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BIOHOPK 168H: Disease Ecology: from parasites evolution to the socio-economic impacts of pathogens on nations (BIOHOPK 268H)

(Graduate students register for 268H.) Course will lead participants on a journey through the dynamics of infectious diseases that will start at the smallest level from within-host parasite dynamics and will progressively scale up to parasite evolution, disease ecology, public health policies, disease driven poverty traps and the socio-economic impact of infectious diseases on nations. The course will be organized around case studies, including among the others, schistosomiasis, malaria, cholera and sleeping sickness. Participants will have the opportunity to develop a capstone project.
Terms: Spr | Units: 3
Instructors: ; De Leo, G. (PI)

BIOHOPK 268H: Disease Ecology: from parasites evolution to the socio-economic impacts of pathogens on nations (BIOHOPK 168H)

(Graduate students register for 268H.) Course will lead participants on a journey through the dynamics of infectious diseases that will start at the smallest level from within-host parasite dynamics and will progressively scale up to parasite evolution, disease ecology, public health policies, disease driven poverty traps and the socio-economic impact of infectious diseases on nations. The course will be organized around case studies, including among the others, schistosomiasis, malaria, cholera and sleeping sickness. Participants will have the opportunity to develop a capstone project.
Terms: Spr | Units: 3
Instructors: ; De Leo, G. (PI)

CHILATST 177A: Well-Being in Immigrant Children & Youth: A Service Learning Course (CSRE 177E, EDUC 177A, HUMBIO 29A)

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course.
Terms: Spr | Units: 3
Instructors: ; Padilla, A. (PI)

EMED 125: Social Emergency Medicine and Community Engagement

Stanford Health Advocates and Research in the Emergency Department (SHAR(ED)) is focused on the practical application of and research in social emergency medicine.Emergency Departments (EDs) are the nation's safety nets, for medical as well as social needs. EDs remain the sole access to any medical care for those in need, 24/7, regardless of insurance status. The ED is a unique bridge to the public, and is a compelling site for community partnership, clinical and health services research geared towards impacting population health and policy. Through direct patient contact and community engagement, students help to meet the social needs of ED patients.
Terms: Aut, Win, Spr | Units: 1

HUMBIO 3B: Behavior, Health, and Development

Research and theory on human behavior, health, and life span development. How biological factors and cultural practices influence cognition, emotion, motivation, personality, and health in childhood, adolescence, and adulthood. HUMBIO 3A and 3B must be taken concurrently.
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-SI

HUMBIO 25SI: Diverse Perspectives on Disabilities

This class investigates definitions and the complexities of life with a disability through discussion and panel based learning. Through student and parent panels, speakers, professors, and professionals in the field of disability, this class looks at the different perspectives and ways that disability interacts with the world. In addition to learning about the scientific, social and legal backgrounds students can also participate in a community volunteering project for an additional unit through Kids with Dreams or another community or student organization
Terms: Win | Units: 1-2
Instructors: ; Feldman, H. (PI)

HUMBIO 122M: Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations (PEDS 212)

(Undergraduate students must enroll in HUMBIO 122M. MD and Graduate students enroll in PEDS 212) An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students.
Terms: Spr | Units: 3 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Rodriguez, E. (PI)

HUMBIO 178T: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, EMED 5C, FEMGEN 5C, HISTORY 5C)

(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut, Spr | Units: 3 | UG Reqs: WAY-SI

MED 1A: Leadership in Multicultural Health

Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.
Terms: Spr | Units: 2
Instructors: ; Ned, J. (PI)

MED 1B: Identity, Power and Privilege in Multicultural Health

An independent study service learning course designed to develop students' understanding of the intersection between identity, power, privilege, and disparities (health, education, environment). Students submit a written reflective term paper based on their experience as staff for the Summer Residential Program as well as their understanding of how constructs of identity, power and privilege impact low-income and underrepresented students in their pursuit of higher education. Prerequisite MED 1A.
Terms: Aut | Units: 1
Instructors: ; Ned, J. (PI)

MED 87Q: Women and Aging

Preference to sophomores. Biology, clinical issues, social and health policies of aging; relationships, lifestyles, and sexuality; wise women and grandmothers. Sources include scientific articles, essays, poetry, art, and film. Service-learning experience with older women. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 5 | UG Reqs: GER:EC-Gender, WAY-EDP

MED 143A: Patient Health Education in Community Clinics (MED 243A)

Open to undergraduate, graduate, and medical students. Principles of health education, health coaching, theories of behavior change, methods for risk reduction. Presentations of health education modules, focusing on topics prevalent among underserved populations. Students apply theoretical frameworks to health education activities in the Cardinal Free Clinics. Application required.
Terms: Aut, Win | Units: 2

MED 143B: Patient Health Education in Community Clinics - Practicum (MED 243B)

Open to undergraduate, graduate, and medical students. For students who have completed MED 143A/243A and currently volunteer in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Prerequisite: successful completion of MED 143A/243A.
Terms: Win, Spr | Units: 2

MED 149: Medical Interpreting at the Cardinal Free Clinics: The Qualified Bilingual Student Program

The quality of health care often depends as much on the interpreter as the provider. This foundation courses prepares bilingual students to work as medical interpreters in hospital and clinic settings. Students learn basic interpreting skills; ethics; communication techniques; medical vocabulary; key healthcare information; communication skills for advocacy; how to draft practical, working solutions, and professional development. By application only; must be an accepted Cardinal Free Clinic (CFC) interpreter volunteer. Applications accepted in Fall for Winter quarter and in Winter for Spring quarter. Students registering for this 2-unit course are required to interpret at the clinic a minimum of 2 weekend sessions; upon completion of this course, students can continue to volunteer at CFC for academic credit.
Terms: Win | Units: 2

MED 157: Foundations for Community Health Engagement

Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.
Terms: Spr | Units: 3 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Garcia, G. (PI)

MED 158A: From Foodies to Freegans: Food Popular Topics in the Silicon Valley

This is a discussion-based survey course to introduce the complexities of many "pop topics" in food, such as obesity, sustainability, and local vs. organic food. Course offered over two quarters; second part is MED 158B. The course focuses on Silicon Valley and is taught through a food justice lens. The goal is to provide knowledge and new frameworks for conceptualizing food that transform the way students think about, eat, and purchase food. Furthermore, course content is aligned with Community Engaged Learning (CEL) so that students have the opportunity to collaborate with local partners to complete community-based projects relevant to course topics. Coursework involves class participation, critical reflection, and three papers written for different audiences in the food space.
Terms: Aut | Units: 2 | Repeatable 5 times (up to 10 units total)

MED 257A: Community Health Advocacy

First of a three-quarter course series providing students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can be addressed. Fellows engage in structured activities centered around supporting the mission of placement organizations. Students must apply and be accepted into the program the winter preceding enrollment; application information at och.stanford.edu. Additional prerequisites: Med 157 or equivalent coursework. Spanish language proficiency required for most placements.
Terms: Aut | Units: 2

MED 257B: Community Health Advocacy

Second of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, student will broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student will engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly Monday evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A.
Terms: Win | Units: 2

MED 257C: Community Health Advocacy

Third of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A/B.
Terms: Spr | Units: 2
Instructors: ; Garcia, G. (PI)

MED 258A: Policy Advocacy in Community Health

In order to affect broad-based change in the health of populations, advocates must look upstream to the social and economic factors that impact health. Most powerful among these factors are the policies that shape our lives and the context in which we make individual and collective decisions. This course gives students the skills and tools to influence the policy process through various avenues, including legislative and media advocacy. Students select a current community health issue of interest and track relevant policy initiatives and media coverage of the issue to serve as the foundation for the application of real-time advocacy strategies. Prerequisites: MED 257A or consent of instructor.
Terms: Win | Units: 2

MED 259: Oaxacan Health on Both Sides of the Border

Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program (http://och.stanford.edu/oaxaca.html).
Terms: Spr | Units: 2 | Repeatable for credit
Instructors: ; Garcia, G. (PI)

OSPCPTWN 24A: Targeted Research Project in Community Health and Development

Two-quarter sequence for students engaging in Cape Town-sponsored community based research. Introduction to approaches, methods and critical issues of partnership-based, community-engaged research and to the community-based research partners. Qualitative data gathering and analysis methods in community-based research; effective collaboration with community partners and data sources; race and privilege in community-based research. Preparation of research proposals and plans for research carried out during the second quarter through OSPCPTWN 24B.
Terms: Win, Spr | Units: 3

OSPCPTWN 70: Youth Citizenship and Community Engagement

Critical thinking about core concepts in community engagement such as community, self, and identity. The course aims to cultivate a critical consciousness about the meaning of charity, caring, social justice and the aims of engagement with communities to enhance self awareness, awareness of others who are different, awareness of social issues, and an ethic of care where students can be change agents. The meaning of youth citizenship as it relates to engagement with communities will be explored.
Terms: Win, Spr | Units: 5 | UG Reqs: WAY-EDP

OSPGEN 20: Community, Health, & Learning Through Service in Sri Lanka

Basic elements of the holistic grassroots development strategy of the village-based Sarvodaya Movement, with special focus onimplications for individual, family and village health. Experiential learning includes lectures from experts working in different facets of health care and prevention; volunteering on an organic farm; visiting an eco village; a home stay; participating in a four-day Shramadana work camp; and instruction in participatory photo mapping. Using the framework of asset-based community development, explore topics such as nutrition, maternal and child health, infectious diseases, prevention and treatment of violence, psychosocial rehabilitation, traditional healing and meditation in the context of ethnic and religious diversity, poverty, recovery from natural disaster and civil war. Location: Sri Lanka
Terms: Sum | Units: 2

PEDS 211: Medical-Legal Issues in Children's Health

(Same as LAW 643) Explores the link between poverty and children's health and how the medical and legal fields can work together to improve health outcomes for low income children. Weekly class meetings covering medical legal issues such as asthma immigration, health insurance; intake interviews with patient families and analysis of their medical legal issues; group project focused on a medical legal policy issue; final paper cowritten by law and medical students. May be taken for 2 units (weekly 2.5 hour seminar meetings only), 3 units (participation in either intake interviews or policy work) or 4 units (full participation in all course components). Prerequisite: instructor consent. Preference to students committed to full participation.
Terms: Spr | Units: 2-4

PEDS 212: Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations (HUMBIO 122M)

(Undergraduate students must enroll in HUMBIO 122M. MD and Graduate students enroll in PEDS 212) An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students.
Terms: Spr | Units: 3
Instructors: ; Rodriguez, E. (PI)
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