Vision

The Stanford School of Earth, Energy & Environmental Sciences develops the knowledge, talent and leadership to understand the changing Earth and to help solve the enormous resource and environmental challenges facing the world now and in the decades ahead.

Our Mission Statement

• To create and effectively disseminate fundamental knowledge about Earth, its resources, and the processes by which it changes
• To train students and future leaders, and educate the broader public in the Earth and environmental sciences
• To integrate, synthesize, and apply scientific and engineering knowledge to societal problems, such as
  • the sustainable use of energy, food and water
  • the identification and mitigation of risks posed by natural hazards
  • the consequences of human activities on climate systems and the environment.  

Read the full 2005 Strategic Plan

Our Culture

The University is committed to providing a work environment that is conducive to teaching, learning and research.  A shared commitment among all members of its community to respect each person’s worth and dignity is necessary for this achievement.

Likewise, the School of Earth, Energy & Environmental Sciences is committed to providing a respectful workplace, one that provides an intellectual, collegial, and productive working environment that supports fundamental research and promotes collaboration by valuing:

• excellence in science, the discovery of new knowledge, and sharing knowledge through teaching and outreach;
• building, fostering, respecting and retaining multiple experiences and perspectives, including but not limited to, gender, age, culture, ethnicity, sexual orientation, religious, political, and academic disciplines at the undergraduate and graduate levels;
• each individual and the roles and contributions each person brings to the success of the School;
• collaboration and the fostering of collegial and productive relationships among students, staff, and faculty;
• treating all members of the Stanford community, as well as collaborators, work groups and others outside of the Stanford community, with civility, respect, courtesy; and
• being personally responsible for one’s actions, how one treats others, and the way in which one does his or her job.

Those in leadership roles, including faculty, are expected to be especially aware of the potential impact of their behavior on students, staff members, and other faculty members, and as such should consider themselves as role models in the promotion of these principles and values.  The department chair is a first level resource with whom a faculty member can discuss concerns.  Additionally, the School and the University have resources and a process to address complaints and resolve problems when informal methods of addressing disrespectful behavior do not work.