Innovating Wellbeing: Human-Centered Design in the AI Era

The application for the fall 2026 course is at https://spicestanford.smapply.io/prog/stanford_e-china_and_stanford_e-sea/.

Fall 2026 course dates: October 17 to December 12, 2026 (China Time)

Final deadline to apply: October 1, 2026. (Early-bird deadline: July 1, 2026.) Applications are considered on a rolling basis.

Tuition: $4000 USD (Early-bird: $3500 USD)

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Every spring and fall, Stanford University offers a virtual-learning opportunity to exceptional high school and early university students in and from China. This interactive course, offered through Stanford e-China, introduces 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 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 explore the concepts of empathy, ideation, prototyping, and iteration as they brainstorm innovative solutions to problems impacting the lives of youth. They also consider the impact that AI’s scale and pace of change is having on the lives of young people as it is increasingly used in healthcare, mental health support, caregiving, and companionship. While AI may improve medical diagnostics and procedures and assist in drug discovery and patient support, it may also contribute to stress, anxiety, disinformation, and dependence. Through discussions, assignments, and a mini-design challenge, students nurture an entrepreneurial mindset that they can apply to their future.

Students who successfully complete the course will receive a Certificate of Completion from SPICE, Stanford University.

Students will also gain practical, academic skills:

• Live and pre-recorded, university-level lectures by leading Stanford scholars offer practice listening to a variety of lecturing styles.
• Real-time in-class discussions familiarize students with the dynamics of classroom participation and build confidence in oral, English expression.
• Online discussions with classmates foster collaboration and strengthen written communication skills.
• Short writing assignments improve critical thinking skills and encourage personal reflection.
• The final project requires students to investigate a challenge related to course themes and develop a creative and innovative solution based on the design thinking framework.

Course components emphasize active participation and development of student interests:

• 8 “virtual classes” online in real time on Saturday mornings 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. 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 letter of recommendation
• 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

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