The Public Service Leadership Program provides a comprehensive opportunity for current sophomores and juniors of any major at Stanford who want to be intentional in their personal leadership development.
Candidates begin the program in Winter Quarter with the introductory 2-unit course "Introduction to Public Service Leadership." Through this five-quarter experience, candidates build a strong community of peer-leaders who will learn with and from each other. Each candidate is actively involved in public service leadership through a position or project on or off campus and brings a unique set of experiences and perspectives to the group. After the initial course, much of the work is independent and can be done at a student's own pace until the program completion the following spring.
All participating candidates will be assigned to a Haas Center advisor and be expected to meet with him or her at least once each quarter. The purpose of the advising sessions is to provide candidates a chance to revisit and revise learning plans, provide program assessments, synthesize learning from various components of the program, and discuss future goals and opportunities.
Applications are available Autumn Quarter each year and students who are selected commit to five quarters of leadership development until they complete program requirements during the following Spring Quarter.
For more information, please contact Kristina Lobo [1].
Throughout its history, the Haas Center has worked to foster community among student leaders and student-led service organizations engaged in diverse public service efforts. The center provides resources that enhance both the quality of student service engagement and the learning derived from it. Leadership programming promotes ethical and effective service and positive personal interactions, while providing a welcoming physical space that contributes to community building. The Haas Center’s goal in all its leadership efforts is to develop thoughtful, skilled, and reflective practitioners equipped to effect social change.
In 2005, the Haas Center launched the Public Service Leadership Program (PSLP). PSLP empowers students with a passion for the environment, health care, conflict resolution, and numerous other issues to build their knowledge of public service leadership theory, become reflective practitioners, and synthesize their leadership learning. The program begins with a two-unit course, Introduction to Public Service Leadership, and continues with skill-building workshops, interviews with community leaders, cohort leadership roundtable reflections, leadership learning plans, mentor involvement, and self-assessment exercises.
Objectives
Program Benefits
Components of the program include: Foundations of Leadership, Leadership Practice, and Synthesizing Leadership Learning. These components are outlined below.
Candidates begin the program in Winter Quarter with the introductory 2-unit course "Introduction to Public Service Leadership." Through this five-quarter experience, candidates build a strong community of peer-leaders who will learn with and from each other. Each candidate is actively involved in public service leadership through a position or project on or off campus and brings a unique set of experiences and perspectives to the group. After the initial course, much of the work is independent and can be done at a student's own pace until the program completion the following spring.
Program Commitments
All participating candidates will be assigned to a Haas Center advisor
and be expected to meet with him or her at least once each quarter. The
purpose of the advising sessions is to provide candidates a chance to
revisit and revise learning plans, provide program assessments,
synthesize learning from various components of the program, and discuss
future goals and opportunities.
Candidates will gain an appreciation of leadership development as a field of study as well as comprehension of a leadership model and its practices and values in the context of service. Candidates will satisfy this requirement by completing the initial Introduction to Public Service Leadership Course in Winter Quarter as well as an approved leadership course connected to their own interests.
Candidates will attend three skill-building workshops [2] on topics such as those listed below:
Candidates will complete a self-assessment program by completing:
and two additional assessments such as the following:
Candidates will gain exposure to individuals who can serve as model leaders in public service through community leader interviews. Candidates are asked to identify and interview three public service leaders. These leaders will represent various aspects of the public service spectrum (i.e., direct service, philanthropy, advocacy, government, etc.) and should be working in the student's field of interest. A paper explaining lessons learned will be submitted for each community leader interview.
The Leadership Program requires candidates to be actively involved in leading a public service program or project for at least three quarters. The practice component will provide a context or "laboratory" for developing leadership skills and a personal approach to leadership. It will also be a focal point for the personal and group reflection activities that are a part of the program.
Qualifying leadership experiences include:
EPASA [7], or Stanford College Prep [8] experienceCandidates are required to engage in structured reflection opportunities, both verbal and written, to assess their leadership experiences and determine what public service leadership means to them. Much of the reflection activity will be centered on the candidate's leadership practice experience. Monthly "Leadership Roundtable" reflection sessions will be required. These sessions will provide an opportunity for candidates to connect with each other, share what they are experiencing and learning through their leadership practice activity, and learn from each other's experiences.
Candidates are supported by a self-identified mentor as well as a Haas Center advisor during their tenure in the program. Mentors are adult public service leaders who students find inspiring and they help students plan toward a future in public service. Candidates also meet quarterly with their Haas Center advisor to receive support and guidance for program completion.
Candidates will complete a Leadership Learning Plan outlining their personal goals and expectations regarding their leadership development. This will also include proposed objectives demonstrating how they will be intentional about achieving their goals.
Candidates will establish and maintain a Leadership Learning Portfolio including assessment, reflection, and evaluation materials. The purpose of the portfolio is to encourage candidates to be actively engaged in the ongoing synthesis of their learning and leadership development. Learning portfolios will be shared with Haas Center advisors and potentially with the candidate's mentor.
All fellows completing the program in a given year will take part in the Capstone Experience. This experience will include group sessions during Spring Quarter, and they will incorporate the following activities:
Applications for the Public Service Leadership Program are not being accepted at this time.
Typically, a complete Public Service Leadership Program application includes answers to the following questions:
Applicants must agree to the Statement of Commitment:
"If selected for the Public Service Leadership Program, I will commit to the following in their entirety:
Do I have to have a formal leadership role with a public service organization to be eligible for PSLP?
No. You just need to be actively involved with a public service project or organization, on or off campus, for the five quarters of the program. Active involvement means you carry a substantial level of responsibility for your project or organization.
Do I have to be on campus for all five quarters of the program?
No. To apply to be part of the next PSLP cohort, you only need to be on campus next quarter (winter quarter) for the required foundation course EDUC 126X: Introduction to Public Service Leadership.
Can I apply for PSLP if I have another class that will conflict with part of the time for EDUC 126X (Tuesdays 4:15-6:05pm in the Haas Center DK Room)?
No. To apply for PSLP, you need to commit to attending all EDUC 126X class sessions in their entirety.
Is there a length requirement for either of the application questions?
No. Please write what you consider to be a complete answer to each question, and submit your application online.
For more information, please contact Kristina Lobo [1].
2011–2012 Public Service Leadership Program Participants
"I choose action over apathy because I have no justification complaining about the problems in the world today without at least trying to solve those problems."
“In order to challenge society and push it toward the ideals of peace and tranquility, action must be valued over apathy. Each and every human being is able to notice right versus wrong, and it is simply a matter of pushing yourself towards action to really make a positive difference.”
"Public service gives me the perfect outlet to take everything I love—health care, kids, and education—and explore the best way to put it all together, all the while trying to change the world in my own unique way. To me, life is all about the people. Apathy is out of the question; it is only through actions that I can truly express my love for learning more about others around me."
"Mary Oliver wrote, 'Tell me, what is it you plan to do with your one wild and precious life?' I choose to make mine count through public service because it allows me to constantly learn from and share with others, follow my passions, and hopefully make the world a bit better than when I started."
"A life fulfilled is a life of action. Thinking inquisitively, envisioning creatively, and achieving compassionately are what make us feel most fully alive. For me, there is no sweeter joy than that of serving others and to be a part of something that is greater than myself."
"I choose action over apathy because the pay-it-forward system will benefit us all in the long run."
"I know I would not be where I am right now if it were not for the altruistic people that cared about me and took the time to take action and help me to strive for my biggest goals in life. I choose action over apathy because I will forever be in debt to those individuals that helped me; for this reason I would like to return the favor and do the same."
"I choose action over apathy because I don't know how to do it any other way. When you are passionate about something- anything- you can not take a back seat. You can't sit back and wait for someone else to step up. The problems of the world compel us to act, and I feel so very fortunate to be in a place where so many opportunities to be a public servant are afforded to me."
"As a first-generation Vietnamese-American, I was raised on stories of the struggles and triumphs my family members experienced as they established themselves on American soil. These narratives taught me that life is a complex blessing, full of moments that are both incredibly beautiful and devastatingly hard. I choose action because I want to help others take on their own challenges. Hardships may be an inherent aspect of the human condition, but we don’t have to face them alone."
"I choose action over apathy because injustice does not occur in isolated moments of time. For me, to actively fight against injustice means to consciously participate in a life of service."
"I choose action over apathy because I have people in my life that love and believe in me and I reciprocate this by contributing my best to the world we share and live in."
"Action over apathy is not a choice but a calling and responsibility to me. With so much inequality and injustice in the world, many people do not get what they deserve and few deserve what they get. I have been so blessed to be surrounded by privilege at Stanford, and I plan to use that good fortune to empower others and contribute to the well-being of my community. Public service is the pathway to a more tolerant and just society."
"I remain unsure of many things in life, but of this I am certain: I want to use the opportunities and resources I have been given to help others, and to live a life dedicated to purposes larger than oneself. Thus, through action, I hope to have a profound impact on lives."
"All we have to do is to open our eyes to be faced with the injustice and misfortune our world faces, but only by choosing action over apathy will we be able to begin changing these patterns of misfortune. I choose action because one person can make a difference in our world, and that difference, whether small or large, can inspire someone else to continue with this mission to better the life of our fellow citizens of the world. It is easy to simply wait for the world to change, but then who will take that first step?"
"Social issues will prevail until some degree of personal convenience and self interest is sacrificed for the sake of community."
"I believe that one man’s problem will soon become all men’s problem. Most times we wait until a problem touches close to home before we attempt to fix it. So why wait? I choose action over apathy because I never doubt humanity’s capacity to make a difference today for everyone."
"I don’t think its so much a choice; rather, I practice action over apathy because I believe it is our generation’s responsibility."
"The principle of Tikkun Olam (a Hebrew phrase that means ‘repairing the world’) has been engrained in me since I was little. With time, my commitment to Tikkun Olam has developed in working with people. My responsibility to others, particularly in my community, is something that helps guide my everyday decisions."
"I dream of and work toward a world where public service is no longer needed because equality has finally taken over and compassion has become a foundational trait of human nature."
"My action is to give people this same choice by offering the tools to succeed. That way I can watch others mature and teach me how to grow as well. I have seen how people change once allowed this choice and the subsequent power we together have to truly change our lives for the better."
“I fundamentally believe that you have to not only take action, but also to do it now. Building a passion for public service, taking a vested interest in the lives of others, and striving to level the playing field are all critical to truly making the world a better place.”
"I truly believe that action happens as a result of being present in the lives of others around you. And meaningful action grows out of the connections that I make with whatever community I am involved in. In connecting, I find time to listen and identify needs. Action, then, is a small price to pay for being apart of a community."
"We as students have more power than we give ourselves credit for, so why not use that power to help someone in need? All it takes is one person to step up, and that action in itself will be the catalyst for change."
"Service is a moral obligation. My inner balance is dependent on the existent of action over apathy."
"Public service is a part of who I am. It has taken hours, sweat, and thought, but it had contributed greatly to my life. Action is a way for me to take advantage of the blessings in my life."
"Injustice and inequity continue to prevail in the twenty-first century. I cannot overlook the fact that students of color continue to have fewer resources to pursue and excel in higher education. With the incredible resources and opportunities I have been afforded at Stanford, I choose action because I hold the responsibility to level the playing field for future generations."
"I choose action over apathy because I have experienced and seen many inequalities and injustices in the communities that surround me that can only be resolved through action. I am thankful for others in my community have taken action before me and whose actions have allowed me to succeed. I feel it is my turn to give back and help give others the opportunities they deserve."
"When I choose action over apathy, the illuminating expressions of individuals, who's lives I strive to enhance and enrich, have demonstrated the true impact that my actions can have. It is my desire to illuminate even more faces, and only through my public service actions can such a desire be fulfilled."
2010–2011 Public Service Leadership Program Participants
Yordanos Asmare ’12 (Psychology)“I choose action over apathy because there is so much injustice, inequality, and wrong in the world which all needs to be acted up on and changed. There are many overwhelming and concerning issues that need to be dealt with and what is at stake is simply too great to be apathetic about and not choose action.”
“Never, from the cradle to the grave, do human beings stop making a difference in this world. For better or worse, consciously or unwittingly, every one of us molds our planet. Public service is imperative to me because I have come to grasp this truth and it compels me to strive for a life of mindfulness, dedication and gratitude.”
“I choose to be part of the solution, not the problem. I can just imagine how much worse the world would be if we were all innocent bystanders when confronted with the complex issues of the world. I want to be remembered for being an architect of change.”
Racquel Enad ’11 (Human Biology)“Acts of public service can take us to new and greater heights of human progress. People believe that developments such as technology and scientific discoveries will advance humanity, but what will actually advance humanity is the enhancement of our perception of interconnectedness. We are all linked, and when we choose to serve another person, we in effect also serve the global community.”
Sharada Jambulapati ’12 (International Relations)“President Barack Obama said, ‘we are the change we seek.’ I want to embody this statement everyday with the hopes of improving my community for more tolerance, diversity, and equality. Public service is the key to this goal.”
Stacy Kaufman ’11 (undeclared)“My parents instilled the values of hard work, determination, and goal setting in me at a young age. These values lend themselves to action, especially in areas that I am passionate about.”
Ariana Koblitz ’12 (Anthropology/Product Design) “I choose action because it is my only way of assuring a change in the world. Awareness of a problem will get us no closer to an answer to the problem.”
Yu-Jin Lee ’11 (Human Biology)“Upon reflection of my volunteer experience in Ghana, I became very frustrated with my lack of skills, the seemingly inevitable poverty, corruption, and the disparities between what the developed countries gave and what the local communities received. I believe that public service is the most accessible and important way of alleviating these frustrations and actually providing direct, sustainable impact.”
Neveen Mahmoud ’11 (Psychology)“The minute ways in which I’ve successfully impacted others makes me believe that acting in service of others is the most powerful way to connect with humanity and effectively change the state of the world. This is precisely why public service is so important to me.”
Alfredo Martinez, Jr. ’12 (History/International Relations) “Participating in public service has greatly benefited my time at Stanford by both adding meaning to what I learn. Public service has also given me a venue to turn theory and thoughts into concrete results and achievements.”
Matt Miller ’12 (Urban Studies)“I am a first-generation college student from Tracy, California by way of East Palo Alto. I hope to bridge my interests in socioeconomic diversity, environmental equity, and youth engagement. I choose to act in hopes that the efforts that I do can eradicate the addressable social ills of my generation.”
Shazad Mohamed ’11 (Computer Science/Political Science)“My most important service activity has been working on my research on nonprofit transparency. The work that we're doing has the potential to meaningfully impact how resources are distributed in the nonprofit sector, and potentially increase the effectiveness of charitable contributions that people make.”
Jessica Pham ’12 (International Relations) “I feel a sense of responsibility to give back what I can by using all that I have been given in this lifetime. This means using my education, skills, and talents to help those in developing, third-world countries and realizing that those factors are not just for my own success in the future, but for the well-being of others who I will reach out to in the future.”
Jackie Rotman ’12 (Economics/Public Policy) “What would my life be for if not to serve the world in some way, or to leave it better than when I came? I believe that we don’t just inherit the earth; we borrow it from our children. The energy I gained from running Everybody Dance Now! enabled me to defy expectations and showed me that when we work from a place of love and inspiration, our possibilities are limitless.”
Alexandra Salgado ’11 (History/Political Science)“Public service is an opportunity to recognize the problems in society and empower oneself to do something about them. I feel that public service is a way to confront fear and ignorance and to develop a greater sense of human understanding.”
Liesl Spitz ’11 (Drama/Human Biology)“I want to share my love for performance, and give to others the same opportunity for personal growth and inspiration that has been so important to me.”
Melissa Suon ’11 (Political Science)“I was a participant in the Upward Bound program for four years and I have seen the impact it has made on my life. I would not be here at Stanford today if it were not for the resources that I was given through that program. In return I just want to give back to that community because it has given me so much.”
Lena Sweeney ’12 (Biology)“Public service is important to me because life isn't fair. So many people lack the basic resources, encouragement, and support to achieve their dreams. For me, public service exists to empower others (in ANY way) so they can make their own positive impact on the world.”
Michael Tubbs ’12 (Sociology)“Public service is not a choice nor an option, but a necessity given the dire need that marginalized and oppressed groups are in the world over.”
Minh Dan Vuong ’11 (Economics)“Public service gives me a sense of purpose in life. It encompasses so many aspects from lifelong learning to sharing passions and joy with others. It is about making a positive difference in somebody's—a friend's, a neighbor's—life. It is about creating the just world I dream of, instead of waiting for it.”
Kelsei Wharton ’12 (International Relations)“Since my early childhood, my parents stressed the importance of working hard and believing in the benefits of an education and being a global citizen. Although I've been afforded great opportunities, I know that there are others who haven't been as fortunate as I have, so it's my duty to balance the playing field for them as best as I can. I choose action because there is no better day for change than today. I won't settle for waiting for someone else to present solutions to the most pertinent issues of our time. I am 1 of 6.8 billion people in this world. If we all choose action then we'll live in a better place.”
Zack Wettstein ’11 (Human Biology)“I feel so fortunate to be here at Stanford, and I have only made it this far with the help of countless others throughout my life. Service is important to me because it's an opportunity to give back and help other people achieve their dreams and goals, an experience that I have been lucky enough to have.”
Isabelle Wijangco ’12 (Human Biology) “I believe we can actively make a change on a daily basis, whether in our immediate communities or a wider setting, whether a simple act for the day or a building block for a future vision. The time to act is now.”
Laura Yu ’12 (Public Policy)“To me, service is not an act, but a lifestyle. My academic and extra-curricular interests are many and varied, but public service is always the unifying undercurrent. Everything I am interested in, all the change I want to affect in the world, can connect to public service.”
2009–2010 Public Service Leadership Program Participants
Avery Brown ’11 (International Relations)
“During my time in East Africa, I experienced the tragedy of death from preventable and treatable diseases and saw how the lack of access to healthcare was not only a social justice issue, but also a huge barrier to development. This experience reaffirmed my commitment to improving health as a step toward alleviating poverty by providing each person the opportunity to work and live a healthy life.”
Thanh-Lan Bui ’10 (Science, Technology, and Society)
“Working in East Palo Alto has opened my eyes to the existing inequalities in education and fueled my resolve to improve the education gap. I particularly care about early childhood education because I believe it is the essential building block for a child’s success in school.”
Aleya Dhanji ’10 (Physics)
“I believe that our only impediment to making the world a better place if our lack of will, and is sustained in my public service work by my faith in the human spirit’s immense capacity for hope and love.”
Iberia Elster ’11 (Earth Systems/International Relations)
“I believe that positive change is an external and internal process that occurs by embracing possibilities, not fear.”
Shelley Gao ’11 (History)
“I believe the most effective way of realizing change is through the political process, and I seek to raise the quality of discourse and create a culture of engagement on campus.”
Jessica Jones ’10 (Human Biology)
“During my first year of high school, I suffered a serious brain injury, which should have left me physically and mentally impaired for the rest of my life. After an unexpected recovery, I latched onto the idea that the experience had not been an accident, and I now live with a greater conviction that I can make my life count.”
Salone Kapur ’10 (Comparative Literature/International Relations)
“Though service passions have taken me from working with youth issues to the elderly to education, the pervasive devastation of gender-based violence has motivated me to pursue a career tackling these issues.”
Steve Ko ’11 (Biology)
“During my trip to Nicaragua, I was humbled by the happiness and gratitude with which the people—despite their depressingly impoverished living conditions—carried out their lives, and decided that to serve them would be an honorable mission for my own life.”
Leah Kuritzky ’10 (Chemistry)
“Dance Marathon was my introduction to the causes of international health equity and HIV/AIDS treatment and prevention both at home and abroad. I am confident in the ability of the world to improve the lot of those currently living without healthcare and to one day soon see the eradication of HIV/AIDS in all parts of the world.”
Justin Libaw ’10 (Political Science)
“My experience as a White House intern helped me to develop a better understanding of service on the national level and reaffirmed my belief in the goodness of the American people.”
Griffin Matthew ’10 (American Studies)
“Ultimately, I hope to converge my passion for social justice with my interest in disparities in the healthcare system by pursuing a MPH/JD.”
Tyrone L. McGraw ’10 (American Studies)
“To date, my greatest public service experience involves bringing the vision of an original production of the play Bang Bang You’re Dead to my high school. Though the shows were free to the public, they raised about $2,000 in just three performances and we donated all of the proceeds to a local nonprofit Brothers Against Guns. For our efforts, my high school received an Official Proclamation from the City and County of San Francisco.”
Shannon Moskitis ’11 (Urban Studies)
“I believe that learning is not about being the best, but preparing yourself to give others your best, to make an impact on the world, a community, or a single person that is truly significant.”
John Mrkonic ’11 (Mathematics)
“I am most passionate about affecting positive change in the US educational system. I know that being an informed, concerned citizen is not enough. Instead, one has to be engaged and inspire and engage others in order to bring about the change you know is necessary.”
Janessa Nickell ’11 (Comparative Studies in Race and Ethnicity; minor in Middle Eastern Languages, Literatures, and Cultures)
“I have been curious about difference for as long as I can remember. How are we different? What is the significance of this difference? How can we learn and teach others to value and respect this difference?”
Charmaine Peck ’10 (Economics)
“I stumbled upon public service after tearing my knee ligament and getting kicked off the basketball team when I was 14 (when everyone was still 5”2). With my newfound time, I tutored children from underserved families and realized how lucky I was.”
Ariana Poursartip ’10 (Economics/International Relations)
“The process of identifying the barriers to development and empowering people to find strategies to address them at the local level is what inspires me most.”
Suejung Shin ’11 (Environmental Engineering)
“While searching for a link between public service and technology, I came across the movement of renewable energy for international development. I was astounded to hear about the intricate link between poverty and access to electricity, and was forever converted to becoming a part of the solution for the pressing environmental issues of the day.”
Brittany Stich ’10 (Political Science)
“I have proudly spent the past three years at East Palo Alto Charter School, as both a participant and now coordinator of Closing the Gap, striving to be a proactive agent of change for these sixth through eighth graders. It is within these youth that I sees hope; I truly believe in the power of their dreams.”
Charlie Syms ’11 (undeclared)
“Through the Haas Center, I have been able to expand my commitment to service while also developing an understanding of the ethics of public service. My passion for service stems from a desire to catalyze positive change for those often marginalized by society.”
Jamie Tam ’10 (Biology)
“I hope that my work leading campaigns to spread cancer awareness and fight the tobacco industry will inspire my peers to lead in the youth movement against cancer as well.”
Darius White ’11 (undeclared)
“Every Stanford student has had that one teacher who has inspired him or her. For that reason, I hope that my interest in social and developmental psychology, urban studies, and ethnic studies will give me the skills and cultural perspectives needed to be a valuable teacher and a role model.”
Josh Wong ’10 (Human Biology)
“While I may seem a trifle goofy on the surface, I am quite serious about ameliorating the health of underserved communities both locally and internationally.”
2008–2009
Lia Bonamassa ’10 (Human Biology)
Eutiquio Chapa ’10 (Public Policy)
James Chu ’10 (undeclared)
Abimbola Dairo ’10 (Human Biology)
Jay de la Torre ’10 (Urban Studies)
Stefanie Demong ’09 (English/Urban Studies)
Amanda Gelender ’09 (Drama/Political Science)
Sarah Golabek-Goldman ’10 (History/Political Science)
Mondaire Jones ’09 (Political Science)
Pin-Yi Ko '09 (Human Biology)
Kasiana McLenaghan '09 (Economics)
Angie McPhaul '10 (Urban Studies)
Niko Milonopoulos '09 (Political Science)
Theo Milonopoulos '09 (Political Science)
Garrett Neiman ’10 (Economics)
Jessica Perez ’10 (English)
Lauren Ponti ‘10 (Psychology/Urban Studies)
Meera Subash ’09 (Human Biology)
Mario Suntanu '09 (Mathematical and Computational Science)
Rebecca Tisdale ’09 (Human Biology)
Ronnie Tisdale ‘10 (Individually Designed Major)
2007–2008
Amie Baron ’08 (Public Policy)
Luke Beckman ’09 (Human Biology)
Kirby Bumpus '08 (Human Biology)
Di Dang '08 (Philosophy/Religious Studies)
Lauren Finzer ’09 (Human Biology)
Ashley Holland ’08 (Urban Studies, MA ’08 Communications)
Aaron Jackson ’09 (International Relations/Psychology)
Amanda Johnson ’08 (Psychology)
Elizabeth Kersten
Andi Kleissner ’08 (Mechanical Engineering)
Ginille Lazaro ’09 (Comparative Studies in Race and Ethnicity)
Joseph Liu ’08 (Chemistry)
Lang Liu ’08 (Cultural and Social Anthropology/Economics)
Andrew Meyer ’09 (Science, Technology, and Society)
Tu Ngo '09(Public Policy)
Rachel Shen ’09 (Management Science and Engineering)
Daniel Shih ’09 (Political Science)
James Vaughan ’09 (Political Science)
2006-2007
Meredith Theresa Bell
Eric Boromisa
Kirby Bumpus
Lindsay Caldwell
Matthew Cano
Theodora (Theo) Chang
Niccolina Clements
Jonny Dorsey
Shadi Gholizadeh
Lauren Graham
Jacob Lemieux
Wei Wei Liu
Susan Lou
Michael McDaniels
Elizabeth Pratt
Jessica Richman
Kenneth Shaw
Amparo Vazquez
Megan Watkins
Carl Michael Woodward
Joanna Yang
Lauren Young
Links:
[1] https://studentaffairs.stanford.edu/haas/kristinalobo
[2] https://studentaffairs.stanford.edu/haas/workshops
[3] https://studentaffairs.stanford.edu/haas/jumpstart
[4] https://studentaffairs.stanford.edu/haas/scienceinservice
[5] https://studentaffairs.stanford.edu/haas/ravenswoodreads
[6] https://web.mac.com/gvaldes1/iWeb/Site/Welcome.html
[7] https://studentaffairs.stanford.edu/haas/epasa
[8] https://studentaffairs.stanford.edu/haas/stanfordcollegeprep
[9] https://asb.stanford.edu
[10] https://assu.stanford.edu
[11] https://studentaffairs.stanford.edu/haas/impactabroad