When Drs. Sophia Colamarino and Joachim Hallmayer envisioned an undergraduate class on autism spectrum disorder (ASD), they knew it should go beyond the dissemination of scientific knowledge and delve into the broader context of scientific inquiry and societal impact. As both social awareness and scientific understanding of autism grew in the 2000s, Colamarino and Hallmayer decided it was the perfect time to implement their vision. Leveraging Colamarino’s expertise as a neurobiologist and a long-time member of the autism advocacy community and Hallmayer’s extensive work as an autism geneticist, they launched HumBio 164, Autism Spectrum Disorder in 2012.
Their course fused scientific depth with a commitment to open discourse. “We didn’t want this class to be just about imparting science but rather a space to think about how our understanding of autism has evolved through the interaction of health professionals, researchers, individuals on the spectrum, and their families. We also wanted students to think about what can be done in the community.” Colamarino reflected. “We wanted our classroom to be a place where everyone can learn and discuss autism, speak openly and freely, and brainstorm what the current generation needs to address.” The class quickly became popular across the HumBio community for students who had connections to ASD, who were interested in learning more about ASD generally, or who wanted to understand and be able to support individuals on the spectrum effectively. Three years later, cognitive neuroscientist and then-guest lecturer Dr. Ruth O’Hara officially joined the teaching team to share her in-depth understanding of the neurophysiological, clinical, and behavioral aspects of ASD.
A fundamental premise of the course is that the scientific and social aspects of autism feed back on each other. Scientific discoveries shape societal perceptions, while public attitudes and advocacy influence research priorities and funding. During the first class session each week, the class delves into ASD science, exploring clinical, etiological, and epidemiological aspects of ASD alongside its cognitive profile.
The second class session of each week is devoted to discussions that provoke critical thinking from multiple angles and illuminate the interconnectedness of science and society. These discussions are entirely student-led. Colamarino, Hallmayer, and O’Hara opted to give the students this responsibility to help develop their ability to confidently steer conversations, a soft skill that they believe is pivotal in all professional landscapes. Students lead discussions on everything from early detection of autism to autism across the lifespan to breaking stereotypes to some of the common misconceptions and controversies related to ASD such as the vaccine scare and the historical blaming of mothers.
The class discussions operate on the premise of collective learning. While each discussion leader learns to articulate and summarize ideas cohesively, the rest of the students are expected to contribute to the conversation and listen with respect and an open mind. These discussions are not only used to better understand the course content but also to make connections and apply this understanding to broader topics such as developmental disorders more generally and societal perceptions of disabilities. “We try to operate as a team in our class,” Colamarino explained. “This is a ‘think’ class, not a ‘do’ class, so the two things we demand when students are in the classroom are that we have their brains and that they come prepared to learn, discuss, and look at things from all angles.”
Alongside the teaching team, the class also includes a series of topic experts and guest speakers from across the ASD community who come in on both discussion and lecture days. On student discussion days, topic experts support students and help them to prepare for the discussion. Autistic individuals, basic science and clinical researchers, as well as varied professionals working in the community, each speaker brings a unique perspective to the class, further enriching the conversations and lectures and offering a comprehensive view of the ASD and neurodiverse community. Their passion, thoughtfulness, and approachability create a space where students can not only learn but also find inspiration and connect deeply with members of the community.
Colamarino, Hallmayer, and O’Hara recognize that some of the discussions might provoke controversy or might involve some difficult conversations about defining ASD, societal perceptions, and the language we use. Rather than shy away from the controversies, however, the team openly acknowledges them, asking individuals to be calm, respectful, and open to listening to all points of view. The instructional team encourages students to open up and have candid discussions, creating a strong classroom community for engaging in and learning from criticism.
In addition to building scientific understanding and helping students develop key skills in moderating and leading discussions, the teaching team also aims to cultivate kindness, tolerance, and appreciation in their students. In doing so, they hope that students will leave the class inspired, wanting to learn more and do more meaningful work in their communities and beyond. “It is not just about book learning and understanding neurodiversity but really applying the broader themes we discuss and enacting change. It’s very practical,” Colamarino shared. “We are simply trying to teach people to be good citizens in this world.”
Sophia Colamarino is an adjunct professor in the Department of Psychiatry and Behavioral Sciences. Joachim Hallmayer is a professor of psychiatry and behavioral sciences. Ruth O’Hara is the Lowell W. and Josephine Q. Berry Professor of Psychiatry and Behavioral Sciences and the Senior Associate Dean for Research at Stanford Medicine.
The success of this class would not be possible without the participation of incredible guest speakers and topic experts, including but not limited to the many amazing individuals on the spectrum and their families, Dr. Lawrence Fung and the Stanford Neurodiversity Project, the Morgan Autism Center Adult Program, Pam Lindsay and the College of the Adaptive Arts, Professor Allison Morantz and the Stanford Intellectual and Developmental Disabilities Law and Policy Project, and Michelle de Blank and the Peninsula Family Advocacy Program at Legal Aid of San Mateo. Thank you for taking the time to support and for sharing your experiences and work with our students in HumBio 164.