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This twice-a-week, half-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.

There is increasing scientific consensus that global warming threatens our world. This course explores how the next generation of leaders can use a combination of forward-looking public policy, political power, and financing new technologies to solve this vexing challenge. The course will integrate public policy and politics with finance and real life cases on companies from Impossible Foods to Tesla. The instructor will bring entrepreneurs, regulatory leaders, elected officials and venture capitalists to class to explain how each of these leaders drive change and discuss what obstacles they must overcome in the process. There will be a heavy emphasis on class participation and students will be asked to apply what they've learned in every aspect of their GSB education, from finance and accounting to marketing and organizational behavior. Students will be asked to make their own case on which new technology, piece of legislation, or regulatory mandate will have the greatest impact on solving global warming and what role they see themselves playing in making change.

Learning from those that shaped the space of impact investing. Exploring the business models that scaled or broke in the effort to scale. The goal is to hone the skills of identifying companies that perform in the long term with an integration of social and environmental impact.

The last few years have created significant educational challenges and opportunities, especially given the emergence of Artificial Intelligence (AI); there has never been a more pressing and urgent need in our history to foster entrepreneurship in education by leveraging new technologies. This course will help you develop the skills and strategies necessary to effectively create and evaluate educational services and education technology startups, much like educators, entrepreneurs, philanthropists, and venture capital investors do. Some questions we will discuss include: How do entrepreneurs, educators, and VCs evaluate and grow successful education and edtech startups? Why do most startups in edtech fail, and what are the critical ingredients for success, especially in today's challenging times? What does it take to get venture capital financing in edtech? Why now? Each week will feature a different entrepreneur as a guest speaker; these leaders hail from a variety of innovative for-profit and non-profit startups. As we hear from the speakers, we'll evaluate all aspects of their invention, particularly in the context of AI, distance learning and hybrid learning ecosystems. A fundamental question we'll explore in this course is how educators and technologists can better collaborate to leverage the scale and impact of technology to improve educational equity and access. This course will be taught in person; attendance at each session is required. The maximum capacity is 50 students. Juniors, Seniors and graduate students of all Stanford schools are welcome. Syllabus can be viewed here: https://monsalve.people.stanford.edu/courses-and-seminars

Effective decision making is a critical skill for political and business leaders. Decisions must be made under pressure and often with incomplete information. George Osborne was Chancellor of the Exchequer of the United Kingdom in the aftermath of the global economic crisis, and this class will study three of the biggest challenges global economic policy makers faced during this time. Students will gain a framework for how senior leaders approach decision making, and will be given the chance to put this into practice. Each class will include a simulation where students are put in the role of a senior policy maker facing a key decision.

Academics must effectively communicate the importance of their research to a wide range of audiences, including colleagues, students, stakeholders, and the general public, as well as in a variety of contexts, from academic conferences and job talks to one-on-one conversations, news interviews, and social media. This highly interactive course is designed to equip PhD students with the skills to confidently present their research and connect with varied audiences. Students will craft an elevator pitch for academic settings, learn how to document and tell the 'story' of their research, develop both stage and screen presence for live and virtual talks, practice responding to Q&A and research critiques, and prepare for media interviews about their research. This class combines best practices from public speaking with elements from related fields, including the art of improv, the science of communication, and narrative journalism.

This course introduces students to the role of theory-based structural econometric models in i) estimating determinants of behavior from revealed preference data, ii) evaluating counterfactual decisions or policies by firms, organizations and/or the government and iii) assessing identification when using descriptive or "model-free" approaches to inference. It begins with discrete choice models applied in consumer choice contexts, then extends those models to consider state-dependence, forward-looking dynamics and equilibrium peer effects. A focus throughout is the role of heterogeneity for both identification and firm decisions. The class also considers simulation-based estimation and empirical pricing or advertising models. The emphasis is on an intuitive understanding and coding and estimation of entry-level models of consumer behavior.