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The 2016 application cycle is April 11 through June 3, 2016.

PROGRAM OVERVIEW

The Online Writing Program at Stanford Continuing Studies, which offers dynamic courses in every genre, also hosts the Certificate Program in Novel Writing. The Certificate Program builds on the success and excellent teaching of our regular online writing courses with the goal of providing a structured environment in which you can write your novel.

Have you always wanted to write a book? The Online Certificate Program in Novel Writing is designed to help you fulfill that dream.

We’ve created a seven-course program that will show you the path from first glimmer to full manuscript. You’ll start with the habit of the art, move through a series of targeted workshops, produce a book-length manuscript (or at least a good part of one), and review that manuscript in a one-on-one tutorial with an accomplished fiction writer. Our instructors are all accomplished authors, mostly drawn from Stanford’s prestigious Stegner Fellows.

Because the Certificate Program relies on a dedicated, dynamic cohort, admission is by application only. By studying and writing with a consistent group of students with similar commitment to their work, you’ll achieve a deeper sense of connection and thus a deeper level of learning. You’ll be involved in the creation and construction of many narratives – most notably your own.

Best of all, the Certificate Program retains all the flexibility of our regular online writing courses. You can access your class from home or on your travels, at the times of day that suit your schedule.

By the time you complete your Certificate, you will be well on your way to writing a book-length manuscript. Will it be finished and revised? That’s up to you. But along the way, your work will be read, critiqued, and supported by dedicated instructors who are also serious practitioners in your field.

To receive updates about the program, add yourself to the Certificate Program mailing list.

Online Certificate Program in Novel Writing

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ABOUT THIS SELF-PACED COURSE

The string quartet can be defined in several ways. At the most basic level the musical term refers to the medium of four string instruments: two violins, viola, and violoncello. It can also be used to describe the collective identity of the instrumentalists themselves, in particular established professional ensembles. One such ensemble is the St. Lawrence String Quartet, Stanford University’s celebrated ensemble-in-residence, whose members are featured in this course, performing in Stanford’s 842-seat Bing Concert Hall as well as in that splendid facility’s smaller studio space.

Thanks to Joseph Haydn, the acknowledged father of the string quartet, the medium evolved into a genre. It is Haydn’s compositions for the medium above all — he composed 68 of them — that established the formal conventions and aesthetic values that secured the string quartet a special status and significance in Western musical culture. As developed by Haydn, the quartet became the preferred vehicle through which composers ever since, from Mozart to John Adams, have honed and displayed their compositional craft.

Technique and expression go hand in hand. The German poet Goethe described the quartet in terms of a musical conversation. For the audience, Goethe wrote, a quartet performance is like “listening to four rational people conversing among themselves.” Reflecting aesthetic sensibilities commonly associated with the genre in the Enlightenment age of Haydn, Mozart and Beethoven, the conversation metaphor nicely captures two defining features of the genre: its intimate, personal nature as well as its capacity to convey profound musical thought through the essential ingredients of four-part harmony and counterpoint. And, as Haydn’s compositions amply demonstrate, the medium of the string quartet can also lend itself to the expression of wit and humor.

This course, in defining the string quartet in these various ways, pays particular attention to Haydn’s towering, history-shaping achievement. In the first part of the course, after providing some general background on the origins of the medium in the seventeenth and early eighteenth century, we look at some examples of early string quartet writing by Allegri, Scarlatti and early-period Haydn. In the second half, because the very essence of the genre resides in musical detail and nuance, we develop the tools for informed listening and appreciation by presenting an in-depth analysis of a single work, Haydn’s String Quartet in F minor, opus 20, no. 5 from 1772. With frequent musical illustrations by the St. Lawrence Quartet, we explore the F-minor Quartet in terms of three complementary concepts: form, language, and gesture.

In a concluding section we analyze the final movement, comparing Haydn’s use of the compositional technique known as “fugue” to other fugues by Bach, Handel and Mozart. By means of this “learned style,” we argue, the composer connects his musical language to ecclesiastical traditions, just as the movement’s rhetorical character reflects his penchant for musical effects drawn from the world of opera. The aesthetic spheres of the chamber, church and theater converge. Haydn thus defines his watershed opus — in microcosm — as something at once intimate, recondite and playful.

PREREQUISITES

Defining the String Quartet is designed to appeal to participants with different musical backgrounds and levels of musical literacy. The ability to read music is not required, although we do supply musical notation for those of you who wish to follow along, and have developed some technology to help you do that: instead of being displayed in the usual black, the notes being played are highlighted on screen in red. Intended as tests of comprehension and knowledge, the quizzes are offered in two degrees of difficulty, indicated thus: ♪ (entry-level) and ♪♪ (advanced). We hope you enjoy the course!

FREQUENTLY ASKED QUESTIONS

Do I need to buy a textbook?
No. All of the required course materials (lectures, musical examples, digital scores, and performances by the St. Lawrence String Quartet) are included here online.
Is it possible to earn a Statement of Accomplishment?
Yes. Each of the given exercises is marked with its point value; the maximum score for the whole course is 132 points. Participants who earn at least 50 points will be eligible for a Statement of Accomplishment marked ♪, for "Entry Level." Participants who earn at least 80 points will be eligible for a Statement of Accomplishment marked ♪♪, for "Advanced."
How much time can I expect to spend on the course each week?
This is a self-paced course. Although it is recommended that you work through the materials in the prescribed sequence from start to finish, you may study and review the lessons, listen to the performances, and do the exercises at your own chosen speed.
 

COURSE STAFF

Stephen Hinton

Stephen Hinton is the Avalon Foundation Professor in the Humanities and Professor of Music and, by courtesy, of German Studies at Stanford University. Since coming to Stanford in 1994, he has held the positions of chair of the Department of Music, Senior Associate Dean for Humanities and Arts, and, most recently, Denning Family Director of the Stanford Arts Institute. A leading authority on the composer Kurt Weill, he has published widely on many aspects of modern German music history, with contributions to publications such as Cambridge Opera Handbooks, Handwörterbuch der musikalischen Terminologie,New Grove Dictionary of Opera, New Grove Dictionary of Music,Musik in Geschichte und Gegenwart, and Funkkolleg Musikgeschichte. He has also served as editor of the journal Beethoven Forum. His most recent book, Weill’s Musical Theater: Stages of Reform (University of California Press: Berkeley, 2012), the first musicological study of Weill’s complete stage works, received the 2013 Kurt Weill Book Prize for outstanding scholarship in music theater since 1900. He is an avid amateur chamber musician who regrets having too little time to practice his two instruments (viola and piano).

St. Lawrence String Quartet

The St. Lawrence String Quartet (SLSQ) enters its second quarter century of growth and worldwide concert-giving with acclaim from audiences, critics and the music community alike. “It's a modern string quartet that brings flexibility, dramatic fire and a hint of rock 'n' roll energy,” writes the Los Angeles Times. “Player for player, this is a superb group,” writes the New York Times...“[conveying] the excitement of playing whatever is on their stands at the moment.”

In recent seasons, the SLSQ has made a specialty of the 68 string quartets of Joseph Haydn. In the Quartet's opinion, the true genius of Haydn often suffers from a formulaic and glossed-over familiarity on concert programs. In response, the SLSQ's interpretations of Haydn lay down a new standard for gripping, tender, hilarious, wicked, and charming performances of these masterpieces. The SLSQ often performs “Haydn Discovery” programs, which provide audiences with an engaging guided tour through the moment-to-moment architecture of his quartets to encourage active listening. A recording of Haydn's Symphony no. 102 (in its crisp arrangement for chamber ensemble by Salomon) has recently been released by the SLSQ, and a recording of the six groundbreaking quartets of Op. 20 is expected to be completed in 2016.

Violinist Geoff Nuttall and violist Lesley Robertson founded the quartet in Canada in 1989. Cellist Christopher Costanza joined the group in 2003, and violinist Owen Dalby is the most recent member. With its appointment as faculty members in the Department of Music and as ensemble-in-residence at Stanford University for almost two decades, the SLSQ is deeply involved in teaching musicians from all academic backgrounds and disciplines. Its seminars, masterclasses and interdisciplinary collaborations attract students from around the world. Cultivating a wide repertoire that embraces the great works of the classical literature, off-the-beaten-path composers, and new works (often written specially for the group), the SLSQ continues to engage with audiences in over one hundred concerts a year. In the words of Alex Ross of The New Yorker: "The St. Lawrence are remarkable not simply for the quality of their music making, exalted as it is, but for the joy they take in the act of connection."

For further information about the SLSQ and its members, see the Quartet's homepage at www.slsq.com.

Victoria Chang

Victoria Chang is a graduate student in musicology at Stanford University with interests ranging from 20th-century genres such as electronic dance music, experimental jazz and new media to the sacred vocal music of the Renaissance and Baroque periods. Her dissertation explores representations of loneliness and lyric expression in operas and melodramas of the early 20th century. She conducts several small vocal ensembles and is a freelance musician specializing in site-specific works.

St. Lawrence String Quartet

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Date: 
Wednesday, March 23, 2016
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Course Description

What is Greek mythology? The answer to this question may seem obvious: It is the stories the ancient Greeks came up with to describe and explain their world. Sometimes these stories have a religious purpose, helping humans understand their relationship to the gods; sometimes they have a political purpose, narrating the origins of a city; sometimes they just tell a compelling tale to entertain an audience. These myths can be found in the art and literature of the Western world up to the present day. 

In this course, we will study this unruly mass of stories and analyze what they can tell us about the cultural and historical contexts in which they were created and flourished. We will focus on the stories of how the Olympian gods came to power; the battles that Heracles, Perseus, and Theseus fought against legendary monsters; and the struggles of Achilles, Odysseus, and other heroes of the Trojan War. We will also attempt to understand why Greek mythology has inspired so many creative tellings and retellings throughout the past two millennia. 

Donna Zuckerberg, Instructor, The Paideia Institute

Donna Zuckerberg received a PhD in classics from Princeton, where she taught courses on Greek literature, Homer’s Iliad, and classical mythology. She is editor-inchief of the online classics journal Eidolon, and she specializes in promoting the study and appreciation of the classical humanities.

Textbooks for this course

(Required) Stephen Trzaskoma, R. Scott Smith, and Stephen Brunet, Anthology Of Classical Myth: Primary Sources in Translation (ISBN 0872207218)
(Required) Roberto Calasso, The Marriage of Cadmus and Harmony (ISBN 0679733485)
(Required) Stanley Lombardo, The Essential Homer (ISBN 0872205401)
(Required) Helen Morales, Classical Mythology: A Very Short Introduction (ISBN 0192804766)
(Recommended) Euripides, Euripides V (ISBN 0226308987)
(Recommended) Sophocles, Sophocles II (ISBN 0226311554)
(Recommended) Aeschylus, Aeschylus I (ISBN 0226311449)
 

DOWNLOAD THE PRELIMINARY SYLLABUS » (subject to change)

Greek Mythology

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Date: 
Monday, March 28, 2016 to Friday, June 3, 2016
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COURSE DESCRIPTION

This online writing course is geared toward advanced non-native speakers of English who have significant experience with the language. It will focus on helping participants understand and practice the types of writing needed for most professions, from more formal texts such as proposals and project reports to more informal but still essential communications such as letters and emails. Emphasis will be placed on vocabulary choice, sentence structure, and paragraph organization. Coursework will include collaborative vocabulary exercises, sentence-level problem sets, short- and long-passage editing, as well as longer-document homework assignments chosen by the student. Participants will receive instructor and peer feedback throughout the course. 

Instructor

Kenneth Romeo

Lecturer, English for Foreign Students, Stanford Language Center

Kenneth Romeo specializes in listening, vocabulary, and writing courses for foreign students from beginning to advanced levels. He received a PhD in education from Stanford, specializing in language instruction and second-language acquisition.

Textbooks for this course

(Required) Michael Swan, Practical English Usage, 3rd Edition (iOS or Android app is also acceptable) (ISBN 978-0194420983)

DOWNLOAD THE PRELIMINARY SYLLABUS » (subject to change)

Fee applies.

English Continuing Studies Course

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Date: 
Monday, January 11, 2016
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Course Description

Virginia Woolf once wrote of Jane Austen that “of all great writers she is the most difficult to catch in the act of greatness.” Woolf is right. When we call to mind the most memorable moments in Austen’s novels, we are almost surprised at their triviality: a sprained ankle, an apt retort, a missed appointment. And yet in Austen’s hands they are anything but trivial. Few authors have written more eloquently on the nature of social relations or the subtleties and contradictions of the human heart. Her novels are like microchips—marvels of precise and minute workmanship, and yet at the same time almost infinitely capacious, containing worlds of meaning. 

In this online course, we will explore three of Austen’s major novels: Sense and Sensibility, Pride and Prejudice, and Northanger Abbey. Our goal will be to appreciate them both as masterpieces of literary style and as windows into Austen’s world. What can Sense and Sensibility teach us about the relationship between modesty and desire in 19th-century England? How do the social classes blend, overlap, and collide in Pride and Prejudice—and just how much is Darcy’s famous £10,000 a year anyway? Who are the authors that Austen is making fun of in her wonderfully satirical Northanger Abbey? What do all these novels have to say about the grand themes of love, grief, community, and friendship? Often our point of entry into these questions will be a minor, seemingly trivial detail. Students are encouraged to read for these “keyholes” and share their insights with the class during discussion. 

Jane Austen

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Date: 
Monday, January 11, 2016
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Course Description

This course is designed for curious people who enjoy wine, especially wine from California and France, and would like to learn more about it. We will examine the connection between wines and their terroir—the complete natural environment in which a wine is produced—and learn why “place” and its geologic history—along with the grapes, their viticulture, the climate, and the winemaker’s skills—are all crucial to the characteristics of wines. We will explore the geologic setting of wine regions in California and France and with comparative tastings form the basis for understanding why certain grapes seem to prosper and others do not. As we delve into the geologic history of wine country, we will also learn about the geography, the wines, the names, and the history of numerous wine regions in California and France. By the end of the course, we will have gained a better understanding of why wines are a reflection of “place” and have firsthand knowledge of many of the tastes that result. The wines we will taste will be comparable from both Old World (France) and New World (California) wineries: chardonnay, sauvignon blanc, Bordeaux and Bordeauxstyle blends, and Rhone and Rhone-varietal blends. 

In order to participate in tasting discussions, students will spend approximately $160–$200 on California and French wines. A wine list will be provided at the start of the course. Students will taste the wines in advance of the optional online videoconferencing sessions (which will be recorded and posted). During these sessions, students will compare notes and discuss aspects of terroir, winemaking styles, flavor characteristics, etc. 

Please be aware that some of the optional activities in this course include the consumption of alcohol. Students enrolling in this course must be either: at least 21 years of age (if a resident of the United States), or of legal drinking age for the country in which they reside. 

Please note: Stanford Continuing Studies will offer a separate course excursion to Napa this Spring. The course, led by instructor David Howell, will review the 140 million-year history of the valley, the origin of the mountains and the valley itself, and processes of sedimentation that characterize many of the valley floor vineyards. Participants will examine how elements of topography, climate, and soil, essential elements of terroir, have been used to subdivide Napa into fourteen distinct viticultural areas. The course will focus on Oakville, with vineyard and winery visits along with tastings. Students will also meet with winemakers and vineyard managers. For more information, please see the Spring 2016 catalogue (available in February 2016). While this course excursion builds upon Winter’s “The Geology and Wines of California and France” (GEO 03 W), each can be taken independently as well. 

The Geology and Wines of California and France

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Date: 
Thursday, January 21, 2016
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ABOUT THIS COURSE

This course provides an overview of women's health and human rights, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We consider economic, social, political and human rights factors, and the challenges women face in maintaining health and managing their lives in the face of societal pressures and obstacles.

We focus on critical issues, namely those that may mean life or death to a woman, depending on whether she can exercise her human rights. These critical issues include: being born female and discrimination; poverty; unequal access to education, food, paid work and health care; and various forms of violence. Topics discussed include son preference, education, HIV/AIDS, reproductive health, violence in the home and in war and refugee circumstances, women's work, sex trafficking, and aging.

Our MOOC will have a special focus on creating an international network of engaged students. We will ask students to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask students to engage with the communities they live in, in order to deepen their understanding of the issues and tie academic ideas to real-life circumstances.

To find out more details about this course and its principles, please visit our Project Page at www.internationalwomenshealth.org

Our Facebook is: https://www.facebook.com/internationalwomenshealth
Twitter: https://twitter.com/intwomenshealth, #intlwomenshealth #iwhhr
Tumblr: http://intlwomenshealth.tumblr.com/

COURSE STAFF

Course Staff Image #1

Anne Firth Murray

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.

For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.

Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.

 

Course Staff Image #2

Kevin Hsu

Kevin heads an educational design studio, Skyship Design, which specializes in developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and developed some of Stanford’s earliest social science MOOCs for a global audience, including "Democratic Development" featuring Professor Larry Diamond.

Kevin also teaches in the Program on Urban Studies at Stanford University, where he is an instructor for International Urbanization, which explores the sustainable development of cities, and Civic Dreams, Human Spaces, a Stanfordd.school (design school) class focused on creating vibrant, inclusive public spaces.

FREQUENTLY ASKED QUESTIONS

What basic principles form the foundation course?

Because we believe that what we do is important but that the way we do it is more important, we attempt to teach and learn according to a set of principles that will guide the content and processes of the course. These are: compassion, mutual learning, respect, transparency, trust, and truth. 

What do I need to take this course?

An interest in health and social justice. It will be useful to have an open mind, willingness to hear different points of view, and a commitment to positive social change. 

Access to the Internet. A stable internet connection will also be useful, as much of the other content, including video interviews and lectures will be delivered online.

The course already started! Is it too late to join?

No you don't have to worry.Because it is an online class, you can comfortably jump into this course the first couple weeks while it is running. You get to review the material and watch video lectures and interviews on your own time! However, you'll want to get up to speed so you can interact with the other students in this international online community.

Is there a textbook for the class?

The primary text for the class is a book on international health and human rights, From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It (Second Edition), by Anne Firth Murray. If you are interested in having a copy of the book, you can obtain one from Amazon.com. We will also make individual chapters available online during the course.

Can I receive a Statement of Accomplishment for this course?

Yes, participants who successfully complete the required elements of the course will receive a personalized Statement of Accomplishment. The Statement of Accomplishment does not confer a Stanford University grade, course credit or degree.

 

PLEASE NOTE: The content of this course is intended to promote contemplation and discussion of global health issues. Certain issues may be controversial in some cultures and/or disturbing to some people. As such, participants must be aware that some content may be objectionable or uncomfortable to view/read/access. If you feel you might be offended by the content of this course, you should not continue. You access this material at your own risk and are solely responsible for compliance with the laws applicable to your country of residence.

International Women's Health

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Date: 
Tuesday, January 12, 2016
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ABOUT THIS COURSE

American Prophet is a course about the inner life and thoughts of Dr. Martin Luther King, Jr. Many history books tell us that King was a civil rights leader who advocated for peaceful protest and made inspirational speeches. But what was he really thinking and feeling during the various campaigns in which he participated? How did he even become a civil rights leader in the first place? Was he really as confident about his methods as we think?

Over the coming weeks, we will address these questions and many others while exposing participants to one of the most important techniques in historical analysis: the use of primary source documents as windows into the past. There are thousands of documents about King that have been published, with more available online, and each one gives us insight into what his life was really like. In this course, we will focus on a few documents each week in order to both help participants learn the best strategies for understanding primary sources and leverage the information contained within them for our study of King. By the end of the course, participants will feel comfortable using documents as historical sources, appreciate who Dr. King was on a more personal level, and gain new skills in understanding the nuances of historical study.

The first introductory series of American Prophet consists of five episodes that provide an overview of King's private and public life. These episodes, which run every other week from January 12th to March 22nd, will feature the historical materials assembled by Carson and his colleagues for their definitive edition of The Papers of Martin Luther King, Jr. Enrolled participants completing 70% of assignments for Episodes 1-5 by March 22nd will receive Statements of Accomplishment.

During the Spring, we will release an additional series of episodes that will provide a more comprehensive examination of King's life.

PREREQUISITES

There are no prerequisites for this course.

COURSE STAFF

Professor Clayborne Carson

Dr. Clayborne Carson

Clayborne Carson has devoted his professional life to the study of Martin Luther King, Jr. and the movements King inspired. Since receiving his doctorate from UCLA in 1975, Dr. Carson has taught at Stanford University, where he is now Martin Luther King, Jr., Centennial Professor of history and Ronnie Lott Founding Director of the Martin Luther King, Jr., Research and Education Institute.

FREQUENTLY ASKED QUESTIONS

Do I need to buy a textbook?

There are no required textbooks for this class. However, in each episode, we will present a list of optional recommended reading for those interested in delving further into the concepts we introduce.

Is it possible to earn a Statement of Accomplishment for this class?

You do have the opportunity to earn a Statement of Accomplishment for this course. There will be a short multiple choice quiz in each episode, and all you need to do to get the Statement is pass each quiz with at least a 60% score. You may take the quizzes as many times as you wish.

American Prophet

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Date: 
Monday, September 21, 2015 to Friday, December 4, 2015
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Course topic: 

This course is offered by Stanford Continuing Studies.

This course will survey the history, archaeology, and literature of the ancient Roman world through profiles of important Romans. We will explore the lives of these generals, kings, senators, emperors, and aristocrats to understand the eras in which they lived. Our material will focus both on the famous (such as Julius Caesar, Nero, Hadrian, and Constantine) as well as the more obscure but still interesting Romans (including fraternal revolutionaries Tiberius and Gaius Gracchus, the dictator Sulla, the 3rd-century emperor Gallienus, and the powerful women who safeguarded the patrician Cornelius family).

Through these personages, we will see how Rome grew from a tiny village of mud huts clustered atop hills along the Tiber River into an empire controlling land and people across all of Europe, from Spain to the Near East and from Britain to the shores of the Sahara. Readings will include primary Roman sources (in translation) and biographies written by the subjects’ contemporaries. Excerpts from modern works will also be integrated into our study.


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About this Course

A philanthropist is anyone who gives anything — time, money, experience, skills, and networks — in any amount, to create a better world. This course will empower you to practice philanthropy more effectively and make your giving more meaningful to both you and those you strive to help. Giving 2.0: The MOOC, is a Stanford University-sponsored online course intended to teach givers of all ages, backgrounds, incomes and experiences to give more effectively. Taught by social entrepreneur, philanthropist and bestselling author Laura Arrillaga-Andreessen, Giving 2.0: The MOOC will teach you how to assess nonprofits, create a high-impact philanthropic strategy, volunteer more effectively, use existing, free technology for good and more. Giving 2.0: The MOOC is a six-module course. Each module has a particular theme and 5-10 content-packed and activity-rich, videos exploring that theme. Videos will include lectures from Laura Arrillaga-Andreessen as well as interviews, discussions and lectures given by guest speakers. Guest speakers are renowned leaders in multiple industries including philanthropy, technology and business, who will provide unique insights into course topics. Students will have the opportunity to join Talkabouts – small virtual meeting groups created to discuss class-related topics. By the course’s conclusion, students will have created an Individual Giving Action Plan to guide their future giving in a highly effective and meaningful way. Students will also complete a formal nonprofit assessment and be provided with ongoing, post-MOOC philanthropy education content that will support continued development and execution of their philanthropic goals.

Subtitles available in English
8.5 hours of videos, quizzes, and peer review

Course Staff

Laura Arrillaga-Andreessen


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