sarah L. Billington (Civil and Environmental Engineering), Barbara Block (Biology, Woods Institute for the Environment), Alexandria Boehm (Civil and Environmental Engineering), Adam Brandt (Energy Resources Engineering), Marshall Burke (Earth System Science), Jef Caers (Energy Resources Engineering), Ken Caldeira (Global Ecology, Carnegie Institution), Margaret Caldwell (Law), Karen Casciotti (Earth System Science), Page Chamberlain (Environmental Earth System Science), Joshua Cohen (Political Science), Craig S. Criddle (Civil and Environmental Engineering, Woods Institute for the Environment), Larry B. Crowder (Biology , Woods Institute for the Environment), Lisa Curran (Anthropology, Woods Institute for the Environment), Gretchen C. Daily (Biology, Woods Institute for the Environment), Jennifer Davis (Civil and Environmental Engineering, Woods Institute for the Environment), Noah Diffenbaugh (Earth System Science, Woods Institute for the Environment), Rodolfo Dirzo (Biology, Woods Institute for the Environment), Robert B. Dunbar (Earth System Science, Woods Institute for the Environment), William H. Durham (Anthropology, Woods Institute for the Environment), Anne Ehrlich (Biology), Paul Ehrlich (Biology, Woods Institute for the Environment), Gary Ernst (Geological Sciences, emeritus), Walter Falcon (Woods Institute for the Environment, Freeman Spogli Institute for International Studies, emeritus), Scott Fendorf (Earth System Science, Woods Institute for the Environment), James Ferguson (Anthropology), Christopher B. Field (Global Ecology, Carnegie Institution, Woods Institute for the Environment), Martin Fischer (Civil and Environmental Engineering), Zephyr Frank (History), David Freyberg (Civil and Environmental Engineering, Woods Institute for the Environment), Oliver Fringer (Civil and Environmental Engineering), Tadashi Fukami (Biology), Margot Gerritsen (Energy Resources Engineering), Steven Gorelick (Earth System Science, Woods Institute for the Environment), Mark Granovetter (Sociology), Elizabeth Hadly (Biology, Woods Institute for the Environment), Dan Iancu (Business), Mark Jacobson (Civil and Environmental Engineering, Woods Institute for the Environment), James Holland Jones (Anthropology, Woods Institute for the Environment), Terry Karl (Political Science), David Kennedy (History, Woods Institute for the Environment), Donald Kennedy (Biology, Woods Institute for the Environment, emeritus), Julie Kennedy (Earth System Science, Woods Institute for the Environment), Herve Kieffel (Management Science and Engineering), Brian Knutson (Psychology), Charles D. Kolstad (Stanford Institute for Economic Policy Research, Precourt Institute for Energy), Jeffrey Koseff (Civil and Environmental Engineering, Woods Institute for the Environment), Anthony Kovscek (Energy Resources Engineering), Desiree LaBeaud (Medicine), Eric Lambin (Earth System Science, Woods Institute for the Environment), Michael Lepech (Civil and Environmental Engineering), Hau Lee (Business), Raymond Levitt (Civil and Environmental Engineering, Woods Institute for the Environment), David Lobell (Earth System Science, Woods Institute for the Environment), Stephen P. Luby (Medicine, Woods Institute for the Environment), Richard Luthy (Civil and Environmental Engineering, Woods Institute for the Environment), Janet Martinez (Law), Gilbert M. Masters (Civil and Environmental Engineering, emeritus), Pamela Matson (Dean, School of Earth, Energy & Environmental Sciences, Woods Institute for the Environment, ), Douglas McAdam (Sociology), Daniel McFarland (Education), Michael D. McGehee (Materials Science and Engineering), Lynn Meskell (Anthropology), Anna Michalak (Global Ecology, Carnegie Institution), Fiorenza Micheli (Biology), Dale T. Miller (Business), Grant Miller (Medicine), Stephen Monismith (Civil and Environmental Engineering, Woods Institute for the Environment), Harold Mooney (Biology, Woods Institute for the Environment, emeritus), Erin Mordecai (Biology), Clayton Nall (Political Science), Rosamond Naylor (Earth System Science, Woods Institute for the Environment), Leonard Ortolano (Civil and Environmental Engineering), Stephen Palumbi (Biology, Woods Institute for the Environment), Kabir Peay (Biology), Erica Plambeck (Business, Woods Institute for the Environment), Walter W. Powell (Education), Dariush Rafinejad (Management Science and Engineering), Ram Rajagopal (Civil and Environmental Engineering), Hayagreeva Rao (Business), Stefan J. Reichelstein (Business, Woods Institute for the Environment), Thomas N. Robinson (Medicine), Robert Sapolsky (Biology), Debra Satz (Philosophy), Gary Schoolnik (Medicine, Woods Institute for the Environment), Richard Scott (Sociology), Baba Shiv (Business), Deborah Sivas (Law), Sarah A. Soule (Business), Charles Sprenger (Economics), Stephen Stedman (Freeman Spogli Institute for International Studies), James Sweeney (Management Science and Engineering, Precourt Energy Efficiency Center), Leif Thomas (Earth System Science), Barton Thompson (Law, Woods Institute for the Environment), Shripad Tuljapurkar (Biology), Peter Vitousek (Biology), Michael Wara (Law, Woods Institute for the Environment), Jeremy Weinstein (Political Science), John Weyant (Management Science and Engineering, Precourt Energy Efficiency Center), Richard White (History), Jennifer Wilcox (Energy Resources Engineering), Michael Wilcox (Anthropology), Mikael Wolfe (History), Mark Zoback (Geophysics)
Courses
ENVRES 201. The Energy Transformation Collaborative. 3 Units.
Research seminar. Evaluate the technologies, economics, policy mechanisms and drivers, and business model innovations to enable East Palo Alto to transition to a sustainable, resilient future. Exploration of the social, economic, and political drivers that have led to the current state of the city along four major technological streams: buildings, energy infrastructure, water infrastructure, and transportation. Teams create a research-based proposal to the City Manager laying out a transition pathway for their technological stream.
ENVRES 202. Transforming Clean Energy System and the Services They Enable. 2-3 Units.
This project-based course focuses on innovation to accelerate the transformation of energy systems. Students will address challenges at the nexus of energy and water, energy and IT, energy and food, and off-grid services. Teams will develop well-defined problem statements, a thesis and solution pathway, and conduct research toward validating the thesis value propositions. Scoping, analysis and evaluation of proposed solutions can include any combination of technology, policy and business model innovation. Team written reports and presentations are required.
ENVRES 220. The Social Ocean: Ocean Conservation, Management, and Policy. 1-2 Unit.
This interdisciplinary seminar examines current ocean issues and ideas through a series of readings, discussions, and guest lecturer presentations of seminal works about the complex relationships of human beings to the marine world. Through the lenses offered by several classic readings, we will examine and reinterpret the challenges of fisheries collapse, climate change, shipping, marine spatial planning, biodiversity conservation, and the management of land-sea interactions. Though the seminar is open to all undergraduate and graduate students, our course is designed especially for those with a particular interest in studying and solving key issues of ocean policy and management, from coastal adaption to fisheries management to cumulative impacts assessments. In addition to this interest, students must be willing to take the time to dig deeper into the foundations of environmental thinking about the relationship of human beings and the sea.
ENVRES 225. E-IPER Current Topics Seminar. 1 Unit.
For E-IPER Ph.D and Joint M.S. students only. Weekly presentations of E-IPER students' research and other program-related projects. Occasional guest speakers. Individual or team presentation, active participation, and regular attendance required for credit. May be taken for credit a maximum of two times.
ENVRES 230. Field Survey Data Collection & Analysis. 3 Units.
In this course we will examine a range of issues related to the collection and analysis of survey data. Topics will include initiating a survey, designing an instrument, conducting enumeration, converting data from questionnaires to digital files, data analysis, empirical modeling and presenting results. Technical components will also be highly focused on application and implementation, and while prior training in econometrics would be useful, it will not be a prerequisite. The course will be tailored so that some of the specific topics covered will be based on the needs and interests of the students.
ENVRES 238. Commercial Agriculture Seminar. 1 Unit.
Practical survey of the agriculture industry with a focus on the US. Speakers are agricultural practitioners, including executives from commercial farming, agriculture private equity funds, agricultural equipment and seed suppliers, food marketing and retail companies, and novel early-stage ag tech companies. By the end, students will have a high-level grasp of real-world agricultural operations from planting, to harvest, to retail sales in the grocery store and obtain a greater understanding/appreciation of the food we eat every day. May be repeated for credit.
ENVRES 240. Environmental Decision-Making and Risk Perception. 1-3 Unit.
Mobilizing successful conservation efforts to mitigate climate change and preserve both local and global ecosystems requires a new way of thinking. This course will investigate the barriers to pro-environmental behavior and the heuristics and biases that cloud our ability to respond effectively to environmental problems, using insights from behavioral economics, neuroeconomics, and environmental risk perception. Emphasis on interdisciplinary applications of recent research, and implications for environmental policymaking and persuasive messaging.
ENVRES 250. Environmental Governance. 3 Units.
This interdisciplinary course presents an overview of environmental governance through an examination of how and why societies manage the relationships between human beings and the natural world. By comparing regulatory, community-based, and incentive-based environmental management systems, we address why certain environmental problems are managed as they are, and what approaches to environmental management are more (or less) successful. Designed for graduate students and upper-level undergraduates with some exposure to both the natural sciences (ecology/environmental chemistry), and the social sciences (anthropology, economics, political science, or sociology). A pre-course incoming survey is required.
Same as: CEE 277C
ENVRES 270. Graduate Practicum in Environment and Resources. 1-5 Unit.
Opportunity for E-IPER students to pursue areas of specialization in an institutional setting such as a laboratory, clinic, research institute, governmental agency, non-governmental organization, or multilateral organization. Meets US CIS requirements for off-campus employment with endorsement from designated school official.
ENVRES 275. The Practice of Mining and Its Social and Environmental Context. 2 Units.
Seminar focused on one of the world's oldest industries: mining. Mining is a major industrial process that underpins the provision of many of the resources that we use in our daily lives; it is also a process that has defined landscapes and communities in sometimes positive and often negative ways. Mining is often neglected in balanced discussions of resource use and sustainability, and this course aims to give students context to help ensure that its lessons are not forgotten.
ENVRES 280. Introduction to Environmental Science. 2 Units.
For E-IPER Joint M.S. students only. This course functions as a gateway for E-IPER Joint M.S. students to learn about the variety of environmental science conducted by the program's affiliated faculty. Topics include oceans, green chemistry, water policy, energy, and others. Students engage in problem solving related to the application of science to business, law, and the conservation of natural resources.
ENVRES 290. Capstone Project Seminar in Environment and Resources. 1-3 Unit.
Required for and limited to E-IPER Joint M.S. students. Propose, conduct and publicly present final individual or team projects demonstrating the integration of professional (M.B.A., J.D., or M.D.) and M.S. in Environment and Resources degrees. Presentation and submission of final product required. 3 total units required; can all be taken during one quarter or divided over two sequential quarters.
ENVRES 300. Introduction to Resource, Energy and Environmental Economics. 3 Units.
Examination of environmental, energy and natural resource management problems through the lens of economics, with an emphasis on hands-on practical problem-solving. Topics include market failure, cost-benefit analysis, finance, risk & uncertainty, non-market valuation, regulation, green accounting, rent, renewable resources, exhaustible resources, including energy, and biodiversity. Prerequisite: proficiency in multivariate calculus. Knowledge of basic microeconomics helpful but not essential. Open only to E-IPER PhD students.
ENVRES 315. Environmental Research Design Seminar. 1 Unit.
Required core course for first year E-IPER Ph.D. students; optional for Joint M.S. students; other graduate students with instructor's permission. Series of faculty presentations and student-led discussions on interdisciplinary research design as exemplars of the research design theories discussed in ENVRES 320. Designing Environmental Research. Topics parallel the ENVRES 320 syllabus. Corequisite: ENVRES 320.
ENVRES 320. Designing Environmental Research. 3-4 Units.
Required core course restricted to first year E-IPER Ph.D. students. Research design options for causal inference in environmentally related research. Major philosophies of knowledge and how they relate to research objectives and design choices. Identification of critical elements within a broad range of research designs. Evaluation of the types of research questions for which different designs are suited, emphasizing fit between objectives, design, methods, and argument. Development of individual research design proposals, including description and justification understandable to a non-specialist.
ENVRES 330. Research Approaches for Environmental Problem Solving. 3 Units.
Required core course for first year E-IPER Ph.D. students. How to develop and implement interdisciplinary research in environment and resources. Assignments include development of research questions, a preliminary literature review, and a summer funding proposal. Course is structured on peer critique and student presentations of work in progress. Corequisite: ENVRES 398 with a faculty member chosen to explore a possible dissertation topic.
ENVRES 340. E-IPER PhD Writing Seminar. 1-2 Unit.
Restricted to second year E-IPER PhD students only. Actively pursue one or more writing goals relevant to this stage in their graduate studies in a structured setting. Set specific writing goals, create and follow a plan for reaching these goals, and receive substantive feedback on their written products from their peers. Examples of writing products include, but are not limited to, the student¿s dissertation proposal, E-IPER Fields of Inquiry essay, a literature review, or a grant or fellowship application. By the end of the course, students are expected to have completed or have made substantial progress toward their writing goal.
ENVRES 380. Collaborating with the Future: Launching Large Scale Sustainable Transformations. 3-4 Units.
This project-based d.school class combines Design Thinking Processes, Behavioral Sciences, elements of Diffusion Theory, and a methodology for scaled transformation. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create value on environmental, societal, and economic fronts. This is a project-based class involving team-based, real world challenges that are all complex and scaled. Primarily meant for Graduate Students (especially qualified/motivated Seniors will be considered). Admission to the class is through an application process which ends on March 3. Please find instructions and applications at https://dschool.stanford.edu/groups/largetransformations/.
ENVRES 398. Directed Reading in Environment and Resources. 1-10 Unit.
Under supervision of an E-IPER affiliated faculty member on a subject of mutual interest. Joint M.S. students must submit an Independent Study Agreement for approval. May be repeat for credit.
ENVRES 399. Directed Research in Environment and Resources. 1-15 Unit.
For advanced graduate students. Under supervision of an E-IPER affiliated faculty member. Joint M.S. students must submit an Independent Study Agreement for approval.
ENVRES 801. TGR Project. 0 Units.
.
ENVRES 802. TGR Dissertation. 0 Units.
.