Results for CARDCOURSES::health

In this hybrid course students will examine 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, volunteering, and activism. This course will focus on community-ties and how applied African American Studies can be harnessed as a liberatory practice in movements today. Class Organization: This course includes an in-person seminar held once a week and on-site community engagement with a community organization once a week.

Students at Stanford and students at a community mental health site co-learn theories and co-create songs in this community-engaged course. From memes to magazines, "psychoanalysis has returned" - perhaps partly in response to crises of the twenty-first century with no easy, rational answers. How do the participatory arts and music align with contemporary psychoanalytic approaches that act at the level of the psychosocial and institutional? We explore in theory and practice how the psychic is social and the social is psychic. The course culminates in a community song-sharing celebration. Note: no musical training is required to take this course. This is a Cardinal Course certified by the Haas Center for Public Service.

As a society, we find ourselves surrounded by planetary-scale challenges ranging from lack of equitable access to health care to environmental degradation to dramatic loss of biodiversity. One common theme that runs across these challenges is the need to invent cost-effective solutions with the potential to scale. The COVID-19 pandemic provides yet another example of such a need. In this course, participants will learn principles of frugal science to design scalable solutions with a cost versus performance rubric and explore creative means to break the accessibility barrier. Using historic and current examples, we will emphasize the importance of first-principles science to tackle design challenges with everyday building blocks. Enrollment is open to all Stanford students from all schools/majors, who will team up with collaborators from across the globe to build concrete solutions to planetary-scale challenges. Come learn how to solve serious challenges with a little bit of play.

Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.

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 is a Cardinal Course certified by the Haas Center for Public Service. 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.

Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.

This is a Cardinal Course certified by the Haas Center for Public Service. The Community-Based Participatory Research (CBPR) for Health course will focus on the theory, practice, assessment tools, and empirical best practices of CBPR. Via study of the literature, case studies, presentations by community-academic partners, interactive student-led presentations and guided exercises, and self-reflection on our own research questions and inquiry, participants will gain an appreciation of CBPR advantages and challenges, as well as the skills necessary for developing and/or effectively participating in CBPR projects. Prerequisite: EPI 272 is recommended but not required for enrollment.

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.

This course is designed to support students planning to participate in community engaged research experiences during the summer 2023 term. Course materials and discussions will promote deep engagement with, and reflection on, the principles, practices, and ethics of community engaged research as a unique orientation to scholarly inquiry and social action that centers the interests and assets of the communities with whom researchers partner. On a practical level, the course will help students develop or clarify a collaborative research design process and build professional and project-specific skills in consultation with their mentors and community collaborators. This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students. We particularly encourage the involvement of students who will be participating in partnership-based research activities over the summer.

A new capstone option for design majors, this course is a culminating 2-quarter long experience in the design degree. Students will work in teams on cross-disciplinary (XD) design challenges generated with community and industry partners, allowing students to immerse in real-world constraints and work alongside partner orgs at the cutting edge of research and design to make long-lasting positive impact. Projects will align with one or more of the design program's domain sphere areas: designing for health, designing for the planet, designing for social impact, and designing for biological futures. Teams will be launched with a starting challenge brief, but will be free to hone the need and solution through iterative design cycles and stakeholder feedback. Space in this advanced capstone option is limited, and admission will be by application only. More information will be shared via a series of info sessions in Fall '24 about the project partner lineup and course application process. "This is a Cardinal Course certified by the Haas Center for Public Service." NOTE: Enrollment is by application (https://forms.gle/wuFpGvyyRchaHYM69)

A new capstone option for design majors, this course is a culminating 2-quarter long experience in the design degree. Students will work in teams on cross-disciplinary (XD) design challenges generated with community and industry partners, allowing students to immerse in real-world constraints and work alongside partner orgs at the cutting edge of research and design to make long-lasting positive impact. Projects will align with one or more of the design program's domain sphere areas: designing for health, designing for the planet, designing for social impact, and designing for biological futures. Teams will be launched with a starting challenge brief, but will be free to hone the need and solution through iterative design cycles and stakeholder feedback. Space in this advanced capstone option is limited, and admission will be by application only. This is a Cardinal Course certified by the Haas Center for Public Service.

Taking a systems approach to health includes the deliberate upstream design of the places we live, learn, work and play to support living in ways that keep people well - physically, emotionally, financially, and socially. In this course, students explore upstream systems that influence health and then apply their learning to generate ideas for making everyday life healthier on campus.

This course uses the tools of multimedia production to address the crucial need for authentic community engagement and effective information sharing in solving environmental challenges. Students will develop and refine their skills in at least one of the following: photojournalism, documentary filmmaking, interviewing, and audio storytelling. Students will learn approaches to connecting with Bay Area community members and organizations, understanding their holistic needs through direct interaction and relationship building. By collaborating on real-world communication projects, students will create impactful multimedia content that not only highlights environmental issues but also offers practical assistance to community- serving organizations. This course emphasizes the importance of strategic partnerships, ensuring that students' work is relevant, trusted, and beneficial to those they aim to serve, ultimately fostering stronger ties between academia and local communities. The prerequisite of EARTHSYS 192/292 OR similar multimedia production experience is recommended. Students who have not taken EARTHSYS 192/292 may still be admitted via instructor consent. Enrollment is by application. Link to course application: https://docs.google.com/forms/d/e/1FAIpQLSf5X9ffSgy-AxU7RSZPhBUTD8CbWJzUhfc1pPBNsWyckT1e9g/viewform?usp=sf_linkThis is a Cardinal Course certified by the Haas Center for Public Service.

Climate change is considered the greatest public health threat of the 21st century. To address it, 180 major medical and public health organizations have identified transitioning to cleaner forms of energy as essential to protect both immediate health from polluting fossil fuels while protecting long-term health from the pernicious effects of climate change. To achieve the scale of renewable energy needed in the U.S., rural areas will be essential to a clean energy transition. Rural energy cooperatives serve 42 million people - selling energy for industrial uses; at the same time, rural cooperatives are heavily reliant on fossil fuel, including coal, gas, and oil, at 61% of their energy mix compared to 19% nationally. Without dedicated policy and resources, rural America risks being left out of a clean energy transition, which has profound implications for health, equity, and financial opportunities. Recently, guidance for the Empowering Rural America program under the Inflation Reduction Act was released, which provides financial assistance for rural cooperatives to transition to clean energy. However, several barriers exist to a just and equitable transition, from shifting political landscapes to undemocratic structures of cooperatives to the risks of lost jobs as fossil fuel plants shutter. This Action Lab, as part of the Human and Planetary Health initiative, will partner student teams with two community-based organizations in rural areas. These client organizations have identified data and policy needs to ensure rural America can take full advantage of the benefits of the Inflation Reduction Act. These include direct and indirect health impacts; logistical, political, and socio-economic barriers; and policies facilitating or hindering the clean energy transition. In addition to Stanford Law students, graduate students from other Schools are invited to apply -- especially from the schools of Medicine and Sustainability. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Cross-listed with Pediatrics ( PEDS 289), Law ( LAW 809U), Environmental Behavioral Science ( EBS 291).

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 is a Cardinal Course certified by the Haas Center for Public Service. The Community-Based Participatory Research (CBPR) for Health course will focus on the theory, practice, assessment tools, and empirical best practices of CBPR. Via study of the literature, case studies, presentations by community-academic partners, interactive student-led presentations and guided exercises, and self-reflection on our own research questions and inquiry, participants will gain an appreciation of CBPR advantages and challenges, as well as the skills necessary for developing and/or effectively participating in CBPR projects. Prerequisite: EPI 272 is recommended but not required for enrollment.

Physical, chemical, and biological processes within soil systems. Emphasis is on factors governing nutrient availability, plant growth and production, land-resource management, and pollution within soils. How to classify soils and assess nutrient cycling and contaminant fate. Recommended: introductory chemistry and biology.

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter; weekly participation in discussion forum. (Cardinal Course certified by the Haas Center)

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter; weekly participation in discussion forum. (Cardinal Course certified by the Haas Center)

HUMBIO 122H Prerequisite: Must be a HUMBIO major or minor. 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. PEDS 150 is open to juniors and seniors or with instructor consent. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter; weekly participation in discussion forum. (Cardinal Course certified by the Haas Center)

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course SPANLANG 110SL. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Some service-learning hours will take place on campus, while other hours will take place in the local community. Additionally, students may collaborate with the teaching team to coordinate with our partners (maintenance and janitorial services, UG2, and others) to negotiate schedules and develop partnerships. 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. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.

This REACH scholar led seminar will examine the manufacture of health disparities as well as the pathophysiology in the evolution of disparities into health and health system inequity. We will also explore approaches to achieve health equity using a variety of approaches that transform scholarship into impact. We will invite members of the Stanford and wider community as well as REACH scholars to present their work. Students are expected to be curious and interactive. REACH scholars will present. (Cardinal Course certified by the Haas Center).

This service-learning course centers casework to promote health and justice outcomes for individuals in prisons and jails, through an active collaboration with the Medical Justice Alliance (MJA). Students will receive an introduction to histories of medical-legal advocacy. Students will then receive a case assignment through the MJA, and will be supported to analyze medical records, synthesize clinical arguments, and work directly with legal teams and clients throughout the quarter. Casework is appropriate for clinical learners in the MD/PA program, and students are encouraged to lead case teams if they have completed some clinical rotations and pathophysiology coursework. This is a Cardinal Course certified by the Haas Center.

Climate change is considered the greatest public health threat of the 21st century. To address it, 180 major medical and public health organizations have identified transitioning to cleaner forms of energy as essential to protect both immediate health from polluting fossil fuels while protecting long-term health from the pernicious effects of climate change. To achieve the scale of renewable energy needed in the U.S., rural areas will be essential to a clean energy transition. Rural energy cooperatives serve 42 million people - selling energy for industrial uses; at the same time, rural cooperatives are heavily reliant on fossil fuel, including coal, gas, and oil, at 61% of their energy mix compared to 19% nationally. Without dedicated policy and resources, rural America risks being left out of a clean energy transition, which has profound implications for health, equity, and financial opportunities. Recently, guidance for the Empowering Rural America program under the Inflation Reduction Act was released, which provides financial assistance for rural cooperatives to transition to clean energy. However, several barriers exist to a just and equitable transition, from shifting political landscapes to undemocratic structures of cooperatives to the risks of lost jobs as fossil fuel plants shutter. This Action Lab, as part of the Human and Planetary Health initiative, will partner student teams with two community-based organizations in rural areas. These client organizations have identified data and policy needs to ensure rural America can take full advantage of the benefits of the Inflation Reduction Act. These include direct and indirect health impacts; logistical, political, and socio-economic barriers; and policies facilitating or hindering the clean energy transition. In addition to Stanford Law students, graduate students from other Schools are invited to apply -- especially from the schools of Medicine and Sustainability. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Cross-listed with Pediatrics ( PEDS 289), Law ( LAW 809U), Environmental Behavioral Science ( EBS 291).

First course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem in theme area of pressing societal need. Learn and utilize industry development process: first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes implementation and testing. Learn and apply professional communication skills, assess ethics. Students must also enroll in ME170b; completion of 170b required to earn grade in 170a. Course sequence fulfills ME WIM requirement. Course open to Biomechanics students for Capstone credit. Corequisites: ME123, ME149, ME161. Prerequisites: ME104. (Cardinal Course certified by the Haas Center).

Second course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem in theme area of pressing societal need. Learn and utilize industry development process: first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes implementation and testing. Learn and apply professional communication skills, assess ethics. Students must have completed ME170a; completion of 170b required to earn grade in 170a. Course sequence fulfills ME WIM requirement. Course open to Biomechanics students for Capstone credit. Prerequisites: ME170A. (Cardinal Course certified by the Haas Center).

Elective course to continue working on projects from ME170, typically building on their 'future work' from ME170B, focused on hardware development and test. Projects will culminate with a hardware demonstration and poster session at EXPE. Students can work in teams or as individuals, and students are to prepare a workplan for the quarter, including the proposed units to earn (1-3), which must be approved by the course instructor.

This class offers an exploration of family and childhood resilience. In a world where children confront an array of formidable challenges, spanning from global crises like poverty and displacement to national issues such as escalating social disparities and mounting childhood trauma, it is imperative to recognize their innate capacity to surmount adversity. In this class, we will discuss how robust social support networks ¿such as friendships, mentorships, and community initiatives¿play a pivotal role in fostering a child's resilience amidst adversity and serve as protective factors in nurturing cohesive family structures. Furthermore, examining the role of community partners in bolstering resilience will unveil the intricate network of support crucial for vulnerable populations. Students will leave the course with a profound understanding of how families collectively navigate challenges, illuminating their dynamic responses as a cohesive unit while recognizing the child¿s experience with adversity and a family¿s response. With this understanding, they will be better prepared as future healthcare providers to support families in navigating adversity. This is a Cardinal Course certified by the Haas Center for Public Service.

Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program (http://och.stanford.edu/oaxaca.html).

Training course for new undergraduate volunteers at the Cardinal Free Clinics (CFCs). Topics include an introduction to methods for providing culturally appropriate, high-quality transitional medical care for underserved patient populations, clinic structure and roles, free clinics in the larger context of American healthcare, foundations in community health, cultural humility and implicit bias in healthcare, motivational interviewing and patient advocacy skills, and role-specific preparation. Application only; must be an accepted CFC volunteer. Visit https://cfc.stanford.edu for more information. 1-2 units . Note: In-person attendance is required to participate in MED 181. Exceptions will only be made for students from the Office of Undergraduate Accommodations. (Cardinal Course certified by the Haas Center for Public Service)

The Cardinal Free Clinics (CFCs), consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. In addition, the CFC program follows continuous quality improvement. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center for Public Service.)

Students completing this course will walk away with a profound understanding of how to foster sustainable community partnerships. Through a combination of classroom instruction and service learning, students will develop an understanding of the complex causes and consequences of housing inequity, community-based case management, and community-driven solutions to the housing crisis. The course will emphasize the importance of centering the lived experiences of people who are unhoused and strategies for connecting them with essential resources that improve their health/well-being. Ultimately, the insight and experience students gain from the course will empower them to be a catalyst for housing equity in any corner of the world. This is a Cardinal Course certified by the Haas Center for Public Service.

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 populations who have been traditionally underserved has proven challenging, limiting their impact and in many cases exacerbating inequities. This course explores critical questions regarding the implementation and impact of technological innovations to improve health outcomes and achieve greater health equity both domestically and globally. Through a combination of lectures, discussions, and guest lectures from thought leaders, this course considers examples of technologies that have been ¿successful¿, as well as those that have ¿failed¿. The course also explores the disproportionately negative impact of climate change on lower income populations, and the potential role of technology in addressing that. MED 232 students will think critically to consider conditions under which technologies reach scale and have a positive impact on global health outcomes. Students will also have an opportunity to work on real-world projects with domestic and international organizations, each of which will focus on the potential opportunity for health technology and consider approaches to ensure its social impact at scale. This course is taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director of Global Outreach Programs at Stanford Mussallem Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Mussallem Center for Biodesign, and Dr. Michele Barry, Director of the Center for Innovation in Global Health. This course is open to all students, but graduate students, medical students, and undergraduate students who are in their third or fourth year are preferred. Students should have some experience in global health, health equity, technology innovation, or health technology implementation. This course is available for two or three units. Students enrolling in the course for a third unit will work on the group project described above, and have additional assignments, including an outline, presentation, and paper related to the group project. This is a Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Antje Kirschner, akirsch@stanford.edu. To register, students must submit a short class application and be selected to receive an enrollment code. Application: https://forms.gle/DXZqT1CkUZhmzN5Z6

Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.

Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics. Note: In-person attendance is required to participate in MED 241. Exceptions will only be made for students from the Office of Undergraduate Accommodations. (Cardinal Course certified by the Haas Center for Public Service)

The Cardinal Free Clinics (CFCs), consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. In addition, the CFC program follows continuous quality improvement. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center for Public Service.)

This course, designed for musicians and non-musicians alike, introduces students to music-making as a tool for mental health and well-being. Partnering with a mental health-focused community organization, the course offers students additional support and insight into creative practices that foster emotional wellness. Through soundwalks, active listening, and mindfulness exercises, students learn to be present and connected to their surroundings, with guidance from the organization enhancing these experiences. Students will develop basic skills in electronic soundscape composition and, alongside our community partner, co-create a final soundscape project to share as a wellness tool. Beginning week 3, the class schedule will include group trips to our partner organization, during which students will collaborate with youth members to co-create new soundscape compositions. By course end, students will gain composition skills to aid wellbeing. This is a Cardinal Course certified by the Haas Center for Public Service.

Students at Stanford and students at a community mental health site co-learn theories and co-create songs in this community-engaged course. From memes to magazines, "psychoanalysis has returned" - perhaps partly in response to crises of the twenty-first century with no easy, rational answers. How do the participatory arts and music align with contemporary psychoanalytic approaches that act at the level of the psychosocial and institutional? We explore in theory and practice how the psychic is social and the social is psychic. The course culminates in a community song-sharing celebration. Note: no musical training is required to take this course. This is a Cardinal Course certified by the Haas Center for Public Service.

Close observation of clinicians at work in community health settings in Oaxaca and service with local community health organizations. Combination of classroom study and discussion with cultural immersion, language training, clinical shadowing, and community service. Topics include: Mexican healthcare system; cultural, socioeconomic and educational factors impacting health of Mexicans and Mexican immigrants to U.S.; Mexican cultural and health beliefs; Mexican migration as a multi-ethnic process.

HUMBIO 122H Prerequisite: Must be a HUMBIO major or minor. 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. PEDS 150 is open to juniors and seniors or with instructor consent. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).

This course will provide an introduction to refugee health and healthcare for asylum seekers. Students will gain insight into the role healthcare providers and community law partners have in providing forensic documentations and evaluations for asylum seekers. Students will also learn how to conduct and document these evaluations. This is a Cardinal Course certified by the Haas Center for Public Service.

HUMBIO 122H Prerequisite: Must be a HUMBIO major or minor. 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. PEDS 150 is open to juniors and seniors or with instructor consent. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).

Climate change is considered the greatest public health threat of the 21st century. To address it, 180 major medical and public health organizations have identified transitioning to cleaner forms of energy as essential to protect both immediate health from polluting fossil fuels while protecting long-term health from the pernicious effects of climate change. To achieve the scale of renewable energy needed in the U.S., rural areas will be essential to a clean energy transition. Rural energy cooperatives serve 42 million people - selling energy for industrial uses; at the same time, rural cooperatives are heavily reliant on fossil fuel, including coal, gas, and oil, at 61% of their energy mix compared to 19% nationally. Without dedicated policy and resources, rural America risks being left out of a clean energy transition, which has profound implications for health, equity, and financial opportunities. Recently, guidance for the Empowering Rural America program under the Inflation Reduction Act was released, which provides financial assistance for rural cooperatives to transition to clean energy. However, several barriers exist to a just and equitable transition, from shifting political landscapes to undemocratic structures of cooperatives to the risks of lost jobs as fossil fuel plants shutter. This Action Lab, as part of the Human and Planetary Health initiative, will partner student teams with two community-based organizations in rural areas. These client organizations have identified data and policy needs to ensure rural America can take full advantage of the benefits of the Inflation Reduction Act. These include direct and indirect health impacts; logistical, political, and socio-economic barriers; and policies facilitating or hindering the clean energy transition. In addition to Stanford Law students, graduate students from other Schools are invited to apply -- especially from the schools of Medicine and Sustainability. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Cross-listed with Pediatrics ( PEDS 289), Law ( LAW 809U), Environmental Behavioral Science ( EBS 291).

Students at Stanford and students at a community mental health site co-learn theories and co-create songs in this community-engaged course. From memes to magazines, "psychoanalysis has returned" - perhaps partly in response to crises of the twenty-first century with no easy, rational answers. How do the participatory arts and music align with contemporary psychoanalytic approaches that act at the level of the psychosocial and institutional? We explore in theory and practice how the psychic is social and the social is psychic. The course culminates in a community song-sharing celebration. Note: no musical training is required to take this course. This is a Cardinal Course certified by the Haas Center for Public Service.

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.

A mentoring program designed to expose 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 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.

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course HUMRTS 110. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Additionally, students may collaborate with the teaching team to coordinate with Stanford's maintenance & janitorial services, UG2, to negotiate schedules and develop partnerships. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.

This course is designed to support students planning to participate in community engaged research experiences during the summer 2023 term. Course materials and discussions will promote deep engagement with, and reflection on, the principles, practices, and ethics of community engaged research as a unique orientation to scholarly inquiry and social action that centers the interests and assets of the communities with whom researchers partner. On a practical level, the course will help students develop or clarify a collaborative research design process and build professional and project-specific skills in consultation with their mentors and community collaborators. This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students. We particularly encourage the involvement of students who will be participating in partnership-based research activities over the summer.

How to develop and grow innovative nonprofit organizations and for-profit enterprises which have the primary goal of solving social and environmental problems. Topics include organizational mission, strategy, market/user analysis, communications, funding, recruitment and impact evaluation. Perspectives from the field of social entrepreneurship, design thinking and social change organizing. Opportunities and limits of using methods from the for-profit sector to meet social goals. Focus is on integrating theory with practical applications, including several case exercises and simulations. One-day practicum where students advise an actual social impact organization. This is a Cardinal Course certified by the Haas Center for Public Service. Enrollment limited to 20.