printer friendly pageAFRICAAM 106: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (CSRE 103B, EDUC 103B, EDUC 337)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP
Instructors:
Artiles, A. (PI)
;
Ayala, Y. (TA)
AMSTUD 123X: Introduction to American Politics and Policy: In Defense of Democracy (POLISCI 102, PUBLPOL 101, PUBLPOL 201)
American democracy faces a series of unprecedented challenges. This course will identify the greatest areas of weakness in the American political system, make sense of the most pressing threats facing democracy, and contemplate how democracy can be strengthened. With this them - in defense of democracy - in mind, we will examine several questions: What guiding principles, norms, and institutions organize and structure American politics, and how do they affect the health and effectiveness of American democracy? What do patterns of political participation and representation in the United States tell us about the health of our democracy? How do partisan and social identities breed hostility and antagonism among the mass public? How does information from the media and other sources advance or frustrate democratic outcomes? What does increased violence - political, racially motivated, or otherwise - reveal about the trajectory of democracy in the United States? This is a course built on the science of politics, and our aim is to bring the scientific study of politics to bear on these pressing questions.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Bonica, A. (PI)
;
Jefferson, H. (PI)
;
Bethlendy, L. (TA)
...
more instructors for AMSTUD 123X »
Instructors:
Bonica, A. (PI)
;
Jefferson, H. (PI)
;
Bethlendy, L. (TA)
;
Fikejs, E. (TA)
;
Rhee, K. (TA)
AMSTUD 165: History of Higher Education in the U.S. (EDUC 165, EDUC 265, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
Instructors:
Levine, E. (PI)
BIO 109A: Chronic Disease I: Applications of Novel Advances in Biology and Biotechnology
We have come a long way in developing therapies for chronic diseases. However, a gap remains between the current solutions and our ability to fully address these diseases. This course provides an overview of: (1) the underlying biology of many of these diseases and (2) the applications of novel advances in basic science and biotechnology to generate more effective therapies. There will be guest lectures from prominent leaders in academia and industry, and we encourage both students and speakers to seek opportunities to collaborate. No hard prerequisites, though a basic understanding of biology and willingness to learn novel concepts will help.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 117: Biology and Global Change (EARTHSYS 111, EARTHSYS 217, ESS 111)
The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or
BIO 81 or graduate standing.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Casciotti, K. (PI)
;
Vitousek, P. (PI)
;
Cross, N. (TA)
...
more instructors for BIO 117 »
Instructors:
Casciotti, K. (PI)
;
Vitousek, P. (PI)
;
Cross, N. (TA)
;
Dill-De Sa, C. (TA)
;
Romo, B. (TA)
;
Suresh, V. (TA)
;
Tennant, K. (TA)
BIO 234: Conservation Biology: A Latin American Perspective (BIO 144, HUMBIO 112)
Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore the major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world. All students will be expected to conduct a literature research exercise leading to a written report, addressing a topic of their choosing, derived from any of the themes discussed in class. Prerequisite:
BIO 101 or
BIO 43 or
HUMBIO 2A or
BIO 81 and 84 or consent of instructor.
Terms: Spr
| Units: 3
Instructors:
Dirzo, R. (PI)
;
Kumagai, J. (TA)
BIOE 256: Technology Assessment and Regulation of Medical Devices (MS&E 256)
Regulatory approval and reimbursement for new health technologies are critical success factors for product commercialization. This course explores the regulatory and payer environment in the U.S. and abroad, as well as common methods of health technology assessment. Students will learn frameworks to identify factors relevant to the adoption of new health technologies, and the management of those factors in the design and development phases of bringing a product to market through case studies, guest speakers from government (FDA) and industry, and a course project.
Terms: Spr
| Units: 3
BIOE 273: Biodesign for Digital Health (MED 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from welln
more »
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with an unmet need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of 10weeks, these speakers will join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, healthcare providers, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and other mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students should submit their application online via:
https://stanforduniversity.qualtrics.com/jfe/form/SV_3O90E6zVaW3rRtQ
Terms: Aut, Sum
| Units: 3
Instructors:
Aalami, O. (PI)
;
Xu, S. (SI)
BIOE 374A: Biodesign Innovation: Needs Finding and Concept Creation (ME 368A, MED 272A)
In this two-quarter course series (
BIOE 374A/B,
MED 272A/B,
ME 368A/B,
OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and int
more »
In this two-quarter course series (
BIOE 374A/B,
MED 272A/B,
ME 368A/B,
OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit
http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at
http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
BIOE 374B: Biodesign Innovation: Concept Development and Implementation (ME 368B, MED 272B)
In this two-quarter course series (
BIOE 374A/B,
MED 272A/B,
ME 368A/B,
OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and int
more »
In this two-quarter course series (
BIOE 374A/B,
MED 272A/B,
ME 368A/B,
OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit
http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at
http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
Instructors:
Makower, J. (PI)
;
Denend, L. (SI)
;
Edmonds, Z. (SI)
...
more instructors for BIOE 374B »
Instructors:
Makower, J. (PI)
;
Denend, L. (SI)
;
Edmonds, Z. (SI)
;
Venook, R. (SI)
;
Pradhan, P. (TA)
;
Rochford, K. (TA)
Filter Results: