printer friendly pageBIOE 375: Biodesign and Entrepreneurship for Societal Health (MED 236)
Addressing societal health and the systemic (Social, Structural, Environmental) 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 guest speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHPR 227: The Science of Community Engagement in Health Research (EPI 272)
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. Student
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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.
Terms: Win
| Units: 3
Instructors:
Rosas, L. (PI)
;
Thomas, T. (PI)
CHPR 239: Contemplative Competence for Sustainability of Public and Planetary Health and Well-being
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
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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.
Terms: Win
| Units: 2-3
Instructors:
Rich, T. (PI)
CHPR 244: Contemplation by Design Summit: Translating contemplative science into timely community programming
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 opportunit
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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.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
Instructors:
Rich, T. (PI)
DESIGN 261: Upstreaming Health (HUMBIO 128U, SUSTAIN 128)
Reimagine systems to make everyday life healthier by design. Good health doesn¿t begin the minute someone walks into a doctor¿s office. If we want everyday life to become healthier by default, we need to shift our interventions from downstream to upstream, from healthcare to the places where we live, learn, work, and play. Upstreaming health means making a deliberate effort to create patterns of everyday life that keep people well - physically, emotionally, financially, and socially. In Upstreaming Health, we will explore systems that influence health, health equity, and sustainability, integrating concepts from public health, systems thinking, and design justice and use tools from product and policy design to answer the question: How might we upstream health for all people? Through community-engaged projects, students will prototype possibilities for upstreaming health at a population-level.
Terms: Spr
| Units: 3
EDUC 256: Psychological and Educational Resilience Among Children and Youth (HUMBIO 149)
Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.
Terms: Win
| Units: 4-5
Instructors:
Padilla, A. (PI)
;
Zamora, T. (TA)
EPI 272: The Science of Community Engagement in Health Research (CHPR 227)
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. Student
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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.
Terms: Win
| Units: 3
Instructors:
Rosas, L. (PI)
;
Thomas, T. (PI)
HUMBIO 89: Introduction to Health Sciences Statistics
This course aims to provide a firm grounding in the foundations of probability and statistics, with a focus on analyzing data from the health sciences. Students will learn how to read, interpret, and critically evaluate the statistics in medical and biological studies. The course also prepares students to be able to analyze their own data, guiding them on how to choose the correct statistical test, avoid common statistical pitfalls, and perform basic functions in R deducer. Cardinal Course certified by the Haas Center.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-AQR
HUMBIO 122M: Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations (PEDS 212)
(HUMBIO students must enroll in
HUMBIO 122M. Med/Graduate students enroll in
PEDS 212) An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students. Upper division course with preference given to upperclassmen.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
Instructors:
Rodriguez, E. (PI)
HUMBIO 124C: Global Child Health (MED 124, PEDS 124)
(HUMBIO students must enroll in
HUMBIO 124C. Med/Graduate students must enroll in
MED 124 or
PEDS 124.) This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Optional: The course will be taught in conjunction with an optional two-unit community engaged learning component. Please view the course syllabus for more information. Upper division course with preference given to upperclassmen. Prerequisites: Human Biology Core or equivalent or Biology Foundations.
Terms: Aut
| Units: 3-5
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