The Buzz

General Humbio Announcements

Dear HumBio majors and soon-to-be majors,

Have you ever wondered why your HumBio course of study is written out on a gold paper form?  Have you ever thought that it would be easier to keep track of everything online?  

You are in luck.  HumBio will be rolling out a web-based system over the next year, and we need testers over spring break.  

We are looking for 15-20 students to help us test, and in return you’ll get $5 worth of Jamba Juice.  

*You don’t have to be ready to declare quite yet.  You will be putting in a simulated course list, not a real one.
*You will be able to choose a time slot from 10 to 3 on Tues or Weds of spring break, March 24th and 25th.
*You will get a $5 gift card from Jamba Juice.
*Your opinion will matter to us.

If you are able to help, sign up here:
http://goo.gl/forms/222cUJQfBV

Thank you in advance for your help!

Dear Seniors,

Directions are at the link below.for the degree progress check.  If you haven't come in to turn in your folder, please do so ASAP!  Thanks to those seniors who have already turned in their folders.

https://humbio.stanford.edu/students/declaring/graduating

Suzanne will will hold office hours every Tuesday from 1-2:30 in the Student Advisors office. If you are interested in community based courses, research or internships, Suzanne is here to support you. She can help you find placements, clarify goals, align goals with academic concentration, identify research questions, or act as a sounding-board for their ideas. If you have questions, contact Suzanne directly: 

Suzanne M Gaulocher PhD, MPH

Director of Community Engaged Learning

Phone: 650-497-3657
Cell: 608-354-1864
Email: gaulocher@stanford.edu

Dear HumBio Students,

Do you know you can have a look at your fellow HumBio students' internship presentations on-line?

Find internship inspiration, ideas and insights at the following links for the current quarter's presentations (as well as last spring and winter):

https://sites.google.com/a/stanford.edu/humbio-internships-fall-2014/

https://sites.google.com/a/stanford.edu/humbio-internships-spring-2014/

https://sites.google.com/a/stanford.edu/humbio-internships-winter-2014/home

Need answers about the internship requirement, the forms, the process?

This infomercial (3:48) answers the most common questions about proposing your internship and getting credit.  (Please note this change:  the presentation is now Virtual and is uploaded at a dedicated site by the end of the third week of the quarter chosen for presenting): http://youtu.be/FxkriT5KVUo

Still looking for an internship? This infomercial (2:33) has tips for finding your internship: http://youtu.be/mwLleGjUM9A

Also see https://humbio.stanford.edu/?q=node/236  and please note the "Internship Checklist" at the bottom of the page that lists each step with internship-related information LINKS.  We want this info to be as helpful and convenient as possible, so your feedback is welcome. 

Thanks,
Lia - Student Services, cacciari@stanford.edu, 725-0332 

HumBio students going abroad to non-BOSP programs need to provide their travel information at the following Bechtel International Center web site: "Stanford Students Going Abroad."

The intent of this site is twofold:

1) To provide basic information to students who go abroad from Stanford on non-BOSP related programs

2) To collect information on these students in case of emergencies.

Honors Corner

Calling All Juniors!!!

As many of you already know, the Stanford Graduate School of Education offers an Honors program for undergraduates interested in supplementing their major field(s) of study with courses and research in the field of Education. The Honors program provides a small number of students each year with the opportunity to pursue independent inquiry under the close mentorship of Graduate School of Education faculty. Honors students pursue a wide range of thesis projects that can draw on the methods and lessons of your undergraduate major, as well as variety of academic disciplines in the social sciences and humanities. These projects often engage students in the study of educational communities of practice, working alongside educators and reformers on and off campus. We are excited to announce that applications for the 2015-16 Honors Program in Education are due Friday, April 3 at noon. The Graduate School of Education welcomes applications from students with an interest in learning more through independent research on an educational topic and from all fields and majors.

A complete application includes:

·         A one-page resume

·         A brief (1000 word maximum) narrative detailing: 

ü  The nature of the applicant’s interest in the Graduate School of Education’s Honors program (i.e., why pursue an honors research thesis instead of conventional coursework? Why the Graduate School of Education’s Honors program instead of an honors degree in the major field of study?);

ü  The general nature of the proposed inquiry;

ü  How the proposed inquiry extends the prior course of study and/or anticipates the applicant’s future ambitions

·         Names of potential Honors Advisors from the Graduate School of Education faculty

A PDF version of the complete application should be sent electronically to Caroline Stasulat by the posted deadline. Please note that upon submission of the completed application, the Honors Director will review each candidate's most recent transcript in conjunction with the rest of their materials.

Additional information about the Honors program can be found on our website: https://ed.stanford.edu/academics/undergraduate/honors

If you have any questions or concerns, please don’t hesitate to contact Caroline Stasulat, Masters & Undergraduate Programs Officer, Stanford Graduate School of Education. 485 Lasuen Mall, Cubberley 140, 650-725-6448stasulat@stanford.edu.

Applications were due Feb 6th.

Upcoming Events

We still have many dates available for any Stanford community member to present their paper, grant or other entity at CIRGE (Center for Integration of Research on Genetics and Ethics) Writing Seminars throughout the 2014-15 academic year. Please feel free to email me for more information or visit the website (http://cirge.stanford.edu/activities/writingseminar.html) to review past CIRGE writing seminars!  CIRGE Writing Seminars will take place on Tuesdays from 12pm - 1pm in the SCBE Conference Room.

Available dates:

*We’re happy to host an October writing seminar on10/15 if you have a paper draft near completion*

11/4/14, 12/2/14, 1/13/15, 2/3/15, 3/3/15, 4/7/15, 5/5/15, 6/2/15

 

Many thanks,

Tacy Abbott

Program Coordinator

MS Program in Human Genetics and Genetic Counseling

300 Pasteur Drive, Room A097, Stanford, CA 94305, MC 5208

P: 650.498.7522 | F: 650.498.4555 | tacy@stanford.edu

 

Course Alerts

STATS 60 fulfills the statistics requirement only for HumBio students declared before Sept 1, 2015 and only if taken in Academic Year  2014-15 or before.

If you already completed and are transferring in a statistics class from another institution that is equivalent to STATS 60, please do so before the end of Spring Quarter.  After Spring Quarter, statistics classes transferred into the major to satisfy the Stats requirement will only be allowed if the Stanford cognate course is HumBio 85A/88/89, Stats 141/BioSci 141, CS 109, Educ 200C, Econ 102A, Soc 181B, or another upper level statistics class that is not Stats 60.  If in doubt, talk to Lia or the Stanford Registrar. 

HumBio 119/Bio 102: Demography: Health, Development, Environment will not be taught again.

This class looks at the principles of transmission of infectious agents (viruses, bacteria, rickettsiae, mycoplasma, fungi, and protozoan and helminth parasites) and the role of vectors, reservoirs, and environmental factors. We will study pathogen and host characteristics that determine the spectrum of infection and disease, endemicity, outbreaks, and epidemics of selected infectious diseases, and principles of control and surveillance.
3 Units, Meets T/Th 11am-12:30pm in HRP T138B
Grading: Med-Ltr-CR/NC
Instructor: Julie Parsonnet

Save the World and Have Fun Doing It! Get an introduction to the world at large through hands on learning and compelling speakers. Work in teams on solving real global health & sustainability projects that spans the globe from Bay Area to Nepal.

"One of the most (if not the most) interesting and rewarding classes I've taken at stanford. It really shines on light on how we can use the privileged minds / knowledge we have to impact the world in a positive manner (more so than sending 10 second self-destructing pictures to friends). The guest lectures were also fantastic save for one or two exceptions. Assumption storming was one of my favorite activities at stanford."I think this is an absolutely amazing class, one that should be replicated across disciplines and levels of education. My really does an excellent job giving students the opportunity to develop autonomy, critical thinking, ownership and responsibility with respect to the projects given.“This is hands-down one of my favorite classes and experiences in my four years at Stanford.” “Highly engaging, motivating, and eye-opening, this is a one-of-a-find class where you get to work on a quarter-long engineering project for social good in the real world with a notable organization as a partner.”

EE46 Spring 2015

Tuesdays & Thursdays 3:15-5:05PM

Building 200 - Room 2

All undergraduate students are welcome! First class begins on Tuesday, March 31st.

Questions? Please contact Dr. My T. Le [mytle@stanford.edu]

Empathy is fashionable these days - whether in Silicon Valley or the latest neuroscience. There is a deep sense that we need to learn how to walk in the shoes of another. This course will trace the meaning and practice of empathy through Buddhist compassion; Christianity's commandments to love our neighbor; Enlightenment moral philosophy; nineteenth-century aesthetics; and twenty-first century neuroscience. We will also explore how the arts - drama, novels, poetry, and the visual arts - especially enable us to understand and empathize with the other.
Terms: Spr | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Shaw, J. (PI)

2014-2015 Spring

RELIGST 143 | 3 units | Class # 33379 | Section 01 | Grading: Letter or Credit/No Credit | SEM |
03/30/2015 - 06/03/2015 Mon 2:15 PM - 5:05 PM with Shaw, J. (PI)
Instructors: Shaw, J. (PI)

**Bio 107 now Cross-Listed as HumBio 136 Spring '15**

BIO 107 Human Physiology laboratory Spring 2015: This laboratory course is inquiry based, so the subject matter of the course will change in successive years. In 2015, the two questions to be researched will be: “Can heat-related performance decrements incurred by individuals clad in impermeable attire (e.g., biohazard personal protective suits) be mitigated?” and “Can the sensation of thermal comfort be affected by regional skin temperature manipulations?”  Students will participate both as experimenters and as subjects. The laboratory work will focus on exercise and temperature. Thus, participants must be in good physical condition and be willing to participate in strenuous exercise routines under adverse environmental conditions. Prerequisite is Bio 42 or HumBio 4A. Satisfies WIM in biology. Enrollment is limited to 16 students by application.

Interested in the intersection of law and public policy and the ways in which technological advancements have resulted in new, critical policy issues? Consider taking the spring quarter course HumBio 170: Justice, Policy, and Science with Professor William Abrams, an Intellectual Property litigator and partner in the Palo Alto office of an international law firm (his bio can be found here: http://www.steptoe.com/professionals-Bill_Abrams.html). 
Course DescriptionThe role of science in civil rights, justice, policy, criminal justice, evidence, education, and disabled rights.

5 Units, Meets M/W 7-8:50pm in 50-52H.

A few  years  ago,  health  experts  began  calling  out  tobacco as a global health crisis and categorizing  cigarettes  as  the  world's  greatest  weapons  of  mass  destruction because a hundred million people were killed by tobacco in the 20th  century,  and  10  times  that  number—a  billion  people— are  predicted  to  die  prematurely  from  exposure  to  cigarette smoke  in the 21st century.  But how has it gotten to this point and what has been the response?   How do different cultural contexts generate  activism on one hand and complacency on the other?

This seminar aims to provide you with the conceptual tools  (1)to understand  how institutional forces compete to define a situation as a global health problem, and (2)  to understand the sociocultural means by which something highly dangerous to health can made out to be both politically contentious and inert. On both fronts, we will give special attention to the ways global health activism and complacency unfold in the U.S. and China.

 Spring Quarter | 1 unit | Monday, 12-1pm w/ lunch | LKSC 120

Description: Organized by Stanford surgeon, Dr. Ralph Greco, this course brings together experts in international health to discuss the challenges to healthcare in the developing world. Open to undergraduates, graduates, and medical students.

INSTRUCTOR: Katharine Ricke

How U.S. and international political institutions and processes govern science and technology; the roles of scientists, engineers, and physicians in creating and implementing policies; introduction to analytical techniques that are common to research and policy analysis in technology and public policy; and examples from specific mission areas (e.g., economic growth, health, climate, energy and the environment, information technology, international security). Assignments: analyzing the politics of particular legislative outcomes, assessing options for trying to reach a policy objective, and preparing a mock policy memo and congressional testimony.

 

WHEN:  Spring Quarter 2015  /Mon/Wed / 11:00 a.m. - 12:15 p.m.

LOCATION: Econ 139

UNITS: 3-4 units

No prereqs, open to all students.

See Explore Courses page.

Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students must attend both Monday pre-seminars (April 6, May 4, and June 1, 2015) and Thursday lectures (April 9, May 7, and June 4, 2015). See http://biox.stanford.edu/courses/459.html for details.

Bertrand Patenaude | Seminar | Thursday, 1:15-3:05

This course surveys the newly emerging field of human rights and global health.  It targets the intersection of medical science, anthropology, sociology, culture, economics, law, and politics, with an emphasis on infectious diseases.  The course begins with the essential background into the field of human rights, and the recent emergence of health as a human right.  Our point of entry is the pioneering work of Dr. Paul Farmer and Partners in Health (PIH) and the challenge he and his organization have posed to the conventional wisdom about approaches to combating poor health and disease worldwide.  The PIH story begins in Haiti, and then takes us to Peru and Rwanda.  Students should come away from the course with an understanding of the major research topics and controversies in the field, as well as the leading organizations, journals, and websites devoted to its study.

 

 

 

 

Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).

Terms: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

Instructors: Rait, D. (PI)

During the last session of Anne Firth Murray’s Massive Open Online Course (MOOC)
on International Women's Health and Human Rights in July/August 2014, about 
8,000 people from more than 140 countries enrolled in the English version, and 
4,000 enrolled in the Chinese version. We hope that many people will sign up for 
the current session, which just went online on January 29, 2015, in both English and 
Chinese versions.
Please visit internationalwomenshealth.org for more information and to enroll.

Apply for: Perspectives on the Abortion Experience in Western Fiction

A seminar taught by Paul Blumenthal, MD

5:15-8:15 Mondays, Spring Quarter (3 units)

Exploring the history, anthropology, and biology of abortion through novels, TV shows, and films.  Materials include The Cider House Rules, “Mad Men,” “Friday Night Lights,” and more.

To apply, please send a paragraph explaining your interest in the course to TAs Amy and Lily (amyranso@stanford.edu and lsteyer@stanford.edu) by February 15 at 11:59PM.

Open to all years and majors.

Feminist, Gender, & Sexuality Studies 260/360; Human Biology 141; American Studies 260

Wednesday 2:15-5:05, Building 20, Room 21G

GER:DB-SocSci, GER:EC-Gender; WAY-ED, WAY-SI, 5 units        

This course explores visible and invisible disabilities, focusing on issues of gender and identity.  The course emphasizes psychological as well as physical health, cross-cultural variables, diversity of disability experiences, self-labeling, caretaking, stigma and passing, legal and political aspects, and the particular experiences of women.  Disabilities covered include blindness, multiple sclerosis, diabetes, arthritis, emotional and learning disabilities, and conditions requiring wheelchairs and other forms of assistance.  Course readings draw from the new Disability Studies literature.

The course is open to all students interested in the subject.  This is a limited enrollment seminar; permission of the instructor is required.  For permission, students should attend the first class session.  For further information, please contact Susan Krieger, Program in Feminist, Gender, and Sexuality Studies, skrieger@stanford.edu.  For a sample syllabus, please visit: https://syllabus.stanford.edu.  See also: http://susankrieger.stanford.edu/travelingblind.  

HUMBIO 152 -  Viral Lifestyles, will not be taught this spring.  It is now listed as “offered occasionally”.

We are living in the midst of a revolution in the accessibility and availability of biological and medical data. How can all this data be used to improve human health? In this course, students will look at case studies from diabetes and cancer research to learn how to access publicly available data ranging from gene or protein level datasets to information about clinical trials. Students will apply what they learn from the case studies to develop a research proposal and presentation on a biology-related topic of their choice. The class will have a small group workshop-type format. Students will gain skills in research methods including accessing, analyzing and presenting data. There will be exercises using the statistical package R. Prior programming experience is not required. Prerequisites: HumBio 2A, 3A or equivalent.

Please read the following announcement if you intend to take BIO44Y this upcoming Spring Quarter. This is particularly important if you will be a graduating senior. 
*Because lab courses are limited in space, it is important that you enroll as early as possible. It is our past experience that Bio 44Y FILLS UP WITHIN HOURS after Axess opens
Lecture and lab offerings are linked and full attendance is required so you must be able to attend the complete time slots of BOTH the lecture and lab pairing. Please check ExploreCourses or Axess for the section times.

Important – Waitlist Information: If the classes are full by the time you go to enroll, please make sure to fill out the Bio44Y Spring Waitlist Form, which will be released on the Bio44 website (http://bio44.stanford.edu) on Tuesday, February 10th at 12pm (noon). General information about the course material is also available on the course website at http://bio44.stanford.edu.

If you have any questions about the course logistics, please contact Wendy Zhang (wendyz@stanford.edu, Administrative Assistant) and CC: Dr. Shyamala Malladi (smalladi@stanford.edu, Course Director and Instructor). For info specific to your major or other requirements, please contact your department and/or advisors.

INSTRUCTOR: Milana Trounce, MD MBA

This course provides an overview of the most pressing biosecurity issues facing the world today. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, Chief Medical Officer of the Homeland Security Department Dr. Alex Garza, eminent scientists, innovators and physicians in the field, and leaders of relevant technology companies. This course explores how well the US and global healthcare systems are prepared to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and the technology sectors are involved in biosecurity and pandemic or bioterrorism response and how they interface, the rise of synthetic biology with its promises and threats, global bio-surveillance, making the medical diagnosis, isolation, containment, hospital surge capacity, stockpiling and distribution of countermeasures, food and agriculture biosecurity, new promising technologies for detection of bio-threats and countermeasures. 

WHEN:  Spring Quarter, Monday & Wednesday 3:15pm-5:05pm 

LOCATION: Li Ka Shing Center in the Medical School

UNITS: 4-5

PREREQs: The course does not have any pre-requisies and fulfills two GERs (DB-NatSci, EC-GlobalCom)

ENROLLMENT:  Open to all students

Spring Quarter | 3-5 units | Dr. Ikoku 

This course introduces students to the ways literature has been used to think through the ethics of human subjects research and experimental medicine. We will focus primarily on readings that imaginatively revisit experiments conducted on vulnerable populations: namely groups placed at risk by their classification according to perceived human and cultural differences. We will begin with Mary Shelley's Frankenstein (1818), and continue our study via later works of fiction, drama and literary journalism, including Toni Morrison's Beloved, David Feldshuh's Miss Evers Boys, Hannah Arendt's Eichmann and Vivien Spitz's Doctors from Hell, Rebecca Skloot's Immortal Life of Henrietta Lacks, and Kazuo Ishiguro's Never Let Me Go. Each literary reading will be paired with medical, philosophical and policy writings of the period; and our ultimate goal will be to understand modes of ethics deliberation that are possible via creative uses of the imagination, and literature's place in a history of ethical thinking about humane research and care.

WHEN: Wed 5:30 PM - 8:20 PM
LOCATION: School of Education 210
UNITS: 3-5
PREREQS: None, open to all students

Spring Quarter | 3-5 Units | Dr. Ikoku 

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with an introduction to global health ethics as a field rooted in philosophy and policy that address questions raised by practice in resource-constrained communities abroad. We will then spend the quarter understanding the way literature may deepen and even alter those questions. For instance: how have writers used scenes of practice in Africa, the Caribbean or South Asia to think through ideas of mercy, charity, beneficence and justice? How differently do they imagine such scenes when examining issues of autonomy, paternalism and language? To what extent, then, do novels and memoirs serve as sites of ethical inquiry? And how has literary study revealed the complexities of narrating care for underserved communities, and therefore presented close reading as a mode of ethics for global health? Readings will include prose fiction by Albert Camus, Joseph Conrad, Amitav Ghosh and Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese and Paul Farmer.

WHEN: Wed 2:15 PM - 5:05 PM
LOCATION: School of Education 229
UNITS: 3-5
PREREQS: None, open to all students

Ecology & Conservation of Kelp Forest Communities, Hopkins Marine Station, Pacific Grove, CA

Jun 22-Jul 24 (5-weeks), M-F, 5-units; James Watanabe

This is an intensive, hands-on course that uses daily SCUBA dives, lectures, & labs to study the biology & ecology of invertebrates, fishes, and seaweeds that live in these "rain forests of the sea" and how their interactions structure these complex communities. Conservation challenges facing kelp forests are also treated. Students also gain practical diving/research skills including identification of species, use of a variety of underwater sampling techniques, statistical analysis of field data.

We have funds this year to cover full tuition for up to 8 students.  It is aimed at undergrads interested in marine ecology but would also be appropriate for a beginning grad student scouting a thesis topic or just wanting to get acquainted with the organisms & habitat of Monterey Bay. SCUBA certification is required.

Application deadline is April 15, 2015; find application forms at: http://hopkins.stanford.edu/applications.html
QUESTIONS? Contact: watanabe@stanford.edu or judyt@stanford.edu
 
**Following BIOHOPK 185H, students have an opportunity to remain at Hopkins and use their new knowledge of kelp forest organisms to assist with a variety of field projects associated with the Marine Station's Marine Life Observatory.  Such projects include (but are not limited to) detailed mapping of kelp forest sites for monitoring abalone & sea urchin population dynamics;  tagging, measuring and mapping kelp plants (the redwoods of the kelp forest) for longterm growth & survival; assessment of sea star populations that are recovering from a mass-mortality event late in 2013; assisting with monitoring and analysis of longterm permanent benthic plots.  Such projects (or others arising from interests generated during 185H) could help fulfill the Human Biology intership requirement.

Dear HumBio Students,

"WELLNESS" courses exist in "ExploreCourses" after this current Fall quarter, as ACTIVITY courses, and as such cannot count toward the HumBio major requirements.  Most of these classes are one unit and have been used in the Foundation in the past (and were under the Athletic Department before they were changed to "WELLNESS").  If you listed one of these courses on your course of study and planned to take it in an upcoming quarter, a Student Advisor can assist you in replacing the course for another - just stop by the Advising Office in Building 20.   (This does not affect the useage of Wellness courses in the course of study taken prior to Winter 14-15.)

The entire year of Organic Chemistry plus labs will be offered in a 9-week summer course and should satisfy the pre-med requirements for pre-med, pre-dent, pre-vet and other pre-health careers.  General Chemistry 31A and 31B are also offered.  www.stanford.edu/dept/chemistry

Chemistry has been gradually integrating labs into the introductory lecture courses.  Next academic year, that integration will move to the 2nd course in organic chemistry (Chem 35).  Chem 35 is required for several majors, and for all pre-medical students who may be majoring or minoring in your department.  The changes for next year may affect the courses your majors or minors should choose this Spring (2014).

  Here are the specifics:
  1.       Beginning in Autumn 2014, Chem 35 will be increased from 4 units to 5 units and will include an integrated 3-hour lab and discussion section (replacing Chem 36).
  2.       Chem 36 will not be offered in Autumn 2014.
  3.       Chem 36 will be offered one final time in Spring 2015.
  4.       This Spring (2014), Chem 35 and Chem 36 will be offered as traditional, separate courses.
  5.       Students who take Chem 35 this Spring should probably also take Chem 36 this Spring.
  6.       A student who delays Chem 36 beyond this Spring will have only one last chance to take Chem 36 in Spring 2015.

  What this means for premedical students:
  ·         If you are registered to take Chem 33  this Spring, this change will not impact you. You will continue with the new sequence next year.
  ·         If you are currently enrolled in Chem 33,  and plan on taking Chem 35 this Spring, you must enroll in Chem 36 either in Spring 2014 or Spring 2015. Alternatively, you may choose to enroll in the new 5-unit integrated lecture/lab Chem 35 offering in the Fall of 2014.
  ·         If you completed Chem 33 prior to Winter 2014 and plan on taking Chem 35 this spring, you must enroll in Chem 36 either in Spring 2014 or Spring 2015.
  ·         If you completed Chem 33 prior to Winter 2014 and do NOT plan on taking Chem 35 this Spring, you must enroll in the new 5-unit integrated lecture/lab Chem 35 in Fall 2014 AND enroll in Chem 36 in Spring 2015.
  ·         Please note that either Chem 36 or the combined integrated Chem 33-35 sequence will be  pre-requisites for future enrollment in Chem 130, the last organic chemistry lab. There are no current plans of phasing out this course in the future and the current plan is to continue offering it during  autumn and winter quarters.

  Please address any questions regarding your particular situation or enrollment issues to Roger Kuhn, Student Services Manager at roger.kuhn@stanford.edu

Opportunities: Internships, Research, Jobs and More

Updates to the Buzz: 

Hey all, just writing to inform you we have shuffled around some things in the HumBio buzz.  Mostly, in our jobs and opporutnities section we have added a few categories/labels to help guide you in your job search.  We hope you find these categories helpful!  

  • Seniors: Includes more long term job opportunities for Seniors and other recent college graduates 
  • Research: Includes clinical, laboratory, and social science research opportunities
  • Paid: Includes paid opportunities primarily for undergraduates throughout the academic year
  • Tutor: Tutoring opportunities 
  • Summer: Includes summer jobs and opportunities for this upcoming summer in all fields for all ages 
  • Misc: Includes a variety of opporutnities like volunteering, internships, leadership positions, scholarships, and more 

Also, never forget to look at older versions of the buzz for more inspiration.  We constantly update and clean out the Buzz and delete old opporutnities to make room for the new but the old version of the Buzz can still be a great resource. 

Announcing an exciting job opportunity for a talented, energetic Stanford student looking to work in academic research before applying to medical or graduate school.  The Stem Cell and Diabetes Centers at UCSF are seeking highly motivated applicants for a full-time position as a research technician in the lab of a newly appointed Assistant Professor (who is also a Stanford graduate).

The primary focus of our laboratory is pancreatic development and Type I Diabetes, and we employ the tools of stem cell biology, developmental biology, genomics, and tissue engineering.  Ultimately, we aim to cure diabetic patients of their disease using cell replacement therapy.  This is a chance to truly be at the cutting edge of translational research in a highly collaborative scientific environment.  Specific duties include human embryonic stem cell culture, mouse husbandry, FACS analysis and genomics techniques.

Candidates must have strong organizational and communication skills, and hold a BA/BS in biological or biochemical sciences (or a related field) by the time they begin employment.  Preferred start date is June, 2015 or earlier.
Interested applicants should send a cover letter and CV with three professional references with telephone numbers and email addresses to:lily.yu@ucsf.edu.  Please include the words "Technician: Stem Cell Lab" in the subject line.

Global Viral (GV) seeks a Research Assistant to be based at its San Francisco, CA headquarters to assist with reporting and research for its endeavors, to help build future programs and to continue to build GV as a research institution. This position may be open on a part-time basis to individuals completing Bachelors or Masters degrees.
 
The Research Assistant will work collaboratively with senior staff to provide administrative and technical support for Global Viral (GV), whose mission is the understanding, exploration and  stewardship of the microbial world. GV’s scientific endeavors are varied, ranging from several disease surveillance-based projects based in Central Africa to a multi-year research initiative, Boundaries of Life, which seeks to identify highly divergent microbial life from diverse and  extreme environments around the world. The organization will continue to conduct applied activities, such as surveillance for novel human and animal pathogens, but will push increasingly into a more general exploration of the microbial world aimed at answering fundamental basic biological questions using approaches from fields ranging from environmental microbiology and biochemistry to biophysics.
 
INTERESTED APPLICANTS: PLEASE APPLY WITH COVER LETTER AND CV THROUGH RECRUITMENT@GVCAMEROON.ORG)
Ehime University School of Medicine, outside of Matsuyama, Japan, is currently hiring two English teachers for the 2015-2016 academic year. The position is a year-long post  teaching Medical English to second, and third year students, as well as private English lessons for doctors, nurses, researchers, and their families. Since the inauguration of this program in the 1980’s, all English teachers at the medical school have been recent Stanford graduates, leading to a long tradition of good relations between the medical school and Stanford. Applicants for this job should be enthusiastic about teaching English and have a desire to work towards improved English communication with their students. Experience in teaching English would not be essential, but desirable. Teachers are in charge of creating lessons for both the medical classes and the private lessons. The hours for the job are flexible and are scheduled such that travel and exploration throughout Japan are possible. A pre-furnished apartment is readily available to each teacher upon arrival. Prior knowledge of Japanese and medicine are not required, but an interest in learning about Japan’s culture and language is beneficial.If you are interested, please submit your resume and a cover letter to Ikuko Nakano, Office of Medical English, at ikukon@m.ehime-u.ac.jp., by March 31st, 2015.
Company Description: Kurbo is a digital health startup based in the heart of Palo Alto.  We make a mobile-based weight loss program for kids, teens & families.  Our program consists of a fun mobile app (food tracker, games, challenges) and live expert coaching.  Kurbo is based on and licensed from the Packard Pediatric Weight Control Program at Stanford. 
 
Start Date: May or June 2015
 
Job Description: Kurbo seeks a dynamic, self-starter to assist our team with marketing and communications efforts.  This paid internship is an excellent opportunity to gain valuable and real-world experience with the various aspects of marketing a mobile product in a fast paced, high-tech, venture funded startup.
 
To Apply: Please email your resume, cover letter, and a writing sample (see below for instructions) to jobs@kurbo.com 
 
Writing Sample Instructions:  Pretend you are writing a post for Kurbo’s Facebook page.  Please find a recent news article, blog, video or recipe (or any content you think is relevant to Kurbo’s audience).  Write the accompanying text you would use to post the content to our page.  50 words max.
Company Description: Kurbo is a digital health startup based in the heart of Palo Alto.  We make a mobile-based weight loss program for kids, teens & families.  Our program consists of a fun mobile app (food tracker, games, challenges) and live expert coaching.  Kurbo is based on and licensed from the Packard Pediatric Weight Control Program at Stanford. 
 
Start Date: May or June 2015
 
Job Description: Kurbo seeks a dynamic, self-starter to assist our team with data and analytics.  Because our app tracks food and exercise, we have data galore!  Our rich data will give you an intimate look into our users lives and health.  We’re looking for someone to help develop metrics, analyze trends, and report progress for our consumer and B2B business.  This paid internship is an excellent opportunity to gain valuable and real-world experience with the various aspects of data analytics in a fast paced, high-tech, venture funded startup.
 
To Apply: Please email your resume and cover letter to jobs@kurbo.com.  Please be sure to talk about a recent data science or other analytical project in your cover letter.
Company Description:  Kurbo is a digital health startup based in the heart of Palo Alto.  We make a mobile-based weight loss program for kids, teens & families.  Our program consists of a fun mobile app (food tracker, games, challenges) and live expert coaching.  Kurbo is based on and licensed from the Packard Pediatric Weight Control Program at Stanford.
 
Start Date: May or June 2015
 
Job Description: Kurbo seeks a dynamic, self-starter to join us as a product intern.  The Kurbo app is constantly evolving in exciting ways and we’re looking for someone to help develop stories, wireframe concepts, and influence product strategy.  This paid internship is an excellent opportunity to gain valuable and real-world experience with the various aspects of product management in a fast paced, high-tech, venture funded startup.
 
To Apply: Please email your resume and cover letter to jobs@kurbo.com.  Please be sure to talk about any relevant experience in your cover letter.

blueEnergy is an international non-profit organization that delivers energy, water, and sanitation solutions to some of the world's most isolated, marginalized communities, providing a foundation for health, education, and economic opportunity within the context of a changing climate. This community-based work provides an immersive, enriching learning platform for future global leaders interested in energy, water, climate change, and international development.
Fellowship Description: The blueEnergy Global Leadership Summer Fellowship Program takes place over the summer months in Bluefields, Nicaragua and has been developed specifically to provide a once in a lifetime, hands-on, transformative experience. It is a unique opportunity to apply classroom and theoretical work knowledge to real-world situations, driving personal and professional growth while creating local impact. Summer Fellows work on specific projects in energy, water, sanitation and climate change alongside a diverse team of program participants, local staff, and Nicaraguan community beneficiaries.

Program cost: $4,700.00/person (5 weeks), $7,900/person (10 weeks).  Stanford students may be able to cover a portion of their costs with support from the Global Studies Internship Program Fellowship, Latin American Studies Program Fellowship, Haas Center for Public Service Fellowship, among others.  Three Stanford students (below) participated in summer 2014.  
Cost includes: domestic airfare from Managua to Bluefields, orientation, housing, food, internet access, laundry, project activity expenses, supervision, mentoring and programmed culture activities. A portion of the program cost directly supports blueEnergy beneficiaries that Fellows work with in Nicaragua.  Fellows are responsible for international airfare, travel/medical insurance, pre-departure expenses, visas, and incidentals not part of the programmed agenda.
Summer Fellows may choose from the following 2015 program dates: (Fellows opting for a 10 week experience participate it two back-to-back sessions.)
• May 25-June 28
• June 29-August 2
• August 3-September 6

Summer Fellows must be 18 years of age, have an interest in international development work, willingness to participate and engage, ability to problem solve and think critically, work with a diverse population, have a sense of humor and openness to change and complex environments.  Three Stanford students participated in 2014; feel free to email them with questions: Nicole Richardson, nrich@stanford.eduDarian Orozco, deorozco@stanford.eduRaga Ayyagari, raga17@stanford.edu

Fill out the online form to get started: http://www.blueenergygroup.org/#GLP

Looking for paid summer opportunities? Interested in research, working with an NGO or governmental organization, or pursuing your own research project? The Bill Lane Center for the American West seeks a number of undergraduate students to join us for an exciting summer. Dedicated to advancing scholarly and public understanding of the past, present, and future of western North America, the Center supports research, teaching, and reporting about western land and life in the United States, Canada, and Mexico.
 
Student-Initiated Research
As always, the Bill Lane Center welcomes applications for student-designed research projects relating to the West. Student-initiated projects run throughout the school year for a maximum of 10-hours per week, and throughout the summers for a maximum of 40-hours per week. Undergraduate students pursuing independent research projects with us will have access to the Center's scholarship and resources, as well as any outside faculty they identify as mentors for their research. Now is the perfect time to start developing proposals for summer projects! Read more about how to initiate your own research project here: http://west.stanford.edu/students/undergraduate/research. Applications are reviewed on an ongoing basis.

 
 

 

 

 

 

What are you doing this summer? 
Interested in Public Service? Want to make an impact in your community? Or a community abroad? Would you like to research with the community instead of ON the community? Interested in Education? Arts? Philanthropy? Social E? Spirituality? Policy? Governance?

The Haas Center Undergraduate Fellowships application deadline is right around the corner! There are still several opportunities to get your questions answered.

Find our more about our fellowships: Huffing Pride, Spirituality, Service, and Social Change, Roland Longevity, Philanthropy, Community Arts, and many more!

http://studentaffairs.stanford.edu/haas/students/ugrad-fellowships

https://sig.stanford.edu/fellowships/

Bulimia nervosa (BNand binge eating disorder (BEDare serious mental disorders associated with adverse psychological and physical consequences. Treatment options to date offer limited success, leaving at least 50-70of patients still symptomatic after treatment. The purpose of the study is to evaluate whether a medication currently FDA approved for the treatment of obesity will demonstrate efficacy—compared to placebo when re-purposed for patients with bulimia and binge eating. Prior clinical experience has shown positive results but a  next step includes demonstrating efficacy in a randomized double blinded clinical trial. We are interested in having students be involved with this study by participating in things like recruitment, telephone screening of subjects, scheduling, data organization and management, etc. Greater involvement (such as participating in abstracts, etc) is possible depending on time/availability. We're particularly interested in students who may wish to extend their involvement to include full-time research over the summer. For any questions, please email Dr. Debra Safer, Associate Professor, Department of Psychiatry & Behavioral Sciences at dlsafer@stanford.edu  or call 650-723-7928. Thanks!

The Daily REST study investigates sleep and circadian rhythms in adolescents with and without bipolar disorder. Undergraduate students would receive research training and experience in the diagnosis of bipolar disorder, the assessment of sleep using overnight ambulatory polysomnography, and the use of ecological momentary assessment methods in clinical research. The project is ongoing and students can obtain Independent Studies course credit for their involvement. Because we set up the sleep measuring device on the child in his/her home, having a car is helpful.

Please contact me directly at gershon@stanford.edu with your interest and resume/CV.

Located at 2350 West El Camino Real, Mountain View, CA  94040

This position will work with the Palliative Care research project. Under the supervision and direction of a Research Professional, the Intern will participate in various aspects of the study.  This position is of limited duration and is an unpaid internship.  Hours are flexible, part-time.

Major Job Duties and Responsibilities: Enter study data in prescribed formats, according to pre-determined protocols. Review data for accuracy and completeness according to project guidelines. Conduct data analysis, using Excel, SAS, and/or other statistical software. Conduct literature searches and reviews using online resources. Perform other study-related duties as required.

Qualifications: Training in econometrics required. General knowledge about healthcare. Knowledge of statistical software such as SAS, STATA. Strong data management skills. Proficient in Microsoft Office programs. Excellent oral and written communication skills. Well-organized and attentive to detail. Ability to work independently while following prescribed procedures, guidelines, and protocols

Education: At least in process of obtaining Bachelor’s degree in a field such as health policy research, health services research, epidemiology, biology, sociology, psychology, economics, or other health/science discipline.

Interested persons please send resume and cover letter to: Amy Jonasson, jonassona@pamfri.org, 650-691-6228

The children of mothers with histories of eating disorders are at an increased risk of developing feeding, eating, and related psychopathologies themselves. ParentBased Prevention (PBP) is a promising intervention program to reduce the negative outcomes in the toddlers of mothers with lifetime eating disorders. We are now conducting a randomized control trial that assesses the feasibility of this prevention program. Lab website: http://edresearch.stanford.edu

This position is great for students who are interested in the psychological processes in families, development of young children and prevention programs. Students will have a chance to learn about pioneering clinical interventions and expand their skills in designing, conducting and analyzing studies. Professors: James Lock, MD, PhD and Cara Bohon, PhD; Supervising researcher: Shiri Sadeh-Sharvit, PhD (Visiting Instructor) Contact information: shiris@stanford.edu 

Duties: The Research Assistant will have an opportunity for close involvement in the translation of empirical knowledge to intervention programs. We are looking for Research Assistants who would take part in recruiting participants, analyses of audio and video tapes of sessions, development of a treatment manual and preparation of materials for publication. Hours are flexible. Qualifications of applicant: Applicant should be motivated, organized, creative and resourceful. Prior research experience is not a prerequisite. Compensation: Course credit: PSYC-199-05 (29614), BOHON

To apply, send an email with your CV, weekly availability, and why you are interested in this position, to Shiri Sadeh-Sharvit at shiris@stanford.edu

We are looking to hire a student research assistant to join our project.  The project is studying ways to improve the patient experience in cancer care.  This may be of interest to a HumBio student concentrating on health care management, health services research, or health care organization and delivery.  
 
The RA will be supervised by a faculty member in the Management Science & Engineering department, and will be mainly interviewing patients who have a cancer diagnosis.  
 
This is an on-going project, we are interested in hiring an RA as soon as possible.  This is an hourly paid position; we are looking for a minimum of 10 hours of work per week, and can provide more hours if desired.  There will be more than 120 hours of cumulative work, so this research opportunity can be used for the HumBio internship for students concentrating in related areas.  Payment will be based on the suggested student wage scale.
 
To Apply: Send Cover letter and Resume to Professor Melissa Valentine at mav@stanford.edu.  In your cover letter, please indicate if you have prior experience interviewing people or counseling people. 

Our lab recently collaborated with bioinformatics labs at Stanford University and Indiana University to predict drug candidates acting on targets of interest in liver cancer. We are looking for a highly motivated and organized individual to gather and organize data from several databases, and to help conduct literature searches to provide information on promising drug candidates. This information will allow us to make rational decisions on which candidates to prioritize in our initial evaluations.

Start date: as soon as possible 
Contact: Mei-Sze Chua (mchua@stanford.edu)

We are offering student internship positions in our lab. We are looking for 3-4 students to assist with our research studies and will receive training/experience in activities including survey administration, data collection, research design, and data analysis. We are also happy to coordinate with students for them to receive academic credit for their time working with us. If you have any further questions, please do not hesitate to email and/or call Abigail Kramer at 818/489-0681, or the clinic coordinator Danielle Balzafiore at 650-736-2182 or dbalzafi@stanford.edu.

The Wildlands Studies Program, California State University, Monterey Bay offers a series of environmental and cultural ecology field studies this winter/spring that we invite you to join.  You can choose among six wildlife, wildland and cultural ecology field studies searching for solutions to environmental and cultural challenges.  Each program grants 12 upperdivision transferable units of credit. These programs are open and accepting applications now.  Field studies take place in wildland locations throughout Peru, Costa Rica/Panama, Chile, Thailand, Tropical Australia and Nepal.
 
Please note that summer 2015 programs in Belize, Fiji, South Africa, Baja Mexico, California’s Big Sur and Channel Island ecosystems, The Yellowstone Rockies, Vancouver Island and Canada’s Banff National Park are also open for application.
 
All of our programs are described at our website:  www.wildlandsstudies.com   Our email address is wildlands@wildlandsstudies.com.  If you have questions about any of our programs, please feel free to get back in touch with us.

WHAT:  The project we are currently working on examines the use of targeted interventions to motivate individuals to increase physical activity and decrease sedentary behavior. We will measure changes in emotion and behavior through questionnaires, and assess changes in activity through physical activity monitors. 

We are currently seeking RA’s for a variety of different tasks, some of which include recruiting and screening participants, training participants in the use of physical activity equipment, running intervention sessions, and analyzing physical activity data. Ideal applicants will be dedicated, responsible, independent individuals looking for research experience in the field of biology, medicine, and/or heath psychology. Given the amount of training involved, we ask that interested applicants dedicate a minimum of 2 quarters (~6 months) to the project, for at least 9-10 hours per week. Stanford students may be paid through federal work-study or earn course credit.

CONTACT: Ashley Shurick, ashurick@stanford.edu

WHEN: Dates are flexible, but we request a 6-month commitment

Minimum Number of Total Hours: 200

Deadline to Apply:  Rolling applications

LOCATION: Stanford Psychophysiology Laboratory, 

OPEN TO: Sophomores, Juniors, Seniors

PAID:  No

WEB LINK: spl.stanford.edu

The Stanford Language and Cognition Lab under the direction of Michael Frank in the Psychology Department is looking for several highly motivated undergraduate Research Assistants to help develop and continue work on several ongoing research projects. The Language and Cognition Lab researches how humans are able to acquire a natural language by observing and interacting with others. To explore this, the lab uses computational models and experiments with infants, children, and adults to understand language acquisition and its relationship to other aspects of human cognition.

An RA in the lab will be paired with a graduate student or postdoc for a 2-3 quarter commitment to work on an existing project within the lab. RA duties include running participants in the lab, at Bing Nursery School on campus, or at the Children's Discovery Museum in San Jose, as well as assisting with data analysis, supplementary research, and experiment and stimulus design and implementation. RAs will be compensated with 1-2 units of credit in Psych 195 depending on time commitment. 

An ideal candidate for this position will have a background or an interest in developmental/cognitive psychology or cognitive science, be comfortable working with children of all ages, and will be self-motivated, diligent, and hardworking. Programming skills are a plus, but not required.
If you are interested, please fill out our RA application here. If you have any questions, please contact Rose Schneider at rschneid@stanford.edu or by phone at 650.721.9270.

Undergraduate Clinical Research Positions Available

Stanford Systems Neuroscience and Pain Lab (http://snapl.stanford.edu)

Dr. Sean Mackey, MD, PhD

 

The Stanford Systems Neuroscience and Pain Lab has multiple positions available for

dedicated undergraduate students. We are currently looking for undergraduates to

assist with a clinical research project, the Stanford Accelerated Recovery Trial, studying

postoperative pain recovery and chronic post-surgical pain. Students will make daily

phone calls for pain assessment and assist with data management. This is an exciting

opportunity to have direct patient contact with a wide variety of post-surgical

experiences, work on a large, complex clinical trial, and contribute to testing a

medication for pain relief!

Students must have strong interpersonal skills and be able to work independently.

Experience with excel preferred. Positions require 6-12 hours per week. Commitment

of 2 quarters strongly preferred.

If interested, please contact Maya Berdichesky at mayab2@stanford.edu for more

information. Please include your resume and statement of interest. Academic Credit or

Work-study available.

Great opportunity for experience in pediatrics.  Join a multidisciplinary team focused on
physician-patient partnerships.  Must have excellent communication skills to
conduct family interviews, organizational skills including Excel and Access
preferable. Must be able to commit at least 5 hours weekly for the next 4
months with work primarily at Lucille Packard Children¹s Hospital.
Please send resume and statement of interest no longer than 1 page 12 font
double spaced to Jody Lin at JODYL@stanford.edu

The Neuropsychology and Cognitive Neuroscience Lab (NCNL) is looking for two undergrad student research assistants. This is a great opportunity to learn about cognitive neuroscience research methods, design and practice. We are looking for an assistant who will help with neuropsychological testing, MRI scanning, scheduling, filing, data entry, scanning paper files to digital copies and other responsibilities. We are looking for someone who is responsible, flexible, both a team-worker and self-starter, and eager to learn about cancer and control patient's cognitive domain, as well as understanding the importance of the day-to-day grind in research. We are offering course credit (units), federal-work study, or internship compensation.
 
If interested, please email Mika Pritchard-Berman at mpberman@stanford.edu with your cover letter and resume/cv.
The Stanford Systems Neuroscience and Pain Lab has multiple positions available for dedicated undergraduate students. We are currently looking for undergraduates to assist with a clinical research project, the Stanford Accelerated Recovery Trial, studying postoperative pain recovery and chronic post-surgical pain. Students will make daily phone calls for pain assessment and assist with data management. This is an exciting opportunity to have direct patient contact with a wide variety of post-surgical experiences, work on a large, complex clinical trial, and contribute to testing a medication for pain relief! 
 
Students must have strong interpersonal skills and be able to work independently. Experience with excel preferred. Positions require 6-12 hours per week. Commitment of 2 quarters strongly preferred. 
 
If interested, please contact Maya Berdichesky at mayab2@stanford.edu for more information. Please include your resume and statement of interest. Academic Credit or Work-study available.
Do you want to help Stanford University develop world-leading research to better diagnose and treat people suffering from Parkinson’s disease and Dementia?
 
The Poston Lab [Department of Neurology and Neurological Sciences, School of Medicine] is seeking two detail-oriented undergraduates to work on a high-sensitivity data entry project, on a paid hourly basis (minimum 10 hours / week).  The project is expected to take approximately 200 hours of work in total. Our lab studies cognitive impairment in patients with Parkinson’s disease (PD); this project will involve 
transcribing study measures and PHI (Protected Health Information) the lab has collected over the past three years.  Hires will work as a team to systematically enter previously collected study data (e.g. paper-based cognitive tests) into an MS Access database, to be used as a master data repository for all future Poston Lab study analyses.  This role is to be performed at the lab’s main office, at the Stanford offices located at 1070 Arastradero Road, Palo Alto. 
 
Responsibilities:
Data Entry –  Understand the various types of data being collected and why they are important.  Process data and documentation from each study participant’s file, according to an established procedure we will review with you. Enter all paper-based information into a prepared Microsoft Access database.  Identify errors in data collection, missing information, and other issues that may be pertinent to future analysis. Communicate directly with lab research staff and PI (Dr. Kathleen Poston).
 
Qualifications: 
Required –  Strong organizational skills and attention to detail.  Work well with others.  Ability to work independently with minimal supervision.  Sound understanding of scientific theory and research methodology. Maintain complete confidentiality of sensitive patient information. Willingness to do data entry for hours on end in the name of science.
Preferred – Pursuing a Bachelor’s degree in the health or social science fields, such as psychology.  Experience with Microsoft Access or similar databases.  Excellent verbal and written communication skills.
 
If interested, please contact David Everling at everling@stanford.edu for further details!

AMVC is a grant-funded project run out of the Stanford Clinical Excellence Research Center (CERC), a research center in the Stanford School of Medicine devoted to developing and demonstrating new care delivery models that sharply lower the population cost of health care without impairing quality or patient experience. AMVC’s purpose is to identify and spread best practices seen in organizations operating at the frontier of value, delivering high quality care at an exceptionally low cost.  Examples of likely activities and responsibilities include:

Research, Analysis and Writing (~30% of role)

·         Conducting background research on providers;  Developing content expertise of what accounts for high-value care in subspecialty areas; Leading debrief and synthesis of the themes to focus on in the write-up post site visits; Preparing manuscripts for publication, interview note summaries, proposals to collaborators, reports to funders, and codification of our methodology and approach; Synthesizing site visit findings; Analyzing and synthesizing quantitative and qualitative data across subspecialty areas for comparison and calibration.

Project management and coordination (~40%)

·         Developing and implementing effective systems to track, manage, and communicate progress; Scheduling to support the project.

Provider outreach and screening (~30% of role)

•         Outreach to, and enlistment of provider sites to participate in the project; Facilitating a structured phone interview to learn more about the provider.

Desired Skills

• Good oral and written communication skills;  Solid understanding of the US Healthcare system structure and financing; Comfort with basic medical terminology; Analytical skills, including proficiency in Excel and some familiarity with statistics

Timeline: February 2015 to Autumn 2015, with potential opportunity to continue.  Rolling applications, but applicants are encouraged to apply early.

To Apply: Send Cover letter and Resume to Julia Murphy at jmurphy5@stanford.edu. Please make sure resume includes GPA and SAT score with Math/Verbal/Writing spli

Are you interested in scandals in science?  
Professors in Psychology, Communication, Political Science seek a Stanford undergraduate to collaborating in conducting research on scandals in science and on threats to accuracy in scientific research.  The goal of the work will be to document ways in which science has gone wrong in the past and the ways to do science optimally in the future, so scientists can be as successful as possible in their work.  This job will involve working closely with faculty who are studying this issue and to investigate the growing scholarly literatures on the topic and news coverage of scientific scandals.

The student who is hired will be paid hourly for all work done throughout the remainder of the 2014-2015 academic year.  Benefits of the position include collaborating with faculty to coauthor reports and publications.  The faculty can write letters of recommendation for you describing your role in the collaboration.  

To apply, please send your resume, your unofficial Stanford Transcript, and a cover letter explaining why you're interested in the position and what skills you bring to Professor Jon Krosnick (krosnick@stanford.edu).  Applications will be reviewed upon receipt, and the position will be filled as soon as a qualified candidate is identified.

Are you interested in bioethics or medical humanities?
 
Do you like to talk and debate about complicated ethical dilemmas that affects everyone in some way, shape, or form?
Would you like to meet and talk to community leaders and professors in various fields like bioethics, medicine, law, public policy, and philosophy?
Do you want to help build a previously non-existing community for Stanford undergrads, and make connections across multiple campus and community disciplines?
 
A undergraduate bioethics group with the aim of promoting supportive discussion about current and seminal cases in bioethics through debate, film, and education is in the works of being formed. 
 
If you're interested, please fill out the short form here.
 
If you have any questions, do send a message to Vivian Lam, at vivlam25@stanford.edu.

Asian Liver Center Research Lab Internship

The lab recently collaborated with bioinformatics labs at Stanford University and Indiana University to predict drug candidates acting on targets of interest in liver cancer. They are looking for a highly motivated and organized individual to gather and organize data from several databases, and to help conduct literature searches to provide information on promising drug candidates. Contact: Mei-Sze Chua (mchua@stanford.edu).

Asian Liver Center Corporate Outreach Intern

The Asian Liver Center is seeking a corporate outreach intern to help develop and implement initiatives to educate at-risk employees in Silicon Valley and China. This intern will also support the continued development, implementation, and evaluation of a local initiative in Cupertino to reach those at high risk for hepatitis B. Contact: Mei-Sze Chua (mchua@stanford.edu). Position open until filled. Click here more information and to apply.

A second information about Stanford Health 4 All Fellows Program (H4A), is being held March 11 from 5:30-6:30 pm in LKSC 308 (please RSVP here). Designed and delivered by the Stanford Prevention Research Center, School of Medicine, H4A is a 9-month, fee-based program focused on community health and preventive medicine. The courses are taught by Stanford faculty and include Service Learning internships with our community partners.

Organize a Bone Marrow Registry Drive Event and add names to the National Bone Marrow Registry. The Registry provides hope to patients in need, and college campuses are full of potential matches for these patients! Work with the non-profit organizations Be A Hero, Become A Donor (BAHBAD) and Delete Blood Cancer to help save lives. We provide the guidance, you develop professional and organizational skills and build your resume. Life Saving Is Everyone's Business! If interested, contact Kelsey Suggs at bahbad.college@gmail.com. More information can be found at http://www.bahbad.org/home/ and http://www.deletebloodcancer.org
 

Stanford Health Policy, through the Department of Health Research and Policy at the Stanford University School of Medicine, offers a PhD program which promises to educate students who will be scholarly leaders in the field of health policy, and will be highly knowledgeable about the theoretical and empirical approaches that can be applied in the development of improvements in health policy and the health care system. The curriculum offers courses across a wide range of health policy areas including health economics, health insurance and government program operation, health financing, international health policy and economic development, cost-effectiveness analysis and the evaluation of new technologies, relevant statistical and methodological approaches, and health policy issues related to public health concerns like obesity and chronic disease. In addition to taking a set of core courses, students are expected to complete coursework in one of two tracks:

1) Health Economics - including the economic behavior of individuals, providers, insurers, and governments and how their actions affect health and medical care,

    or

2) Decision Sciences - with quantitative techniques to assess the effectiveness and value of medical treatments and for decision making about medical care at the individual and/or collective level.

More information at:  http://med.stanford.edu/hsr/grad_programs/phd.html