e iper phd stanford

• Skip to Content
• Bulletin Home
• Institution Home

• School of Earth, Energy and Environmental Sciences »

Emmett Interdisciplinary Program in Environment and Resources (E-IPER)

• COVID-19 POLICIES
• Graduate Advising

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 Ford Dorsey Master's in International Policy program, 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

For information on the University's basic requirements for the master's degree, see the " Graduate Degrees " section of this bulletin.

• 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. 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.S.-M.B.A. degree program requires a total of 129 units: 84 units for the M.B.A. and 45 units for the M.S. (compared to 98 units for the M.B.A. plus 45 units for the M.S. as separate degrees) to be completed over approximately eight academic quarters.

The joint M.S.-J.D. degree program requires a minimum of 113 units; additional units may be necessary to satisfy all requirements. 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: 31 non-Law units allowed within the J.D. degree, plus 12 professional school units allowed within the M.S. degree. The joint M.S.-J.D. may be completed in three years.

Each student's program of study focuses on a specific track (see "Joint M.S. and Dual M.S. Course Tracks" below) and is subject to the approval by the student's faculty adviser and E-IPER staff. The joint degree is conferred when the requirements for both the E-IPER M.S. and the professional degree program 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. Students must achieve at least a cumulative 3.0 grade point average (GPA) for all letter-graded courses taken toward the M.S. degree. Professional school letter-graded courses are not included in the E-IPER GPA calculation, but is included in the professional school GPA calculation. The student must complete at least 23 units at the 200 level or above. Courses numbered 1 to 99 are not allowable. For application information, see the  Admissions  page on the  E-IPER website .

Required Courses: An introductory core course and a capstone project seminar: 

• Climate and Atmosphere
• Global, Community, and Environmental Health
• Land Use and Agriculture
• Oceans and Estuaries
• Sustainable Built Environment
• Sustainable Design [Submit a customized course track proposal]
• Elective Courses: At least four 3-5 unit letter-graded elective courses at the 100-level or higher. Elective courses may be taken from the student's selected course track, another course track, or elsewhere in the University, provided that they are relevant to the student's environment and resources course of study.

There are additional restrictions on course work used to fulfill the joint M.S. degree requirements:

• A maximum of 5 units from courses that are identified as primarily consisting of guest lectures, such as the Energy Seminar, may be counted toward the joint M.S. degree.
• A maximum of 5 units of individual study courses, independent research units (such as  ENVRES 399 Directed Research in Environment and Resources ) may be counted toward the joint M.S. degree. One individual study course, if taken for 3-5 letter-graded units, may be counted as one of the four elective courses.
• A maximum of 12 units of approved courses related to environmental and resource fields, from any professional school, may be counted toward the joint M.S. degree. One approved professional school course may be counted as one of the four electives.
• Dual Master's Degree

M.A. students in the Ford Dorsey Master's in International Policy program (MIP), M.D. students in the School of Medicine (SoM), or students pursuing a Ph.D. in another Stanford department may apply to the M.S. in Environment and Resources dual degree program. For the dual degree, students must meet the University's minimum requirements for their M.A., 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. typically requires at least three quarters of study in addition to the time required for the student's other degree. For additional information, see the E-IPER website .

Each student's program of study focuses on a specific track (see "Joint M.S. and Dual M.S. Course Tracks" below) and 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.A., M.D., or Ph.D. degree, students are required to complete 45 units within the parameters outlined below. Students must achieve at least a cumulative 3.0 grade point average for all letter-graded courses taken toward the M.S. degree. The student must complete at least 23 units at the 200-level or above. Courses numbered 1 to 99 are not allowable.

Track Courses: A minimum of four letter-graded courses from one M.S. Course Track at the 100-level or higher. Track courses must be taken for a minimum of 3 units. Specific track courses are listed below under Joint M.S. and Dual M.S. Course Tracks.

• Elective Courses: At least four additional 3-5 unit letter-graded elective courses at the 100 level or higher. Elective courses may be taken from the student's selected course track, another course track, or elsewhere in the University, provided that they are relevant to the student's environment and resources course of study.

There are additional restrictions on course work used to fulfill the dual M.S. degree requirements:

• A maximum of 5 units from courses that are identified as primarily consisting of guest lectures, such as the Energy Seminar may be counted toward the dual M.S. degree.
• A maximum of 5 units of individual study courses, independent research (such as  ENVRES 399 Directed Research in Environment and Resources ) may be counted toward the dual M.S. degree. One individual study course, if taken for 3-5 letter-graded units, may be counted as one of the four elective courses.
• A maximum of 12 units of approved courses related to the environmental and resource fields, from any professional school, may be counted toward the dual M.S. degree. One approved professional school course may be counted as one of the four electives.

Joint M.S. and Dual M.S. Course Tracks

Students should consult the Stanford Bulletin's ExploreCourses web site to view the course description, class schedule, location, eligibility, and prerequisites for all courses. Course track information and other recommended courses are also available on the E-IPER website .

• Sustainable Design

Submit customized course track proposal prior to pursuing the Sustainable Design track. Submission of the customized course track proposal is not a guarantee of its approval. See E-IPER website for detailed information about this track.

• Master of Science

In exceptional circumstances, students in E-IPER's Ph.D. program may opt to complete their training with a M.S. degree. There is no direct admission to the M.S. degree program. 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 1 to 99 are not allowable.
• Completion of the E-IPER Ph.D. core curriculum, with a letter grade of 'B' or higher in each course:    

Additional courses may be chosen in consultation with the student's lead advisers. Students must maintain at least a 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

For information on the University's basic requirements for the Ph.D. degree, see the " Graduate Degrees " section of this bulletin.

E-IPER updates the Ph.D. requirements annually, laying out the structure of advising meetings, core courses, program activities, and milestones that guide students' progress. Each student works with a faculty advising team from different research areas to design a course of study that allows the student to develop and exhibit:

• understanding of 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 of knowledge in at least two distinct fields of inquiry; and
• interdisciplinary breadth as determined by faculty, advising team, and student.

Program-specific Ph.D. requirements, including a timeline to achieve milestones, are outlined in detail in the current year requirements and are summarized below:

Fields of Inquiry: Fulfillment of depth of knowledge in the student's two chosen fields of inquiry through courses, research, and/or independent studies as determined by the student and their two lead advisers and committee members. Fields of inquiry are central to the student's dissertation research. Students have the freedom to define and choose the two fields of inquiry in which they develop depth of understanding throughout their Ph.D. program; the fields must be distinct from one another to ensure that the student's research is interdisciplinary. Each field of inquiry is associated with a specific lead adviser.

As part of the qualifying exam, each student is required to submit a detailed essay describing:

the two fields of inquiry, explaining the development of these fields, and their relationship to the larger disciplines from which they are drawn;

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 produce an interdisciplinary research project that demonstrates scholarly rigor.

• Demonstration of an interdisciplinary breadth of knowledge that is more broadly related to environment and resources; this may be in the form of courses, independent study, and/or evidence of proficiency through prior course work or other experience. Fulfillment of the 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, two annual meetings thereafter.
• Submission of a candidacy plan for review at the second-year committee meeting and subject to the approval of that plan by the student's committee and E-IPER's faculty director. The candidacy plan documents how the student has fulfilled the program requirements to date and includes a summary of research ideas and a list of faculty who might serve as qualifying exam committee members.
• Completion of the oral qualifying examination 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. The qualifying exam committee must include the student's two lead advisers and two to three other faculty members with expertise in the student's research area. The majority of the qualifying exam committee should be members of the Stanford Academic Council; the chair of the committee must be a Stanford 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 whose academic appointment is in a department outside that of the lead advisers. Normally, all committee members are 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, as a discussion section leader or with an opportunity to lecture in at least two class sessions, in any department or program, including but not limited to  ENVRES 300 Introduction to Resource, Energy and Environmental Economics ,  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.
• COVID-19 Policies

On July 30, the Academic Senate adopted grading policies effective for all undergraduate and graduate programs, excepting the professional Graduate School of Business, School of Law, and the School of Medicine M.D. Program. For a complete list of those and other academic policies relating to the pandemic, see the " COVID-19 and Academic Continuity " section of this bulletin.

The Senate decided that all undergraduate and graduate courses offered for a letter grade must also offer students the option of taking the course for a “credit” or “no credit” grade and recommended that deans, departments, and programs consider adopting local policies to count courses taken for a “credit” or “satisfactory” grade toward the fulfillment of degree-program requirements and/or alter program requirements as appropriate.

Graduate Degree Requirements

• Graduate Advising Expectations

The Emmett Interdisciplinary Program in Environment and Resources is committed to providing academic advising in support of graduate student scholarly and professional development. Through the open discussions of scholarly ideas during regular interactions with their advisers, graduate students identify areas of focus, and more generally develop their creative and intellectual potential. 

Faculty advisers guide students in designing and conducting research, selecting courses, exploring academic opportunities and professional pathways, developing teaching skills, and navigating policies and degree requirements. At the same time, they are aware and respectful of work-life balance and wellness considerations. Graduate students are proactive in seeking academic and professional guidance, and take responsibility for learning about their program’s policies and degree requirements.

Incoming students are assigned faculty adviser(s) in advance of their matriculation to the program; after further development of their research and professional interests, students may select different advisers.

As a best practice, adviser and advisee should agree upon advising expectations and then, periodically, discuss and review them in order to ensure mutual understanding.

Students should also take advantage of the larger advising network, consulting such resources as the E-IPER program staff, Stanford’s institutional resources (VPGE, Office of Graduate Life, CAPS, etc.), and individuals and networks in the broader community of scholars. While student academic progress is reviewed annually, students are expected to be active in tracking their own progress, and raising concerns in a timely manner.

The E-IPER website provides more detailed information about E-IPER advising procedures and expectations in the Joint- and Dual-M.S. programs and in the Ph.D. program .

In the event that a student has a formal concern or complaint about their advising experience, they are encouraged to contact the E-IPER Associate Director, the E-IPER Faculty Director, the School Associate Dean for Educational Affairs, or the School Associate Dean for Human Resources and Faculty Affairs.

For a statement of University policy on graduate advising, see the " Graduate Advising " section of this bulletin.

Faculty Director:  Nicole M. Ardoin

Director of Graduate Studies:   Nicole M. Ardoin

Associate Co-Directors:  Ann Marie Pettigrew and Anjana Richards 

Anthropology:  Lisa Curran, William H. Durham, James Ferguson, Lynn Meskell, Krish Seetah

Biology:  Barbara Block, Larry B. Crowder, Gretchen C. Daily, Giulio De Leo, Rodolfo Dirzo, Anne Ehrlich (emerita), Paul Ehrlich (emeritus), Tadashi Fukami, Elizabeth Hadly, Fiorenza Micheli, Harold Mooney (emeritus), Erin Mordecai, Stephen Palumbi, Kabir Peay, Robert Sapolsky, Shripad Tuljapurkar, Peter Vitousek

Business:  William Barnett, Jonathan Bendor, Steve Comello, Dan Iancu, Hau Lee, Dale T. Miller, Erica Plambeck, Hayagreeva Rao, Stefan J. Reichelstein, Dan Reicher, Baba Shiv, Itamar Simonson, Sarah A. Soule

Center for Comparative Studies in Race and Ethnicity:  Michael Wilcox

Chemical Engineering: William Tarpeh

Civil and Environmental Engineering:  Sarah L. Billington, Alexandria Boehm, Craig S. Criddle, John Dabiri, Jennifer Davis, Martin Fischer, David Freyberg, Olivier Fringer, Mark Jacobson, Rishee Jain, Jeffrey Koseff, Michael Lepech, Raymond Levitt (emertius), Richard Luthy, Gilbert M. Masters (emeritus), Stephen Monismith, Leonard Ortolano, Ram Rajagopal

Communications:   Jon A. Krosnick

Earth System Science:  Kevin Arrigo, Marshall Burke, Karen Casciotti, Page Chamberlain, Noah Diffenbaugh, Robert B. Dunbar, Scott Fendorf, Christopher Field, Christopher Francis, Steven Gorelick, Rob Jackson, James Holland Jones, Julie Kennedy (emerita), Eric Lambin, David Lobell, Pamela Matson, Anna Michalak, Rosamond Naylor, Morgan O’Neill, Leif Thomas, Gabrielle Wong-Parodi

Earth Systems Program:  Patrick Archie, Sibyl Diver, Tom Hayden, Suki Hoagland, Richard Nevle

Economics:  Lawrence Goulder, Charles Kolstad

Education:  Nicole M. Ardoin, Daniel McFarland, Walter W. Powell

Energy Resources Engineering: Ines M. Azevedo, Sally M. Benson, Adam Brandt, Jef Caers, Margot Gerritsen, Anthony Kovscek

English:  Mark Algee-Hewitt

Freeman Spogli Institute for International Studies:  Walter Falcon (emeritus), Francis Fukuyama, Stephen Stedman

Geological Sciences:  Gary Ernst (emeritus), Stephan Graham

Geophysics:  Jenny Suckale, Mark Zoback

History:  Zephyr Frank, David Kennedy, Richard White, Mikael Wolfe

Law:  Michelle Anderson, Jeffrey Ball, Margaret Caldwell, Janet Martinez, Deborah Sivas, Barton Thompson, Alicia Seiger

Management Science and Engineering:  Dariush Rafinejad, James Sweeney, John Weyant

Materials Science and Engineering:  Michael D. McGehee

Mechanical Engineering: Arun Majumdar

Medicine:  Jason Andrews, Michele Barry, Eran Bendavid, Mark Cullen, Christopher Gardner, Jeremy D Goldhaber-Fiebert, Desiree LaBeaud, Stephen P. Luby, Grant Miller, David Rehkopf, Thomas N. Robinson, Gary Schoolnik, Gary Shaw

Philosophy:  Debra Satz

Physics:  Leo Hollberg

Political Science:  Bruce E. Cain, Terry Karl, Clayton Nall, Kenneth Schultz, Jeremy Weinstein

Program in Writing and Rhetoric:  Emily Polk

Psychology:  Brian Knutson

Sociology:  Mark Granovetter, Douglas McAdam, Richard Scott (emeritus), Robb Willer

Statistics: Susan Holmes

Woods Institute for the Environment:  Newsha Ajami, Shilajeet Banerjee, Jim Leape, Katharine Mach, Michael Wara  

Outside Stanford:

Carnegie Institution: Greg Asner ,  Ken Caldeira

University of Virginia: Leon Szeptycki

ENVRES 199. Independent study. 1-5 Unit.

. Same as: ENVRES 299

ENVRES 201. Designing and Evaluating Community Engagement Programs for Social and Environmental Change. 3 Units.

Non-profit organizations seeking to achieve social and environmental change often run outreach and education programs to engage community members in their cause. Effective application of social science theory and methods may improve the design and evaluation of such community engagement programs. In this class, we partner with environmental and social justice organizations in the Bay Area to explore two questions: 1) How can recent findings from the social sciences be applied to design more effective community engagement programs ? 2) How can we rigorously evaluate outreach and education programs to ensure they are achieving the desired objectives? The course will include an overview of key theories from psychology, sociology, and education, field trips to partnering organizations, and a term-long community-engaged research project focused on designing and/or evaluating a local outreach or educational program that is meant to achieve social and environmental change. Same as: EARTHSYS 130

ENVRES 215A. Topics in International Justice, Rights, and the Environment. 1-3 Unit.

As the effects of environmental change are increasingly felt by people around the globe--whether point-source pollution from factories, livelihood deterioration from overfishing, or exposure to climate change impacts--it is more urgent than ever that we engage critically and creatively with the justice, ethics, and rights implications of these changes. Topics that will be addressed in this survey course include marine justice, climate justice and ethics, environmental racism, social movements, resource degradation, and neoliberal conservation. Through guest lectures, student-led discussions, readings, and creative writing, students will engage with cutting-edge research on these topics. The course offers two enrollment options: a 1-unit lecture that meets once a week and a 3-unit lecture that meets twice a week with a follow-up discussion sections.

ENVRES 220. The Social Ocean: Human Dimensions of Coastal and Marine Ecosystems. 1-2 Unit.

This interdisciplinary seminar examines human dimensions of current ocean issues through a series of readings, discussions, and guest lecturer presentations. Through the lenses offered by multiple disciplines and fields, we will examine and reinterpret the challenges of fisheries management, climate change, conservation/restoration, and human rights. We will welcome specialists in industry, academia, law, and the nonprofit sector to discuss theories of change for ocean issues, with a particular emphasis on marine justice. We invite students to create and share their own ¿Social Ocean Project¿ synthesizing course themes and personal reflections.

ENVRES 221. New Frontiers and Opportunities in Sustainability. 1 Unit.

Interdisciplinary exploration of how companies, government and non-profit organizations address some of the world's most significant environmental & resource sustainability challenges. Each week we will explore with an experienced sustainability practitioner new frontiers and opportunities in clean tech, policy, energy, transportation, consumer goods, agriculture, food, and sustainable built environments.

ENVRES 222. Climate Law and Policy. 3 Units.

This course offers an interdisciplinary, graduate-level survey of historical and current efforts to regulate emissions of greenhouse gases in the United States. Students will read primary legal documents, including statutes, regulations, and court cases in order to evaluate the forces and institutions shaping American climate policy. Although the class will focus on the intersection of climate policy and the legal system, no specific background in law is necessary. Elements used in grading: Grades will be based on class attendance, class participation, and either written assignments and an exam. Cross-listed with LAW 2520.

ENVRES 223. Topics in Writing & Rhetoric: Introduction to Environmental Justice: Race, Class, Gender and Place. 4 Units.

This course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others. Prerequisite: PWR 2. Same as: EARTHSYS 194 , PWR 194EP

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. Enrollment by department consent only. Contact instructor for permission to enroll.

ENVRES 226. Energy Law. 3 Units.

Modern energy systems aim to deliver a supply of reliable, low-cost, and clean energy; in turn, they require massive capital investments in infrastructure projects, some of which have the features of a natural monopoly and therefore require ongoing economic regulation. The U.S. energy system today is subject to a complex regime of state and federal laws. We will examine the historical role of state-level electric utility regulation, tracing its evolution into the various forms of regulated and deregulated energy markets now in use in the U.S. electricity and natural gas sectors. Contemporary energy law increasingly involves a delicate federalist balance where state and federal regulators share overlapping authority in contested policy areas that are subject to major technological and economic change, as changes in the supply and costs of renewable and fossil energy resources alike transform the U.S. energy sector. Finally, we will interrogate the contested ideals of regulation and competition, which private, non-profit, and governmental stakeholders all deploy in legal and political fora to advance private gain and public goods¿most recently in a series of transformative proposals to use federal emergency powers to provide financial bailouts to legacy fossil and nuclear power plants. Students who complete the class will gain a historical understanding of how economic regulation of the energy sector has evolved since the early 20th century, a durable conceptual framework for understanding modern energy law and policy debates, and a practical understanding of energy law designed for future practitioners. Non-law students interested in energy issues are highly encouraged to take this course, as energy law literacy is essential to careers in the sector. Elements used in grading: class participation, short written assignments, and a one-day take-home final exam. Cross-listed with LAW 2503.

ENVRES 228. Private Environmental Governance. 2-3 Units.

The tools of private environmental regulation (e.g., eco-certifications, CSR initiatives, supplier contracts) have become an increasingly important source of governance. But how do they work? How do they arise--why and how can corporations participate in these voluntary measures? How do they regulate firm behavior and how can regulators police the tools themselves? This interdisciplinary seminar examines these questions and more, with readings from traditional legal sources (cases, agreements), as well as from economics, political science, and social psychology. Guest speakers and case studies will add real-world context to our exploration of theory. Elements used in grading: Students may take the course for 2 units (Option 1) or 3 units (Option 2). Attendance, class participation, and short written assignments will factor into grades for both sections. Option 1 students will also prepare a private governance proposal and presentation. Option 2 students will write a research paper meeting the Law School's R paper requirements. Please note that the last two class sessions (May 21 and 28) will have to be rescheduled. Cross-listed with the Law School (LAW 2522).

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 231. Qualitative Interviewing. 3 Units.

Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research. Same as: EDUC 450C

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 245. Psychological Insights for Science Communication. 2-3 Units.

This course integrates lessons learned from psychology, behavioral economics, marketing, and sociology to the practice of science communication, with practical experience working to create and test new messaging for partner environmental organizations. Students learn about innate biases and heuristics that influence the communication of scientific ideas and data and the public¿s receptiveness to environmental messaging. Topics covered include information framing, attention and salience, public science literacy and numeracy, simplifying complexity and dealing with uncertainty, cultural and political contexts and social norms, and methods to motivate science engagement, evidence-based decision-making, and behavior change. Students will learn how to design new messaging strategies based on social science research and how to analyze their efficacy using basic statistical analyses in R (no prior programming knowledge is required). The course culminates in a project developing and testing new messaging strategies for real-world environmental organizations.

ENVRES 246. Measuring Success in Environmental Messaging. 1-2 Unit.

How do we understand the impacts of environmental messaging on its target audience, and ensure that it provides compelling and informative content for education, outreach, and behavior change? Once different messaging campaigns have been attempted, how do we evaluate their success? This course teaches students practical social science approaches to assess the efficacy of environmental messaging campaigns by real environmental nonprofit organizations. As a continuation of ENVRES 245 , students will work with partner nonprofit organizations to analyze the performance of campaigns designed in the previous quarter, and identify the most salient and motivational aspects of the campaigns that best predicted successful and meaningful outcomes. The course will also focus on how to evaluate outcomes across heterogeneous populations, to better understand how messaging may impact a diverse audience. The statistical computing language R will be used in the course, but prior programming experience is not required. Prerequisite: ENVRES 245 : Psychological Insights for Science Communication or consent of instructor required.

ENVRES 250. Environmental Governance. 3 Units.

How do we work together to solve environmental problems? Across the globe, who has a voice, and who ultimately decides how to balance conservation and development? How do we build governance institutions that facilitate both environmental sustainability and social equity? This seminar on environmental governance will focus on the challenges and opportunities for managing common-pool resources, like fisheries, forests, and water. Because managing environmental resources is often about managing people, we will explore the motivations underlying human behavior towards the environment. We will discuss how institutions encode our cultural values and beliefs, and how we can reshape these institutions to achieve more sustainable outcomes. Coursework includes foundational readings and a pragmatic exploration of case studies. Teaching cases address topics in community-based conservation, international protected areas, market-based approaches, coping with environmental risk, and other themes. Interested undergraduate and graduate students from any discipline are welcome. Same as: EARTHSYS 254

ENVRES 255. Moral, Civic, and Environmental Education. 3 Units.

An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. The course will discuss both in-school and beyond-schools ways in which young people can be educated for informed and constructive participation. Among the educational methods to be considered will be narrative treatments of exemplary figures in the moral, civic, and environmental domains. Same as: EDUC 379

ENVRES 260. Implementing & Financing a Decarbonized Economy. 3 Units.

In the forthcoming decades, the transition to a global low-carbon economy will require tens of trillions of dollars worth of capital investment. Much of that capital investment will directed towards new builds, or retrofits, of major capital projects. This course aims to give students a very practical and detailed introduction to the opportunities and challenges of developing and financing such major capital projects. Each of the instructors has decades of hands-on experience in developing and financing major capital projects. The process of developing and financing major capital projects is inherently very multidisciplinary--including engineering, business, finance, legal and (often) international relations principles. The course will start at a high level, covering the emissions landscape, policy framework, markets, and main technologies. Then we will dive much deeper into such key tasks as permitting; engineering and resource studies; project pro forma models; successfully negotiating project construction contracts and output sales contracts; arranging the financial terms and legal provisions of bank or bond debt financing; maximizing returns to equity; and monetizing tax and other governmental incentives. Students should be eager to engage in a multi-disciplinary approach both in terms of how to think about the subject matter and in terms of interacting with fellow students who bring a different academic and or work experience than their own. Class preparation for the bi-weekly sessions will require watching a pre-recorded lecture, literature review or case reading, and homework assignments designed to reinforce principles learned. A four-part case study encompassing the development of a 500 MW solar project will be used early on in the class to acquaint students with the tools and issues of project development. We plan to reserve the 1.5 hour class sessions for homework review, student case study analysis, reinforcement of technical concepts, and free-form discussion. Finally, we will divide the class into small teams to do final group projects that will be presented during the last few class sessions. The instructors do not require prior coursework in finance; and we will provide basic background materials and additional tutorials, as needed, to bring students up to the technical level required to do the coursework successfully. CONSENT OF PROGRAM FORM: In order to be considered for enrollment, please complete the Consent of Program Form: nhttps://forms.gle/U3gbzjcSgD7vpayf8 by Sunday, January 3rd at 11:59pm PST. Successful applicants will be notified when permission has been granted and will receive a permission number to register for the course in Axess by Wednesday, January 6th. Forms received after the deadline will be reviewed on a rolling basis until the class is full. ENVRES 260 is capped at 20 students. Some priority will be given to E-IPER graduate students.

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 280. Topics in Environment and Resources. 2 Units.

Required core course restricted to E-IPER Joint M.S. and Dual M.S. students. This course functions as a gateway to fundamental concepts in environment, energy and sustainability. Topics include climate change, ecosystem services, life cycle assessment, energy systems, food systems, and others. Students engage with affiliated faculty, and begin to develop ways to integrate science and technology with business, law and other professional skills to solve environment and resource problems.

ENVRES 290. Capstone Project Seminar in Environment and Resources. 3 Units.

Required for and limited to E-IPER Joint M.S. and Dual M.S. students. Propose, conduct and publicly present final individual or team projects demonstrating the integration of professional (M.B.A., J.D., M.D., M.I.P., or Ph.D.) and M.S. in Environment and Resources degrees. Presentation and submission of final product required.

ENVRES 295. Carbon Dioxide and Methane Removal, Utilization, and Sequestration. 1 Unit.

This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers. Short group project on carbon solutions. Same as: EARTHSYS 308 , ENERGY 308 , ESS 308 , ME 308

ENVRES 299. Independent study. 1-5 Unit.

. Same as: ENVRES 199

ENVRES 300. Introduction to Resource, Energy and Environmental Economics. 3 Units.

Required core course restricted to first year E-IPER Ph.D. students. 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.

ENVRES 315. Environmental Research Design Seminar. 1 Unit.

Required core course restricted to first year E-IPER Ph.D. students. 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. Enrollment by permission number only. Contact instructor for enrollment in course.

ENVRES 320A. Interdisciplinary Environmental Research Epistemology. 1 Unit.

Required introductory core course to ENVRES 320 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 restricted to 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.

Required core course restricted to second-year E-IPER PhD students. 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 341. Theoretical Underpinnings of Environmental Behavior: Exploration and reflection. 1-3 Unit.

Human behavior is studied in many fields and disciplines at a range of scales, from the micro to the macro, with some focusing on the individual as the core, while others take a more critical approach. Theories and approaches from each can be considered in context with implications for the environment, resources, and sustainability-related issues. Using interdisciplinary frames, students in this doctoral-level seminar will apply various perspectives and lenses to advance their own empirical work through intensive, focused writing sessions. The intention is to provide a supportive structure such that students may advance their own in-progress research and ongoing writing grounded in behavioral science and social-ecological systems theories.

ENVRES 380. Innovating Large Scale Sustainable Transformations/Collaborating for the Future. 3-4 Units.

The capacity to innovate system-level transformations is a crucial leadership modality in the face of complex systemic challenges. This class gives students the mindsets, theoretical framework, and hands-on experience in shaping innovative interventions that bring about scaled and profound transformations in the face of complex multi-factorial challenges. Students are immersed in the System Acupuncture Methodology, which combines systems thinking, strategy, design thinking, behavioral sciences, resilience theory, diffusion theory, decision theory, and a theoretical framework around scaled multi-stakeholder interventions. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create sustainability and resilience on environmental, societal, and economic fronts. This project-based team-based class challenges students to find solutions for complex real-world challenges. Class meets in the spring quarter on Fridays 9:30am-4:20pm, weeks 1-9. Lunch will be provided. Final presentations on Friday of week 9, 3-7:30pm. Consent of instructor required. To be considered, please apply on the d.school website. Same as: SUST 230

ENVRES 391. Curricular Practical Training. 1-3 Unit.

Educational opportunities in research and development labs in industry. Qualified students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. Course may be repeated for credit.

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.

• COVID-​19 and Academic Continuity
• Academic Calendar
• Stanford's Mission
• University Governance and Organization
• Admission and Financial Aid
• Tuition, Fees, and Housing
• Undergraduate Degrees and Programs
• Undergraduate Major Unit Requirements and WIMs
• Coterminal Degrees
• Graduate Degrees
• Transfer Work
• Veterans and Military Benefits
• University Policies and Statements
• Nondiscimination Policy
• Alcohol Policy
• Age Discrimination Act of 1975
• Americans with Disabilities Act (ADA)
• Campus Disruptions
• Campus Safety and Criminal Statistics
• Computer and Network Policy
• Dangerous Weapons on Campus
• Hazing Policy
• Involuntary Leave of Absence and Return Policy
• Main Quadrangle • Memorial Court • Oval • White Plaza
• Noise and Amplified Sound
• Online Accessibility Policy
• Peer-​to-​Peer File Sharing
• Protection of Sensitive Data
• Political Activities
• Recording Lectures
• Sexual Harassment and Consensual Sexual or Romantic Relationships
• Sexual Misconduct and Sexual Assault
• Smoke-​Free Environment
• Stanford Name and Trademarks
• Student Non-​Academic Grievance Procedure
• Title VI of the Civil Rights Act of 1964
• Title IX of the Education Amendments of 1972
• Visitor Policy • University Statement on Privacy
• Academic Advising
• Stanford Introductory Studies
• Program in Writing and Rhetoric
• Overseas Studies
• Undergraduate Research
• Center for Teaching and Learning
• Graduate Education (VPGE)
• Graduate School of Business
• Earth System Science
• Earth Systems
• Emmett Interdisciplinary Program in Environment and Resources (E-​IPER)
• Energy Resources Engineering
• Geological Sciences
• Sustainability Science and Practice
• Graduate School of Education
• Aeronautics and Astronautics
• Architectual Design
• Atmosphere/​Energy
• Bioengineering
• Biomechanical Engineering
• Biomedical Computation
• Chemical Engineering
• Civil Engineering
• Computer Science
• Electrical Engineering
• Engineering Physics
• Environmental Systems Engineering
• Management Science and Engineering
• Materials Science and Engineering
• Mechanical Engineering
• Product Design
• Civil and Environmental Engineering
• Institute for Computational and Mathematical Engineering
• African and African American Studies
• African Studies
• American Studies
• Anthropology
• Applied Physics
• Archaeology
• Art and Art History
• Arts Institute
• Biology, Hopkins Marine Station
• Communication
• Comparative Literature
• Comparative Studies in Race and Ethnicity (CSRE)
• Division of Literatures, Cultures, and Languages
• East Asian Languages and Cultures
• East Asian Studies
• Ethics in Society Program
• Feminist, Gender, and Sexuality Studies
• French and Italian
• German Studies
• Global Studies
• History and Philosophy of Science
• Human Biology
• Human Rights
• Iberian and Latin American Cultures
• International Policy
• International Relations
• Jewish Studies
• Language Center
• Latin American Studies
• Linguistics
• Master of Liberal Arts
• Mathematical and Computational Science
• Mathematics
• Medieval Studies
• Modern Thought and Literature
• Political Science
• Public Policy
• Religious Studies
• Russian, East European and Eurasian Studies
• Science, Technology, and Society
• Slavic Languages and Literatures
• Symbolic Systems
• Theater and Performance Studies
• Urban Studies
• Stanford in Washington
• School of Law
• Biochemistry
• Biomedical Ethics
• Biomedical Informatics
• Cancer Biology
• Chemical and Systems Biology
• Community Health &​ Prevention Research
• Comparative Medicine
• Developmental Biology
• Epidemiology and Population Health
• Health and Human Performance
• Health Policy
• Microbiology and Immunology
• Molecular and Cellular Physiology
• Neurobiology
• Neurosciences
• Obstetrics and Gynecology
• Physician Assistant Studies
• Radiation Oncology
• Stem Cell Biology and Regenerative Medicine
• Structural Biology
• Centers, Laboratories, Institutes
• Continuing Studies
• Haas Center for Public Service
• Libraries and Computing
• Services and Programs
• Special Events and Protocol
• Student Affairs
• ExploreCourses
• Stanford University

• Maps & Directions
• Search Stanford
• Terms of Use
• Emergency Info

© 2020-21 Stanford University.   Stanford , California 94305 . Copyright Complaints     Trademark Notice

Print this page.

The PDF will include all information unique to this page.

Download PDF of the entire catalog

The PDF will include all information in the catalog.

Current Stanford Students

Main navigation, joint/dual ms application process.

MBA students currently enrolled in Stanford's Graduate School of Business (GSB),  and JD students at Stanford Law School (SLS) are eligible to submit a joint degree application during Winter Quarter of their first year.  MA and MS students across Stanford’s seven schools, MD students in the School of Medicine, or students pursuing a PhD in another Stanford department are eligible to submit a dual degree application during Winter Quarter of their first year, pending approval of their home graduate degree program. The deadline for applications to begin the Joint MS in Spring 2024 is Wednesday, January 31, 2024 by 11:59 pm Pacific Time . Applicants will be notified of their acceptance late February/early March.  All new students are required to enroll in ENVRES 280 during Spring Quarter 2024.

There is no application fee to apply for the Joint MS. Those who matriculate in the Joint MS are required to pay a $125 fee to the Registrar to add their E-IPER graduate career.

E-IPER will not accept applications outside of existing application cycles. The MS-MBA, MS-JD, and MS-MA or MS degree programs are designed to start during a student’s first year, and students are highly encouraged to apply at that time. In exceptional cases, second-year GSB, SLS, and MA or MS students may apply to E-IPER by the deadline indicated above. Second year applicants are required to have completed or be enrolled in a minimum of 9 units of non-professional school E-IPER units by the time of their application in the second year. This is a minimum requirement, and does not guarantee acceptance.

Ask your professional or graduate school admissions or academic operations office to forward a complete copy of your application to E-IPER by the January 31, 2024 deadline.

For GSB students: Fill out this  Google Form  to have your application forwarded to E-IPER.

For SLS students: Fill out the  Release of Academic Records for Dual and Joint Degree Application Form  to have your application forwarded to E-IPER.

The winter 2024 application portal can be found here . Please see below for more information about our statement of purpose prompt.

• A statement of purpose (2 pages double-spaced maximum) to help us understand what you care about, how your experiences support the pursuit of an MS degree, and how an increased understanding in environment and resources will further your goals.  There is no pre-defined best answer, and we hope you are able to share your authentic self in addressing the following:

-What environment, energy, and/or sustainability-related resource issue(s) do you wish to address, and what makes those important to you?

Explain what motivates you to dedicate a significant part of your educational pursuits to a Master of Science in Environment and Resources.

-Tell us how your professional and personal experiences will help you pursue your E-IPER degree.

Please emphasize the ways in which your experiences and skill sets will help you navigate and be successful in E-IPER.  (Note that we are looking for more than a list of your experiences or skill sets as we can see those in your resume.)

-Discuss how an increased understanding of environment and resources (e.g., in the natural or social sciences, or in engineering) will support your goals.

Use our website to learn about E-IPER's curriculum and experiences, such as the  Capstone project . Provide clear examples to help us understand the topics about which you are excited to learn and how they connect to the issues important to you.

• An unofficial Stanford transcript that includes your Autumn quarter grades and Winter quarter classes.
• For JD and MA students only : Students applying for the Joint MS-JD or the Dual MS/MA should include a brief description of their quantitative preparation (ie. 1-2 paragraphs describing your previous coursework in mathematics and sciences or relevant professional work and a bulleted list of previous coursework taken, if applicable) to demonstrate readiness for the science and engineering courses that are required for the Joint MS.

Review Process

All applications will be reviewed by the E-IPER Joint MS Admissions Committee which considers each applicant's academic preparation, professional experience, motivation, and career goals. The strongest candidates will clearly demonstrate how they will integrate their interests and prior experiences with their E-IPER and professional school education, and why an interdisciplinary graduate degree is necessary for their career goals. 

Knight-Hennessy Scholars

Join dozens of Stanford Doerr School of Sustainability students who receive up to three years of funding and valuable leadership skills as  Knight-Hennessy Scholars  (KHS). KHS admits up to 100 select applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a multidisciplinary and multicultural cohort, participate in up to three years of leadership programming, and receive full funding for up to three years of your graduate studies at Stanford. Candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is  Wednesday,   October 11, 2023 . Learn more about  KHS admission .

If you have any questions about the application materials or process, contact Mike Diaz at [email protected] .

Search form

Education & programs.

Several academic units at Stanford provide educational opportunities related to water, sanitation, hygiene, wastewater re-use, health, energy and urbanization. Students have the opportunity to engage in multidisciplinary training and research. Additional information about degree programs and course offerings can be found on the website of each of these units. 

Class Information 

Department of civil & environmental engineering.

Stanford’s Department of Civil & Environmental Engineering (CEE) offers undergraduate and graduate degrees, with educational and research opportunities for students that focus on major sustainability challenges of the century, including water supply and sanitation. CEE’s Water & Environment Studies (EWS) program, for example, offers coursework and training in hydrology, water re-use, water and wastewater treatment technologies, and policy and planning. Students have many opportunities to participate in fieldwork within developing country settings. 

Earth System Science

Stanford’s Department of Earth System Science (ESS) focuses on human-caused and natural environmental change at the local to global scale. Coursework, research opportunities, and graduate degree programs are available in multiple research areas related to water, health and development. For example, faculty and students in ESS work on issues related to sustainable agricultural production in the face of increasing water scarcity, as well as contaminant and nutrient cycling through surface and groundwater systems.

Emmett Interdisciplinary Program in Environment and Resources

Center for innovation in global health.

Stanford’s Center for Innovation in Global Health (CIGH) enables collaborative programs in global health for residents, medical students and undergraduates. CIGH supports residents and fellows to gain experience in both clinical and research settings abroad, including opportunities to explore the health implications of water and sanitation access. In addition, Stanford’s Medical Scholars Program enables medical students to carry out research under the guidance of a faculty member, including possible fieldwork abroad.

Water, Health & Development is a program of the Stanford Woods Institute for the Environment.

Subscribe to our biannual newsletter, sharing Stanford research, news and events related to global water issues.

Employment Opportunities

• Stanford Home
• Maps & Directions
• Search Stanford
• Emergency Info
• Terms of Use
• Non-Discrimination
• Accessibility

© Stanford University , Stanford , California 94305 .

E-IPER Collaboration Grant

With the support of the Emmett Family Collaboration Grant Fund and the Anne and Reid Buckley Fund, we have the opportunity to provide funding for compelling projects that leverage the unique skill sets and expertise of both E-IPER PhD students and Joint/Dual MS students. Our motivation for this funding is to encourage and incentivize collaborations that address significant environmental and resource issues in ways that cannot be as effectively addressed in isolation. This structured PhD/MS collaboration model is one way E-IPER is exploring and demonstrating avenues for interdisciplinary collaboration.

• Entrepreneurship: Light Entrepreneurship Focus
• Sustainability: Primary Sustainability Focus
• Eligibility: Graduate Students , Masters Students , PhD Students , Stanford Students
• Objective(s): Discover , Enrich
• Resource Type: Fellowships/Internships/Grants
• Quarter(s) Available: Fall , Spring , Summer , Winter
• Provided By: Emmett Interdisciplinary Program in Environment and Resources (E-IPER) , Stanford Doerr School of Sustainability (SDSS) , Stanford University
• Updated: December 11, 2023

More Ecopreneurship Resources

Browse and filter all resources on the Resource Landscape page »

• Fellowships/Internships/Grants

Living Lab Fellowship Program for Sustainability

• Eligibility: Co-term , Graduate Students , GSB MBA1 Students , GSB MBA2 Students , GSB MSx Students , GSB Students , Masters Students , PhD Students , Stanford Students , Undergraduate Students

Realizing Environmental Innovation Program (REIP)

• Entrepreneurship: Primary Entrepreneurship Focus
• Eligibility: Stanford Faculty
• Objective(s): Accelerate , Discover , Evaluate

Environmental Venture Projects (EVP)

Mailing list.

Sign up here to receive updates on offerings from Stanford Ecopreneurship Programs.

Support and Feedback

Have questions or feedback about this website or its listed resources? Please fill out the contact form to reach a member of the Ecopreneurship team.

If you are reporting an error, omission, or problem with the website, please include the URL and a brief description of the issue.

Thank you for your message!

Stanford Ecopreneurship

655 Knight Way Stanford, CA 94305 USA

A partnership of:

Established through the Benioff Ecopreneur Fund

Jayson Toweh

Ph.d. student in environment and resources, admitted autumn 2021 living lab fellow, office of sustainability.

• Print Profile
• Email Profile
• View Stanford-only Profile
• Publications

Jayson Toweh is an E-IPER PhD student focusing on identifying the health, environmental, and social impacts of climate change and creating co-benefits from developing sustainable energy transition. He hold's a bachelor's degree from the University of Michigan’s Program in the Environment and a master’s degree in Environmental Health from the Harvard T.H. Chan School of Public Health. His thesis focused on evaluating and mapping emission changes after installing scrubbers to coal power plants. Prior to Stanford, Jayson worked as a Management and Program Analyst at the U.S. Environmental Protection Agency in the Office of Inspector General, where he evaluated EPA's water programs and made recommendations for improvement. Jayson was elected and serves on the Harvard Board of Overseers, the university's governing board.

Honors & Awards

• CDC Undergraduate Public Health Scholar, Centers for Disease Control and Prevention (2015)
• Gates Millennium Scholar, Bill and Melinda Gates Foundation (2013)

Professional Affiliations and Activities

• Overseer, Harvard Board of Overseers (2020 - Present)
• Member, National Environmental Health Association (2020 - Present)
• Member, American Public Health Association (2019 - Present)

Education & Certifications

• BS, University of Michigan, Program in the Environment (2017)
• SM, Harvard T.H. Chan School of Public Health, Environmental Health (2019)
• MBA, Quantic School of Business and Technology (2021)
• Academic [email protected] University - Student Department: Emmett Interdisciplinary Program in Environment and Resources Position: Graduate

Additional Info

• Mail Code: 5015

• Curriculum Vitae PDF

All Publications

For hundreds of years, the higher education sec- tor has played an important role in society, begin- ning with the education of clergy and vocation- al training, expanding into research during the 19th century, and developing further to include a “third mission” of directly meeting society’s needs through application of research. In recent years, higher education institutions have also begun to directly collaborate with community stakeholders through a “co-creation” model, an extension of the third mission. Higher education is well-positioned to leverage all of these missions to create solutions to the com- plex and urgent global problems caused by cli- mate change. This paper describes seven key dis- tinctives of the higher education sector that have emerged from these missions, and how they are being applied directly to address climate challeng- es. These distinctives are not entirely unique to the sector, but are areas of sector-specific strength. Articulating these distinctives clearly can help oth- er sectors working on climate issues better under- stand how cross-sector climate action could be effectively and efficiently accomplished. We pro- vide background on these distinctives, examples of these distinctives at a variety of institutions, and conclude with future opportunities.

View details for DOI 10.1038/d41586-022-04404-x

View details for PubMedID 36513836

View details for DOI 10.1016/j.wdp.2022.100433

This is the first time in Vietnam that people have undergone "social distancing" to minimize the spreading of infectious disease, COVID-19. These deliberate preemptive strategies may have profound impacts on the mental health of the population. Therefore, this study aimed to identify the psychological impacts of COVID-19 on Vietnamese people and associated factors. We conducted a cross-sectional study during a one-week social distancing and isolation from April 7 to 14, 2020, in Vietnam. A snowball sampling technique was carried out to recruit participants. Impact of Event Scale-Revised (IES-R) was utilized to assess the psychological impacts of the COVID-19. Of all participants, 233 (16.4%) reported low level of PTSS; 76 (5.3%) rated as moderate, and 77 (5.4%) reported extreme psychological conditions. Being female, above 44 years old, or having a higher number of children in the family were positively associated with a higher level of psychological distress. Being self-employed/unemployed/retired was associated with a higher score of intrusion and hyperarousal subscale. Individuals who have a history of touching objects with the possibility of spreading coronavirus (utensils) were related to a higher level of avoidance. There were relatively high rates of participants suffering from PTSS during the first national lockdown related to COVID-19. Comprehensive strategies for the screen of psychological problems and to support high-risk groups are critical, especially females, middle-aged adults and the elderly, affected laborers, and health care professionals.

View details for DOI 10.3389/fpsyt.2020.00824

View details for Web of Science ID 000572486400001

View details for PubMedID 32982807

View details for PubMedCentralID PMC7492529

• Evaluating the Effectiveness of Scrubber Installation on Sulfur Dioxide Emissions from Coal Electricity Generating Units Toweh, J. Harvard T.H. Chan School of Public Health. 2019 ; Master's thesis

Navigating your PhD in E-IPER

Course description, grading basis, course repeatable for degree credit, course component, enrollment optional, does this course satisfy the university language requirement.

• ENVRES-PHD - Environment and Resources (PHD)

Advisory Council

Launched in 2023, our Advisory Council consists of a collection of leaders in industry, government, and academia. They will be working with faculty, students, and staff to help shape new initiatives and also help maximize our impact in the world. 

Anela Arifi Sandra Begay Natarajan Chandrasekaran Steve Denning Ann Doerr John Doerr (Co-Chair) Angela Filo

Bill Gates Jamshyd Godrej Hal Harvey Mark Heising John Hennessy (Co-Chair) Martin Lau George Pavlov

Laurene Powell Jobs Condoleezza Rice Tom Steyer Gene Sykes Yi Wang Akiko Yamazaki Eric Yuan Fareed Zakaria  

Anela Arifi Stanford E-IPER PhD Student and Knight-Hennessy Scholar

Arifi is an Emmett Interdisciplinary Program in Environment and Resources (E-IPER) PhD student and a Knight-Hennessy Scholar researching the role of waste biomass energy in energy system decarbonization, with a current focus on the difficult-to-decarbonize sectors like aviation. She received her bachelor’s degree from Dartmouth College, where she worked on designing biomass conversion processes to aid in sustainably setting biofuels in a circular economy paradigm. Before coming to Stanford she worked as a Junior Energy Analyst for the Western Balkans at the World Bank and as a Climate Ambassador for The Climate Initiative. To raise awareness about energy poverty, Anela gave a TEDWomen Talk and addressed the United Nations at the UNICEF Activate Talks. While in her home country, Bosnia and Herzegovina, she developed renewable energy systems for rural communities, using waste chicken feathers and municipal solid waste. Through her bioenergy research, Anela aspires to contribute to energy poverty alleviation by identifying opportunities for innovative energy technology and energy policy. 

Sandra Begay Principal Member of the Technical Staff, Sandia National Laboratories

Begay, a Navajo engineer, has been a researcher at Sandia National Laboratories for more than three decades. She has an AS degree in pre-engineering, a BS in civil engineering from the University of New Mexico, and an MS from Stanford University in structural engineering. For 20 years, she has provided technical assistance to U.S. tribes and is a subject matter expert on tribal energy. She received the 2020 Indigenous Excellence Award and the 2009 Lifetime Achievement Award from the American Indian Science and Engineering Society; the 2007 ZIA Alumni Award and the 2005 Distinguished Engineering Alumni from the University of New Mexico; and the 2000 Stanford University Multicultural Alumni Hall of Fame Award. 

Natarajan “Chandra” Chandrasekaran Chairman, Tata Sons 

Chandrasekaran has served as the chairman of Tata Sons, the holding company of all Tata Group companies, since 2017. He is also the chairman of several group companies: Tata Steel, Tata Motors, Tata Power, Air India, Tata Chemicals, Tata Consumer, Indian Hotel, and TCS, of which he was the CEO from 2009 to 2017. He is on the International Advisory Council of both the Singapore Economic Development Board and Mitsubishi Corporation, and is co-chair of the U.S.-India CEO Forum. In 2022, he was awarded the Padma Bhushan, the third-highest civilian award in India. Chandrasekaran is the author of Bridgital Nation , a groundbreaking book on harnessing technological disruptions in order to bring Indians closer to their dreams. 

Steven A. Denning Chair Emeritus, General Atlantic; Former Chair, Stanford University Board of Trustees

Denning is chairman emeritus of General Atlantic and has been part of the firm since 1980; he formerly worked with McKinsey & Company. He serves on numerous boards of directors, including at the Rocky Mountain Institute, the National Park Foundation, and the Carnegie Endowment for International Peace, where he is vice chair. He is on the Columbia Climate Board of Advisors and is former co-chair of The Nature Conservancy board of directors. At Stanford, Denning holds many volunteer roles, including vice chair of the Human-Centered Artificial Intelligence Advisory Council; chair of the GSB Global Advisory Council; member of the Freeman Spogli Institute Advisory Board; and member of the Knight-Hennessy Scholars Program Global Advisory Boards. He is former chairman of the Stanford Board of Trustees and emeritus chairman of the Stanford Graduate School of Business Advisory Council. He earned his MBA at the Stanford Graduate School of Business; his BS at the Georgia Institute of Technology, from which he has an honorary doctorate; and his MS from the Naval Postgraduate School. The Stanford Alumni Association awarded Denning the Gold Spike Award in 2022. 

Ann Doerr Chair, Khan Academy

Doerr is chair of Khan Academy, former board member and current advisory board member of the Environmental Defense Fund, and former trustee of Rice University. At Stanford, she has served as a member of Stanford Medicine’s Cancer Council and Under One Umbrella Steering Committee. Motivated by a deep and urgent desire to avert the worst impacts of climate change, she and her husband, John, partnered with the university to launch the Stanford Doerr School of Sustainability. They have generously supported numerous other Stanford priorities including Stanford Medicine, Stanford Cancer Center, School of Engineering, Athletics, the Stanford Institute for Economic Policy Research, and Lively Arts.

John Doerr (Co-Chair) Chair, Kleiner Perkins

Doerr is an engineer, venture capitalist, chair of Kleiner Perkins, and author of bestsellers Measure What Matters and Speed & Scale: An Action Plan for Solving Our Climate Crisis Now . John was an original investor and board member at Google and Amazon, helping to create over a million jobs and the world’s most valuable companies. He serves entrepreneurs with ingenuity and optimism, helping them build bold teams and disruptive companies. As a pioneer of Silicon Valley’s cleantech movement, Doerr has been investing in zero emissions technologies since 2006. At Stanford, he and his wife, Ann, partnered with the university to launch the Stanford Doerr School of Sustainability in order to dramatically accelerate scientific, technological, and policy breakthroughs and solutions.

Angela Filo Co-founder, Skyline Foundation; member of the Stanford University Board of Trustees

Filo founded and leads Skyline Foundation, which she established in 2000 with her husband, Yahoo co-founder David Filo. Climate is the largest of the foundation’s four strategic areas, which also include education, democracy, and maternal health. In its climate work, the foundation funds organizations working to advance climate solutions that secure lasting and just results based on effective, scalable strategies. At Stanford, Filo is a member of the Board of Trustees and chairs its Committee on Development, is a member of the Campaign Committee, and serves on the National Advisory Board of the Haas Center for Public Service.

Bill Gates Co-chair, Bill & Melinda Gates Foundation; Founder, Breakthrough Energy

Gates is co-chair of the Bill & Melinda Gates Foundation and founder of Breakthrough Energy. He founded Microsoft in 1975 with his childhood friend Paul Allen and led the company to become the worldwide leader in business and personal software and services. In 2008, Bill transitioned to focus full-time on the Bill & Melinda Gates Foundation’s work to expand opportunity to the world’s most disadvantaged people. At Breakthrough Energy, he is putting his experience as an innovator and problem-solver to work to address climate change by supporting the next generation of entrepreneurs, big thinkers, and clean technologies.

Jamshyd N. Godrej Chair, Godrej & Boyce

Godrej is chairman of the board of Godrej & Boyce in Mumbai, India, founded in 1897. He serves as chairperson of the boards of directors of Shakti Sustainable Energy Foundation, India Resources Trust (aka WRI India) Council on Energy, Environment & Water, and CII Sohrabji Godrej Green Business Centre. He is a director of ClimateWorks Foundation and World Resource Institute, and a trustee of WWF India. He is a former president of the Confederation of Indian Industry. In 2003, he was awarded the Padma Bhushan, the third-highest civilian award in India.

Hal Harvey Founder, Energy Innovation Policy and Technology LLC

Harvey is the founder of Energy Innovation Policy and Technology LLC®. He was founder and chief executive officer of the Energy Foundation, and helped establish Energy Foundation China, the European Climate Foundation, and the Indian Sustainable Energy Foundation. He is president of the board of directors of the New-Land Foundation and a member of the Fifth Third Bank board of directors; the Mercator Climate Center Expert advisory board; and the Agora Energiewende supervisory board. He has served as environment program director at the William and Flora Hewlett Foundation. Harvey has been honored with the Heinz Award for the Environment; the United Nations’ Clean Air and Climate Change Award; and the California Air Resources Board’s Haagen-Smit Clean Air Award. Early in his career, he designed and built solar homes and built an electric car for his commute. He holds BS and MS degrees from Stanford University in engineering, specializing in energy planning.

Mark Heising Founder, Medley Partners 

Heising founded Medley Partners, a private market investment firm. Previously, he was the founder of VLSI Cores, which designed and licensed cryptographic integrated circuits. He holds six U.S. patents in cryptography, compression, and data communications. Heising is chair of the Environmental Defense Fund. He is a trustee for the Institute for Advanced Study and a board member for the Heising-Simons Foundation and the Heising-Simons Action Fund. He and his wife, Liz Simons, took the Giving Pledge in 2016, publicly committing the majority of their wealth to philanthropic causes. He earned a BS in physics and an MS in electrical engineering and computer sciences from the University of California, Berkeley.

John L. Hennessy (Co-Chair) President Emeritus of Stanford and Shriram Family Director, Knight-Hennessy Scholars Program, Stanford University

Hennessy, professor of electrical engineering and computer science, served as Stanford University’s 10th president from 2000 until 2016. He is now director of the Knight-Hennessy Scholars Program. He was chair of the Department of Computer Science from 1994 to 1996; dean of the School of Engineering from 1996 to 1999; and university provost from 1999 to 2000. He co-founded MIPS Computer Systems and was the founding board chair of Atheros Communications, one of the early developers of WiFi technology. He is currently chairman of the board of Alphabet. His honors include the 2017 ACM Turing Award, which he received jointly with David Patterson of the University of California, Berkeley.

Martin Lau President, Tencent 

Lau became president of Tencent in 2006 to manage its day-to-day operations, after joining the company in 2005 as chief strategy and investment officer. Prior to Tencent, he was an executive director at Goldman Sachs (Asia) LLC's investment banking division and the chief operating officer of its Telecom, Media, and Technology Group. Prior to that, he worked at McKinsey & Company, Inc. as a management consultant. He received his BS degree in electrical engineering from the University of Michigan; his MS in electrical engineering from Stanford University; and his MBA from Kellogg Graduate School of Management, Northwestern University.

George Pavlov Chief Executive Officer, Bayshore Global Management 

Pavlov oversees a broad range of activities including investments, operations, and philanthropy. He has developed and implemented new investment and grant-making strategies to pursue value-oriented results in select areas, including neurological diseases, economic mobility, and most recently, climate change. Prior to BGM, Pavlov spent over two decades in the investment business based in Silicon Valley as a General Partner at Tallwood Venture Capital and the Mayfield Fund. He has served on public company, private company, and non-profit boards. Pavlov is currently an active board member for a number of organizations, including the Center for Information Technology Research in the Interest of Society (CITRIS) and Blue Meridian Partners. Pavlov graduated from Boston College with a degree in accounting.

Laurene Powell Jobs Founder and President, Emerson Collective

Powell Jobs is the founder and president of Emerson Collective, an organization designed to develop opportunities and solutions in education, environment, immigration, and health equity through philanthropy, creativity, and investments. In 1997, she founded College Track, a program created to empower students who face systemic barriers, providing the tools and resources necessary to pursue a bachelor’s degree and achieve a life of opportunity. She remains board chair at College Track; serves as board chair for XQ Institute, The Atlantic, and Elemental Excelerator; and sits on the boards of Chicago CRED, the Council on Foreign Relations, and the Ford Foundation.

Condoleezza Rice Tad and Dianne Taube Director, Hoover Institution

Secretary Rice is the Tad and Dianne Taube Director of the Hoover Institution and a Senior Fellow on Public Policy. In addition, she is a founding partner of Rice, Hadley, Gates & Manuel LLC, an international strategic consulting firm. From January 2005 to January 2009, Rice served as the 66th Secretary of State of the United States. Rice also served as President George W. Bush’s National Security Advisor from January 2001 to January 2005. She served as Stanford University’s provost from 1993 to 1999; has been on the Stanford faculty since 1981; and has won two of the university’s highest teaching honors: the School of Humanities and Sciences Dean’s Award for Distinguished Teaching and the Walter J. Gores Award for Excellence in Teaching.

Tom Steyer Co-Founder and Co-Executive Chair, Galvanize Climate Solutions

Steyer is an American investor committed to investing in the people and solutions driving climate progress. He founded and ran Farallon Capital Management, a multi-strategy global investment business based in San Francisco, from 1986 to 2012. He then stepped away from Farallon to dedicate his time, resources, and energy to mobilizing bold climate action. Steyer is the founder of NextGen America, the largest youth voter engagement organization in American history, and co-founder of Beneficial State Bank, a triple-bottom-line community development bank focused holistically on justice and sustainability. In 2019, he became a Democratic presidential candidate and later served as co-chair for Governor Newsom’s Business and Jobs Recovery Task Force. Today, Steyer is the co-executive chair of Galvanize Climate Solutions, a climate-focused global investment firm accelerating climate solutions.

Gene Sykes Managing Director, Goldman Sachs & Co.; member of the Board of Trustees of Stanford University

Sykes is Managing Director of Goldman Sachs & Co. and co-chair Global Mergers & Acquisitions (M&A) and of the Global Technology, Media, and Telecommunications Group. He is chair of the United States Olympic and Paralympic Committee and served as chief executive officer of Los Angeles 2024 and Los Angeles 2028, the organizations responsible for bidding for and organizing the Los Angeles Olympic and Paralympic Games. Sykes is a member of the Stanford University Board of Trustees and the Stanford Graduate School of Business Advisory Council. He serves on the boards of the Pacific Council on International Policy and Common Sense Media. He earned an MBA from Stanford University and an AB from Harvard University.

Yi Wang Professor of Energy and Environmental Policy, School of Public Policy and Management, University of Chinese Academy of Science

Wang is Professor of Energy and Environmental Policy at the School of Public Policy and Management of the University of Chinese Academy of Science (UCAS) and former vice president of the Institutes of Science and Development at the Chinese Academy of Sciences (CAS). He is a member of the Standing Committee of the National People’s Congress of China and its Committee of Environment Protection and Resources Conservation. He is vice chair of the National Expert Panel on Climate Change of China. He has advised numerous global organizations, foundations, and associations related to climate, energy, and the environment. He has been a professor and director-general of CAS Institute of Policy and Management and vice-chair of the ISO CCCC. Earlier in his career, he was Professor of Public Policy at the CAS Research Center for Eco-Environmental Sciences. He holds a BA in environmental engineering from Tsinghua University and a PhD in ecology from UCAS.

Akiko Yamazaki Chair, Stanford Sustainability Task Force; Co-Founder and Director, Wildlife Conservation Network

Yamazaki served as chair of the Sustainability Task Force, which convened in support of the launch of the Stanford Doerr School of Sustainability and included key faculty and volunteer leaders of the university. Yamazaki has been a longtime member of the Stanford Woods Institute for the Environment Advisory Council. She co-founded the Wildlife Conservation Network in 2001 and recently joined the Wildlife Conservation Society board. An art lover, she served as board chair of the San Francisco Asian Art Museum during its $100M+ capital campaign. She is a member of the Director’s Advisory Board of the Cantor Arts Center and  the Department of Asian Art visiting committee at The Met. Yamazaki has been a life-long equestrian and sponsor of multiple Team USA Olympic horses.

Eric Yuan Founder and Chief Executive Officer, Zoom

Eric founded Zoom in 2011 to deliver happiness and bring people together in a frictionless video environment. Zoom’s communications platform continues to transform the way global organizations connect, communicate, and collaborate. As the company’s chief executive, Eric led Zoom to one of the highest-performing tech IPOs of 2019. Business Insider named Eric one of the Most Powerful People in Enterprise Tech in 2017. In 2018, Glassdoor recognized him as the top CEO for large U.S. companies. In 2019, he was recognized in the Bloomberg 50 as a leader changing the game in global business. Time Magazine named Eric its 2020 Businessperson of the Year as well as one of the 100 Most Influential People of 2020. He was also named Comparably’s Best CEO for Diversity in 2021. Prior to founding Zoom, Eric was corporate vice president of engineering at Cisco, where he was responsible for Cisco’s collaboration software development. Eric was also one of the founding engineers and vice president of engineering at Webex. Eric is a named inventor on 11 issued and 20 pending patents in real-time collaboration.

Fareed Zakaria Host of Fareed Zakaria GPS, CNN; Foreign Affairs Columnist, The Washington Post

Zakaria is the host of Fareed Zakaria GPS on CNN, a columnist for The Washington Post , and a bestselling author. Since its debut in 2008, GPS has featured interviews with Barack Obama, Emmanuel Macron, Narendra Modi, and Vladimir Putin, among others. Zakaria’s programs have earned him an Emmy and a Peabody Award. He is the author of four New York Times bestsellers: Ten Lessons for a Post-Pandemic World ; The Post-American World ; The Future of Freedom ; and In Defense of a Liberal Education . He holds a BA from Yale University and a PhD from Harvard University. He has served as a member of the Yale Corporation and is currently on Stanford University’s Global Advisory Council.

Last updated April 4, 2024.

About Stanford GSB

• The Leadership
• Dean’s Updates
• School News & History
• Commencement
• Business, Government & Society
• Centers & Institutes
• Center for Entrepreneurial Studies
• Center for Social Innovation
• Stanford Seed

About the Experience

• Learning at Stanford GSB
• Experiential Learning
• Guest Speakers
• Entrepreneurship
• Social Innovation
• Communication
• Life at Stanford GSB
• Collaborative Environment
• Activities & Organizations
• Student Services
• Housing Options
• International Students

Full-Time Degree Programs

• Why Stanford MBA
• Academic Experience
• Financial Aid
• Why Stanford MSx
• Research Fellows Program
• See All Programs

Non-Degree & Certificate Programs

• Executive Education
• Stanford Executive Program
• Programs for Organizations
• The Difference
• Online Programs
• Stanford LEAD
• Seed Transformation Program
• Aspire Program
• Seed Spark Program
• Faculty Profiles
• Academic Areas
• Awards & Honors
• Conferences

Faculty Research

• Publications
• Working Papers
• Case Studies

Research Hub

• Research Labs & Initiatives
• Business Library
• Data, Analytics & Research Computing
• Behavioral Lab

Research Labs

• Cities, Housing & Society Lab
• Golub Capital Social Impact Lab

Research Initiatives

• Corporate Governance Research Initiative
• Corporations and Society Initiative
• Policy and Innovation Initiative
• Rapid Decarbonization Initiative
• Stanford Latino Entrepreneurship Initiative
• Value Chain Innovation Initiative
• Venture Capital Initiative
• Career & Success
• Climate & Sustainability
• Corporate Governance
• Culture & Society
• Finance & Investing
• Government & Politics
• Leadership & Management
• Markets & Trade
• Operations & Logistics
• Opportunity & Access
• Organizational Behavior
• Political Economy
• Social Impact
• Technology & AI
• Opinion & Analysis
• Email Newsletter

Welcome, Alumni

• Communities
• Digital Communities & Tools
• Regional Chapters
• Women’s Programs
• Identity Chapters
• Find Your Reunion
• Career Resources
• Job Search Resources
• Career & Life Transitions
• Programs & Services
• Career Video Library
• Alumni Education
• Research Resources
• Volunteering
• Alumni News
• Class Notes
• Alumni Voices
• Contact Alumni Relations
• Upcoming Events

Admission Events & Information Sessions

• MBA Program
• MSx Program
• PhD Program
• Alumni Events
• All Other Events
• In the Media
• For Journalists

Stanford Alum, Business School Dean Jonathan Levin Named Stanford President

Jonathan Levin has been appointed the 13th president of Stanford University.

April 04, 2024

Jonathan Levin, Philip H. Knight Professor and Dean of Stanford Graduate School of Business | Aubrie Pick

Jonathan Levin, a distinguished economist and Stanford alumnus who has led the Stanford Graduate School of Business as dean for the last eight years, has been appointed the next president of Stanford University, the Board of Trustees announced today.

For media inquiries, visit the Newsroom .

Explore More

Nia rose froome, mba ’23: making local, fresh food available for all.

New Research Fund Promotes Responsible Leadership for the Next Century

Habitat For Humanity CEO Jonathan Reckford Will Give Commencement Address

May 23, 2016 Jonathan Levin Named Dean of Stanford Graduate School of Business The former chair of the Stanford Department of Economics and a renowned expert in the field of industrial organization will be the tenth dean of Stanford Graduate School of Business.

• See the Current DEI Report
• Supporting Data
• Research & Insights
• Share Your Thoughts
• Search Fund Primer
• Teaching & Curriculum
• Affiliated Faculty
• Faculty Advisors
• Louis W. Foster Resource Center
• Defining Social Innovation
• Impact Compass
• Global Health Innovation Insights
• Faculty Affiliates
• Student Awards & Certificates
• Changemakers
• Dean Jonathan Levin
• Dean Garth Saloner
• Dean Robert Joss
• Dean Michael Spence
• Dean Robert Jaedicke
• Dean Rene McPherson
• Dean Arjay Miller
• Dean Ernest Arbuckle
• Dean Jacob Hugh Jackson
• Dean Willard Hotchkiss
• Faculty in Memoriam
• Stanford GSB Firsts
• Certificate & Award Recipients
• Teaching Approach
• Analysis and Measurement of Impact
• The Corporate Entrepreneur: Startup in a Grown-Up Enterprise
• Data-Driven Impact
• Designing Experiments for Impact
• Digital Business Transformation
• The Founder’s Right Hand
• Marketing for Measurable Change
• Product Management
• Public Policy Lab: Financial Challenges Facing US Cities
• Public Policy Lab: Homelessness in California
• Lab Features
• Curricular Integration
• View From The Top
• Formation of New Ventures
• Managing Growing Enterprises
• Startup Garage
• Explore Beyond the Classroom
• Stanford Venture Studio
• Summer Program
• Workshops & Events
• The Five Lenses of Entrepreneurship
• Leadership Labs
• Executive Challenge
• Arbuckle Leadership Fellows Program
• Selection Process
• Training Schedule
• Time Commitment
• Learning Expectations
• Post-Training Opportunities
• Who Should Apply
• Introductory T-Groups
• Leadership for Society Program
• Certificate
• 2023 Awardees
• 2022 Awardees
• 2021 Awardees
• 2020 Awardees
• 2019 Awardees
• 2018 Awardees
• Social Management Immersion Fund
• Stanford Impact Founder Fellowships and Prizes
• Stanford Impact Leader Prizes
• Social Entrepreneurship
• Stanford GSB Impact Fund
• Economic Development
• Energy & Environment
• Stanford GSB Residences
• Environmental Leadership
• Stanford GSB Artwork
• A Closer Look
• California & the Bay Area
• Voices of Stanford GSB
• Business & Beneficial Technology
• Business & Sustainability
• Business & Free Markets
• Business, Government, and Society Forum
• Get Involved
• Second Year
• Global Experiences
• JD/MBA Joint Degree
• MA Education/MBA Joint Degree
• MD/MBA Dual Degree
• MPP/MBA Joint Degree
• MS Computer Science/MBA Joint Degree
• MS Electrical Engineering/MBA Joint Degree
• MS Environment and Resources (E-IPER)/MBA Joint Degree
• Academic Calendar
• Clubs & Activities
• LGBTQ+ Students
• Military Veterans
• Minorities & People of Color
• Partners & Families
• Students with Disabilities
• Student Support
• Residential Life
• Student Voices
• MBA Alumni Voices
• A Week in the Life
• Career Support
• Employment Outcomes
• Cost of Attendance
• Knight-Hennessy Scholars Program
• Yellow Ribbon Program
• BOLD Fellows Fund
• Application Process
• Loan Forgiveness
• Contact the Financial Aid Office
• Evaluation Criteria
• GMAT & GRE
• English Language Proficiency
• Personal Information, Activities & Awards
• Professional Experience
• Letters of Recommendation
• Optional Short Answer Questions
• Application Fee
• Reapplication
• Deferred Enrollment
• Joint & Dual Degrees
• Entering Class Profile
• Event Schedule
• Ambassadors
• New & Noteworthy
• Ask a Question
• See Why Stanford MSx
• Is MSx Right for You?
• MSx Stories
• Leadership Development
• Career Advancement
• Career Change
• How You Will Learn
• Admission Events
• Personal Information
• Information for Recommenders
• GMAT, GRE & EA
• English Proficiency Tests
• After You’re Admitted
• Daycare, Schools & Camps
• U.S. Citizens and Permanent Residents
• Requirements
• Requirements: Behavioral
• Requirements: Quantitative
• Requirements: Macro
• Requirements: Micro
• Annual Evaluations
• Field Examination
• Research Activities
• Research Papers
• Dissertation
• Oral Examination
• Current Students
• Education & CV
• International Applicants
• Statement of Purpose
• Reapplicants
• Application Fee Waiver
• Deadline & Decisions
• Job Market Candidates
• Academic Placements
• Stay in Touch
• Faculty Mentors
• Current Fellows
• Standard Track
• Fellowship & Benefits
• Group Enrollment
• Program Formats
• Developing a Program
• Diversity & Inclusion
• Strategic Transformation
• Program Experience
• Contact Client Services
• Campus Experience
• Live Online Experience
• Silicon Valley & Bay Area
• Digital Credentials
• Faculty Spotlights
• Participant Spotlights
• Eligibility
• International Participants
• Stanford Ignite
• Frequently Asked Questions
• Operations, Information & Technology
• Classical Liberalism
• The Eddie Lunch
• Accounting Summer Camp
• Videos, Code & Data
• California Econometrics Conference
• California Quantitative Marketing PhD Conference
• California School Conference
• China India Insights Conference
• Homo economicus, Evolving
• Political Economics (2023–24)
• Scaling Geologic Storage of CO2 (2023–24)
• A Resilient Pacific: Building Connections, Envisioning Solutions
• Adaptation and Innovation
• Changing Climate
• Civil Society
• Climate Impact Summit
• Climate Science
• Corporate Carbon Disclosures
• Earth’s Seafloor
• Environmental Justice
• Operations and Information Technology
• Organizations
• Sustainability Reporting and Control
• Taking the Pulse of the Planet
• Urban Infrastructure
• Watershed Restoration
• Junior Faculty Workshop on Financial Regulation and Banking
• Ken Singleton Celebration
• Marketing Camp
• Quantitative Marketing PhD Alumni Conference
• Presentations
• Theory and Inference in Accounting Research
• Stanford Closer Look Series
• Quick Guides
• Core Concepts
• Journal Articles
• Glossary of Terms
• Faculty & Staff
• Researchers & Students
• Research Approach
• Charitable Giving
• Financial Health
• Government Services
• Workers & Careers
• Short Course
• Adaptive & Iterative Experimentation
• Incentive Design
• Social Sciences & Behavioral Nudges
• Bandit Experiment Application
• Conferences & Events
• Reading Materials
• Energy Entrepreneurship
• Faculty & Affiliates
• SOLE Report
• Responsible Supply Chains
• Current Study Usage
• Pre-Registration Information
• Participate in a Study
• Founding Donors
• Location Information
• Participant Profile
• Network Membership
• Program Impact
• Collaborators
• Entrepreneur Profiles
• Company Spotlights
• Seed Transformation Network
• Responsibilities
• Current Coaches
• How to Apply
• Meet the Consultants
• Meet the Interns
• Intern Profiles
• Collaborate
• Research Library
• News & Insights
• Program Contacts
• Databases & Datasets
• Research Guides
• Consultations
• Research Workshops
• Career Research
• Research Data Services
• Course Reserves
• Course Research Guides
• Material Loan Periods
• Fines & Other Charges
• Document Delivery
• Interlibrary Loan
• Equipment Checkout
• Print & Scan
• MBA & MSx Students
• PhD Students
• Other Stanford Students
• Faculty Assistants
• Research Assistants
• Stanford GSB Alumni
• Telling Our Story
• Staff Directory
• Site Registration
• Alumni Directory
• Alumni Email
• Privacy Settings & My Profile
• Success Stories
• The Story of Circles
• Support Women’s Circles
• Stanford Women on Boards Initiative
• Alumnae Spotlights
• Insights & Research
• Industry & Professional
• Entrepreneurial Commitment Group
• Recent Alumni
• Half-Century Club
• Fall Reunions
• Spring Reunions
• MBA 25th Reunion
• Half-Century Club Reunion
• Faculty Lectures
• Ernest C. Arbuckle Award
• Alison Elliott Exceptional Achievement Award
• ENCORE Award
• Excellence in Leadership Award
• John W. Gardner Volunteer Leadership Award
• Robert K. Jaedicke Faculty Award
• Jack McDonald Military Service Appreciation Award
• Jerry I. Porras Latino Leadership Award
• Tapestry Award
• Student & Alumni Events
• Executive Recruiters
• Interviewing
• Land the Perfect Job with LinkedIn
• Negotiating
• Elevator Pitch
• Email Best Practices
• Resumes & Cover Letters
• Self-Assessment
• Whitney Birdwell Ball
• Margaret Brooks
• Bryn Panee Burkhart
• Margaret Chan
• Ricki Frankel
• Peter Gandolfo
• Cindy W. Greig
• Natalie Guillen
• Carly Janson
• Sloan Klein
• Sherri Appel Lassila
• Stuart Meyer
• Tanisha Parrish
• Virginia Roberson
• Philippe Taieb
• Michael Takagawa
• Terra Winston
• Johanna Wise
• Debbie Wolter
• Rebecca Zucker
• Complimentary Coaching
• Changing Careers
• Work-Life Integration
• Career Breaks
• Flexible Work
• Encore Careers
• D&B Hoovers
• Data Axle (ReferenceUSA)
• EBSCO Business Source
• Global Newsstream
• Market Share Reporter
• ProQuest One Business
• Student Clubs
• Entrepreneurial Students
• Stanford GSB Trust
• Alumni Community
• How to Volunteer
• Springboard Sessions
• Consulting Projects
• 2020 – 2029
• 2010 – 2019
• 2000 – 2009
• 1990 – 1999
• 1980 – 1989
• 1970 – 1979
• 1960 – 1969
• 1950 – 1959
• 1940 – 1949
• Service Areas
• ACT History
• ACT Awards Celebration
• ACT Governance Structure
• Building Leadership for ACT
• Individual Leadership Positions
• Leadership Role Overview
• Purpose of the ACT Management Board
• Contact ACT
• Business & Nonprofit Communities
• Reunion Volunteers
• Ways to Give
• Fiscal Year Report
• Business School Fund Leadership Council
• Planned Giving Options
• Planned Giving Benefits
• Planned Gifts and Reunions
• Legacy Partners
• Giving News & Stories
• Giving Deadlines
• Development Staff
• Submit Class Notes
• Class Secretaries
• Board of Directors
• Health Care
• Sustainability
• Class Takeaways
• All Else Equal: Making Better Decisions
• If/Then: Business, Leadership, Society
• Grit & Growth
• Think Fast, Talk Smart
• Spring 2022
• Spring 2021
• Autumn 2020
• Summer 2020
• Winter 2020
• DCI Fellows
• Other Auditors
• Academic Calendar & Deadlines
• Course Materials
• Entrepreneurial Resources
• Campus Drive Grove
• Campus Drive Lawn
• CEMEX Auditorium
• King Community Court
• Seawell Family Boardroom
• Stanford GSB Bowl
• Stanford Investors Common
• Town Square
• Vidalakis Courtyard
• Vidalakis Dining Hall
• Catering Services
• Policies & Guidelines
• Reservations
• Contact Faculty Recruiting
• Lecturer Positions
• Postdoctoral Positions
• Accommodations
• CMC-Managed Interviews
• Recruiter-Managed Interviews
• Virtual Interviews
• Campus & Virtual
• Search for Candidates
• Think Globally
• Recruiting Calendar
• Recruiting Policies
• Full-Time Employment
• Summer Employment
• Entrepreneurial Summer Program
• Global Management Immersion Experience
• Social-Purpose Summer Internships
• Process Overview
• Project Types
• Client Eligibility Criteria
• Client Screening
• ACT Leadership
• Social Innovation & Nonprofit Management Resources
• Develop Your Organization’s Talent
• Centers & Initiatives
• Student Fellowships