For a faculty member, few things are as satisfying as offering a course that stays fresh and fun to teach, year after year, and one that never fails to have a profound and lasting influence on its students. For two decades, Professor Paul Fisher has been captivating students with his upper-division Human Biology course on the clinical epidemiological methods in cancer research, HumBio 154C: Cancer Epidemiology. What he thought would initially be a small seminar for 10 to 12 students quickly grew to a class of over 40 students each year, eager to dive into the world of cancer, its causes, screening methods, and the social and ethical controversies surrounding this prevalent disease. Fisher’s passion and excitement for the subject, his dedication to his students, and the well-structured course have made the class a beloved and memorable experience for students.
Fisher was inspired to create the course when Human Biology put out a request for new course offerings with a particular emphasis on building student skills in research and statistical methods. “At the time, I joked with [Associate Director] Shirley Feldman and said that the topic ‘research methods’ was a snooze fest,” Fisher reflected. “Research methods alone was not going to put any students in an auditorium. But if the course was about something that is relevant and prevalent like cancer, it will.” Drawing from his background in epidemiology and cancer, Fisher developed the course not only to introduce students to cancer research but also to train students in Human Biology’s key capacities – scientific communication, scientific literacy, and data analysis – skills that are useful to students on any career path.
Over the years, the course content has evolved to reflect advances in the field of cancer research. The course’s first section focuses on the causes of cancer with an emphasis on the growth in data regarding genetics’ intrinsic role in cancer risk and development. The second part of the course delves into cancer screening methods. Students learn about different subtypes of cancers and the value of tailoring screening methods to individual needs. Each year, Fisher reviews the course materials and makes small changes to ensure it reflects the most recent research and that it remains relevant and applicable to what students may be witnessing or experiencing today.
One aspect of the course that has remained constant since its inception is the final grant proposal project, which trains students in research methodologies and hones their analytical thinking and oral presentation skills. For Fisher, effective communication is crucial – “I always tell students that if they leave Stanford and cannot give a 3 to 4 minute compelling elevator pitch, we have failed them,” he explained. “This rings especially true for Human Biology students because they have distinct and diverse interdisciplinary skills to offer and they should be able to communicate this.” The project is broken down into several small steps throughout the quarter to guide students as they learn to read and critique scientific literature, understand epidemiological analyses, and communicate their ideas effectively. For the final product, students are asked to propose an experiment to test whether exposure to something in the environment is associated with a particular cancer. As a few examples, students have proposed investigating whether gluten-free diets decrease the risk of glioblastomas, whether there is an increased likelihood of pancreatic cancer from eating jollof rice, and whether there is an association of kidney cancer with plastic water bottle use.
With an air of excitement, fun, support, and camaraderie, the quarter closes with 3-minute proposal presentations where students must convey why their study is insightful, provocative, or adds value to current research and why their proposal should receive funding. These presentations are attended by a panel of impressive community members ranging from non-profit leaders and community board members to venture capitalists to epidemiologists, cancer researchers and doctors, and Human Biology alumni. “The students always rise to the occasion,” Fisher shared. “I think the panelists are not only consistently impressed by the quality of their work, but they really like seeing the students and seeing what the future holds.” The project helps students hone their scientific oral communication skills and provides a unique opportunity to engage with community leaders and experts and foster meaningful connections.
As with any course, there are sometimes challenges. Cancer can be a difficult and distressing topic for students, especially those who are affected by the disease in some way. “You never know who in the class has someone going through cancer at that moment. And every now and then you catch someone who has a teary eye or is visibly affected by the content we’re covering,” he shared. Sensitivity and kindness are always at the forefront of Fisher’s teaching approach. Using a careful balance of addressing the gravity of the disease and maintaining a positive and lighthearted atmosphere, Fisher ensures that students always feel supported and encouraged to share their thoughts and experiences in a safe and empathetic learning environment.
Fisher also goes out of his way to get to know his students personally. He encourages them to attend office hours and have informal conversations with him about non-course related matters such as personal interests, career aspirations, or even Fisher’s student experience at Stanford 30 years ago. Students appreciate his willingness to foster deeper connections and be a kind and compassionate mentor.
Because of the nature of the content, Fisher is always finding ways to incorporate humor, even in the most difficult of situations. One of his favorite moments in the class is when he casually pulls out a cigarette and starts smoking in the middle of his lung cancer lectures. “The students are always shocked like I’m smoking a joint or something!” he laughed. “Like I said, I always want to keep them engaged, keep them on their toes, and keep them light-hearted. It is always a hilarious and memorable exchange.”
So what makes this course an experience that has drawn more than 40 eager students every year for the last 20 years? Fisher attributes it to several factors. For one, cancer is a disease that touches the lives of many people. As a result, it is not only a relatable subject but one that fosters genuine intellectual curiosity among students and strengthens their connection to the course material. The inherently interdisciplinary nature of the course also appeals to a wide array of Human Biology majors, who may be pursuing various career paths such as medical school, epidemiology, non-profit work, and health policy. Of course, credit is also due to Fisher’s teaching. Despite having a large class size, he maintains a seminar-like atmosphere, encouraging interactive discussions and keeping the lectures colloquial and conversational. In creating a space where students are actively engaged and comfortable expressing their thoughts, he transforms the class and makes learning a fun and memorable process.
Looking to the future, Fisher hopes to continue offering the course for many years to come, making small changes in the course curriculum and guest lecturers to keep it fresh and relevant. “I’ve loved the students and I’ve loved every cohort of this class. It has been a blast and I wouldn’t do it any other way.”
Paul Fisher is the Beirne Family Professor of Pediatric Neuro-Oncology, of Pediatrics, and, by courtesy, of Neurosurgery and of Epidemiology and Population Health. He is also the Chief of the Division of Child Neurology and Senior Vice Chair for Academic Affairs in the Department of Neurology & Neurological Sciences. In addition to teaching HumBio 154C, Fisher teaches in the Human Biology core in HumBio 4A, The Human Organism, is an active member of the executive and awards committees, and has advised several students pursuing honors research in HumBio.