Results for HUMBIO

Introduction to the principles of classical and modern genetics and evolutionary theory. Topics: micro- and macro-evolution, population and molecular genetics including personal genomics and CRISPR. HUMBIO 2A and HUMBIO 2B are designed to be taken concurrently. Periodically there will be lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Human Biology majors are required to take the Human Biology Core Courses for a letter grade.

Introduction to the past, present, and future of human biological and social structures. Topics include the evolution of hominids and the origins of human diversity, the development of agriculture and the modern state, human population growth and global demographic change, patterns and consequences of inequality, and conclude with a discussion of our place on a rapidly changing planet. HUMBIO2B, with HUMBIO3B and HUMBIO 4B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 2A and HUMBIO 2B are designed to be taken concurrently. Lectures in the two courses will address related content from complementary perspectives, so as to enhance understanding. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Human Biology majors are required to take the Human Biology Core Courses for a letter grade.

Principles of the biology of cells and embryogenesis, emphasizing the development of humans and human tissues, the nature of membranes and organelles, signal transduction in healthy and diseased states (diabetes, cancer), stem cells and immunology. HUMBIO 3A and HUMBIO 3B are designed to be taken concurrently. Periodically there will be lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Human Biology majors are required to take the Human Biology Core Courses for a letter grade. Prerequisite: College chemistry (CHEM 31A+B, CHEM 31M or equivalent) or completion of the on-line chemistry video series designed specifically for the HUMBIO Core. More details, including the 15 videos (approximately 10 minutes each) with practice quizzes, will be available on the HUMBIO 2A and HUMBIO 3A Canvas sites.

Connections among the life sciences, social sciences, climate science, public health, and public policy. The economic, social, and institutional factors that underlie environmental degradation and challenges facing the health care system including high spending and inequalities in access to health care. Public policies to address these problems. Topics include pollution regulation, climate change policy, health insurance, health care delivery, health care regulation, health disparities, and health care reform. HUMBIO 3B, with HUMBIO 2B and HUMBIO 4B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 3A and HUMBIO 3B are designed to be taken concurrently. Periodically there will be lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Human Biology majors are required to take the Human Biology Core Courses for a letter grade.

Integrative Physiology: Neurobiology, endocrinology, and organ system function, control, and regulation. HUMBIO 4A and HUMBIO 4B are designed to be taken concurrently. Periodically there will be lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Human Biology majors are required to take the Human Biology Core Courses for a letter grade.

Research and theory on human behavior, health, and life span development. How biological factors and cultural and educational practices influence cognition, behavior, and health across the lifespan. Introduction to research methods, including study design, statistical analysis, and causal inference. HUMBIO 4B, with HUMBIO2B and HUMBIO 3B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 4A and HUMBIO 4B are designed to be taken concurrently. Periodically there will be lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Human Biology majors are required to take the Human Biology Core Courses for a letter grade.

Learning about young children's physical, emotional, social, cognitive, and language development through guided observations and discussions from Bing Nursery School, Stanford's lab school for research and training in child development. Weekly guided observations and 5 discussion meetings. Pre- or corequisite: HUMBIO 4B: Behavior, Health, and Development.

In this seminar, students will learn about research on science education. They will use this knowledge to create and analyze teaching material such as section plans, exams, and problem sets. Material produced in this course will be related to the topics covered in the core course of the Program in Human Biology. Students will experience and practice various teaching styles.

The tiny remote islands of Galápagos have played a central role in the study of evolution. Not surprisingly, they have also been important to theory and practice in biodiversity conservation. The fascinating adaptations of organisms to the unusual, isolated ecosystems of the archipelago have left them particularly vulnerable to perturbations and introductions from the outside. Drawing on lessons learned from Darwin's time to the present, this seminar explores evolution, conservation, and their connection among the habitats and organisms of Galápagos. Using case-study material on tortoises, iguanas, finches, Scalesia plants, penguins, cormorants and more, we will explore current theory and debate about adaptation, speciation, adaptive radiation, sexual selection, and other topics in evolution. Similarly, we will explore the special challenges Galápagos poses today for conservation, owing to both its unusual biota and to the increasing impact of human activity in the archipelago.This course includes, at no additional cost to students, an intensive eleven-day expedition to Galápagos, provided that public health conditions permit. The goal of the expedition is both to observe firsthand many of the evolutionary adaptations and conservation dilemmas that we have read about, and to look for new examples and potential solutions. A chartered ship from Lindblad Expeditions, with the highest levels of COVID protection protocol, will serve as our floating classroom, dormitory, and dining hall as we work our way around the archipelago to visit eight different islands. For this portion of the class, undergraduates will be joined by a small group of Stanford alumni and friends in a format called a Stanford "Field Seminar." Because our class time on campus is limited to one week before travel, students will be required to complete all course readings over the summer.The course emphasizes student contributions and presentations. Students will be asked to lead class discussions and to carry out a thorough literature review of some aspect of the evolution and/or conservation of one or more Galápagos species. The final assignment for the seminar is to complete a seven- to ten-page paper about that review and to present its main findings in a joint seminar of undergrads and alumni as we travel in Galápagos.

The world-famous landscapes of East Africa, including Serengeti National Park, Ngorongoro Conservation Area, and the Rift Valley lakes of Tanzania form the backdrop for this special course on protected area conservation, its impacts on local people, and alternative models that simultaneously promote conservation while creating local community benefits. We take full advantage of the special format of Sophomore College, spending an initial week on campus with lectures and lively discussions on these topics, before flying together on a 12-day expedition to northern Tanzania to witness firsthand the challenges of parks and peoples in this classic setting. Summer reading is designed to help us all prepare for the experience. Students will also undertake research on a related subject of interest to them by drawing on the literature to develop and present a final paper to the class, providing a closer look at key places and issues we'll consider. Joining us for the travel segment of the class, and a few days on campus, will be a group of Stanford alumni who have an interest in these same topics. The course will explore the pros and cons of parks and protected areas as they affect both wildlife and human inhabitants, and to address the dilemma of how to achieve conservation in a manner that creates benefits for local people and promotes social justice. We will look at the history of specific protected areas to ask: What approach to protected area (PA) conservation has been taken in each case? Who are the key proponents and what are their main social and ecological objectives? How successful has the protected area been at achieving its conservation goals? In what ways is climate change affecting that success? What are the benefits of the PA to people and who receives them? What are the costs of the PA to people and who pays them? Where benefits are not commensurate to costs, what, if anything, is being done to address the imbalance? How well is it working? Are there alternative conservation models that would make the interests of parks and people more compatible, and reduce the tradeoffs between them? What is needed to make these alternative models work? The travel portion of the class will help us take an on-the-ground look at these questions. We are scheduled to visit Tarangire, Lake Manyara, Mt. Meru, and Serengeti National Parks, plus the Maramboi Wildlife Management Area, the Ngorongoro Conservation Area, and nearby Maasai villages. Please note that students are required to read four books over the summer, to reflect on them in two short essays (2-3 pages each), one due in July and the other in August, and to come to campus in the fall well-prepared to discuss each reading and co-lead a class discussion on at least one of them. A 6- to 8-page final paper will be based on literature research on an approved topic, focused on Tanzania or nearby. Students will be expected to present main findings of that paper during an evening seminar as we travel.

The philosophy and history behind traditional Chinese medicine. Concepts such as Qi, Yin/Yang, meridians, Chinese organs, and the 5 elements. How these concepts are applied through techniques such as acupuncture, herbal medicine, Qi gong, and massage. How traditional Chinese medicine is understood from a scientific standpoint. Political and socioeconomic implications. Observation of an acupuncturist. Readings on the integration of Eastern and Western medicine and on traditional Chinese medicine. Freshmen/Sophomore reserved enrollment capacity 25 students.

The class is an introduction to the field of global health. It focuses on resource-poor areas of the world and explores how human health is affected by poverty, international policy, planetary health, economic development, human rights, and power imbalances. We will examine global health from broad perspectives: historical, cultural, political, demographic, economic and biomedical. The course is intended for students interested in human health, international relations, and technical and social strategies to improve health worldwide. Students will have opportunities for in-depth discussion, presentations, and interaction with experts in the field. Because of the breadth of material to be covered, issues presented in class will be supplemented by independent student research and selected required readings.

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. Cardinal Course certified by the Haas Center.

A lot happens at college besides studying. As a Stanford student, you will experience a new way of living and you will have to make decisions that can impact your health and your success at Stanford and beyond. The goal of this new class is to provide you with a foundation of knowledge that can optimize your health and performance throughout college. This is an applied physiology class that will be open to all students with or without science backgrounds. Think of it as a user manual for your body while you are at Stanford. The class will be partly lecture, partly discussion and partly activity based so you can learn by seeing, hearing, and doing. Topics will include your body's response to physical activity (or lack thereof), nutrition, sleep, stress, alcohol, caffeine, drugs, and relationships. Throughout the class, you will be made aware of campus resources related to these topics in case you ever need them. No prerequisites.

Biology and medicine are becoming increasingly data-intensive fields. This course is designed to introduce students interested in human biology and related fields to methods for working with large biological datasets. There will be in-class activities analyzing real data that have revealed insights about the role of the genome and epigenome in health and disease. For example, we will explore data from large-scale gene expression and chromatin state studies. The course will provide an introduction to the relevant topics in biology and to fundamental computational skills such as editing text files, formatting and storing data, visualizing data and writing data analysis scripts. Students will become familiar with both UNIX and Python. This course is designed at the introductory level. Previous university-level courses in biology and programming experience are not required.

(HUMBIO students must enroll in HUMBIO 57. Med/Graduate students must enroll in EPI 247.) We will cover: the components of public health systems in the US; principles of outbreak investigation and disease surveillance; different types of study design for field investigation; visualization and interpretation of public health data, including identification and prevention of biases; and implementation of disease control by public health authorities. Students will meet with leaders of health departments of the state and the county and will be responsible for devising, testing and evaluating a field questionnaire to better understand the complexities of field research.

This course introduces students to core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures and discussions, students will explore the process and products of qualitative inquiry. This course is designed particularly to support Human Biology undergraduates in designing, proposing and preparing for Honors Thesis research; students may use the course assignments and office hours to support individual research needs (e.g., proposal design, IRB protocol, pilot work).

This course is designed to support upperclass undergraduates who have collected - or are collecting - qualitative data in completion of Honors Thesis research. The course will review methods of qualitative data organization (field note amendment, transcription, data indexing, conceptual memo writing) and teach methods of qualitative data analysis (mutli-stage coding, data modeling, charting, use of analytic software) and examine best methods for the reporting of qualitative research. The course introduces methodologies through readings, sample data sets, and group practice; students then display learning by executing these methodologies on their own data, and reporting findings and methods.

Students will learn the statistical tools used to describe and analyze data in the fields of medicine and epidemiology. This very applied course will rely on current research questions and publicly available data. Students will gain proficiency with Stata to do basic analyses of health-related data, including linear and logistic regression, and will become sophisticated consumers of health-related statistical results.

This course aims to provide a firm grounding in the foundations of probability and statistics, with a focus on analyzing data from the health sciences. Students will learn how to read, interpret, and critically evaluate the statistics in medical and biological studies. The course also prepares students to be able to analyze their own data, guiding them on how to choose the correct statistical test, avoid common statistical pitfalls, and perform basic functions in R deducer. Cardinal Course certified by the Haas Center.

(HUMBIO students must enroll in HUMBIO 89X. Med/Graduate students must enroll in EPI 259.) Topics: random variables, expectation, variance, probability distributions, the central limit theorem, sampling theory, hypothesis testing, confidence intervals. Correlation, regression, analysis of variance, and nonparametric tests. Introduction to least squares and maximum likelihood estimation. Emphasis is on medical applications.

Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore the major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world. All students will be expected to conduct a literature research exercise leading to a written report, addressing a topic of their choosing, derived from any of the themes discussed in class.

Using island systems as a microcosm to study and discuss sustainability, the course will motivate students to think deeper about the implications of sustainability in places that are isolated, fragile and vulnerable to all anthropogenic activities. A variety of island contexts will be considered but the class will give special attention to the Galápagos Islands of Ecuador. Students will explore past and present efforts to maintain the natural and cultural resources of the Galápagos Islands in the face of rapid growth in a tourism-based economy and ever-increasing globalization. In individual or small-group course projects, students will search for tangible, realistic solutions to specific Galápagos problems in the effort to achieve balance between nature and a local human population.

The intertwined biologies of humans and plants, particularly the ways in which people and plants have imposed selection pressures and ecological change on one another. Topics include evolution and basic plant structure; plant domestication; effects of agriculture on human health and physiology; plants in traditional and contemporary diets; and human influences on plant biology through genetic manipulation and environmental change. Class meetings center on journal articles. Final project includes written and multimedia presentations.

Focus on problems with and systems-based solutions to food system issues. Four particular settings are addressed: University, worksite, hospital, and school food. Traditional vs. disruptive food system models compared and contrasted. The goal is to determine how best to maximize sustainability across several dimensions, including health, economics, and the environment. Underlying class themes include social justice and the potential for changing social norms around food production and consumption. Discussion-based seminar. CHPR master's students must enroll for a letter grade. Undergraduate Prerequisites: HUMBIO 2A, HUMBIO 3A, HUMBIO 4A or Biology Foundations or consent of instructor.

The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.

The course contains four main parts:Climate Science, Climate Impacts, Climate Policy, Climate Advocacy. Part I begins with a detailed introduction to climate science, including an assessment of arguments by climate science skeptics, and an examination of climate change models. Part II describes the impacts of climate change on the planet, human health, species and biodiversity, and it adds an economic perspective on the costs and benefits of responding now¿or later¿to climate change. Part II also include a discussion on climate change ethics, i.e., fairness and responsibility among individuals, nations, and generations. Part III focuses on climate policy, from the Kyoto Protocol to the Paris Accord. Part III also includes an introduction to how the public and officials have viewed climate change over time, and it explores factors that make widespread formal agreement difficult. Part IV looks forward to climate advocacy and what to expect from future of climate negotiations. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or consent of instructor (i.e. background in earth systems, economics, policy).

In this course you will learn about the structure and functioning of the U.S. health care system. The health care system in the U.S. has been challenged by high and rising costs, a failure to ensure universal access to care, and a need to ensure the quality of care provided to patients. We will explore in depth how our health care system works, how its structure and function contributes to the challenges we are confronting, and explore changes to the healthcare system that could help address them. The course has two main parts, the first focused on health insurance and health care financing, and the second focused on health care providers like doctors and hospitals. In addition, we bring other important topics like the Affordable Care Act, pharmaceuticals and health reforms.

Available evidence at the national and cross-country level linking social welfare interventions and health outcomes. If and how non-health programs and policies could have an impact on positive health outcomes. Evaluation of social programs and policies that buffer the negative health impact of economic instability and unemployment among adult workers and their children. Examination of safety nets, including public health insurance, income maintenance programs, and disability insurance. Enrollment limited to junior and seniors and graduate students or consent of the instructor. HUMBIO students must enroll in HUMBIO 122. Med/Graduate students must enroll in PEDS 222.

Focuses on U.S. health care policy. Includes comparisons with health care policy in other countries and detailed examinations of Medicare, Medicaid, private insurance, the Affordable Care Act (ACA), and proposed reforms. Examines health policy efforts at state and local levels. The course includes sessions on effective memo writing as well as presentation and the politics of health policy and reform efforts. HUMBIO students must enroll in HUMBIO 122A. Graduate students must enroll in PUBLPOL 156. **Enrollment will be decided via application. Applications will open on Aug. 30 at 6:00 p.m. and close on Sept. 6 at 5 p.m. To apply, visit https://forms.gle/thzX6CYjvRvaz5Ra8 **

Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments. HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229 . Education students must enroll in EDUC 429.

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in HUMBIO 122H. Undergraduates may enroll in PEDS 150. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).

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. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in HUMBIO 122M. Med/Graduate students enroll in PEDS 212.

This course addresses issues related to population health, health care, and health policy, using tools from empirical and theoretical economics. We will study topics such as the demand for health care, socioeconomic and racial/ethnic disparities in population health outcomes, health insurance design, determinants of health care spending, technological change in the health care sector, pharmaceuticals, the opioid crisis, and public health insurance policy. Throughout the course, we will learn about research methodology that will help us to distinguish correlation from causation, and think critically about the role of the government and public policy. The course will feature concepts from microeconomic theory, statistics, and econometrics. Prerequisites: HUMBIO 3B and HUMBIO 4B or equivalent and statistics requirements or consent of instructor.

An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above or consent of the instructor. Human Biology students must enroll in HUMBIO 124 or AFRICAAM 127 or FEMGEN 237. Med/Grad students should enroll in SOMGEN 237 for 2 units.

This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in HUMBIO 124C. Med/Graduate students must enroll in MED 124 or PEDS 124

(HUMBIO students must enroll in HUMBIO 125 or FEMGEN 256. PhD minor in FGSS must enroll in FEMGEN 256. Med students must enroll in OBGYN 256.) Interdisciplinary. Focus is primarily on the U.S., with selected global women's health topics. Topics include: leading causes of morbidity and mortality across the life course; reproductive (e.g. gynecologic & obstetric) health issues; sexual function; importance of lifestyle (e.g. diet, exercise, weight control), including eating disorders; mental health; sexual and relationship abuse; issues for special populations. In-class Student Debates on key controversies in women's health. Guest lecturers. Undergraduates must enroll for 3 units. PhD minor in FGSS should enroll for 3 units. Med students can enroll for 2 - 3 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above. Undergraduate prerequisite: At least 2 of the Human Biology Core or Biology Foundations or equivalent or consent of instructor.

Social ecological perspective on health emphasizing how individual health behavior is shaped by social forces. Topics include: biobehavioral factors in health; health behavior change; community health promotion; and psychological aspects of illness, patient care, and chronic disease management. Prerequisites: HUMBIO 3B or PSYCH 1 or consent of the instructor

The study of food, and the nutrients and substances therein. Their action, interaction, and balance in relation to health and disease. Emphasis is on the biological, chemical, and physiological processes by which humans ingest, digest, absorb, transport, utilize, and excrete food. Dietary composition and individual choices are discussed in relationship to the food supply, and to population and cultural, race, ethnic, religious, and social economic diversity. The relationships between nutrition and disease; ethnic diets; vegetarianism; nutritional deficiencies; nutritional supplementation; phytochemicals. The material in this course is an introduction to the field and the target audience is undergraduates. It may be of interest to graduate students unfamiliar with the field. Graduate students enroll in CHPR 130. Undergrads enroll in HUMBIO 130. CHPR master's students must enroll for a letter grade.

This course covers the basic principles governing human movement with an emphasis on sports applications. The course spends roughly equal amounts of time on the applied anatomy and biology, meaning both the large and small-scale body structure and function. The applied anatomy portion includes body structure (the muscles and their connections) and mechanics (e.g. forces, torque, momentum and power), which together describe macroscopic movement. The applied biology portion includes the molecular and cellular basis of movement, mainly muscle contraction, nerve signaling, and the mechanisms of exercise damage, cramping, muscle memory, delayed-onset muscle soreness, and fatigue. Prerequisites: Human Biology Core or Biology Foundations or equivalent or consent of instructor.

The goal of this course is to develop an understanding of nutrition practices in relation to exercise training that promote health, energy and appropriate physical adaptations. This course expands upon basic nutrition concepts by exploring the unique nutritional needs of athletes (i.e. recreational, sport and tactical). Course topics include energy requirements for resistance and endurance activities, principles of a balanced diet, timing and composition of pre- and post-activity meals, vitamins and minerals, ergogenic aids, hydration and unique needs for various athlete groups. Prerequisites: HUMBIO 2A, HUMBIO 3A, HUMBIO 4A or BIO 83, BIO 84, BIO 86 or consent of the instructor.

Human physiology will be examined by organ systems: cardiovascular, respiratory, renal, gastrointestinal and endocrine. Molecular and cell biology and signaling principles that underlie organ development, pathophysiology and opportunities for regenerative medicine are discussed, as well as integrative control mechanisms and fetal development. Prerequisite: HUMBIO3A or HUMBIO4A or BIO83 or BIO84 orBIO86 or consent of instructor.

This course will challenge students to apply what they have already learned in fundamental human physiological concepts to understand the science of human reproduction more deeply. Students will be able to discuss the physiological changes of pregnancy, the role of the placenta, and normal and abnormal fetal development. They will learn what happens during the process of birth, breastfeeding and the postpartum period. We will discuss how we can assess the genetic and physical health of a developing fetus, and emerging diagnostics technology. We will look at how things can go awry, and how this impacts the health of the newborn and of the birthing parent. We will discuss the importance of access to adequate prenatal care and the impact of social determinants of health and health disparities on outcomes. We will look at epidemiological data on toxins, climate change and other factors that can influence these processes, as well as discuss the contribution of health disparities. We will apply core scientific concepts to examine contraception and unwanted pregnancies. We will also use the concepts to analyze reasons for infertility, recurrent pregnancy loss and reproductive technology and treatments. We will delve into current and potential research looking at how the birthing parent shapes the fetus, and how the fetus and placenta impact the bodies, brains and future health of the birthing parent.

Explore the amazing capacity of your body to move and adapt within your everyday world. You will learn: how your body systems respond to the stress of acute exercise and adapt to chronic exercise training, how your cardiovascular system adapts to optimize oxygen delivery and utilization, how your muscles generate force and hypertrophy in response to training, and how your metabolic/biochemical pathways are regulated to support the increased energy demand of exercise. We will discuss theories on the causes of fatigue and muscle soreness, and on what limits human performance. Applied topics such as the effects of aging, gender, and environmental conditions (high altitude, heat, cold, microgravity) on your body will be emphasized in the second half of the course. Portions of the class will be taught through videos that use online lectures and engaging stories to illustrate physiology concepts. Prerequisites: HUMBIO 4A or BIO 84 or consent of instructor.

Our increasing understanding of exercise physiology and biochemistry provide new insights into how we can "hack" the human body to increase the response to exercise training and improve human performance and health. In this discussion based course, we will explore research and training interventions that try to capitalize on this new knowledge. Science communication will also be emphasized in the class, so students will learn the fundamentals of science storytelling and mixed media presentation of ideas. Requirements of this class include participating in blogs & in-class discussions, evaluating physiology research, writing a research paper, and creating a science-based story by video or podcast to share with the class. If class is full, contact instructor for an application. Enrollment limited to 10. Prerequisites: B+ or higher in HUMBIO 135 and/or consent of instructor.

This is an upper division course with a common theme of injury as well as injury prevention in sport and physical activity. The topics include the treatment and evaluation of common sports injuries and illnesses for both musculoskeletal and non-musculoskeletal/medical conditions. Students will also develop critical reading and thinking skills. Classes will incorporate didactic lectures, critical analysis of sports medicine literature, as well as hand-on labs incorporating current sports medicine injury evaluation tools. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.

Chromosomal, hormonal and environmental influences that lead to male and female and intersex reproductive anatomy and physiology and neuroendocrine regulation. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and sociocultural factors, in particular gender identity, (social) gender norms and relationships, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle and pregnancy up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Undergraduate Prerequisites: Human Biology Core or Biology Foundations or consent of instructor. HUMBIO students must enroll in HUMBIO 140. PhD minor in FGSS must enroll in FEMGEN 241. Med students must enroll in MED 240.

Underlying changes and their consequences in everyday functioning. Physical, cognitive, social, and sexual development; how these changes influence the emerging sense of identity, autonomy, and intimacy. Contexts in which adolescents move such as family, friends and peers, school, and workplace. Focus is on normal development of boys and girls; attention to problem outcomes including eating disorders, depression, and teen pregnancy. Prerequisites: HUMBIO 4B or PSYCH 1 or consent of instructor.

Includes the study of aspects of common mental health conditions seen in adolescent populations, such as prevalence, developmental course, gender differences, theoretical explanations, and therapeutic interventions. Topics will include mood/anxiety disorders, eating disorders, learning disabilities and ADHD, psychosis, sexual risk behaviors, developmental disorders, and addictive behaviors. Goals of this course include thinking critically about the unique mental health needs of diverse adolescent populations in their cultural contexts, devising ways to improve the way our society meets those needs, and strengthening writing and communication skills applicable to this area of inquiry.

Developmental perspective. Issues related to scientific, historical, and cultural perceptions; social influences on sexual development; sexual risk; and the limitations and future directions of research. Sexual identity and behavior, sexually transmitted diseases including HIV, pregnancy, abortion, gay and lesbian youth, sex education and condom availability in schools, mass media, exploitative sexual activity, and difficulties and limitations in studying adolescent sexuality. Legal and policy issues, gender differences, and international and historical trends. Prerequisites: Human Biology core or Biology Foundations or equivalent, or consent of instructor.

Focuses on early childhood through young adulthood. Examines boys' lives and experiences as embedded within interpersonal relationships as well as social and cultural contexts. Includes perspectives from psychology, sociology, gender studies, and education. Prerequisites: Human Biology Core or Developmental Psychology or consent of instructor.

Unusual mental phenomena have existed throughout history and across cultures. Taught by an anthropologist and psychiatrist, this course explores how different societies construct the notions of "madness": What are the boundaries between "normal" and "abnormal", reason and unreason, mind and body, diversity and disease? Optional: The course will be taught in conjunction with an optional two-unit discussion section.

Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.

Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.

We are living in a time of rapid growth in the accessibility and availability of biological and medical data. How can all this data be used to improve human health? In this course, students will look at case studies from diabetes and cancer research to learn how to access publicly available data ranging from genetic, protein and signaling pathway databases to information about clinical trials. Students will apply what they learn about bioinformatics databases to develop a research proposal and presentation on a biology-related topic of their choice. The class will have an interactive format with in-class data analysis activities. Students will gain skills in research methods including accessing, analyzing and presenting data. Assignments will use the R programming language. Prior programming experience is not required. Prerequisites: HUMBIO 2A and HUMBIO 3A or BIO 82 and BIO 83 or consent of instructor

Epidemiology is the study of the distribution and determinants of health and disease in human populations. In this course, students will learn about design, measures of disease occurrence and measures of association between exposures - be they environmental, behavioral or genetic - and health outcomes of interest. Students will also learn about how error, confounding and bias can impact epidemiological results. The course draws on both classic and contemporary research articles, which students will learn to critically appraise. Through lectures, problem sets, written responses to original articles and in-class discussions, students will gain a solid foundation in epidemiology. HUMBIO 154 courses can be taken separately or as a series. Upper division course with preference given to upperclassmen.

Clinical epidemiological methods relevant to human research in cancer will be the focus. The concepts of risk; case control, cohort, and cross-sectional studies; clinical trials; bias; confounding; interaction; screening; and causal inference will be introduced and applied. Social, political, economic, and ethical controversies surrounding cancer screening, prevention, and research will be considered. HUMBIO 154 courses can be taken separately or as a series. Prerequisites: Human Biology core or Biology Foundations or instructor consent.

(HUMBIO students must enroll in HUMBIO 154D. Med/Graduate students must enroll in HRP 204.) This course introduces students to the dynamics of infectious diseases of global health importance, focusing on the use of mathematical models to characterize their transmission in populations. Relevant case examples of pathogens with differing natural history and transmission routes include tuberculosis, HIV, malaria, typhoid, and cholera, as well emerging infectious diseases such as Ebola and the 2019 novel coronavirus. Lectures will emphasize the theoretical basis underlying infectious disease dynamics and link them to in-class workshops and problem sets that will emphasize public health applications and will provide students with hands-on experience in creating and coding models. Students will learn the mathematical underpinnings of key topics in infectious disease transmission including herd immunity, the basic reproductive number, vaccine effects, social contact structure, host heterogeneities, and pathogen fitness. The course will teach students how to approach new questions in infectious disease transmission, from model selection, tradeoffs in model complexity or parsimony, parameterization, sensitivity and uncertainty analyses. Students will practice building models, evaluating the influence of model parameters, making predictions about disease trajectories, and projecting the impact of public health interventions. Prerequisites: HUMBIO 88 or 89 or STATS 141 or BIOSCI 141. Recommended courses: MATH 51 or CME 100; BIO 141 or BIOHOPK 174H

The historical, contemporary, and future research and practice among genetics, epidemiology, clinical medicine, and public health as a source of insight for medicine and public health. Genetic and environmental contributions to multifactorial diseases; multidisciplinary approach to enhancing detection and diagnosis. The impact of the Human Genome Project on analysis of cardiovascular and neurological diseases, and cancer. Ethical and social issues in the use of genetic information. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Basic knowledge of genetics and human physiology to better understand chronic diseases and preferably have taken or concurrently in the statistics core. Prerequisites: Human Biology core or Biology Foundations or consent of instructor. Preferably have¿taken the statistics core or concurrently enrolled in it.

Multidisciplinary. How to approach complex normal and abnormal behaviors through biology. How to integrate disciplines including sociobiology, ethology, neuroscience, and endocrinology to examine behaviors such as aggression, sexual behavior, language use, and mental illness.

The neurochemistry and neurophysiology of changes in brain activity and conscious awareness are associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena include sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Preference to seniors and graduate students.

One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.

The opioid epidemic has become a national problem, killing 115 people per day in the United States, and contributing to the first decrease in life expectancy in this country for decades. This is an upper division undergraduate class that aims to help students understand the science of opiates, how opioid prescribing and availability led us to be in this place, and how that information might be used to create effective policy to reverse it. Students will engage didactic work and interactive discussions to stimulate critical thinking at the interface between psychology, psychiatry, addiction medicine, neuroscience, communication, law, and society. They will develop the knowledge-base and framework to critically evaluate the science behind opioid addiction and how to apply this knowledge to address the addiction epidemic. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding addiction and increase the student's ability to more critically assimilate and interrogate information. Preference will be given to upperclassmen, especially in the Human Biology program. Attendance at first class is mandatory. Prerequisites: HUMBIO 4A or PSYC 83 or consent of instructor.

Deficits in social communication and interaction and repetitive behaviors are the core symptoms of Autism Spectrum Disorder (ASD), a neurodevelopmental disorder that affects about 1% of all children and costs society an estimated $268B annually. This interactive seminar course will provide an overview of our understanding of ASD, from genetics through epidemiology, biology and treatment, and the many implications for society, including the principles and problems of diagnosis, its impact upon family and across the lifespan, and controversies regarding its etiology, perception and care. Preference will be given to upperclassmen, especially in the Human Biology program. Attendance at first class is mandatory. Enrollment is limited to 18 students. Applications will be accepted on Wednesday, August 30th at 6:00PM, consistent with the Autumn Quarter enrollment. Applications will be closed on Wednesday, September 6th at 5:00PM. Application: https://app.smartsheet.com/b/form/1609117a65644b21878c0ddbbbd2a8a3. Prerequisites: Human Biology core or BIO 82 and BIO 84 or consent of instructor.

The material in this course is an introduction to the field and the target audience is undergraduates. It may be of interest to graduate students unfamiliar with the field. The class examines the array of forces that affect the foods human beings eat, and when, where, and how we eat them, including human labor, agriculture, environmental sustainability, politics, animal rights/welfare, ethics, policy, culture, economics, business, law, trade, and ideology, and psychology. The class addresses the impact of current policies and actions that might be taken to improve human nutrition and health; macro-scale influences on food, nutrition, and eating behavior. CHPR master's students must enroll for a letter grade. Undergraduate Prerequisites: Human Biology Core or Biology Foundations or consent of instructor. HUMBIO students must enroll in HUMBIO 166. Med/Graduate students must enroll in CHRP 166.

Today we face unprecedented innovations in neuroscience and medicine. While these advances offer new hope, they also challenge medical, legal, and ethical paradigms. We will explore the ethical constructs surrounding topics including brain death, brain-computer interfaces and other adaptive technologies, and organ transplantation. The course material will include clinical and legal cases, scientific literature, film and popular culture, and experiential learning at Stanford Hospital. We will also focus on cultural comparisons between the US and Japan, where brain death is not widely accepted and deceased donor organ donation is rare. Course evaluation will be based on participation, written work, and team projects.

Classic articles, legal cases, and foundational concepts. Theoretical approaches derived from philosophy. The ethics of medicine and research on human subjects, assisted reproductive technologies, genetics, cloning, and stem cell research. Ethical issues at the end of life. Enrollment limited to juniors and seniors.

Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.Waitlist sign up here: https://docs.google.com/forms/d/e/1FAIpQLSdN6BTg4Rshq_n9Rijs3gz8O4Ppi8Ee3ya-0zd7RF65dtb_rg/viewform?pli=1.

This course explores literary and filmic narratives about disability in the Global South. Authors including Edwidge Danticat, Bapsi Sidhwa, and Ricardo Padilla highlight the unique aesthetic potential of what Michael Davidson calls the defamiliar body and Ato Quayson describes as aesthetic nervousness. While engaging universal issues of disability stigma, they also emphasize the specific geopolitics of disability and how people in the Global South face greater rates of impairment based on unequal exposure to embodied risk. The course particularly welcomes students with interests in fields of medicine, policy, or public health.

For a long time, disability studies has focused on the past, early representations of people with disabilities and histories of the movement for disability rights. This course turns toward the future, looking at activism and speculative fiction as critical vehicles for change. Drawing on fiction by Samuel Beckett, Muriel Rukeyser, and Octavia Butler, this course will address the question of the future through an interrogation of the relationship between disability and technology, including assistive technology, genetic testing, organ transplantation.

To what extent can sound or music heal? This interdisciplinary course asks questions about music and healing around the world, drawing on the fields of medical ethnomusicology, medical anthropology, sound studies, and music therapy. Our case studies will be multi-sited, as we interrogate sound-based healings and healing sounds from diverse cross-cultural, global, and historic perspectives. No musical background is needed to interrogate these issues. We begin with the knowledge that the social, cultural, and political contexts where definitions of music and healing are created inform sound and its various and often conflicting interpretations and meanings. This course is currently full for Autumn Quarter 22-23 enrollment.

The Practicum is a reflective Capstone option that allows students to make connections between academic, extra-curricular andpre-professional experiences. The Practicum is done throughout the Senior year and involves attending workshops, reflecting on your undergraduate experiences through a portfolio, and consolidating assignments including a presentation to your HumBio peers about your academic journey and a final Capstone essay. There are a variety of workshop options in the Practicum; your choices will reflect your own needs and aspirations. Options include alumni and career mentoring, practical skills development, and guided reflection workshops. Capstone progress and completion is tracked through the Human Biology Capstone Canvas site throughout the Senior year. Students begin their Practicum experience early, working on it each quarter of their Senior year. Students should enroll in the HumBio 191 unit the quarter completion of the Practicum requirements is planned, typically Senior spring. The structure of the Practicum is flexible and there is not a scheduled classroom meeting time. Students who need to complete all of the Practicum requirement in one quarter should enroll in Section 02, offered in Winter or Spring quarters only. Restricted to Human Biology majors.

Capstone course series for HUMBIO seniors. Expands the work of the student's Area of Concentration. The Synthesis allows students the opportunity to craft a culminating, creative work of scholarship based on a synthesis of personal and academic interests, including service projects. Students should begin their synthesis either in the third quarter of Junior year or the first quarter of Senior year.Participation in the HUMBIO Senior Symposium during Spring quarter is required. Students should enroll in either 3 units for two quarters or 2 units for three quarters. Prerequisite: acceptance into the synthesis program: https://humanbiology.stanford.edu/capstone/synthesis. Notes: Contact Samantha Cooper for Department Consent.

Capstone course series for HUMBIO seniors. Expands the work of the student's Area of Concentration. The Synthesis allows students the opportunity to craft a culminating, creative work of scholarship based on a synthesis of personal and academic interests, including service projects. Students should begin their synthesis either in the third quarter of Junior year or the first quarter of Senior year.Participation in the HUMBIO Senior Symposium during Spring quarter is required.Students should enroll in either 3 units for two quarters or 2 units for three quarters. Prerequisite: acceptance into the synthesis program: https://humanbiology.stanford.edu/capstone/synthesis. Notes: Contact Samantha Cooper for Department Consent.

Capstone course series for HUMBIO seniors. Expands the work of the student's Area of Concentration. The Synthesis allows students the opportunity to craft a culminating, creative work of scholarship based on a synthesis of personal and academic interests, including service projects. Students should begin their synthesis either in the third quarter of Junior year or the first quarter of Senior year. Participation in the HUMBIO Senior Symposium during Spring quarter is required. Students should enroll in either 3 units for two quarters or 2 units for three quarters.Prerequisite: acceptance into the synthesis program: https://humanbiology.stanford.edu/capstone/synthesis. Notes: Contact Samantha Cooper for Department Consent.

Independent research conducted under faculty supervision, in senior year, in pursuit of an honors project. May be taken for a maximum 2 quarters of credit. Honors applications are due Winter quarter of Junior year for Spring graduates.

Restricted to Human Biology majors. Completion of the honors project, normally taken in the student's final quarter. First component: the honors thesis, a final paper providing evidence of rigorous research, fully referenced, and written in an accepted scientific style. Second component: participation in the honors symposium, including a 10-minute oral presentation followed by a brief question and answer session. Completion of HumBio 194 fulfills the HumBio Capstone requirement. Minimum grade required is 'B+' to earn an Honors degree. Prerequisites: HUMBIO 193 or HUMBIO 199 and acceptance into the honors program.

Limited to returning Human Biology majors, declared prior to 2017. A supervised field, community, or lab experience of student's choosing, pre-approved by Human Biology faculty and student advisers, and initiated at least three quarters prior to graduation. Participation in a poster session on the internship experience is required during the first quarter that the student is in residence at Stanford after completion of the internship. May be repeated for credit and a total of 4 units accumulatively. Prerequisites: Human Biology core; application must be submitted to Student Services, https://app.smartsheet.com/b/form/d2cce78ec61a423cb3b6329ba1248691

Reading for Human Biology majors in exceptional circumstances and under sponsorship of Human Biology associated faculty. Students must apply through Human Biology student services before registering. Reading list, paper, and evaluation required. May be repeated for credit.Students will need to complete the Independent Study form: https://app.smartsheet.com/b/form/d2cce78ec61a423cb3b6329ba1248691

Human Biology majors must obtain a sponsor from the Human Biology associated faculty or the Academic Council. Non-majors and students who have not declared must obtain a sponsor only from the Human Biology associated faculty. Prerequisite: Faculty approval; application must be submitted to Student Services, https://app.smartsheet.com/b/form/d2cce78ec61a423cb3b6329ba1248691

For upper division undergraduates and graduate students. Practical experience in teaching Human Biology or serving as an assistant in a lecture course. May be repeated for credit.