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Undergraduate Prerequisites: Human Biology Major/Minor or Biology Major/Minor or consent of instructor. HUMBIO students must enroll in HUMBIO 166. Med/Graduate students must enroll in CHPR 166. The material in this course is an introduction to the field and the target audience is undergraduates. It may be of interest to graduate students unfamiliar with the field. The class examines the array of forces that affect the foods human beings eat, and when, where, and how we eat them, including human labor, agriculture, environmental sustainability, politics, animal rights/welfare, ethics, policy, culture, economics, business, law, trade, and ideology, and psychology. The class addresses the impact of current policies and actions that might be taken to improve human nutrition and health; macro-scale influences on food, nutrition, and eating behavior. CHPR master's students must enroll for a letter grade.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

This introductory course is a practicum in which students will learn the basics of R, a free, open-source statistical analysis software program, and use the programming language to analyze health datasets by application of classical statistical methods. A familiarity with basic descriptive and inferential statistics is required (completion of HRP 258/259, or concurrent enrollment in an appropriate statistics/biostatistics course). It is assumed that students will have no (or very little) prior experience with R. This course is a flipped classroom, where lecture content will be viewed at home before in-class meetings with hands-on coding practice by each student on their own computers. Priority for enrollment given to CHPR masters students, who must enroll for a letter grade.

Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.

Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.

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.

Contemplative movement and mindful physical activity for individuals and communities is an emerging field with important implications for public health and well-being policies and programs, as well as clinical care for physical and emotional health. The course provides historical context for current national and international physical activity recommendations and behavioral principles; foundational skills in contemplative movement(including but not limited to labyrinth walking, contemplative dance, aikido, yoga, and qigong) and mindful physical activity (including but not limited to ergonomics in daily life); and tools for examining the effectiveness of each of these skills for diverse populations. Research discussed includes: 1) neuroscience and polyvagal theory, 2) physical and psychological evaluation methods, 3) similarities and distinctions between benefits of contemplative movement practices versus stillness practices; versus non-contemplative physical activity, 4) interoceptive, proprioceptive, and kinesthetic qualities of contemplative movement, 5) embodiment and enaction, and 6) the development of a sense of agency and sense of self associated with contemplative movement. The class includes lectures, discussions, interactive student-led presentations, guest speakers, and guided experiential movement activities to provide scholarly as well as well as firsthand experience of the health and well-being benefits of contemplative movement and mindful physical activity. This course is intended to serve students with diverse research and applied interests, including community health, social justice, diversity, equity and inclusion, health research and policy, epidemiology, prevention research, clinical research, education, and theater.

A scientific exploration of overall and multidimensional well-being. The course will provide an overview of the concept of well-being, its composition, assessment, and interpretation. This course is designed to advance understanding and knowledge of well-being. It presents fundamental concepts and methods in the Science of Wellbeing from a global perspective. It also uses data and real-life experience from the Stanford WELL for Life Global Study to demonstrate elements of well-being in various countries and the role culture plays in the conceptual and practice of well-being.