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This hybrid course is designed to provide an examination of activism through the lens of community. This course is part of the Community Engaged Learning Course curriculum in the Department of African & African American Studies and will introduce students to community-based organizing and activism and how community-ties can be harnessed to build viable movements in today's society.

This course aims to provide students with an opportunity to not only learn about current issues in the local Filipino American community, but also develop their own plans to take action on social justice issues. Through mediums of creative expression and reflection, we will explore themes of diaspora and liberation by focusing on the Filipino experience, specifically the birth of Filipino collegiate student organizations during the Third World Liberation Front and Anti-Martial law transnational activism. We will be connecting local Bay Area histories to the current global narrative while also connecting our past to our own identity formation as activists and community leaders. In doing so, we hope to explore the implications of local activism within the greater context of global organizing. The course will expose students to local community leaders and ways in which they can support local initiatives. This course will be hosted in EAST house.

This course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others. Cardinal Course certified by the Haas Center for Public Service. On Mondays, we will meet for discussion-based seminars and small group activities. On Wednesdays, Intro to EJ students will attend lectures presented by leading EJ scholars and advocates through the Environmental Justice Colloquium ( EARTHSYS 194A).

This colloquium brings the voices and vision of leading Environmental Justice (EJ) advocates to the Stanford community, in order to educate, inspire, and transform our understanding of environmental science. Environmental Justice advances a positive vision for policies and actions that fight environmental racism. EJ approaches involve centering the voices and leadership of marginalized communities in 1) ensuring equitable access to environmental benefits, and 2) preventing or mitigating the disproportionate impacts of environmental harms for all communities, regardless of gender, class, race, ethnicity, or other social positions. This colloquium highlights the work of leading EJ thinkers and practitioners, speaking from frontline organizations on a wide range of topics. These topics include acting on toxic exposures and health disparities for community resilience, climate justice and youth action, Indigenous land and water rights, green cities and Afrofuturism, food justice and intersecting social movements, queer ecologies, and more. The colloquium will host a weekly speaker with course meetings held every Wednesday. Colloquium presentations will begin promptly at 12pm.

Explores the global story of the struggle over drugs from the nineteenth century to the present. Topics include the history of the opium wars in China, controversies over wine and tobacco in Iran, narco-trafficking and civil war in Lebanon, the Afghan 'narco-state,' Andean cocaine as a global commodity, the politics of U.S.- Mexico drug trafficking, incarceration, drugs, and race in the U.S., and the globalization of the American 'war on drugs.'

NOTE: HUMRTS 108 will not be offered in Spring 23-24. For additional questions please contact Instructor. This community engaged learning workshop is exclusively available to students who are concurrently enroll in SPANLANG 108SL. Within the HUMRTS 108 program, students will have the unique opportunity to apply their advanced Spanish language skills and their understanding of the US immigration detention system, acquired in the class, by volunteering with an organization dedicated to immigrant rights. In this capacity, students will receive training to operate a hotline responsible for monitoring conditions in over 200 immigrant detention centers. They will engage directly with people in immigration detention to document instances of abuse, reveal dehumanizing conditions, and connect them with their loved ones. Human rights lawyer Penelope Van Tuyl will serve as a guest lecturer, providing students with legal context. Additionally, we will have the privilege of hosting migrants and refugees who will share their personal stories of being in US detention and seeking asylum, along with other experts in fields such as law, mental health, media, and art activism. To enroll, please ensure that you qualify to enroll in a third-year Spanish class and contact Instructor Vivian Brates at vbrates@stanford.edu to request a class code. Please be aware that this course requires a minimum of 3 units and must be taken for a letter grade to be eligible for Ways credit. It is also certified as a Cardinal Course by the Haas Center for Public Service.

Globally, more than 1 billion people rely on seafood, yet this source of vital nutrition is chronically neglected in discussions about the future of food systems. In 2021, the UN Food Systems Summit brought international attention to the potential of "blue foods," thanks in part to insights and evidence provided by the Stanford-led Blue Food Assessment. Now, the Indonesian Ministry of National Development Planning has asked Stanford to help them build blue foods into Indonesia's national development strategy. Indonesia is the 4th most populous country, home to 278 million people and the most marine biodiversity on the planet. Over the next 18 months, we will work with the Ministry, Indonesian researchers, and NGO partners to develop a Blue Food Assessment for Indonesia that can help policymakers realize the potential of blue foods to meet pressing food system priorities -- improving nutrition, food security, and livelihoods, both nationally and in rural communities. This Blue Foods Action Lab is the first of a series to help Indonesia implement a far-reaching national program that could transform its food system and could be used as a model for other countries. For Spring quarter the role of the students will be to evaluate successful programs implemented by other nations in the areas that align with client interests and build from the student progress on topics from the winter quarter (i.e., aquaculture, small scale fisheries, blue food tech and justice and inclusion). A report will be produced and shared with the Indonesian Ministry and our NGO partner. The practicum seeks graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, international policy, business, law, sociology, and marine biology. Policy client: Indonesian Ministry of National Development Planning. Graduate and professional students from law, environmental science and policy, marine sciences, food systems, and public policy are invited to apply. R credit (Section 02) is possible only by consent of the instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: An application is required for acceptance into the course available at https://forms.gle/WzXQDpt9Wa6hy7j87 Application deadline: March 13, 2024. Cross-listed with Doerr School of Sustainability ( SUSTAIN 121/221).

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

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.