Stanford e-China: Design Thinking into Action

seated young woman holding a drawing of a light bulb
Stanford e-China: Design Thinking into Action

Accepting Applications

March 22, 2024 - August 31, 2024

The application for the fall 2024 course is now open at 

Fall 2024 course dates: September 21 to November 23, 2024 (China Time)

Final deadline to apply: August 31, 2024. (Early-bird deadline: June 1, 2024.) Applications are considered on a rolling basis.

Tuition: $4000 USD (Early-bird: $3500 USD.)
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Design Thinking into Action: Teen Well-Being (Adolescent Psychological and Physical Health)

Offered every spring and fall, Stanford University is offering a new distance-learning opportunity to exceptional high school students and year 1–2 university students from China. This interactive, virtual course will introduce students to design thinking––a creative framework and mindset for human-centered innovation. In real-time seminars with leading Stanford University scholars and Silicon Valley entrepreneurs, students will participate in a rigorous learning experience as they apply basic aspects of the design thinking process to challenges in adolescent mental and physical health. In this English-language course, students will explore the concepts of empathy, ideation, prototyping, and iteration as they brainstorm innovative solutions to problems impacting the lives of youth. Through discussions, assignments, and a mini-design challenge, students will nurture an entrepreneurial mindset that they can apply to their academic and professional aspirations.

Students who successfully complete the course will receive a Certificate of Completion from SPICE, Stanford University. The top three students will be invited to a Stanford ceremony.


Students will also gain practical, academic skills:

  • Pre-recorded, university-level lectures by leading scholars from Stanford University offer practice listening to a variety of lecturing styles
  • Real-time discussions led by guest lecturers familiarize students with the dynamics of classroom participation in schools such as Stanford University
  • Short writing assignments improve critical thinking skills
  • The final project requires students to investigate a challenge related to course themes, develop a compelling presentation, and practice oral English skills


Course components emphasize active participation and development of student interests:

  • 10 “virtual classes” online in real time on Saturday mornings at 9:00 am Beijing time
  • Weekly reading assignments of varying length and difficulty
  • Required participation in virtual discussion boards with classmates
  • Short writing assignments reflecting on readings and lectures
  • Research in an area of interest related to course themes (with instructor guidance)
  • Direction, facilitation, and support from the instructor throughout the course


Admission to this program is competitive; up to 30 exceptional students will be accepted. Requirements include:

  • Enrollment in grades 10, 11, or 12 in a high school in China with exceptional academic experience, or in year 1 or 2 in a university in China
  • Ability to read, write, and discuss complex ideas in English
  • A complete application including a written personal statement, transcript, and availability for a virtual interview
  • Availability for all or most of the virtual classes on Saturday mornings
  • Ability to allot 3–4 hours per week for class preparation and assignments, on student’s own schedule
  • Use of a personal computer, camera, microphone, and reliable access to a broadband Internet connection


QR code for Stanford e-China on WeChat

For more information, please see the Frequently Asked Questions, contact Carey Moncaster (Stanford e-China Instructor) via email at, or contact Liyi Ye (Stanford e-China Advisor in China) via WeChat at hiStanford.


Fellowship Coordinator