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

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

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

Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low-resource settings has proven challenging, limiting their impact. Ironically, the COVID-19 pandemic became Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low-resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have a positive impact on the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health and Director of the Center for Innovation in Global Health. This course is open to undergraduate students, graduate students, and medical students. Students can take the course for two or three units. Students enrolling in the course for a third unit will work on the group project described above. Students enrolled in the class for three units will also have additional assignments, including an outline, presentation, and paper related to the group project. Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Yosefa Gilon, ygilon@stanford.edu. Students must submit an application and be selected to receive an enrollment code. Application - https://forms.gle/WfToKFonCXWc6wZL7

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.

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.

PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course asks why did we want to hear and see and read our favorite picture books again and again? What was the secret to their magic? In this course you'll not only analyze that "magic" and do research on this topic, but will also collaborate closely with a group of classmates to create an original, compelling, and educationally appropriate picture book for second-graders. For video and full course description visit https://pwrcourses.stanford.edu/pwr2/pwr2ee For all PWR2s visit https://pwrcourses.stanford.edu/pwr-2. Enrollment is handled by the PWR office. Prerequisite: PWR 1. Cardinal Course certified by the Haas Center