campus tour report

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Campus Tours

Visit and explore UC Irvine.  We’re excited to welcome visitors back to UCI for in-person campus tours! Tours are led by Campus Representatives, UC Irvine’s official tour guides. These highly trained students offer a 90-minute guided tour of campus with information highlighting the campus, academic programs, and student life. 

Tour Capacity 

• Advanced registration is required and space is limited.  To provide a campus experience to as many students as possible, we are only able to allow 2 guests per registrant. We will be unable to accommodate guests who have not registered in advance.  
• Waitlist &  Walk-On Guests .  We cannot guarantee any walk-ons but visitors are welcome to check for any last-minute cancellations at the Campus Tours canopy at the flag poles outside of Aldrich Hall. If tours are at capacity, guests can ask to be added to the waitlist. There is no virtual waitlist and requests are only taken in-person.
• For groups larger than 10, please use the Group Tour request form .  Our daily tours are for a prospective student and up to 2 guests. For school groups or organizations with more than 10 guests, including chaperones, please utilize our Group Tour procedures. 

Health & Safety Protocols  

Face coverings are recommended indoors, but not required, regardless of vaccination status. Face coverings are optional outdoors. Please be advised that there may be instances where it becomes difficult to maintain physical distancing between guests during the tour. 

If you are experiencing or have had COVID-19 symptoms in the past 14 days, or you were in recent contact with someone who tested positive for COVID-19, please do not come to campus. We appreciate your cooperation in helping keep our students and visitors safe. Learn more about UCI’s campus response to COVID-19 and current safety precautions on  UCI Forward .  

If you or your group need(s) accommodations based on a disability (e.g. wheelchair), please indicate as such on the registration form.  

Please plan to arrive 30 minutes prior to your scheduled tour to allow time for parking and check-in.  

Don’t see a spot available? Join us for a  Livestream Campus Tour here ! 

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Want to know what life’s really like at your dream school? Chat up the real experts on campus—the students.

When you tour colleges, make sure you talk with as many current students as you can. Ask them what they love and what bothers them most about their schools. This list of potential questions will help you spark some conversations with students on all your college visits , so you can find the school that fits you best.

Why did you choose this school?

Are you happy here?

What are your school's strengths?

What’s your #1 complaint about your school?

What else could stand to be improved?

How accessible are administrators, registrars, financial aid officers, etc.?

What majors are popular?

What departments or programs have the best reputations?

What’s your favorite class?

Are your professors good teachers?

Do your professors hold office hours, and will they meet with you outside of class?

Are most of your classes taught by professors or teaching assistants?

Were you able to take most of your first-choice classes?

Are your classes lecture-based or discussion-based?

How much reading and writing is required in your courses?

How often are collaborative work or group presentations required?

How satisfied are you with academic advising?

Do students use any on-campus tutoring programs or writing centers?

How big are your classes?

Does your major require an independent study or capstone project ?

Are professors available for research with students?

Is it popular to study abroad ?

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Campus Life

What's it like to be a first-year student here?

What's a typical day like?

How much time do students spend studying per week?

What do you do when you're not in class?

What do you do on the weekends?

What is the social scene like?

What kinds of things are there to do in your school's hometown?

How’s the food ?

Do most students live on-campus?

How are the dorms ?

Which clubs and student organizations are popular?

Do lots of students belong to fraternities or sororities?

What's your favorite place on campus?

Where do you like to study?

What are the facilities like (science labs, libraries , theatres, gyms, etc.)?

Are there enough computer labs?

How is the WiFi on campus?

Is it easy to get around campus?

Are sports popular?

Is there a lot of school spirit?

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Student Body

How would you describe your fellow students?

Are the students here friendly?

What makes the student body unique?

Is there diversity on campus?

Are there many students from other countries?

Do students of different races and classes interact easily?

Are students cliquish?

Career Services

Are internships available? How do you find them?

Is Career Services helpful?

Do you have a mentor?

Does your school have a co-op program ?

Are there opportunities to build leadership skills on campus?

What options exist for service learning in the community?

Do employers recruit students on campus?

How easy is it to find summer jobs and other kinds of work through your school?

Who are some of the notable graduates from your college?

How visible is your school's alumni association on campus?

What kinds of hands-on or practical experiences have you had in and outside of the classroom?

You can find academic information, campus life stats, and more—including quotes from real students—in our college profiles . Search for a school on your list, or check out our Best Colleges rankings.

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How to Make the Most of Virtual College Tours

Virtual college tours can be a useful tool for weighing options or previewing a campus.

Virtual College Tour Options

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Virtual reality is one way colleges offer students a glimpse of what to expect when they arrive on campus.

Virtual campus tours, which many schools implemented initially as a way to keep up with the technological times, proved a necessity once the COVID-19 pandemic disrupted the normal flow of the college-seeking process.

Now, college admissions and marketing professionals say virtual campus tours are a vital component of the college search. Using 360-degree video and virtual reality, colleges are able to welcome students to campus from hundreds or even thousands of miles away.

"I think virtual tours can be a great pre-screen or preview for students who have maybe never seen campus," says Kristi Lafree, director of enrollment marketing at Butler University in Indiana, which offers a 360-degree video tour alongside supplemental videos. "They maybe want to get a gut check. They want to make sure that if they do come visit that it will be worth it.”

Hundreds of U.S. colleges now provide prospective students with web-based virtual tours, complete with interactive photos and videos designed to be compatible across all devices. Some schools are even using virtual reality, though VR headsets are required for those experiences.

University officials say they hope virtual tours give students a sense of what college life at the school looks like, from the architecture to the activities. Students can dive into exploring buildings and parts of the campus that might not be covered as deeply on a standard in-person campus tour, says Joffery Gaymon, vice president for enrollment management at Auburn University in Alabama, which has a 360-degree virtual tour on its website as well as a video of a student-led tour.

Through a virtual tour, students can hop from the business building to the student union, or from athletic facilities to residence halls. A general in-person tour might not include a visit to the student newspaper building, but an aspiring journalism major may be able to tour it online.

Virtual tours have become a critical tool for attracting international students who might not be able to visit the campus in person, Gaymon says. Auburn has about 2,500 international students, visiting scholars and employees from 100 different countries each year, according to the school.

“It’s a way for them to dive a little deeper and to have a greater sense of familiarity with the university while they’re exploring options,” she says.

The University of California—Berkeley also offers 360-degree virtual tours for prospective students. Previously, the school was posting YouTube videos and virtual question-and-answer sessions, but it has since moved to a platform called YouVisit, which is used by about 700 schools across the country. Virtual tours proved to be a game changer for admissions, says La Dawn Duvall, executive director of visitor and parent services at Berkeley.

Students visiting Berkeley can start in the center of campus with a virtual tour guide providing information about the school while they explore at their own pace. In the last year, Duvall says more than 22,000 unique visitors have taken a general virtual tour of the school with about 3,000 more touring specific locations around campus that are available on YouVisit, including residence halls and academic buildings.

Auburn averages nearly 30,000 virtual visitors, including students living in India, China, Canada and Brazil, and about 25,000 in-person visitors per school year, Gaymon says.

These numbers suggest how important virtual tours have become for schools across the board, Duvall says. In a matter of minutes, students and families can visit a school in California, then zip to one on the East Coast, saving hours in the car or thousands in airfare and hotel bills, which may allow families to plan other visits .

Lafree says she expects these trends to continue, even as in-person visits resume.

“The demand for that virtual admission visit has really hardly decreased at all, so there’s no going back to pre-COVID for college admissions,” she says.

Well-produced virtual college tours also offer pizzazz that experts say prospective students may not see in other marketing materials. For schools that use VR, it provides an immersive experience; users have the sense that they're in that environment.

Prospective college athletes don’t have to visit an actual campus to get a good idea of what the school and its athletic facilities look like, says Zvi Goffer, a co-founder of CampusVR, the platform a number of universities and college athletic departments use for VR tours. This has been especially beneficial for schools and athletes as National Collegiate Athletic Conference transfers have become more prevalent, since it allows athletes to take an unofficial visit of a school without having to leave their living room, he says.

“This is going to become the norm,” Goffer says. “Visualization, as much as some people want to fight that trend, there’s just no substitute for it.”

But universities are also aware that prospective students are craving authenticity, even through virtual experiences and in social media, says Alexa Heinrich, social media manager for St. Petersburg College in Florida.

Lafree says high school students are cognizant that virtual tours and other school-produced content are intended to be marketing tools, so they're also looking at a school's TikTok, Instagram and YouTube pages to find first-person, user-generated content from other students.

Many students have begun to use social media apps the same way they might use a search engine, Heinrich says, and experts say visiting social media channels is a good way for students to make the most of vetting a school virtually. With this in mind, Heinrich says some schools have started to do “student takeovers” on their social media pages, where students show what a typical day is like on campus for an average student.

Potential students are craving something "that feels a little less robotic," she says.

“Social media plays a huge part in showing what student life and campus life is going to be like for them,” Heinrich says. “We can put out emails and tell you about the affordability of our college, but social media is going to do its best work when we’re showing students enjoying their experience at our college.”

Prospective students are applying to more schools, according to a March 2022 Common Application report , which showed the number of submitted applications rose by 21.3% between 2019-2020 and 2021-2022. (That includes data from 853 member schools.) With shortlists now longer than ever, students can use virtual tours to weigh options.

Campus officials advise prospective students to use the virtual tour as a jumping-off point and then to weigh academic programs, admissions requirements and other factors that will shape student experiences at the school. If students have interest in a specific program or activity, they should follow up directly with the school to gather more information.

“I would recommend taking their time and not just using just the tour, but using the larger campus website, the websites of your department or academic area of interest – supplementing those together,” Duvall says. “Take information from all of those places, because there’s not one that’s going to give you everything you need to represent the experience."

While college officials praise virtual tours as an option, they also encourage students to visit campus if possible. Gaymon says the function of a virtual college tour is to get a look at campus life. Other questions are best reserved for the admissions office.

“The virtual tour does not replace the traditional visit,” she says. “For us, it truly enhances it.”

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11 tips for creating a memorable campus tour

In an era when prospective students and their parents can learn about nearly any college from the comfort of home, the in-person campus tour offers an excellent opportunity to influence enrollment decisions.

But too often, these tours follow the same staid formulas, potentially blending together in the minds of families who may visit more than a dozen schools during their searches. Creating a memorable tour can maximize visitors’ time spent on your campus and finalize their commitment.

Here are 11 suggestions for increasing the effectiveness of a campus tour.

1. Sweep them off their feet

As campuses grow, many institutions find creative ways to help visitors see all the best features, no matter the distance. Golf carts, vans and Segways have become common additions to the traditional walk. Some schools even offer trips by boat and bicycle.

2. Set up selfie opportunities

Pointing out popular spots on campus for selfies can generate a social media experience that also showcases the institution’s best assets.

3. Create unique events

By going beyond a traditional campus walk-through, institutions can make a big impact and an instant connection. Personalized parking signs for prospective visiting students, a campus scavenger hunt, or inclusion in an institution’s notable tradition can generate extra enthusiasm and interest.

5. Offer customizable schedules—and language choices

Being able to organize their own tours allows students to focus on relevant areas. For example, a future commuter student may skip a dorm tour to meet with a financial aid counselor. Colleges looking to attract multicultural populations must provide tours in multiple languages.

6. Go for intimacy

Many smaller institutions already offer individual tours for prospective students, so larger ones should try to keep tours at or below the student-teacher ratio. In-person meetings with faculty have also become more common, as it allows for direct connections and immediate feedback.

7. Meet visitors’ basic needs

It’s important to remember visitors’ immediate needs, as walking them around campus without a break or a beverage can send a bad message. A lunch can also make a strong impact: A student host, faculty member or coach can have lunch with visitors and steer the conversation toward why the school is a great fit.

8. Veer off the script

Admissions offices should encourage student guides to go beyond the standard tour script and share their own personal experiences and reasons why they chose the institution, which may resonate better. Grouping together two or three guides on each tour can offer a variety of experiences.

9. Don’t avoid the safety discussion

Going off script doesn’t mean avoiding more serious topics, which means preparing tour guides to answer questions regarding safety. Highlight efforts such as hurricane preparedness, campus security and emergency response.

10. Elicit real feedback

Customized visitor surveys can provide admissions departments with feedback on anything from a tour route to a guide stumbling over a tough question. Learning what works—and often more important, what doesn’t—helps optimize tours.

11. Campus tour needs to be authentic

Tours need to present an authentic view of the campus experiences. Don’t just showcase the shiniest, newest facilities, especially if prospective students will not have access to those facilities until later in their academic careers. Being honest with students can help shape expectations and lead to future student success.

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Questions to Ask Admissions on a College Campus Visit

By Brian O'Connell

July 2, 2019

Taking your high school student on a college tour is a rite of passage for both the student and the parent. But, too often it doesn’t deliver maximum impact on the family’s college experience because many parents aren’t asking the right questions.

Why not? Several factors affect the gathering of information during the campus tour . Sometimes, tour guides – who are almost always students – don’t possess comprehensive knowledge on important issues like financial aid or the intricacies of the college’s admissions policy.

Or even more often, parents and students are told they’re free to ask any questions they want, from a broad selection of college officials, but neglect to do so. The parents may feel like they don’t have the time to break off for an individual question and answer session. Sometimes, the parents assume they’ll get the information in the tour package or later over the phone with a college advisor.

Additionally, sometimes parents don’t ask the right questions because they don’t know the right questions to ask.

Parents also feel they can get their questions answered , either by word of mouth from other parents whose own children have attended the college or via the college’s web site or social media presence.

Those are decent sources of information, as is a call to the college for a question on tuition, campus life or admissions. But not asking the right questions of the right college administrator while on a campus tour seems like an unforced error for parents and students.

Here’s a fix for that.

Seven Admissions Questions to Ask When You’re on a Campus Visit

Don’t let good information gathering opportunities slip through your fingers, especially on all-important college admissions queries . Be sure to ask these admissions questions during your next college visit, and pave the way for a smooth transition from high school life to college life for your son or daughter.

Can I get a hold of a college admissions officer today while I’m on campus?

Right out of the gate, this should be your first question on a college tour – ask it right away as you and your student arrive for the visit.

Most colleges will make administrators available to some extent during a campus visit, but since college tours are scheduled so frequently over the summer months, there are no guarantees.

Also, as so many college admissions staff may be away on vacation or already booked during the summer months, reality dictates that you ask upfront who’s available from college admissions when you arrive for a college tour – and how, where and when you can find that administrator.

What qualities do you look for in new students?

On this query, a campus tour guide may give you a boilerplate answer straight from the training seminar he or she took to become a tour guide. So unfortunately, it’s a question you might have to ask several times of different people to get a straight answer.

Yet it’s worth the effort.

Stop by the student life and/or college admissions office and ask the question – you’ll want to know what makes students at a given school unique and attractive as admissions candidates.

It might save you from sending your daughter or son to the wrong college and help you steer your child to the right college.

How many new students wind up transferring to another college by their sophomore year?

Ask the college admissions office how many freshman students don’t return for their second semester of their freshman year or for their sophomore year. Also, ask a junior or senior student what kept them coming back to campus during their later college years.

Students leave a college for plenty of reasons. They can’t afford it, they don’t believe college is right for them, or their college is failing them in key areas like academic support. A robust retention rate is a sign that the college knows what’s it’s doing and will keep your son or daughter engaged for four years.

That’s not always easy. According to U.S. News & World Report , one-third of freshman students don’t return to the same college the next academic year.

You’ll want to know your college’s freshman “leave” rate and an admission’s staffer should have one for you while you’re on campus.

The college might report their retention rate, which is the percentage of first-time, full-time freshmen who return for their sophomore year. Subtract the retention rate from 100% to determine what percentage of freshmen leave by the sophomore year. The top 100 national universities have a retention rate of 89% or more and the top 100 liberal arts colleges have a retention rate of 84% or more.

Are there good work-study opportunities on campus?

Any incoming college student will appreciate a few extra bucks every week and a part-time work-study job can fit the bill.

Consequently, asking early about work-study job opportunities can put you at the front of the line for quality part-time work at a decent per-hour salary (at least for an 18-year old college student). A tour guide or student employment office staffer should point you in the right direction.

Make sure you’ve filled out the Free Application for Federal Student Aid (FAFSA) first and ask if the college can place your student in a work-study job in his or her field of study.

Are there ongoing career consulting opportunities on campus?

Yes, graduation is more than four years away (more if your child moves on to graduate school) but it’s never too early to find out the quality of a given college’s career services program.

Parents and students who want that information should focus on several metrics of the college’s job placement performance:

• The track record of a school’s professional job placement office
• The track record of the college’s job placement efforts in the student’s major/vocation
• The availability of career fairs on campus

Also consider the ability to connect with alumni through local and regional professional organizations, which can lead directly to good job opportunities for graduates.

Since the ultimate goal of any campus visit is to choose a college that will train your child for a professional career with a good job right out of school, all of the above should be on your list of career questions on campus tour day.

Does the college have a favorable bias toward early admissions candidates?

Most colleges and universities offer at least two forms of admissions acceptance: early admissions and regular admissions.

Each has its advantages and disadvantages and parents who understand how a particular college prefers to accept students for admissions has some leverage other parents don’t.

For instance, if the word from an admissions college administrator, or even from “in the know” current students, says that their college likes to lock in early admissions candidates and is less enamored of regular admissions candidates, applying early might improve the raw odds of being accepted.

But, be sure you understand the difference between early decision and early action applications. With an early decision application, the student commits to enroll if admitted early. An early decision application is binding, while an early action application is not.

Consequently, asking about the percentage of incoming freshman who were accepted as early admission or regular admission candidates can tilt the admissions odds in your favor.

That alone makes it a question worth asking.

What level of student support should we expect on campus?

Different colleges have different levels of support for students, and you’ll want to know where your son or daughter stand if they need support on a wide range of student academic and life issues.

How will my child work with an academic advisor? Who can steer my student into a good “study abroad” program?” What is my child gets sick or suffers from a stress or anxiety issue at your college? Who can we turn to and what services do you offer students for general academic and life issues at your college or university?

Those questions and more deserve an answer if you’re going to spend potentially tens of thousands of dollars annually to place your child at a specific college.

A candid discussion with an admissions representative can get you the information on student services that you need.

A final bit of advice for anxious parents of college-bound students:

Don’t ask all the questions.

Give your student the space they need to ask questions of importance to them. At the end of the campus tour, get lost, so your child can ask a few questions without you breathing over their shoulder.

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There are times during the year where we will offer visits that are only an information session or only a tour. They will be noted as such on the calendar.  On dates students are not in session, guides may be limited and self-guided tours may be offered as an alternative. Self-guided campus tours are a great way for visitors to see the campus on their own time and at their own pace. Online registration will remain open until we reach our capacity; otherwise, online registration will close the day prior to the tour date. If your preferred date and time are at capacity, please call us at 408-554-4700. It is possible that we may have cancellations or may open extra spaces. 

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The well-being and safety of our visitors and campus community are our top priority. During your visit, we will be following federal, state, and local public health orders ; as well as institutional policies, to minimize the spread of COVID-19.  Guests should plan to reschedule their visit if anyone in the party or household has tested positive for COVID-19 or displays symptoms of COVID-19. Additionally, should anyone in the party feel unwell, we ask that you reschedule your visit.  Please note: An inherent risk of exposure to COVID-19 exists in any public spaces where people are present. By attending our in-person information sessions, you voluntarily assume all risks related to exposure to COVID-19.  Masks are recommended, but not required for vaccinated persons. Unvaccinated individuals are required to wear masks. Our campus visits are designed to be small. We have a limit of two guests per prospective student. Additionally, we ask that you limit your party to your immediate family only. Since space is limited, our tours will be first come, first served. We are unable to accommodate same day drop-in visits or larger, unauthorized group visits until further notice. Due to unforeseen circumstances surrounding COVID-19, poor air quality (based on an AQI of 150 or higher ), or other situations, the Undergraduate Admission Office may cancel your visit and will contact you via phone and email. 

Instructions

Choose an available date on the calendar below. Then click on the "Campus Visit" for the time that works best for you. Fill out the registration form and submit. You'll receive a confirmation email with details. Note: We are currently working on setting up events for this Fall. Please check back in late July for updates.  If you are interested in joining us virtually, check out our calendar of virtual information sessions and LIVE virtual campus tours.

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Undergraduate Admission

Campus tours and information sessions.

Get to know Brown’s campus and community!

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The campus tour is an opportunity to explore Brown's campus and learn about the academic experience, campus landmarks, residential life, dining and Brown history and traditions. Join a current Brown student to walk around Brown’s picturesque New England college campus while learning about the student experience. You’ll be able to ask any questions you might have about life on College Hill from those who are living it. Pre-registration is required for all campus tours and we cannot guarantee that we will be able to accommodate visitors who have not registered. To ensure that available spaces are appropriately allocated, please make sure that you indicate the correct number of visitors in your party, with a limit of three total visitors per registration. Upon registration, you will be asked to adhere to University visitor policies.  Information about planning a group visit can be found on our Group Visit webpage. Plan to arrive at the Stephen Robert '62 Campus Center Information Desk, located at 75 Waterman Street , at least 15 minutes before your tour. Directions and parking information are available on our  website . Check-in is required upon arrival. Please be aware that tours leave at their scheduled time and we are unable to hold tours for visitors who are late but will make every effort to connect you with the tour en route.

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Future Campus Master Plan to Enhance Student Experience, Campus and Community

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TCU’s future campus master plan will be guided by several core initiatives. Used to propel the campus into its next phase of strategic growth, the plan establishes a vision and framework for TCU’s living, working and learning environment. It considers broad strategic opportunities – also currently contemplated in the campus-wide   strategic planning process   – such as research within an enhanced learning environment, sustainable growth, housing, green spaces and infrastructure and athletics facilities. 

“Following a year of celebrating TCU’s Sesquicentennial and our storied history, we are excited that the campus community is engaged in our future and positioning TCU for the next 150 years,” said TCU Chancellor Victor J. Boschini, Jr. “Planning for our campus is critically important as we also continue our collaborative strategic planning process. Together, these two efforts will ensure that TCU is ready to achieve our mission and purpose on an even larger scale.”

The campus master plan is a descriptive, living document that serves as a tangible expression of the university’s strategic vision and is intended to function as a compass guiding the university’s physical development, ensuring that short-term projects align with the university's long-term plans and goals.

“The demand for a TCU education continues to grow, and we are committed to finding innovative ways to expand and enhance the TCU experience strategically,” said President Daniel W. Pullin. “It is our goal to invest in the value of a TCU education by offering best-in-class academic, athletics and housing facilities on a safe, walkable campus that further connect us to the city and our community.” 

Plan development began in 2022 and was led by Sasaki, the industry leader in higher education design, architecture and planning. The comprehensive process engaged multiple constituent groups and included an enrollment growth study, all-campus surveys, work sessions and numerous in-depth conversations with key stakeholders, including trustees, students, faculty and staff.

Campus master planning efforts were driven by current demand and future enrollment projections, as well as mission-based aspirations to ensure TCU’s position as a leading university. The comprehensive scope to begin campus planning efforts included the following topics: parking and transportation; utilities and infrastructure; campus perimeter improvements; academic and athletic facility enhancements; and expanded campus footprint with the medical school, all inclusive of TCU’s design aesthetic and experience. 

These priorities were then informed by community engagement and feedback from constituents, resulting in seven large-scale areas of focus:  

• Improving academic facilities to support TCU’s mission and focus on quality
• Establishing the Anne Burnett Marion School of Medicine at TCU as a center for biomedical innovation
• Creating a green network in support of a comfortable, walkable campus
• Securing athletics facilities as best-in-class for the Big 12 conference
• Supporting Berry Street as Fort Worth’s “place to be”
• Connecting TCU to the Trinity River and beyond with new open spaces
• Making East Campus a thriving residential hub for campus life

For more, visit the Campus Master Plan site . Additional information will be released as it becomes available

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Policy development, the work that happens before laws are passed or corporate practices are established or agency guidelines are set, is, for many, the fun stuff—where deep dives into the nitty-gritty of important issues take place and data is sifted through, turned over, and critically examined. It often requires an interdisciplinary approach, drawing on the natural and social sciences, engineering, and medicine, as well as law. The Stanford Law and Policy Lab has created, over the past 10 years, an expertise in just this—with law students and faculty joining forces with colleagues across campus to tackle some of the most vexing policy questions—and their research is often directed to policymakers, with very real results.

A major report came out in 2020 exploring federal agencies’ use of artificial intelligence to carry out administrative law functions. Government by Algorithm: Artificial Intelligence in Federal Administrative Agencies was the most comprehensive study of the subject ever conducted in the United States.

“We wrote what amounts to a book that looked at all the ways that the federal government was starting to use machine learning tools,” says David Freeman Engstrom , JD ’02, LSVF Professor in Law. Along with Dan Ho , William Benjamin Scott and Luna M. Scott Professor of Law, among others, Engstrom co-led a group of Stanford law students, computer science PhD candidates, engineering, and business students in the Stanford Law and Policy Lab project that resulted in the report.

“Our report went to the desks of virtually every agency head and general counsel in the federal government,” Engstrom says. “It has since been cited thousands of times and laid the foundation of a conversation within the federal government that ultimately led to an executive order from President Biden a year ago regarding what the federal agencies need to do to both regulate AI out in the world and to think about their own use of AI to perform the work of government.”

Engstrom says he can think of few, if any, entities aside from the SLS Law and Policy Lab that could have pulled together a similar interdisciplinary brain trust to complete such a massive project in just a few months.

And the Government by Algorithm report is just one of hundreds that have come out of the Law and Policy Lab.

An only-at-SLS program

Marking its first decade this year, the Law and Policy Lab is an interdisciplinary, mini think tank-like experience that offers SLS students—along with students from all corners of Stanford University—something no other law school can: the chance to spend a quarter (sometimes longer) researching, thinking strategically, and writing about real-world policy issues for real-world clients. The topics covered are as diverse and complex as those facing policymakers everywhere.

Mitigating the harms of wildfire smoke, reforming the tax code, revising copyright software registration regulations, addressing illegal fishing, promoting open discourse on university campuses, confronting online misinformation, and furthering access to justice are just a small sampling of the more than 200 projects the Policy Lab has undertaken since its launch during the 2013-14 academic year. The clients are as diverse as the problems the students are tackling: federal agencies, nonprofits, charitable foundations, American Indian tribes, field-specific think tanks, and universities, among others.

“When you’re advising a real client on pressing questions, often with global significance, everyone sits up a little straighter,” Engstrom says. “This is a completely different experience from looking at a hypothetical problem in a classroom setting.”

The brainchild of former SLS Dean Larry Kramer , the Policy Lab was launched by Interim Dean Paul Brest —who has served as the Policy Lab faculty director for the last decade—along with Deborah Hensler , Judge John W. Ford Professor of Dispute Resolution, and longtime program director Luci Herman . Since 2013, more than 500 Stanford students, approximately two-thirds of them law students, with the remainder coming from every school in the university, have completed a policy lab.

Data analysis and empirical reasoning are key to effective policy analysis. However, these are not skills typically honed as part of the law school experience, Brest says, underscoring one of the reasons the Policy Lab was developed. “Where legal analysis is about analogical reasoning from precedent, policy analysis is empirical. It is about understanding the real world and how various policies affect behavior.”

It doesn’t get more “real world” than helping to change California election law.

Moving the needle on mail-in ballots

Just prior to the 2020 presidential election, California’s secretary of state announced new regulations establishing the first statewide standards for vote-by-mail signature verification. The rules made the verification process more consistent for the state’s registered voters, lessening the likelihood that mail-in ballots would be wrongly rejected for supposed non-matching signatures.

A team of 15 students from a 2019 policy lab cheered the new rules. Their research and resulting report, Signature Verification and Mail Ballots: Guaranteeing Access While Preserving Integrity , played a key role in the development of the state’s new signature verification rules. The students had taken a deep dive into the legal and political dynamics of signature verification and the process for fixing a non-matching signature, developing expertise in arcane areas of election protocols, and interviewing dozens of state and national elections officials before sharing their recommendations with California policymakers.

“I teared up when the new regulations were announced,” remembers Tom Westphal, JD/MA ’21, now deputy director for policy, plans, and strategic support for the city of San Jose. He was one of the students who had come up with the idea for the policy lab, taking it to election law expert Nathaniel Persily , JD ’98, James B. McClatchy Professor of Law, who became the policy lab instructor, along with program director Herman.

“I came to law school to learn what I could do to help strengthen and protect our democracy, but I didn’t dream of having such an impact so quickly,” says Westphal, a U.S. Army veteran. “We helped make elections fairer, more inclusive, and more transparent for over 22 million registered California voters—what an amazing thing. And now I use what I learned virtually every day in my career.”

Persily says the lab was a rare opportunity for students to experience firsthand such a rapid shift in statewide election policy. “Even under the best of circumstances, the wheels of policy change tend to move slowly, but what we have seen over and over through the Policy Lab is that a small, passionate group of students tackling problems that are usually quite complex can really move the needle.”

Persily also co-taught a 2019 lab with Brest, Ho, and Stanford political science professor Rob Reich, for Facebook to inform the design of a social media oversight board for the company. Law and engineering students engaged in interviews with Facebook personnel, representatives from NGOs, academics, and legal experts to assess tradeoffs to research and prioritize options across different adjudicatory and regulatory models for the social media company. Facebook announced its oversight board in May 2020.

The university as a client

Stanford University’s leadership has also tapped the Policy Lab on several occasions to provide research and guidance relating to pressing questions facing the university and higher education more broadly. One current example is Assistant Professor of Law Evelyn Douek ’s Spring 2024 policy lab, composed of four law students, that is advising the Stanford Office of the Provost on how to handle so-called doxxing, the practice of publicizing personally identifiable information about an individual or organization without their consent.

Originally intended to be held only over the Spring 2024 quarter, Douek will run a follow-on lab during the Fall 2024 quarter to continue to drill into “one of the genuinely most difficult and interesting normative and policy issues that I’ve had the pleasure of thinking about,” says Douek. “Ultimately, we hope to help Stanford develop a ‘gold standard’ policy that can serve as a guide for others. This is a critical, top-of-mind issue not just for universities, but for states and legislatures, which are quickly passing laws against doxxing and trying to work through the legal balancing act.”

Another recent lab confronted a related top-of-mind issue for universities: how to improve the climate for open debate and inclusion in an era of increased polarization. Brest, along with Norman Spaulding , JD ’97, Nelson Bowman Sweitzer and Marie B. Sweitzer Professor of Law, led a small group of law, undergraduate, and masters of public policy students in researching and writing Polarization, Academic Freedom, and Inclusion, which laid out steps universities can take to promote discourse and inclusion.

Developing environmental policy

Two back-to-back policy labs recently informed the Biden administration’s new national strategy for greenhouse gas measurement and monitoring. Professor of the Practice David Hayes , JD ’78, a former White House special assistant to President Biden for climate policy, led the lab. His students from SLS and the Doerr School of Sustainability didn’t have to read too far into the Biden administration’s report when it was issued last November to see a number of familiar data points and conclusions.

They had researched and developed those very points just a few months prior, taking a deep dive into greenhouse gas measurement, monitoring, reporting, and verification (known as MMRV in climate policy circles). Their data-rich reports— Data Progress Needed for Climate-Smart Agriculture (April 2023) and Measuring the Carbon (and Other) Benefits of Climate-Smart Forestry Practices (July 2023)—made their way not only to White House officials but also to members of Congress, federal agencies, and interested companies and trade associations.

The policy labs addressed critical knowledge gaps with which federal agencies currently are grappling, including how to best measure and monitor the climate benefits of certain incentive programs for farmers, ranchers, and foresters, explains Hayes, who also previously served as deputy secretary of the Department of the Interior for President Obama and President Clinton.

Lisa Lu, JD ’25, says Hayes’ practicum gave her a unique opportunity to gain greater insights into policy development. “In the span of just a quarter, we were able to learn so much from David, who has been in the trenches on these issues in DC, as well as our fellow students, guest speakers, and the research we engaged in. We’re heartened by the impact we’ve been able to make.”

Reciprocal learning

The labs can be as much a learning opportunity for the instructors as they are for the students, says lecturer emeritus and former Gould Center for Conflict Resolution Director Janet Martinez , who has taught at least 13 policy labs over the last decade. Along with Professor Jim Leape , co-director of Stanford’s Center for Ocean Solutions, Martinez is currently teaching the Blue Foods Action Lab series that is advising the government of Indonesia on the implementation of a far-reaching ocean-based food system and economic development program.

“The policy labs give our students an opportunity to connect to real-world issues that we read about in the paper every day, but beyond that there is this really strong reciprocal energy and knowledge-sharing that happens among the students and between co-instructors,” says Martinez, who also recently taught a policy lab that analyzed, on behalf of the San Francisco Human Rights Commission, the historical disenfranchisement of Black residents of San Francisco.

Nitisha Baronia, JD/MA ’21, agrees. She worked closely with Stanford University engineering students in the Engstrom/Ho artificial intelligence-in-government lab and says she felt like she got a mini-engineering degree as part of the experience. “We got to know one another’s disciplines so well that by the end of the policy lab, some of the engineers were asking legal questions and the lawyers were asking engineering questions,” says Baronia, now an associate at law firm WilmerHale.

“Many of our students have incredibly impressive backgrounds and real-life, highly relevant experiences,” Martinez says. Labs focused on global issues, or matters specific to a certain country or region, often draw on the experiences of students from those areas, she says.

Justin Bryant, JD ’21, leader of the Global Sandboxes Forum at the Datasphere Initiative, a nonprofit that fosters international collaboration on data-value creation, participated in a policy lab as an SLS student. That lab investigated various avenues for increasing policy-related offerings at SLS. A few years later, he and Martinez co-instructed the lab on Black disenfranchisement in San Francisco.

“Policy Lab is a fantastic experience for law students to really get into the weeds on an issue from a research perspective, not from the usual advocacy position of, say, writing a brief,” Bryant says. “There are so many avenues by which legal acumen can be used toward policy impact, and having that holistic understanding of how law and policy work together, and the levers being pulled in the background to develop policy, will help any lawyer in virtually any future role they play. You don’t have to want to go into policy work to benefit from a Policy Lab experience.”

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