2023-24 Cardinal Service Annual Report | Haas Center for Public Service
Contents
LETTER FROM THE DIRECTORS
EXPLORE
Democracy Day fosters civic engagement and alumni connections
Spring into Service
Distinguished Visitor program highlights local environmental leaders
Alumni encourage students to pursue careers in service
Advocating for rights and engaging students
ENGAGE
Stanford students tackle global sustainability challenges
Cardinal in the City and beyond
Expanded support for Cardinal Capstones
Capstone program grants for student projects
Fellowships for work with Indigenous communities
Community Engaged Teaching Fellowship: A learning community for faculty
Advancing equitable climate solutions in the Bay Area
Building climate resilience one community at a time
LEAD
A taste of leadership: Frosh Service Liaisons
Education Partnershps: Shaping leaders and supporting youth
Early childhood learning
High School Support Initiative
GPS Fellowship relaunches with community research focus
Peer Advisors: Students helping students navigate public service
ELIPS: Shaping ethical leaders
FINANCIALS
Directors’ Circle
LAUNCH
Cardinal Careers Fellows
John Gardner Public Service Fellowship
Tom Ford Fellowship in Philanthropy
One-Year Schneider Fellowship
Community Impact Fellowship
President’s Award
Letter from the directors
The Haas Center for Public Service continues to inspire Stanford to realize a more just and sustainable world through service, scholarship, and community partnerships. It has been almost a decade since we launched Cardinal Service, a campus-wide initiative to make service an essential feature of a Stanford education.
As we reflect on the past academic year, we are both humbled and inspired by the continued commitment of our community to public service and social impact. Your support has enabled us to advance our mission of preparing students for lives of meaning and purpose through service to others.
Our programs cover myriad issue areas, reflecting the diverse interests of our students. This year, we were excited to advance environmental sustainability as a cross-cutting theme in both new and existing initiatives. Across campus, students engaged in courses, research, and service projects that addressed pressing environmental challenges, from the development of sustainable technologies to innovative approaches to climate resilience.
One of the highlights of the year was the work of our Distinguished Visitors and SEERS Fellows, who brought their fresh perspectives and expertise, enriching the Haas Center’s understanding of sustainability and environmental justice. We also focused on building climate resilience through our Partnerships for Climate Justice in the Bay Area fellowships, where students worked with community partners to address the complex challenges of climate change. These fellowships are part of a broader effort to integrate sustainability into all aspects of our work, from research and teaching to community engagement.
Looking more broadly at our programming this past year, another exciting development was the expansion of our Cardinal Capstones initiative. These community-engaged capstones allow students to apply their academic knowledge to real-world challenges, integrate their learning across their major, and build expertise in managing complex projects, while helping their community partners to advance their missions. This year, students worked on a range of projects, from designing community-engaged capstones in urban studies to developing software solutions with corporate partners in computer science.
We relaunched our Faculty Fellows program as the Community Engaged Teaching Fellowship, bringing together a cohort of early-career and seasoned faculty. The purpose of this learning community is to foster collaboration, deepen the fellows’ community-engaged teaching and learning practices, and create high-quality community-engaged learning opportunities for students.
We are thrilled by the expansion of our Cardinal Quarter program’s summer fellowships, which continue to offer students full-time, immersive experiences in public service. One specific opportunity, the Indigenous Communities Fellowship, enabled a cohort of students to engage closely with community partners and gain insight into the rich cultural and historical contexts of Indigenous communities.
As we look ahead, we are energized by the opportunities to deepen our impact in the coming year. We are committed to supporting students in their pursuit of ethical and effective service and principled leadership, and to working with our campus and community partners to create a more equitable and resilient future.
Thank you for your continued support and partnership. Together, we are making a difference in the lives of our students and in the communities they serve.
With gratitude,
Yi-Ching Ong, Executive Director
Juliet Brodie, Faculty Director
Meet our new deputy director
After serving as the Center’s director of Community Engaged Learning & Research for over a decade, Luke Terra has been newly appointed as deputy director of programs for the center. In this role, Luke will ensure a consistent overall approach to the Haas Center’s programming and will focus on creating more connections and collaboration between the Haas Center’s program teams. This overarching vision will enable pathways for students to take advantage of multiple service-learning programs in a way that adds depth and meaning to their educational experience. He will also work on streamlining access to the center’s staff and resources for the extensive network of campus and community partners.
Luke is particularly excited about helping to incubate new programs and partnerships. “We want to say yes to campus and community partners interested in experimenting with us on new approaches to community engagement and ensure we have the capacity, expertise, and resources to best support them,” he said.
Explore
For students new to service, short on time, or unsure where to begin, the Haas Center offers entry points and guidance from staff or peer advisors. Students can also learn about upcoming events and opportunities through the weekly Cardinal Service newsletter.
250 Spring into Service volunteers
1,105 Cardinal Service Fair attendees
28 students participating in Ignite public service pre-orientation
Democracy Day fosters civic engagement and alumni connections
In 2021, Stanford’s Faculty Senate designated Election Day as a university-wide academic holiday, recognizing the importance of civic engagement. Democracy Day was established to encourage voting, civic participation, community-building, and reflection on public service beyond presidential elections.
In November 2023, the third annual Democracy Day featured events throughout the week leading up to Election Day, including a Cardinal Careers student and alumni mixer co-hosted with the Stanford Alumni Association. More than 80 attendees participated in a speed dating-style conversation format, discussing civic engagement and public service in their respective fields.
Kyle Park, ’27 (left), the Intercollegiate Outreach Lead for Democracy Day, spoke at the event, highlighting the committee’s goal of connecting students with alumni from diverse fields such as environmental justice, law, and medicine to demonstrate how public service can be integrated into any career path. Staff from Cardinal Careers also hosted a table, offering students a chance to learn more about Haas Center programs and opportunities.
Spring Into Service
Students packed the patio and meeting spaces of the Haas Center during our annual Spring into Service event. Held during the first week of spring quarter, Spring into Service is an opportunity to reconnect students with service and expose them to opportunities offered at the Haas Center. Students participated in several drop-in service projects while enjoying food and spending time with Haas Center staff and one another. Spring Into Service is one of approximately 15 events organized by the Haas Center Peer Advisors.
Students created craft kits for the Boys and Girls Club, jump ropes for an orphanage in Mexico, and gratitude cards for Stanford service workers.
Students Makayla Abril Butters (left) and Erica Lee pose with their gratitude cards
Distinguished Visitor Program highlights local environmental leaders
The 2024 Mimi and Peter E. Haas Distinguished Visitor Program featured an exciting and distinct change from previous iterations. In partnership with the Stanford Doerr School of Sustainability, this year’s program merged with the Social Entrepreneurs in Residence at Stanford program, inviting four local changemakers in environmental sustainability: Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; Angela McKeeBrown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities. In spring quarter, the group co-taught a class on social entrepreneurship with Stanford instructor Kathleen Kelly Janus.
Their residency started with the annual Distinguished Visitor Lecture on January 25, titled “Voices of Impact: Joyful and Collaborative Approaches to Sustainable Communities.” The panel discussed collaborating with local communities in the work of addressing environmental justice issues. Watch the video
The Distinguished Visitors were also featured guests at the Haas Center’s annual Community Partner Breakfast on January 26 at the Boys & Girls Club of the Peninsula. In a panel discussion, the visitors discussed their experiences as local leaders and effective ways to support communities in the work of building their adaptive capacity and resilience.
Advocating for
rights and engaging students
Alumni encourage students to pursue careers in service
The Haas Center’s Cardinal Careers team created the #ChoosePublicService social media campaign to inspire and encourage more Stanford students to learn from alumni who have chosen a career in public service. Through their stories, alumni share the values and approaches that have shaped their journeys and pass on advice to students.
My first job after graduation was as a Schneider Fellow at the Natural Resources Defense Council, and 8.5 years later, I’m still at NRDC. Wading into the nitty gritty details of the U.S. energy system—which began during my Schneider Fellowship—has turned out to be a rock solid base and lift-off point into what I do now— advocacy around the emerging climate technologies that I modeled and deeply thought about as an analyst.
- Rachel Fakhry, MS ’14
One of many student service organizations at Stanford, the student-led Stanford chapter of the American Civil Liberties Union was established in 2019 and has since grown to include 15 board members and 50 active members. Committed to defending civil liberties and educating students about constitutional rights, the chapter hosts events such as deep canvassing, teach-ins, and workshops. They also explore issues in-depth through their podcast, Civil Libertrees, and their publication, the Stanford University Undergraduate Law Review.
In this day and age, there’s a lot of apathy around the progress of human rights. …But, even though things can look bleak, you will automatically be informed by surrounding yourselves with people who are motivated to help others. And you’ll get more optimistic about the world in general by serving others.
- Diego Maglione, ’25
Left to right: Cecilia Taylor, Angela McKee-Brown, Jason Su, and Violet Wulf-Saena
Stanford students tackle global sustainability challenges
ENERGY 177: Engineering and Sustainable Development combines engineering principles with a strong commitment to ethical service and international development. Run through Stanford’s chapter of Engineers for a Sustainable World (ESW) and housed in the Energy Science & Engineering department, this two-quarter course empowers students to tackle sustainability challenges, with participants sourcing and managing real-world projects.
The course is particularly popular among engineering students, though it welcomes applicants from diverse academic backgrounds. Admission is competitive, with ESW leadership interviewing candidates to select those most passionate about sustainable development.
The course is structured in two phases. The first quarter focuses on ethical reasoning, international development, and engineering ethics, as students work closely with project partners to define needs and develop initial prototypes. The second quarter shifts to hands-on building and testing of these prototypes.
For more than a decade, the course has seen students engage in meaningful projects, often continuing their work through Cardinal Quarter summer internships. One recent endeavor is “The Biochar Project,” led by environmental systems engineering major Richard Yuan, ’25. Richard and his teammate Ahmad Koya, ’24 traveled to Mzuzu, Malawi, to develop a kiln that produces biochar from agricultural waste and a water filter that uses the biochar to remove contaminants.
The result is a renewed sense of confidence in myself. After managing the Biochar Project, I feel more confident to work on complex engineering projects, especially ones in renewable energy, which I hope to pursue in the future.
- Richard Yuan, ’25
Students can apply for Cardinal Quarter to participate in one of more than 500 full-time, quarter-long public service opportunities; take one of more than 150 Cardinal Courses to integrate academic learning with service experiences; or make a regular commitment to volunteer in their community.
3,090 students in Cardinal Courses
669 Cardinal Quarter summer fellows
182 Education Partnerships tutors
cardinalservice.stanford.edu
Richard (left) and Francis Saidi, a lab technician and student at Mzuzu University, collecting river water
Cardinal in the City and beyond
This summer, more than 300 matches were made around the world for students participating in public service internships to meet with alumni and share Stanford memories, learn from each other, and talk about their career journeys. Lunch matches happened in 14 countries and 21 states. Watch the slideshow
In addition, nearly 150 students and alumni involved in public service came together in San Jose, New York City, and Washington, D.C. this summer for Cardinal in the City gatherings. These events provided an opportunity for participants to meet other members of the Stanford family, share career wisdom, and reflect on their Stanford experiences.
Expanded support for Cardinal Capstones
This year, the Haas Center launched the Cardinal Capstone program to support Stanford’s universal capstone requirement. Cardinal Capstones are community-engaged experiences in which students in Cardinal Courses apply their cumulative academic knowledge to address community needs.
Students can take the spring course URBANST 84: Designing a Community-Engaged Capstone or Thesis Project to prepare for their capstone. Stipends of up to $300 are available to students to cover costs such as project materials, transportation to partner sites, honoraria for project partners, and background checks for students working with minors.
Support is available for faculty interested in developing new Cardinal Capstones. The Haas Center’s Directors of Community Engaged Learning offer consultations, and instructors can apply for up to $4,000 in grants to support course development and implementation.
Capstone program grants for student projects
Earth systems students created an air pollution story map for Rise South City, a local community partner organization through the Haas Center’s Partnerships for Climate Justice in the Bay Area. The Haas Center also funded POLISCI 293: Democracy in the Balance: Polarization and the Road Ahead, where students worked with the non-partisan organization More in Common US to research polarization and promote democracy.
Product design students developed Phorae (right), a wearable light keychain that illuminates when the wearers have mutual friends or interests, signaling openness to new connections. Students used their grant to create 25 prototypes.
Students and alumni mingle at the Cardinal in the City gathering in Washington, D.C.
Community Engaged Teaching Fellowship: A learning community for faculty
The Haas Center for Public Service has relaunched the Faculty Fellows Program as the Community Engaged Teaching (CET) Fellowship, expanding its focus to include faculty, lecturers, and academic staff. The fellowship supports educators in integrating community-engaged learning (CEL) into their courses, fostering collaboration with peers and community partners to enhance student learning and community impact.
CET Fellows commit to a year-long program where they meet monthly to develop or redesign Cardinal Courses. They receive guidance on course design, student preparation, and ethical community engagement in a supportive community of practice. Fellows also participate in quarterly meetings of the Haas Center’s Faculty Steering Committee, aligning their work with broader institutional goals.
Fellows receive a stipend for course development or professional development and can apply for a Cardinal Course grant for conference attendance, materials, student assistants, or partner honoraria. They also contribute to campus conversations about CEL by giving talks or presentations on their fellowship experience.
Fellowships for work with Indigenous communities
The Indigenous Communities Fellowship, cosponsored by the Native American Cultural Center and supported by the Vadon Foundation, has grown significantly since its inception, expanding from just one or two fellows in 2018 to 22 this past year. Offering funding for self-designed projects, the program empowers students to serve Indigenous communities while gaining valuable experience across fields such as technology, governance, and language preservation.
The fellowship is part of the Cardinal Quarter program, which offers full-time, quarter-long, funded opportunities for students to serve communities at home and abroad.
Read more about the fellowship on the Haas Center website.
Dustin Liu, a lecturer in design, is using the fellowship to enhance life design courses through community engagement, helping students navigate their academic and vocational paths.
Chazlyn Curley, ’26, interned at the Navajo Nation Office of the President, working on policies that advance positive change for the Navajo people. She is pictured here (left) with Navajo Nation First Lady Jasmine Blackwater-Nygren in Washington, D.C.
Advancing equitable climate solutions in the Bay Area
Partnerships for Climate Justice in the Bay Area (PCJ in the Bay) is a collaborative, place-based initiative aimed at advancing equitable climate solutions. By connecting Stanford faculty, students, and staff with local nonprofits, government bodies, and community leaders, PCJ in the Bay focuses on addressing climate challenges in a way that prioritizes justice and inclusivity.
Through a collaboration between the Haas Center and the Stanford Doerr School for Sustainability, the PCJ in the Bay program supported 14 graduate and undergraduate students in nine-week environmental justice internships. These students form a cohort that receives support to develop their leadership skills, and their work contributes to long-term community engagement and climate justice outcomes across the Bay Area.
In 2024, PCJ in the Bay co-sponsored a Community Impact Fund award with the Office of Community Engagement to expand opportunities for students to learn about inclusive just transition solutions in collaboration with the Precourt Institute for Energy and the local nonprofit Acterra.
As PCJ in the Bay enters the fourth year of its five-year pilot, an evaluation process is underway. Data collection from community partners, students, and advisory board members will assess the effectiveness of these partnerships, using tools like social network analysis and ripple effect mapping to visualize and measure the initiative’s reach.
Building climate resilience one community at a time
Graduate student and PCJ in the Bay fellow Hannah Melville-Rea worked on research projects with OneShoreline, a climate-focused government agency in San Mateo County. Hannah was also a Knight-Hennessy Scholar and shared her service story on their website.
Students on a PCJ in the Bay summer fellowship field trip to Colma Creek, led by Ariel Cherbowsky Corkidi (front right), executive director of the San Bruno Mountain Watch
Students can inspire others to get involved in public service as peer advisors or Issue Area Coordinators, receive leadership training in community organizing, or chair student service organizations, all while advancing service efforts at Stanford.
A taste of leadership: Frosh Service Liaisons
From their earliest days on campus, students can connect to service and the Haas Center through the Frosh Service Liaisons program, a leadership development and outreach program for first-year Stanford undergraduates. In this dormbased program, liaisons introduce their fellow residents to service programs and opportunities and facilitate discussions on how to engage in public service responsibly using the Haas Center’s Pathways of Public Service and Civic Engagement and the Principles of Ethical and Effective Service
Liaisons hone their communication and leadership skills at weekly meetings, hearing from guest speakers, promoting and planning events, and giving announcements at dorm meetings, while bonding as a cohort through retreats and collaborating with like-minded peers.
“Liaisons are often better able to articulate their values and what service means to them,” said program director Reza Rezvani. “They also are being better equipped to think critically about how public service makes an impact in real world situations.”
Canon Pham, ’27, a data science major, highlighted the Frosh Service Liaisons program as being essential to her path at Stanford. It connected her with students and staff who share her values and interest in public service and showed her how real-world problems can be addressed using data science. She found this year’s visits to Oakland and East Palo Alto particularly valuable for getting out of the “Stanford bubble” and understanding the broader Bay Area’s social justice landscape.
“Being a liaison was a huge part of my freshman experience at Stanford and one of the main reasons why I’m excited to stay involved with public service and the Haas Center,” Canon said. “It made me both a better communicator and leader and inspired me to continue on this journey.”
Canon Pham, ’27, left, poses with fellow Frosh Service Liaisons during their Oakland trek
Education Partnerships: Shaping leaders and supporting youth
The Education Partnerships (EdP) program promotes educational equity by connecting students with local youth through mentoring and tutoring. Each EdP program is led by a Haas Center staff director and supported by a student leadership team, with 20 to 60 student mentors or tutors.
Central to EdP is its summer fellowship program, which plays a vital role in developing leadership skills for student leaders and supporting tutor-mentors. Fellows begin with a spring course to build foundational skills, followed by a hands-on summer experience in teaching, lesson planning, mentoring, and leadership.
Early childhood learning
The Haas Center’s early childhood tutoring programs aim to advance educational equity in local communities by connecting Stanford students with community youth to tutor them in reading and math.
Through Preschool Counts this year, 26 Stanford students shared math learning with 35 children at St. Elizabeth Ann Seton School to help prepare them to succeed in elementary school.
Stanford students in the Ravenswood Reads program partnered with the San Mateo County Library in Redwood City to tutor 23 children from kindergarten to third grade in reading and language acquisition. Each child received between two and four sessions per week.
High School Support Initiative
The High School Support Initiative is a secondary education program that gives Stanford students the opportunity to tutor and mentor local high school students in both in-school and after-school programs at Menlo-Atherton High School and East Palo Alto Academy. Stanford students provided individualized academic support and served as a trusted adult for 55 high schoolers, while also offering support on a drop-in basis to hundreds of other students.
This year, high school students had multiple opportunities to visit Stanford to learn about pathways to college, engage in workshops, explore campus, and eat at the dining halls. They also came to campus for the Stanford Winter Enrichment Experience for Teens in February. Youth participants demonstrated increased engagement in the classroom, more awareness about social issues in their community, and a heightened sense of leadership. In their end-of-year review, students cited the campus visits, exploration of history, and community-building activities as the most meaningful aspects of the curriculum.
During the summer, Stanford students also worked in classrooms to help meet the academic needs of rising ninth graders. EdP Fellows worked with 150 students enrolled in Menlo-Atherton High School’s Compass program, a high school transition program. They facilitated educational programs and supported enrichment programming as classroom co-teachers, and provided administrative help to strengthen existing school partnerships.
Students heading out to a Preschool Counts tutoring session
GPS Fellowship relaunches with community research focus
After a staffing pause, the Haas Center resumed its Graduate Public Service (GPS) Fellowship in 2023-24, adding a research practicum. With staff support and funding for research projects, the fellowship equips students with practical skills and fosters meaningful partnerships, preparing them to tackle complex social challenges across various sectors. In the practicum, crossdisciplinary teams of graduate students partnered with local organizations to co-design community-driven research projects. Projects addressed key issues like housing equity, environmental sustainability, and educational equity. These team-based efforts provided valuable experience for both academic and non-academic career paths. The program supported 17 GPS fellows this year.
Peer Advisors: Students helping students navigate public service
The Haas Center Peer Advisors are students who have participated in a number of the public service opportunities that Stanford has to offer who serve as resources to students interested in service. They spread the word and offer advice to fellow students on Cardinal Service opportunities across campus and beyond, as well as facilitating study breaks and workshops in the Bing Information and Resource Center (BIRC) at the Haas Center.
At the November BIRC Break event, over a dozen students stopped by and created more than 300 hygiene kits in under an hour. These kits were donated to Move Mountain View, LifeMoves Opportunity Center, Fondo de Solidaridad Mountain View, the United Effort Organization, and Heart and Home Collaborative. All of these partner organizations help people in need and work to alleviate homelessness. Erin Su, ’25, the Issue Area Coordinator for affordability, spoke about her work with the Housing Equity Project, a student-led initiative that connects community partners in the Bay Area in order to advance housing and health equity for people experiencing homelessness.
ELIPS: Shaping ethical leaders
This spring, the Ethics and Leadership in Public Service (ELIPS) course engaged 55 students to explore ethical questions and leadership approaches that surface through public service work. Course materials, activities, and guest lectures help students build a foundation and vision for a future in service leadership. This year, guest speakers included Anna Waring, former executive director of Foundation for a College Education, and Megan Swezey Fogarty, Stanford’s associate vice president for community engagement, to consider how public service work is carried out in our local context.
This course acts as an introduction for interested students to participate in the Haas Center’s Public Service Leadership Program, a guided path on which students complete a practicum on leadership practice and challenges with regard to their chosen public service focus area. Fifteen students opted into the program and will apply ideas from the ELIPS course into their current and future service efforts.
From my leader interviews, I learned about two very contrasting leadership approaches used in the same realm of nonprofit fundraising: ‘steering the ship’ (Landauer) or ‘leading from behind’ (Pasche). Personally, I intend to take on the aspects of calmness and provision of ownership of tasks, like Pasche, but I do want to establish some hierarchy in an organization, like Landaeuer.
-
cardinalservice.stanford.edu
Mahira Jethwani, ’24
Students preparing hygiene kits at the November BIRC Break. See more photos on Instagram
Graduate students on a GPS Fellows retreat
Financials
Directors’ Circle
This year, about a quarter of our unrestricted funds came from our Directors’ Circle, supporters who make unrestricted gifts of $10,000 and up. Unlike restricted donations, unrestricted gifts provide the flexibility to direct funds where they are most needed—whether it’s covering core operating costs, investing in new initiatives, or enhancing existing programs. Support from the Directors’ Circle and others helps us focus on our broader mission, respond to emerging needs, and maximize our overall impact.
Directors’ Circle members receive exclusive invitations to events where they can engage with faculty, staff, and students, and see firsthand how public service is growing at Stanford. Contact Annual Fund and Donor Relations Director Emily Clements for more information.
Cardinal Careers Fellows
Cardinal Careers offers in-person support for new graduates to pursue a career in service. Hundreds of students have taken advantage of recruiting and networking events, coaching, and advising; and 24 students were awarded full-time, one-year fellowships in organizations with a mission to serve the public good.
John Gardner Public Service Fellowship
The John Gardner Public Service Fellowship gives students the opportunity to work for a nonprofit or government organization of their choosing. Three Stanford students and three students at University of California, Berkeley, are chosen each year.
The 2023-24 Stanford Gardner Fellows are:
Sean Casey, ’23 (Economics), MS ’23 (Management Science and Engineering); White House, Executive Office of the President
Ananya Karthik, ’23 (Political Science, Computer Science, minor in Human Rights); NAACP Legal Defense Fund
Briana Martin-Villa, ’23 (Bioengineering); White House, Office of Science and Technology Policy - Health
Launch
With support from Cardinal Careers advisors, students can explore public service pathways and integrate service into any career. They gain access to high-impact recruiting and networking events, career coaching, scholarships, and a network of public service alumni.
24 post-graduation fellowships awarded 5 AmeriCorps Volunteers in Service to America
Gardner Fellows, left to right: Briana Martin-Villa (Stanford), Jonathan Dena (UC Berkeley), Sean Casey (Stanford), Sammy Raucher (UC Berkeley), Maya Sapienza (UC Berkeley), Ananya Karthik (Stanford)
Tom Ford Fellowship in Philanthropy
The Tom Ford Fellowship in Philanthropy places students for a year with U.S.-based grantmaking foundations to learn about how philanthropic projects are funded.
Gabrielle Crooks, ’23 (International Relations, minors in Human Rights and Spanish); United Nations Foundation
Gabriela Escobar, ’23 (Human Biology); San Francisco General Hospital Foundation
Olivia Fu, ’23 (Urban Studies, minor in Creative Writing); The North Star Fund
One-Year Schneider Fellowship
The Schneider Fellowship places students for a year in nongovernmental organizations in the sustainable energy field.
Annie Minondo, MA ’23 (Sustainability Science and Practice); Natural Resources Defense Council
Isabella Sullivan, ’23 (Climate, Ocean, and Atmospheric Science), MA ’23 (Environmental Communication); Natural Resources Defense Council
On the NRDC.org website, Bella and Annie have written about their experience working on electric vehicle and energy grid policies and attending EVS37, an electric vehicle conference in Seoul, South Korea.
Tom Ford Fellows, left to right: Olivia Fu, Gabrielle Crooks, Gabriela Escobar
Opening presentation at EVS37
Student and alumna at the Democracy Day Public Service Careers Mixer
Community Impact Fellowship
Through the Cardinal Careers Community Impact Fellowship, graduating seniors and coterms take on full-time, 10- to 12-month paid positions in nonprofit organizations and government agencies across the United States. Most fellows work in the San Francisco Bay Area, gaining handson experience in public service roles. Read more about Community Impact Fellows on the Haas Center website.
President’s Award
The President’s Award for the Advancement of the Common Good is a recognition of Stanford alumni who have made a significant positive impact in their communities through their public service work. In its third year, the award was given to José Padilla, ’74 (right, top), and Fred Swaniker, MBA ’04. Read the Stanford Report article
José is the executive director of California Rural Legal Assistance, which fights for the rights of farmworkers and other rural community members. Fred is the founder of the African Leadership Group, which offers leadership programs for students and connects them with career opportunities.
Public service is its own reward and has provided me with a sense of fulfillment and purpose.
- José Padilla, ’74
Community Impact Fellows
City of San Jose
• Matthew Jacquez, ’23 (Public Policy, minor in Data Science), MS ’23 (Management Science and Engineering)
• Angela Zhao, ’23 (Symbolic Systems), MS ’23 (Computer Science)
El Concilio of San Mateo County
• Scarleth Contreras, ’23 (History, Philosophy)
Foundation for a College Education
• Luis Quiroga, ’23 (International Relations)
Green Ivy
• Shelby Whinery, ’22 (Human Biology)
Mission Investors Exchange
• Sommer Alex, ’23 (Science, Technology, and Society)
• Lizzie Avila, ’23 (Earth Systems, minor in Urban Studies), MS ’23 (Sustainability Science and Practice)
• Emily Elliott, ’22 (Earth Sciences), MA ’23 (Sustainability)
North East Medical Services
• Lifu Guo, ’23 (Human Biology)
The Partnership for Public Service
• Daniella Caluza, ’22 (Comparative Studies in Race and Ethnicity)
Ravenswood Family Health Network
• Cleopatra Howell, ’23 (Communications and Theatre and Performance Studies)
• Carly Smith, ’23 (Human Biology)
• Vy Ta, ’23 (Biology)
• Dongming Zhang, ’23 (Comparative Literature)
Redwood City Together/John W. Gardner Center
• Ella Gray, ’23 (Human Biology)
SIRUM
• Ella Booker, ’23 (Human Biology, minor in History)
Carly Smith and Scarleth Contreras spoke about their experiences for a recent article on the Haas Center website.
cardinalservice.stanford.edu
Left to right, from top: Daniella Caluza, Kelly Clavel, Alyssa Diaz, Leila Doty, Harleen Kaur, Lia Knight-Williams, Rachel Koo, Saw Kyaw, Lauryn Lowe, Noah Jordan Magbual, Audrey Mitchell, Charlie O’Donohue, Jennifer Pham, Nardos Solomon, Lian Stemler, Grace Wang, Helena Zhang
Haas Center National Advisory Board 2023-24
Students gathered for the Cardinal Service Fair at New Student Orientation
