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What is happiness? Might writing your own (mock) obituary help you find happiness? What else can you do to be happy? What has happiness to do with the good life? Does happiness define the meaning and purpose of life for people everywhere? In this course, we combine reading, discussion, group activity, and fieldtrip to figure out, collectively over the course of 2.5 weeks, what happiness is all about. We consider what philosophers, psychologists, anthropologists, neuroscientists, writers, and artists have to say about happiness and reflect on its relationship to wealth, wisdom, health, love, pleasure, justice, community, spirituality, and mortality. We give equal weight to Chinese and Western sources and interrogate deeply held assumptions through the lens of cross-cultural inquiry. During the summer, students read a novel and a popular treatise. In September, we review these texts and place them alongside scholarly works, movies, short fiction, and social commentary as we interrogate the chimera of happiness. In addition, we will experiment with meditation, short-form life writing (including mock obituaries!), and service-learning. We meet daily for lectures and seminar discussion. Students submit three short reflective papers and three online commentaries, and in small groups make an oral presentation and do a creative exercise.

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.

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.

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.

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.

(Graduate students register for COMM 206. COMM 106 is offered for 5 units, COMM 206 is offered for 4 units.) Conceptual and practical concerns underlying commonly used quantitative approaches, including experimental, survey, content analysis, and field research in communication. Pre- or corequisite: STATS 60 or consent of instructor. (Cardinal Course certified by the Haas Center)

In this course, students will work directly on a real-world deliberative democracy project using the method of Deliberative Polling. Students in this course will work in partnership with the Center for Deliberative Democracy at Stanford, a research center devoted to the research in democracy and public opinion around the world. This unique practicum will allow students to work on an actual Deliberative Polling project on campus. In just one quarter, the students will prepare for, implement, and analyze the results for an Deliberative Polling project. This is a unique opportunity that allows students to take part in the entire process of a deliberative democracy project. Through this practicum, students will learn and apply quantitative and qualitative research methods. Students will explore the underlying challenges and complexities of what it means to actually do community-engaged research in the real world. As such, this course will provide students with skills and experience in research design in deliberative democracy, community and stakeholder engagement, and the practical aspects of working in local communities. This practicum is a collaboration between the Center for Deliberative Democracy and the Haas Center for Public Service. CDD website: http://cdd.stanford.edu; Hass Center website: https://haas.stanford.edu. Cardinal Course certified by the Haas Center for Public Service.

( COMM 177B is offered for 5 units, COMM 277B is offered for 4 units.) This class will tackle data-driven journalism, in collaboration with other academic and journalistic partners. The class is centered around one or more projects rooted in local data-driven journalism but with potential for regional or national journalistic stories and impact. Students work in interdisciplinary teams to negotiate for public records and data, analyze data and report out stories. Some of the work may be published by news organizations or may be used to advance data journalism projects focused on public accountability. Students will gain valuable knowledge and skills in how to negotiate for public records, how to critically analyze data for journalistic purpose and build out reporting and writing skills. Students with a background in journalism (especially data journalism), statistics, computer science, law, or public policy are encouraged to participate. Enrollment is limited. May be repeated for credit. (Cardinal Course certified by the Haas Center)

Graduate students register for COMM 277I. COMM 177I is offered for 5 units, COMM 277I is offered for 4 units.) Learn how to apply an investigative and data mindset to journalism, from understanding how to background an individual or entity using online databases to compiling or combining disparate sets of information in ways that unveil wrongdoing or mismanagement. Focuses on mining texts, tracking associations, and using visualizations. Stories produced apply investigative techniques to beat reporting, breaking news, and long form journalism. Instructor permission required for freshmen and sophomores. (Cardinal Course certified by the Haas Center)