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41 - 50 of 61 results for: CARDCOURSES::identity ; Currently searching offered courses. You can also include unoffered courses

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 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)

PWR 91HK: Farmer, Scientist, Activist, Chef: Communicating for Food Security and Food Justice

How can you contribute to efforts to foster a healthy and equitable food system? In this project-based course, you will be matched with a Bay Area community partner working on sustainability or food justice. You will develop public-facing communications to support their mission. Multiple genres are possible: you might create a podcast, a policy brief, video explainer, or a social media campaign. During this process, you will develop a range of writing and oral communication skills. You will practice project management, collaborative group work, and expressing yourself through new genres. Cardinal Course certified by the Haas Center. For a full course description visit https://pwrcourses.stanford.edu/advancedpwr/pwr91hk This course does not fulfill the Write 1 or the Write 2 writing requirement.
Terms: Spr | Units: 3 | UG Reqs: WAY-SI
Instructors: Kantor, H. (PI)

PWR 194AJB: Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, CSRE 385, EDUC 389C)

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win | Units: 3-4 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: Banks, A. (PI)

SOC 146: Introduction to Comparative Studies in Race and Ethnicity (CSRE 100, EDUC 166C, ENGLISH 172D, PSYCH 155, TAPS 165)

Race and ethnicity are often taken for granted as naturally occurring, self-evident phenomena that must be navigated or overcome to understand and eradicate the (re)production of societal hierarchies across historical, geopolitical, and institutional contexts. In contrast, this transdisciplinary course seeks to track and trouble the historical and contemporary creation, dissolution, experiences, and stakes of various ethnoracial borders. Key topics include: empire, colonialism, capital/ism, im/migration, diaspora, ideology, identity, subjectivity, scientism, intersectionality, solidarity, resistance, reproduction, and transformation. Cardinal Course certified by the Haas Center for Public Service . (Formerly CSRE 196C)
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI | Repeatable 2 times (up to 10 units total)
Instructors: Rosa, J. (PI)

SPANLANG 11SL: Second-Year Spanish: Emphasis on Service Learning, First Quarter

Continuation of SPANLANG 3 or SPANLANG 2A. Identity and community. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and academic contexts. SL content focuses on community projects with Spanish-speaking youth or adult organizations in the local community. May require one evening off campus per week in addition to four hours of regular class time. Projects may vary from quarter to quarter (e.g., mural art, print-making, digital storytelling, etc.) but focus on themes surrounding community and identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 3 or SPANLANG 2A.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP
Instructors: Miano, A. (PI)

SPANLANG 12SL: Second-Year Spanish: Emphasis on Service Learning, Second Quarter

Continuation of SPANLANG 11. Identity and community. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and academic contexts. SL content focuses on artistic projects with Spanish-speaking youth organizations in the local community. May require additional hours off campus immediately before and after class, in addition to regular class time. Projects may vary from quarter to quarter (e.g., drama and video production, environmental projects, poetry, etc.) but focus on themes surrounding community and youth identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 11C, 11R, 11SL, or 21B.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP

SPANLANG 13SL: Second-Year Spanish: Emphasis on Service Learning, Third Quarter

Continuation of SPANLANG 12. Immigration & Citizenship. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and professional contexts. SL content focuses on immersion in civics-based service learning in the Spanish-speaking local community. Requires two hours weekly off campus in addition to three hours of regular class time. Service Learning Course (Cardinal Course certified by Haas Center). Prerequisite: Placement Test, SPANLANG 12C, 12R, 12SL,12M or 12S. You will be required to have a tuberculosis test and a background check. Once enrolled you will be sent a 3 min preparation form. Please see Spanlang website for more information on the course Fulfills the IR major language requirement.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP
Instructors: Brates, V. (PI)
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