printer friendly pageHUMBIO 2A: Genetics, Molecular Biology and Evolution
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.
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Baker, J. (PI)
;
Sherlock, G. (PI)
;
Talbot, W. (PI)
...
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Instructors:
Baker, J. (PI)
;
Sherlock, G. (PI)
;
Talbot, W. (PI)
;
Li, M. (TA)
;
McGlynn, M. (TA)
;
Rouillard, N. (TA)
;
Shin, A. (TA)
HUMBIO 2B: Culture, Evolution, and Society
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.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA
Instructors:
Fouka, V. (PI)
;
Preston, K. (PI)
;
Pritchard, J. (PI)
...
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Instructors:
Fouka, V. (PI)
;
Preston, K. (PI)
;
Pritchard, J. (PI)
;
Saperstein, A. (PI)
;
Elaiho, D. (TA)
;
Lu, J. (TA)
;
Nesamoney, S. (TA)
;
Nies, A. (TA)
HUMBIO 3A: From Cells to Organisms
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.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Fuller, M. (PI)
;
Nusse, R. (PI)
;
Li, M. (TA)
;
McGlynn, M. (TA)
;
Rouillard, N. (TA)
;
Shin, A. (TA)
HUMBIO 3B: Environmental and Health Policy Analysis
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.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci
Instructors:
Baker, L. (PI)
;
Nation, J. (PI)
;
Elaiho, D. (TA)
...
more instructors for HUMBIO 3B »
Instructors:
Baker, L. (PI)
;
Nation, J. (PI)
;
Elaiho, D. (TA)
;
Lu, J. (TA)
;
Nesamoney, S. (TA)
;
Nies, A. (TA)
HUMBIO 4A: The Human Organism
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.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SMA, GER: DB-NatSci
Instructors:
Fisher, P. (PI)
;
Heller, H. (PI)
;
Parikh, V. (PI)
...
more instructors for HUMBIO 4A »
Instructors:
Fisher, P. (PI)
;
Heller, H. (PI)
;
Parikh, V. (PI)
;
Li, M. (TA)
;
McGlynn, M. (TA)
;
Rouillard, N. (TA)
;
Shin, A. (TA)
HUMBIO 4B: Behavior, Health, and Development
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.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Frank, M. (PI)
;
Kurina, L. (PI)
;
Nesamoney, S. (PI)
...
more instructors for HUMBIO 4B »
Instructors:
Frank, M. (PI)
;
Kurina, L. (PI)
;
Nesamoney, S. (PI)
;
Elaiho, D. (TA)
;
Lu, J. (TA)
;
Nesamoney, S. (TA)
;
Nies, A. (TA)
HUMBIO 4Y: Practicum in Child Development
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.
Terms: Spr
| Units: 1
Instructors:
Mabry, M. (PI)
HUMBIO 5E: Science Education in Human Biology
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.
Terms: Spr
| Units: 1
Instructors:
Salmeen, A. (PI)
HUMBIO 17SC: Evolution and Conservation in Galápagos (ANTHRO 10SC)
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 cou
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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.
Last offered: Summer 2022
HUMBIO 19SC: Parks and Peoples: Challenges of Protected Area Conservation in East Africa (ANTHRO 12SC)
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
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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.
Terms: Sum
| Units: 2
Instructors:
Durham, W. (PI)
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