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141 - 150 of 186 results for: CARDCOURSES::* ; Currently searching offered courses. You can also include unoffered courses

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 impro more »
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

POLISCI 236: Philanthropy for Sustainable Development (ETHICSOC 232T, POLISCI 236S, SUSTAIN 222)

This course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-ER

POLISCI 236S: Philanthropy for Sustainable Development (ETHICSOC 232T, POLISCI 236, SUSTAIN 222)

This course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-ER

POLISCI 293: Democracy in the Balance: Polarization and the Road Ahead

How do we build a more inclusive and resilient America, when conservatives and liberals seem increasingly divided on politics and policy? In this policy practicum course, students will work directly with a U.S. nonprofit research organization, More in Common, to understand what unites America in this era of polarization with the goal to strengthen American civic practice and democracy. Students are invited to bring their social science knowledge and methodological skills to design and implement a research project in consultation with More in Common staff on topics of interest. Students will work together to design and implement a nationally representative YouGov survey to, in part, help Americans better understand young adults as the nation heads into the 2024 election. We will pair this collective project with seminar discussions of polarization in America, why it matters for American democracy, and the levers with which civil society can counter political division. Students will end more »
How do we build a more inclusive and resilient America, when conservatives and liberals seem increasingly divided on politics and policy? In this policy practicum course, students will work directly with a U.S. nonprofit research organization, More in Common, to understand what unites America in this era of polarization with the goal to strengthen American civic practice and democracy. Students are invited to bring their social science knowledge and methodological skills to design and implement a research project in consultation with More in Common staff on topics of interest. Students will work together to design and implement a nationally representative YouGov survey to, in part, help Americans better understand young adults as the nation heads into the 2024 election. We will pair this collective project with seminar discussions of polarization in America, why it matters for American democracy, and the levers with which civil society can counter political division. Students will end the course with a better understanding of how we arrived at today's levels of political polarization and misunderstanding, as well as what we can do individually and collectively to strengthen democracy. This course has been designated as a Cardinal Course by the Haas Center for Public Service. Cardinal Courses apply classroom knowledge to pressing social and environmental problems through reciprocal community partnerships. The units received through this course can be used towards the 12-unit requirement for the Cardinal Service transcript notation.
Terms: Spr | Units: 5
Instructors: Fabrizio, A. (PI)

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 disorder more »
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)
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