HUMBIO 3A: Cell and Developmental Biology
The principles of the biology of cells: principles of human developmental biology, biochemistry of energetics and metabolism, the nature of membranes and organelles, hormone action and signal transduction in normal and diseased states (diabetes, cancer, autoimmune diseases), drug discovery, immunology, and drug addiction.
HUMBIO 3B: Behavior, Health, and Development
Research and theory on human behavior, health, and life span development. How biological factors and cultural practices influence cognition, emotion, motivation, personality, and health in childhood, adolescence, and adulthood.
CHEM 131: Organic Polyfunctional Compounds
Aromatic compounds, polysaccharides, amino acids, proteins, natural products, dyes, purines, pyrimidines, nucleic acids, and polymers.
PWR2DH:
P-Sets, Essays and Midterms: Making Time for Social Change in a Busy World
Are you a member of one or more of Stanford's 650-plus student groups and see yourself using your career to address social inequities? Or are you too busy doing p-sets, writing papers, playing a sport and/or studying for midterms so you can graduate with a well-paying job in these financially unstable times? Or are you trying to find ways to do all of the above?
In this course, we'll be focusing on two aspects of these scenarios. First, we'll be exploring whether it is possible, likely, or even desirable for students and professors to focus their work on "fixing" the social ills of the world. That is, what might be the costs and benefits of university researchers also being advocates and taking their work off their computers and into the "streets"? Second, we'll be investigating ways your education can contribute to your ability to advocate for social change, whether you have service as a career goal or find it challenging to combine your day-to-day studies with your interests in social change.
To do this, we'll be developing our website, Re+Action, to connect your research with on- and off-campus organizations who may be interested in putting your research to work. We will also examine debates about research, activism, and scholar activists, as well as the relationship between research and service. We'll study and maybe even talk with professors like Ruthie Gilmore, Rob Reich and Joan Petersilia to see how they couple their research with advocacy, as well as with students who choose to become Stanford Public Service Scholars. Finally, our time will be spent watching oral presentations by people like law professor Larry Lessig, award-winning former PWR 2 students as well as by performing several of your own.
In this course, we'll be focusing on two aspects of these scenarios. First, we'll be exploring whether it is possible, likely, or even desirable for students and professors to focus their work on "fixing" the social ills of the world. That is, what might be the costs and benefits of university researchers also being advocates and taking their work off their computers and into the "streets"? Second, we'll be investigating ways your education can contribute to your ability to advocate for social change, whether you have service as a career goal or find it challenging to combine your day-to-day studies with your interests in social change.
To do this, we'll be developing our website, Re+Action, to connect your research with on- and off-campus organizations who may be interested in putting your research to work. We will also examine debates about research, activism, and scholar activists, as well as the relationship between research and service. We'll study and maybe even talk with professors like Ruthie Gilmore, Rob Reich and Joan Petersilia to see how they couple their research with advocacy, as well as with students who choose to become Stanford Public Service Scholars. Finally, our time will be spent watching oral presentations by people like law professor Larry Lessig, award-winning former PWR 2 students as well as by performing several of your own.
