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AFRICAST 135: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 235, EDUC 135, EDUC 335, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

AFRICAST 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, EDUC 135, EDUC 335, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

BIOE 271: Frugal Science

As a society, we find ourselves surrounded by planetary-scale challenges ranging from lack of equitable access to health care to environmental degradation to dramatic loss of biodiversity. One common theme that runs across these challenges is the need to invent cost-effective solutions with the potential to scale. The COVID-19 pandemic provides yet another example of such a need. In this course, participants will learn principles of frugal science to design scalable solutions with a cost versus performance rubric and explore creative means to break the accessibility barrier. Using historic and current examples, we will emphasize the importance of first-principles science to tackle design challenges with everyday building blocks. Enrollment is open to all Stanford students from all schools/majors, who will team up with collaborators from across the globe to build concrete solutions to planetary-scale challenges. Come learn how to solve serious challenges with a little bit of play.
Terms: Win | Units: 4

BIOE 375: Biodesign and Entrepreneurship for Societal Health (MED 236)

Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.
Terms: Win | Units: 2-3

CHPR 227: The Science of Community Engagement in Health Research (EPI 272)

The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.
Terms: Win | Units: 3

CHPR 239: Contemplative Competence for Sustainability of Public and Planetary Health and Well-being

This course is a Cardinal Course certified by the Haas Center. Through a contemplative approach, this course cultivates students' capacity to take skillful action to address climate change. Effective engagement with the daunting complexity inherent in the climate crisis requires calm contemplative competence. The science of mindfulness, resilience, emotional intelligence, and compassion are explored in terms of their roles in supporting pro-environmental behaviors, policies, and programs for personal, public, and planetary health and well-being. Emerging research at the intersection of contemplation and climate science calls for individual insight and transformation to strengthen/restore/heal the human-earth relationship. Contemplative research indicates that the extension of mindful compassion beyond oneself can improve health at the public and planetary level, in addition to the individual level. Contemplative practices effective for promoting mental health in relation to eco-despair and eco-anxiety are addressed (including but not limited to nature-based centering, resilience-building mindfulness and loving kindness meditations, forest bathing, qigong, reflections on human-earth interconnectedness, and gratitude journaling.) Contemplative practices can prevent the burnout, avoidance, and disturbance of daily functioning that can arise from eco-anxiety. Moreover, research indicates contemplative practices can sustain altruistic behaviors that enhance mutual flourishing of people and the planet. Through study of contemplative neuroscience and behavioral science, students will develop/deepen their abilities for awareness, self-modulation, equanimity, self-transcendence, and compassion in caring for Earth. These skills will be discussed and applied to public health and climate change for effective behavioral action in a final class project. Modes of inquiry and class activities include contemplative, scientific, indigenous, artistic, verbal, visual, kinesthetic, sensory, emotional, spiritual, intellectual, social, and relational. Through diverse learning experiences, students will develop the empathy, discernment, and wisdom necessary for initiating and implementing solutions to the climate crisis. Course material equips students with knowledge from national and international leaders in the emerging field of contemplation, public health, and sustainability.
Terms: Win | Units: 2-3
Instructors: ; Rich, T. (PI)

CHPR 244: Contemplation by Design Summit: Translating contemplative science into timely community programming

Engage with contemplative science scholars, leaders, and teachers who apply contemplative practices to cultivate the democratic promise for equality, liberty, health, and well-being. This workshop immerses students in community-based engaged learning in which the community is the people of Stanford (students, staff, faculty, alumni, retirees, patients,and members of the local community). The course includes participation in two, Saturday, in-person, half-day sessions and in several online key sessions in the Contemplation By Design Summit. See the course notes section for the names of the Summit speakers and times of the Summit sessions included in this course. Through a three-part process, students will develop skills for: translating theory into practice, engaging in dialogue with the Summit speakers, and designing a contemplative science-based community program. Pre-workshop readings and an intention paper, and a post-workshop reflection paper and group discussion provide opportunities for exploring theoretical and methodological questions encountered in the translation of contemplative science to community programming.This course provides direct experience of a community-based contemplative science program on a university campus.Scholars have pointed to the role of American colleges and universities as embodied places of societal values and aspirations, reflecting both academic traditions and heritages alongside social and scientific change and innovation.Campus communities can engender positive outcomes including skills for inter- and intra-personal personal values,emotional intelligence, and civic engagement. Collectively, these outcomes can contribute to individual and community health and well-being, and a thriving functional democracy. Cardinal Course certified by the Haas Center.
Terms: Aut | Units: 1 | Repeatable 3 times (up to 3 units total)
Instructors: ; Rich, T. (PI)

COLLEGE 108: Where Does it Hurt?: Medicine and Suffering in Global Context

The relief of pain and suffering is considered one of the primary aims of medicine. However, what suffering is and what physicians must do specifically to prevent or relieve it is not well understood or explained. While suffering may be inherent to the human experience, the ways that suffering is perceived, experienced and addressed are heavily influenced by culture, beliefs and local resources. In this course, we will examine how patients and medical practitioners in different countries make meaning from the experience of pain and suffering of illness. We will draw from narratives and scholarly texts in order to explore how understandings of pain and suffering are shaped by social, cultural, economic and personal factors. Through an examination of personal, cultural and social practices related to suffering and medicine, we also develop skills for reflecting upon how one's culture and personal context influence how they make meaning of illness and suffering.
Terms: Spr | Units: 4 | UG Reqs: College, THINK, WAY-EDP, WAY-SI

DESIGN 261: Systems Design for Health: Reimagining Stanford Campus Town Center (SUSTAIN 128)

Taking a systems approach to health includes the deliberate upstream design of the places we live, learn, work, and play to support living in ways that keep people well - physically, emotionally, financially, and socially. No place at Stanford has more influence on campus health than the campus town center (roughly including Tresidder and White Plaza, the bookstore and post office, and Canfield Court and Meyer Green). In this high-stakes live course, students will explore upstream systems that influence health, health equity, and sustainability on campus. You will reimagine elements of Stanford?s town center to promote health by integrating concepts from public health, systems thinking, and design justice and using tools from product and policy design. Students will offer feedback and prototype new designs that will be presented for consideration to the town center project design team and advisors. This course is designed as an intensive one-week sprint.
Terms: Spr | Units: 1

EDUC 135: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 335, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EDUC 335: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EPI 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EPI 272: The Science of Community Engagement in Health Research (CHPR 227)

The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.
Terms: Win | Units: 3

HUMBIO 26: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

HUMBIO 122H: Social and Environmental Determinants of Health (PEDS 150, PEDS 250)

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).
Terms: Win | Units: 3 | UG Reqs: WAY-EDP

INDE 232: REACH Seminar in Health Equity

This REACH scholar led seminar will examine the manufacture of health disparities as well as the pathophysiology in the evolution of disparities into health and health system inequity. We will also explore approaches to achieve health equity using a variety of approaches that transform scholarship into impact. We will invite members of the Stanford and wider community as well as REACH scholars to present their work. Students are expected to be curious and interactive. REACH scholars will present. This is a 1 unit course.
Terms: Win, Spr | Units: 1 | Repeatable 3 times (up to 3 units total)
Instructors: ; Wang, N. (PI)

JAPAN 191: Sharing Conversations Across Generations: The Magic of Haiku (ASNAMST 191, JAPAN 291)

This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a haiku-making activity with older adults in local adult day services facilities and assisted living residences to consider how to create a more age-inclusive society through working with local communities, and to become effective citizens in today's diverse society. This course is open to undergraduate students, graduate students, and medical school students. Students can take the course for 3-5 units. Students enrolled in the full 5 units will complete the service-learning component described above along with the core component of the course. Students enrolled for 3 units do not need to complete the service-learning component. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-CE, WAY-EDP

JAPAN 291: Sharing Conversations Across Generations: The Magic of Haiku (ASNAMST 191, JAPAN 191)

This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a haiku-making activity with older adults in local adult day services facilities and assisted living residences to consider how to create a more age-inclusive society through working with local communities, and to become effective citizens in today's diverse society. This course is open to undergraduate students, graduate students, and medical school students. Students can take the course for 3-5 units. Students enrolled in the full 5 units will complete the service-learning component described above along with the core component of the course. Students enrolled for 3 units do not need to complete the service-learning component. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-5

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: ; Heaney, C. (PI)

MED 181: Preparation for Early Clinical Experience at the Cardinal Free Clinics

Training course for new undergraduate volunteers at the Cardinal Free Clinics (CFCs). Topics include an introduction to methods for providing culturally appropriate, high-quality transitional medical care for underserved patient populations, clinic structure and roles, free clinics in the larger context of American healthcare, foundations in community health, cultural humility and implicit bias in healthcare, motivational interviewing and patient advocacy skills, and role-specific preparation. Application only; must be an accepted CFC volunteer. Visit https://cfc.stanford.edu for more information. 1-2 units (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 1-2

MED 182: Early Clinical Experience at the Cardinal Free Clinics (MED 282)

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum | Units: 1-2 | Repeatable for credit

MED 219: Navigating the Housing Crisis & Catalyzing Community-Driven Solutions

Students completing this course will walk away with a profound understanding of how to foster sustainable community partnerships. Through a combination of classroom instruction and service learning, students will develop an understanding of the complex causes and consequences of housing inequity, community-based case management, and community-driven solutions to the housing crisis. The course will emphasize the importance of centering the lived experiences of people who are unhoused and strategies for connecting them with essential resources that improve their health/well-being. Ultimately, the insight and experience students gain from the course will empower them to be a catalyst for housing equity in any corner of the world. This is a Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut, Spr | Units: 1-2 | Repeatable 2 times (up to 4 units total)

MED 232: Global Health: Scaling Health Technology Innovations in Low Resource Settings

Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low-resource settings has proven challenging, limiting their impact. Ironically, the COVID-19 pandemic became Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low-resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have a positive impact on the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health and Director of the Center for Innovation in Global Health. This course is open to undergraduate students, graduate students, and medical students. Students can take the course for two or three units. Students enrolling in the course for a third unit will work on the group project described above. Students enrolled in the class for three units will also have additional assignments, including an outline, presentation, and paper related to the group project. Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Yosefa Gilon, ygilon@stanford.edu. Students must submit an application and be selected to receive an enrollment code. Application - https://forms.gle/WfToKFonCXWc6wZL7
Terms: Win | Units: 2-3 | Repeatable for credit

MED 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, HUMBIO 26)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

MED 236: Biodesign and Entrepreneurship for Societal Health (BIOE 375)

Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.
Terms: Win | Units: 2-3

MED 241: Clinical Skills for Patient Care in Free Clinics

Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics.(Cardinal Course certified by the Haas Center)
Terms: Spr | Units: 1 | Repeatable 2 times (up to 2 units total)

MED 246: Confronting Emotions in the Climate Sciences (SUSTAIN 223)

Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strategies. A primary goal of the course is to understand how trauma-informed learning modules can support the scientific objectives of graduate students. Final projects will include the development of evidence-based instructional and mentoring recommendations for students studying any aspect of climate science. The course is designed to engage students in participatory scholarship; assessment of the effectiveness of various learning modules on student wellbeing and motivation towards their research will be conducted using pre-post style surveys and qualitative interview methods. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

MED 282: Early Clinical Experience at the Cardinal Free Clinics (MED 182)

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum | Units: 1-2 | Repeatable for credit

PEDS 150: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 250)

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).
Terms: Win | Units: 3 | UG Reqs: WAY-EDP

PEDS 241: Community Engagement Practicum: Building on Health Education Efforts

In this course students will learn about health priorities of pre-teen and adolescent youth and engage in developing and presenting health educational materials for children enrolled in Redwood City Middle Schools, or other under-resourced schools in San Mateo County.Building on the philosophy of H.E.L.P for kids (Health Education for Life-Partnership for Kids) founded by Dr. TW Wiedmann, this course aims to expand the network of Stanford students dedicated to preparing youth in our local community for life?s challenges, while fostering Stanford?s mission of pursuing service to benefit humanity.In collaboration with the Haas Center for Public Service, students in this course will learn about engaging with community partners in the process of identifying areas of priority, development and delivery of educational materials, as well as evaluating educational interventions. Community engagement (CE) can be an effective strategy for harnessing community potential, especially in health improvement, and our community partners will include the Rosalyn Rendu Center in East Palo Alto and selected Middle Schools in Redwood City.Students will learn about focus groups and interviewing as a way of eliciting engagement from youth, parents, and teachers. Students will participate in selecting and developing health education materials and providing one-on-one tutoring or classroom presentations. Students will also have an opportunity to reflect on Principles of Ethical and Effective Service guidelines to inform interaction with the community partners, develop and provide health education, and evaluate interventions. The course will offer a didactic session once a week and opportunity for weekly group activities and tutoring engagement.
Terms: Spr | Units: 2-3 | Repeatable 2 times (up to 6 units total)

PEDS 250: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 150)

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).
Terms: Win | Units: 3

PSYC 144: Islamic Psychology (PSYC 244)

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 4 | UG Reqs: WAY-EDP | Repeatable 2 times (up to 6 units total)
Instructors: ; Awaad, R. (PI)

PSYC 223B: Topics in Neurodiversity: Design Thinking Approaches (PSYCH 249B)

The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 2-4
Instructors: ; Fung, L. (PI)

PSYC 225: Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry

A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorders, such as depression, anxiety, eating disorders, autism, and attentional disorders. We also facilitate opportunities for the students to get involved in cutting-edge scientific research, networking/collaborating (including with medical students and faculty around the world), and attending professional conferences. The course is offered during autumn, winter and spring quarters and is intended as a longitudinal seminar to be taken continuously across these quarters. Medical students who cannot attend three quarters may enroll with permission of the instructor. Non-medical students interested in the course should contact the instructor. The course has officially received Cardinal Course designation. Cardinal Courses integrate coursework with community service experiences. Students enrolled in PSYC 225 can elect to receive additional 1-2 course credits to participate in a community engagement component centered around Child and Adolescent Psychiatry. The service opportunity is called Body Empowerment Project, a research-validated eating disorder prevention program for middle and high school students. Students will undergo a 10-15 hour virtual training and work together to lead weekly workshops at Aspire East Palo Alto Charter School (EPACS) on Wednesdays from 2:30-3:30pm. Students will progressively develop more independence in leading sessions for middle and high school students in the community under guidance from TAs and the course director. For questions, please contact Christina Miranda (cmirand@stanford.edu).
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit

PSYC 244: Islamic Psychology (PSYC 144)

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 4 | Repeatable 2 times (up to 6 units total)
Instructors: ; Awaad, R. (PI)

PSYCH 249B: Topics in Neurodiversity: Design Thinking Approaches (PSYC 223B)

The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 2-4
Instructors: ; Fung, L. (PI)

SPANLANG 110SL: Advanced Spanish Service-Learning: Campus Workers' Health and Empowerment Outreach

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course HUMRTS 110. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Additionally, students may collaborate with the teaching team to coordinate with Stanford's maintenance & janitorial services, UG2, to negotiate schedules and develop partnerships. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.
Terms: Spr | Units: 3
Instructors: ; Brates, V. (PI)

SUSTAIN 128: Systems Design for Health: Reimagining Stanford Campus Town Center (DESIGN 261)

Taking a systems approach to health includes the deliberate upstream design of the places we live, learn, work, and play to support living in ways that keep people well - physically, emotionally, financially, and socially. No place at Stanford has more influence on campus health than the campus town center (roughly including Tresidder and White Plaza, the bookstore and post office, and Canfield Court and Meyer Green). In this high-stakes live course, students will explore upstream systems that influence health, health equity, and sustainability on campus. You will reimagine elements of Stanford?s town center to promote health by integrating concepts from public health, systems thinking, and design justice and using tools from product and policy design. Students will offer feedback and prototype new designs that will be presented for consideration to the town center project design team and advisors. This course is designed as an intensive one-week sprint.
Terms: Spr | Units: 1

SUSTAIN 223: Confronting Emotions in the Climate Sciences (MED 246)

Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strategies. A primary goal of the course is to understand how trauma-informed learning modules can support the scientific objectives of graduate students. Final projects will include the development of evidence-based instructional and mentoring recommendations for students studying any aspect of climate science. The course is designed to engage students in participatory scholarship; assessment of the effectiveness of various learning modules on student wellbeing and motivation towards their research will be conducted using pre-post style surveys and qualitative interview methods. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3
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