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How to Email Faculty
Whether you're writing a professor to ask for an extension or to look for a research opportunity, your emails to faculty members should be clear, polite, and to the point. Below are some guidelines for how to make a good impression over email.
Email Etiquette
Keep your email professional
If you're ... | common_crawl_stanford.edu_250 |
How Do I Enroll in a Course?
Stanford students enroll in courses through Axess. Axess offers you two different options for course enrollment: SimpleEnroll and Enroll (Alternate). Check out the Registrar pages below for step by step instructions for each option.
Registrar's guide to SimpleEnroll
Registrar's guide to enr... | common_crawl_stanford.edu_251 |
Help, I have an enrollment hold!
If you have an enrollment hold on your account, you won't be able to sign up for classes on Axess or make changes to your course schedule. Here's our advice on what to do if you should find yourself with an enrollment hold.
Types of enrollment holds
Some enrollment holds are placed by A... | common_crawl_stanford.edu_252 |
What are my graduation requirements and how do I check them?
You must complete your General Education Requirements (GERs), your major requirements, and earn a minimum of 180 units before you can graduate.
Be sure to consult the Student Services links below for official information on your undergraduate degree requireme... | common_crawl_stanford.edu_253 |
Asking for an Incomplete
Sometimes you’re nearing the end of a course, but an unexpected situation makes it hard for you to finish on time. Is taking an Incomplete the right answer? Read on for our advice and considerations.
Perhaps you’ve finished everything but that last paper, but you get sick and won’t be able to s... | common_crawl_stanford.edu_254 |
What are my minimum academic progress requirements?
Keep in mind the following minimum requirements for remaining in good academic standing, and contact an Academic Advisor if you have concerns about your academic performance.
You can read more about the university's official academic progress policies on the Stanford ... | common_crawl_stanford.edu_255 |
Can I Take This Course for Credit/No Credit?
You're halfway through a class and you're starting to worry about your final grade. Should you take this class for Credit/No Credit? While your Academic Advisors usually recommend taking a class for a Letter grade and most requirements can only be fulfilled with a Letter, th... | common_crawl_stanford.edu_256 |
Planning for an Honors Program
Honors is a designation offered by academic programs to recognize outstanding independent student work that has met the highest scholarly standards for the relevant discipline. It usually involves good grades, a sequence of upper-division coursework, and the completion of an honors projec... | common_crawl_stanford.edu_257 |
Repeating a Course
Should you repeat a class if you didn't do so well in it the first time? Read through our helpful tips and considerations before making your choice.
When you don't perform as well as you'd like in a course, we know it's tempting to seek a do-over. But repeating a course isn't a decision to make light... | common_crawl_stanford.edu_258 |
How Do I Get Started in Research?
One major perk of being a Stanford student is that you will have opportunities to do original research with the Stanford faculty. Faculty across the university are engaged in research, and if you are interested in joining them in their pursuit, it will be up to you to get the ball roll... | common_crawl_stanford.edu_259 |
Taking a Leave of Absence
Whatever your reasons for taking a break, Stanford encourages you to take the time you need. The university will still be here for you when you return.
There are many reasons you may want to take a Leave of Absence. Perhaps there’s a professional opportunity you want to pursue. Or maybe you’ve... | common_crawl_stanford.edu_260 |
Should I Withdraw from This Course?
It's the middle of the quarter and things are starting to get rough. Should you withdraw from that class you're struggling in? Read on to learn more about what a W really is (and what it isn't) and some considerations to help you decide.
What is a W (Withdraw)?
If you drop a course b... | common_crawl_stanford.edu_261 |
Choosing Courses
We hope the following resources will help you develop a personally coherent, meaningful education from Stanford's diverse course offerings.
Frosh-Friendly Courses
Frosh-Friendly Courses allow students to explore a field of study early in their Stanford careers, generally with minimal or no prerequisite... | common_crawl_stanford.edu_262 |
Choosing Courses For Your Major
Each major or field of study is structured differently. Whether you have already declared a major or are exploring various possibilities, it is helpful to learn about the requirements for that major as you begin to choose courses for upcoming quarters.
Exploring Majors
Not sure yet what ... | common_crawl_stanford.edu_263 |
How to Declare: Majors, Minors and Notations
The process of declaring a major varies by department. For many majors, you will be asked to fill out a Program Sheet that charts the courses you will take to complete the major. You then have that program sheet approved by your faculty Major Advisor in a meeting, and then f... | common_crawl_stanford.edu_264 |
If you can't find your niche at Stanford, go and build it
Looking back at my four years on the Farm, there are many things I remember fondly - lazy afternoons fountain hopping, late night PSET brainstorms, sunset bike rides back from the lab. With the sheer amount of experiences that Stanford allows you to have, your u... | common_crawl_stanford.edu_265 |
Unpacking My Suitcase
I hated the shape of my nose. Why do I have weirdly shaped jaws? I felt left out since I can’t drink. And what the f*** is love?
When I moved into my freshman dorm, I felt like I brought in more than just bedsheets and clothes. Yes, I brought in happy memories of my childhood and that mix of excit... | common_crawl_stanford.edu_266 |
Create Your Stanford Tapestry
I love helping students discover their Stanford. The alchemy of weaving a unique tapestry of coursework and co-curricular experiences is at the heart of what it means to be a Stanford student. Throughout your time here, you’ll navigate this place by setting goals, making choices, and refle... | common_crawl_stanford.edu_267 |
Stories Courts Tell: Human rights minor reflects on pathway to honors thesis (Alina Utrata, '17)
Human Rights Minor Alina Utrata, '17, recently completed her honors thesis through the Center for Democracy, Development and the Rule of Law entitled "Stories Courts Tell: The Problematic History of the Yugoslav Tribunal in... | common_crawl_stanford.edu_268 |
Why I Teach Underclassmen
I instruct underclassmen because I value being a part of the crucial discoveries and choices that students make in their first years of college. Together with my wife Caroline Hoxby (Professor of Economics), I teach Education as Self-Fashioning: The Active, Inquiring, and Beautiful Life, a sem... | common_crawl_stanford.edu_269 |
Recovering from Academic Setbacks
"I had to learn to adjust to Stanford’s course pace and difficulty; had to find the best method for me to succeed academically. "
- Chris Fleming, '17
How have you recovered from Academic Setbacks or surprises?
"Whenever I got a test grade that was lower than expected during the beginn... | common_crawl_stanford.edu_270 |
Transitioning Well
An incoming freshman and her mother entered the Asian American Activities Center (A3C) Ballroom, looking tentative. The student turned to speak to her mother. I caught what sounded like Toisanese, a dialect of Cantonese spoken by early immigrants from Guangdong, China. The same dialect I speak. It wa... | common_crawl_stanford.edu_271 |
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My Major is Not My Career: Greg Beale
My goal was law. I was a Political Science major at Stanford, while playing football at the same time. That was not an easy thing to do then, fifty years ago, and is not an easy thing to do now. I know that the demands of football at Stanford now are more than what we had to do the... | common_crawl_stanford.edu_274 |
Reflecting on Freshman Year
This is the story of how a class with the simple goal of reflection helped me feel like I belonged at Stanford.
To set the scene, my first quarter of freshman year felt like one long transition. It was kind of hard. At the beginning of winter quarter, I was more than ready to start “getting ... | common_crawl_stanford.edu_275 |
My Stanford Story Index
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Exploring and Getting the Most Out of Stanford
- Create Your Stanford Tapestry (Alice Petty, Associate Dean for Residential Academic Advising)
- Experiences Outside of the Classroom (Brandon Powell, Class of 2014)
- How Stanford Brought Me To Italy (Lucio Mondavi, Class of 201... | common_crawl_stanford.edu_276 |
Flooded Washing Machines & Great Conversations: Capturing the Spirit of Stanford
Freshman year at Stanford is packed to the brim with excitement. From the moment my car-- laden with clothes, bed sheets, photos, and my trusty mug--rolled onto campus for New Student Orientation, I realized that I had made the jump into a... | common_crawl_stanford.edu_277 |
Advice to My Frosh Self
Hi slightly-younger-yet-totally-different Kimiko,
I’m imagining you & Mom & Dad waiting in line at Bed Bath & Beyond in Mountain View exactly one year ago. It was the first day you all began the move-in process after flying in early that morning. Behind you are other families with Stanford gear ... | common_crawl_stanford.edu_278 |
What I Wish I Had Known as a First-Year Student
I grew up in Oakland, CA, where I was a good student, but never planned on applying for Stanford. Why? Because the application fee was $60. "No point in wasting money when I'm not even going to get in," I told my father. The funny thing was at that time, I had already won... | common_crawl_stanford.edu_279 |
First Year Challenges
"You come in with a preexisting set of strategies or study habits, and you find that you have to adapt relatively quickly."
- Luis Bernabe, '17
What did you find challenging about your first year at Stanford?
"Freshman year was difficult in that it took time to figure out what to expect from diffe... | common_crawl_stanford.edu_280 |
Research Out of Left Field
An early class and a little bit too much coffee can sometimes be a recipe for disaster: jittery hands, bouncing knees, and a mind that not only wanders, but sprints in the opposite direction of the lecture material. I made this mistake towards the end of the fall quarter of my freshman year, ... | common_crawl_stanford.edu_281 |
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Talk to Your Advisor
Once upon a time, I was a Stanford undergraduate.
I was the first in my family to go to a four-year college (I jokingly referred to it as “sleep away college”), I understood very little about university culture (what are office hours anyway?), and was baffled by the rules, regulations, and norms th... | common_crawl_stanford.edu_283 |
Taking a Course Outside My Field of Study
Coming into my first year at Stanford, I wanted to focus solely on engineering requirements and mandatory freshman year classes. For some reason, I thought that if I loaded my plate with math, science and engineering classes, I would be able to decide on which exact major I was... | common_crawl_stanford.edu_284 |
Rediscovering Myself in College
In high school, middle school, and elementary school, I was a swimmer. Obviously I was more than an athlete, but swimming was a big part of who I was. It was how many others defined me, and in truth, it was a large part of how I defined myself. I thought long and hard about swimming in c... | common_crawl_stanford.edu_285 |
Communiqué
I’m not a huge texter, but if I could text myself, back in the day, I’d say: SIENNA! IT IS NOT ALL ABOUT YOU!
It’s probably best to start with the catalyst of my epiphany-- my father-- whose unique communiqué paints a fairly accurate portrait. Texts from my Dad are about as predictable as Old Faithful. They ... | common_crawl_stanford.edu_286 |
How I Became The Parable
Here’s a story we all hear:
In high school, I had all A’s. But during my freshman year at Stanford, I actually failed a test for the first time and got my first B. At first I thought I was a failure! But then, in the end I realized it was okay, and yada yada yada etc.
BORING, as I like to say. ... | common_crawl_stanford.edu_287 |
My ITALIC Story: Tori Testa
As I exited the ITALIC Lecture Theater (a bright, acoustic space which just so happened to be mere steps from my dorm room) for the first time, I remember feeling an absolute sense of bewilderment. For the first day, each ITALIC professor and section leader had taken the stage to discuss a p... | common_crawl_stanford.edu_288 |
Resources for Specific Student Populations
The Office of Academic Advising is here to support all students as you shape your Stanford education. We understand that certain student groups may face unique requirements and challenges. If you are a FLI student, international student, student-athlete, returning student, or ... | common_crawl_stanford.edu_289 |
Athletic Academic Resource Center (AARC)
Undergraduate Advising Directors for Student-Athletes are housed in the Athletic Academic Resource Center (AARC) and are the primary undergraduate advising contact for varsity student-athletes. Your UADs for Student-Athletes are full-time, professional staff within the Office of... | common_crawl_stanford.edu_290 |
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Information ... | common_crawl_stanford.edu_291 |
Academic Progress Expectations
Until conferral of the undergraduate degree, a student’s academic progress is monitored by the office of Academic Advising, under the office of the Vice Provost for Undergraduate Education (VPUE). Academic progress is reviewed upon the completion of each academic quarter for all undergrad... | common_crawl_stanford.edu_292 |
Designing Your First Quarter
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During NSO, your Undergraduate Advising Directors (UADs) will be giving you a helpful presentation called "Designing Your First Quarter." Below are links to the many resources mentioned in that presentation.
If you're feeling lost, you may want to go back and watch our Ex... | common_crawl_stanford.edu_293 |
Information for Transfer Students
Stanford transfer students are those who are admitted to Stanford having had one or more years of experience at another institution of higher education. Our transfer community includes students who come to us from community colleges as well as four-year colleges and universities, non-t... | common_crawl_stanford.edu_294 |
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Student Service Officer 4
Arik Lifschitz
Student Service Officer 4, Academic Advising Operations
Arik Lifschitz is a Lead Undergraduate Advising Director in the office of Academic Advising. He oversees a team of academic advisors serving undergraduate students in the Redwood and Ginkgo neighborhoods.... | common_crawl_stanford.edu_295 |
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Undergraduate Advising Director
Cari Costanzo
Undergraduate Advising Director, Academic Advising Operations
Cari Costanzo is a Cultural Anthropologist (Ph.D. Stanford 2005) who helps individuals unfold their stories. Integrating her work as an ethnographer and an Academic Director, Cari designs Body ... | common_crawl_stanford.edu_296 |
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Information ... | common_crawl_stanford.edu_297 |
Main content start
Undergraduate Advising Director
Christina Mesa
Undergraduate Advising Director, Academic Advising Operations
Christina Mesa has served as an Undergraduate Advising Director for Academic Advising, part of the Office of the Vice Provost for Undergraduate Education, since the Academic Director program b... | common_crawl_stanford.edu_298 |
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Main content start
Undergraduate Advising Director
Jelena Batinic
Undergraduate Advising Director, Academic Advising Operations
Jelena Batinic is a historian of modern Europe with a research focus on the modern Balkans. Her research interests include war and society, revolutionary movements, World War II, and gender hi... | common_crawl_stanford.edu_301 |
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Undergraduate Advising Director
Julia Burrows
Undergraduate Advising Director, Academic Advising Operations
Julia Burrows is an Undergraduate Advising Director in the Office of the Vice Provost for Undergraduate Education (VPUE) at Stanford University. In this role, she meets one on one with undergra... | common_crawl_stanford.edu_302 |
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Main content start
Undergraduate Advising Director
Kristin Black
Undergraduate Advising Director, Academic Advising Operations
Kristín Black is an Undergraduate Advising Director in the office of Academic Advising. Her advising conversations with students include academic planning, exploring interests, identifying goal... | common_crawl_stanford.edu_305 |
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Main content start
Student Service Officer 4
Melissa Stevenson
Student Service Officer 4, Academic Advising Operations
Melissa Stevenson (Stanford Class of '96) is a Lead Undergraduate Advising Director in the office of Academic Advising at Stanford, where she serves as an academic advisor for undergraduates. Her advis... | common_crawl_stanford.edu_308 |
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Undergraduate Advising Director
Monika Kress
Undergraduate Advising Director, Academic Advising Operations
Monika is a residential undergraduate advising director in Wilbur Hall. Before joining the advising team at Stanford, she was Professor of Physics and Astronomy at San José State University for ... | common_crawl_stanford.edu_309 |
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Lead Undergraduate Advising Director, Student-Athletes, Academic Operations
Nick Combo
Lead Undergraduate Advising Director, Student-Athletes, Academic Operations, Academic Advising Operations
Nick joined the academic advising department as an academic advisor for student-athletes in June 2019. Nick ... | common_crawl_stanford.edu_311 |
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Undergraduate Advising Director, Coterminal Degree Programs
Paula Aguilar
Undergraduate Advising Director, Coterminal Degree Programs, Academic Advising Operations
Paula is the Undergraduate Advising Director for Coterminal Degree Programs in Academic Advising. In addition to building tools and other... | common_crawl_stanford.edu_312 |
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Undergraduate Advising Director
Petra Dierkes
Undergraduate Advising Director, Academic Advising Operations
Petra Dierkes is a residential Undergraduate Advising Director in Academic Advising in the Vice Provost Office for Undergraduate Education and occasionally teaches courses in Comparative Litera... | common_crawl_stanford.edu_313 |
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Lead Undergraduate Advising Director
Raymond Chen
Lead Undergraduate Advising Director, Academic Advising Operations
Raymond Chen is a Lead Undergraduate Advising Director in the office of Academic Advising at Stanford, where he serves as an academic advisor for undergraduates. His advising conversat... | common_crawl_stanford.edu_314 |
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Frosh 101
Information ... | common_crawl_stanford.edu_315 |
Main content start
Undergraduate Advising Director
Thien Crisanto
Undergraduate Advising Director, Academic Advising Operations
Thien Crisanto (she/her) serves as the Undergraduate Advising Director in the Academic Advising Office (VPUE). Prior to this, she was an Academic Coach at the Center for Teaching and Learning.... | common_crawl_stanford.edu_316 |
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Welcome to the Center for African Studies!
The Center for African Studies (CAS) is excited and proud to announce that we are entering into a new phase in pursuit of our core academic mission of research and teaching linked to the African continent and its diaspora. Since its founding in 1969, CAS’s mandate has been to ... | common_crawl_stanford.edu_318 |
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Graduate Students
Graduate Affiliates
Countries of Study:
Kenya, Tanzania, Zambia
Research Interests:
Design and Manufacturing Capacity Building
Graduation Year:
Countries of Study:
Algeria, Egypt, Ghana, Libya, Morocco, Nigeria, Tunisia
Research Interests:
Development, Decolonization, Literacy Initi... | common_crawl_stanford.edu_319 |
Who We Are
The Center for African Studies (CAS) is the home for African Studies on the Stanford campus. Since its founding in 1969, its core academic mission is to pursue and support research and teaching linked to the African continent and its diaspora. More recently, the establishment of the new Department of African... | common_crawl_stanford.edu_320 |
Undergraduate Minor Certificate
Students may apply for a certificate in African Studies. Requirements for the minor certificate are the same as for the minor; however, students may double-count courses applied toward their major or graduate studies. The certificate in African Studies is issued by the Program in African... | common_crawl_stanford.edu_321 |
Brotherly Strangers: Kenya’s & Zambia’s Relations with China 1949-2019
615 Crothers Way, Stanford, CA 94305
Room 123
Africa has become a major platform from which to analyse and understand China's growing influence in the global South. Yet, the impact of their historical relationship has been largely overlooked. Throug... | common_crawl_stanford.edu_322 |
Centering Africa - CAS Annual Lecture
About
This lecture aims to showcase the work and contribution of leading figures from the continent and the African diaspora in the US and elsewhere. At its best, the lecture foregrounds, celebrates, and sparks debate about the cutting-edge intellectual contributions of exciting an... | common_crawl_stanford.edu_323 |
Would you like to learn more about social, economic and political issues in Africa and how to help alleviate them? Do you have a specific organization in Africa you would like to volunteer with? The African Service Fellowship offers up to $5,500 to support travel and living expenses during the summer for students worki... | common_crawl_stanford.edu_324 |
Fatoumata Seck receives Faculty Women’s Forum Inspiring Early Academic Career Award
Congratulations to CAS affiliate Fatoumata Seck, who has been selected as the 2024 Faculty Women’s Forum (FWF) Inspiring Early Academic Career Award recipient.
Seck is an assistant professor of French and Italian, and, by courtesy, of c... | common_crawl_stanford.edu_325 |
Tourism in Rwanda
The pre-dissertation research I undertook this summer in Rwanda focused on the construction of a tourism sector in the country as it continues to recover from the war and genocide of the 1990s, and the uses to which that sector puts Rwanda’s natural and cultural heritage, including the difficult herit... | common_crawl_stanford.edu_326 |
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Affiliated Faculty
African and Middle Eastern Languages
Senior Lecturer
Countries of Study:
Egypt
Research Interests:
Arabic Language and Linguistics, Arabic Calligraphy, Arab Culture and Literature
Lecturer
Countries of Study:
Kenya
Research Interests:
Swahili Language and Linguistics, Swahili Liter... | common_crawl_stanford.edu_327 |
Joel Cabrita (on leave until Fall 2025)
Joel Cabrita is a historian of modern Southern Africa who focuses on Eswatini (formerly Swaziland) and South Africa. She is Professor of African History based in both the Department of History and the Department of African and African American Studies.
Cabrita most recent book is... | common_crawl_stanford.edu_328 |
Latifah Hani Hamzah
Latifah Hani Hamzah is the Gabilan Stanford Graduate Fellow in Mechanical and Environmental Engineering. Latifah has obtained an M.S. with a focus on mechatronics and is pursuing a Ph.D. researching water and sanitation with a minor in anthropology. Latifah’s research projects examine the levels and... | common_crawl_stanford.edu_329 |
Robin Phylisia Chapdelaine
Dr. Robin Phylisia Chapdelaine comes to us from Duquesne University where she is an associate professor of history and Director of Undergraduate Studies. She has also held administrative roles at Princeton University and Rutgers University. Her research focuses on human trafficking, child sla... | common_crawl_stanford.edu_330 |
Faculty-Student Research Partnership
Information for Faculty
About the CAS Research Partnership
The Center for African Studies (CAS) Research Partnership pairs Stanford faculty with undergraduates to work collaboratively on innovative research projects. Faculty can apply for small grants to support their research and w... | common_crawl_stanford.edu_331 |
Graduate Research & Language Fellowship
Applicants may apply for both fellowships, but can only be rewarded one. Please apply for each fellowship separately.
Graduate Student Research Fellowship
Are you a doctoral student or a graduate student in Stanford's Schools of Business, Education, Engineering, Law, Sustainabili... | common_crawl_stanford.edu_332 |
Highlights
Keynote address:
Lloyd Minor, MD, Dean of the Stanford University School of Medicine
Dr. Periyakoil receives an “Award of Honor” from Fiji’s Ambassador to the United States
Center News
2024 Visionary Award by the American Academy of Hospice and Palliative Medicine (AAHPM)
Dr. VJ Periyakoil, Professor of Medi... | common_crawl_stanford.edu_333 |
A large study published in PLOS ONE identified common barriers doctors face in conducting end-of-life (EOL) conversations with their patients. 1040 doctors from various medical specialties participated in the study and only 0.01 % doctors reported no barriers to conducting EOL conversations with patients. 99.99% doctor... | common_crawl_stanford.edu_334 |
If you’re doing exploration, if you’re doing hypothesis testing, you have to have an priori hypothesis. a hypothesis has a rationale and justification, often drawn from previous hypothesis-generating studies.
You set up a plan, who are you going to sample? What are you going to measure, how you are going to measure it,... | common_crawl_stanford.edu_335 |
Pilot study is the most problematic term, because there’s so many people who will tell you that any small, badly designed study that leads to no viable conclusions, that’s a pilot study. Any that’s not what a pilot study is. The word pilot is to pilot study, is the same as pilot in pilot boat. A pilot boat is a very sm... | common_crawl_stanford.edu_336 |
There are multiple papers that question the ethics of doing non-inferiority trials, because it’s probably going to end up with treatments being recommended from patients that are inferior to other treatments. And that’s where the controversies come out. The reason a lot of people liked them is that, you can get signifi... | common_crawl_stanford.edu_337 |
KALW Public Radio Bay Area: The Stanford Letter Project helps you discuss your end-of-life wishes
Although 92 percent of US adults say it’s important to discuss their end-of-life care wishes, only 32 percent have had this conversation, and less than one-third have advanced-care directives in place. These discussions ar... | common_crawl_stanford.edu_338 |
Stanford Medicine’s Longevity and Healthy Aging consortium had a wonderful annual celebration on 7/31/2024.
His Excellency Ratu Ilisoni Vuidreketi, Fiji’s Ambassador to the United States of America was the Chief Guest. Dr. Lloyd Minor, Dean of Stanford University School of Medicine was the keynote speaker.
During this ... | common_crawl_stanford.edu_339 |
VJ Periyakoil, MD
Associate Dean for Research,
Stanford University School of Medicine,
Director, Palliative Care Education, and Training,
VA Palo Alto Health Care System
email: periyakoil at stanford dot edu
Twitter: @palliator
VJ Periyakoil, MD
Associate Dean for Research,
Stanford University School of Medicine,
Direc... | common_crawl_stanford.edu_340 |
Dr. Gen Shinozaki from Stanford Psychiatry has received a grant from the National Institute on Aging to investigate epigenetic biomarkers related to post-operative delirium and long-term cognitive decline in elderly patients, both with and without dementia. Delirium, particularly common after surgery in elderly patient... | common_crawl_stanford.edu_341 |
The goal of the Stanford University’s Internet based Successful Aging (iSAGE) is to promote successful aging and end of life care for multi-cultural older adults. iSAGE is an online, multi-media rich, skill-based training program that offers comprehensive distance learning and support resources.
The iSAGE training prog... | common_crawl_stanford.edu_342 |
Helena Chmura Kraemer, Ph.D.
Professor of Biostatistics in Psychiatry (Emerita)
Helena Chmura Kraemer, Ph.D.
Professor of Biostatistics in Psychiatry (Emerita)
Julia Adler-Milstein, PhD1; Jonathan H. Chen, MD, PhD; Gurpreet Dhaliwal, MD
Improving the diagnostic process is a quality and safety priority.With the digitiza... | common_crawl_stanford.edu_343 |
AHA Agile Hardware Project
AHA Agile Hardware Project
While advances in software tools and frameworks have enabled individuals to create interesting new products in reasonable time frames, hardware designs take large teams multiple years. This disparity in required effort decreases hardware innovation and interest. To ... | common_crawl_stanford.edu_344 |
AHA Industrial Affiliates Program
Members of the industrial affiliates program are an integral part of AHA.
The Stanford AHA Agile Hardware Center brings together diverse funding sources including Intel Science and Technology Centers for Visual Cloud and Agile Hardware, DARPA research grants, and Stanford Industrial Af... | common_crawl_stanford.edu_345 |
Domain-Specific Software, Hardware, and their Composition
Speaker: Fredrik Kjolstad, Assistant Professor, Computer Science Dept. Stanford University
Date: May 8, 2024
Computer scientists have always built libraries and languages to make it easy to express software in different domains. In the last decade, performance d... | common_crawl_stanford.edu_346 |
PBA: Percentile-Based Level Allocation for Multiple-Bits-Per-Cell RRAM
Speaker: Anjiang Wei, PhD Student, Stanford University
Date: October 4, 2023
Recently, researchers have demonstrated multiple-bits-per-cell (MBPC) data storage using resistive random access memory (RRAM) device technologies. In MBPC storage, a level... | common_crawl_stanford.edu_347 |
Applications
Overview
We aim to create hardware for state-of-the-art applications that combine image processing and machine learning. We are looking at ways to change the programming model to address the challenges involved in lowering to hardware. We use Halide, a data-parallel DSL, to create algorithms and schedule t... | common_crawl_stanford.edu_348 |
AHA Software
Our open-source and related resources include Stanford's Halide-to-Hardware compiler, along with Ofer Shacham's Genesis2 and multiple other hardware generation tools created specifically for taping out our chip(s).
In the past we have also used James Hegarty's Darkroom compiler for image processing applica... | common_crawl_stanford.edu_349 |
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