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Our world is increasingly complex and laden with many forms of measurable data. Infographics abound, but whether explicit or not, the stories they tell are all designed. In this hyper-concentrated, hands-on course, students will learn to use mapping and design techniques to sort and synthesize data, unlock insights and communicate information. We will create four different types of maps and infographics and students will practice finding insight from both qualitative and quantitative information. Take this course if you are interested in learning how to navigate through and create for the complicated intersection of data and design.nnAdmission by application. See dschool.stanford.edu/classesn for more information.

Introduction to the principles, tools, and techniques of visual design and visual communication. Students learn the fundamentals of line, shape, color, composition, and type and use these basic building blocks to communicate with clarity, emotion, and meaning. Four successive design projects introduce new principles and techniques each week. Projects focus on the digital realm of mobile phones, tablets, websites, and other screen-based interfaces. Students get hands-on experience with both vector and bitmap software packages. No prior experience required. Accepting 24 students. Graduate and undergraduate students encouraged to apply. Attendance at all sessions is mandatory. Application required, see dschool.stanford.edu/classes for more information.

Where many stakeholders are working within a complex scenario, the skilled negotiator is comfortable with the inherent ambiguity, at once nimble and careful in responding to new information and changing positions. In this advanced negotiation course, we will crack open some of the fundamental negotiation principles and show you how, where and why design thinking can add unique value to your negotiation skills and outcomes. Mapping and designing the structure and process of your negotiation; understanding tools to gain empathy for the stakeholders involved in the negotiation; learning different styles of negotiation; practicing spontaneity, adaptability and presence in the moment; team brainstorming in preparation, and team dynamics in the execution of a negotiation. You will work through exercises that isolate these skills and then apply them in simulated negotiations, at least one in every class session, to improve your confidence and competence as a negotiator. You and your teammates will then bring them all to bear in a capstone, multi-party, multi-issue negotiation simulation. If you have already taken a basic negotiation course, or have demonstrable experience, we invite you to apply. No previous design thinking experience is required, though certainly useful.nApplication required, see dschool.stanford.edu/classes for more information.

In this Design Abilities Studio students will learn and practice several applied skills with hands-on activities that vary in length, duration, deliverables, and concept. This course focuses on developing core design abilities that make individuals better design thinkers and creative problem solvers. This class is for students of any discipline. Admission by application. See dschool.stanford.edu/classes for more information.

Build your creative confidence and sharpen your design thinking skills. Train your intuition and expand the design context from which you operate every day. This experimental studio will introduce d.school students to fast- paced experiential exercises that lay the mental and physical foundation for a potent bias toward action, and a wider knowledge of the personal skills that expert design thinkers utilize in all phases of their process. Recent research based on this course curriculum show that performing these class activities will expand your creative capacity in statistically significant ways.

Humanities Education explores issues concerning teaching and learning in the humanities, including research on student learning, innovation in pedagogy, the role of new technologies in humanities instruction, and professional issues for humanities teachers at all educational levels.

What do computers have to do with the study of literature? Can programming help us learn more about texts? Students in this course will explore these and similar questions through project-based learning. By developing their own digital research project, either in collaboration or solo, students will gain an understanding of the methods and challenges of the field known as "digital humanities". Students will also read and discuss scholarship about the use of computers for the study of literature using Lacuna, an online reading and annotation environment developed at Stanford. Class time will be divided between theory and practice: we will discuss readings that contextualize and question the tools and methods commonly used, then we will use those tools and methods in project work.

This course approaches the teaching of second languages from a learning perspective. In other words, it eschews the traditional focus on teaching methods and emphasizes instructional decision-making within the context of learners intellectual and linguistic development. The course is designed to prepare language instructors to teach languages at the beginning and intermediate levels in a variety of university settings to an array of populations.

This course is a follow-up to The Learning and Teaching of Second Languages ( DLCL 301) and is structured to reflect the needs and challenges of students and teachers embarking on courses at the late second-year level and beyond. Participants will focus on a language and literary area within a chosen foreign language. They will interrogate how literature learning assists further language acquisition and how the level of language knowledge facilitates and impedes literary interpretation and reading comprehension. Prerequisite: DLCL 301.