Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school. In Working Smarter, you will learn evidence-based, college-level strategies for time management, note taking, studying, reading, writing, discussion, and oral presentations. This class is a great fit for high school students who want to prepare for college and for college students who want to expand their set of strategies for successful learning in STEM, social science, and humanities courses.

Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school. In Working Smarter, you will learn evidence-based, college-level strategies for time management, note taking, studying, reading, writing, discussion, and oral presentations. This class is a great fit for high school students who want to prepare for college and for college students who want to expand their set of strategies for successful learning in STEM, social science, and humanities courses.

Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school. In Working Smarter, you will learn evidence-based, college-level strategies for time management, note taking, studying, reading, writing, discussion, and oral presentations. This class is a great fit for high school students who want to prepare for college and for college students who want to expand their set of strategies for successful learning in STEM, social science, and humanities courses.

Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school. In Working Smarter, you will learn evidence-based, college-level strategies for time management, note taking, studying, reading, writing, discussion, and oral presentations. This class is a great fit for high school students who want to prepare for college and for college students who want to expand their set of strategies for successful learning in STEM, social science, and humanities courses.

Fundametals of ballet technique including posture, placement, the foundation steps, and ballet terms; emphasis on the development of coordination, balance, flexibility, sense of lines, and sensitivity to rhythm and music. May be repeated for credit.

Steps and styling in one of America's 21st-century vernacular dance forms. May be repeated for credit.

A hands-on introduction to the methods of data science. Strategies for analyzing and visualizing tabular data, including common patterns and pitfalls. Data acquisition through web scraping and REST APIs. Core principles of machine learning: supervised vs. unsupervised learning, training vs. test error, hyperparameter tuning, and ensemble methods. Introduction to data of different shapes and sizes, including text, image, and geospatial data. The focus is on intuition and implementation, rather than theory and math. Implementation is in Python and Jupyter notebooks, using libraries such as pandas and scikit-learn. Course culminates in a final project where students apply the methods to a data science problem of their choice. (Students with experience in another programming language should take CS 193Q to catch up on Python.)

This course has a required discussion section in addition to the main lecture section.

This is an introductory course in economics. Both microeconomics (investigating decisions by individuals and firms) and macroeconomics (examining the economy as a whole) will be covered. The primary goal is to develop and then build on your understanding of the analytical tools and approaches used by economists. This will help you to interpret economic news and economic data at a much deeper level while also forming your own opinions on economic issues. The course will also provide a strong foundation for those of you who want to continue on with intermediate microeconomics and/or intermediate macroeconomics and possibly beyond.

The primary course goal is for students to master the logic, intuition and operation of a financial system - money, financial markets (money and capital markets, debt and equity markets, derivatives markets), and financial institutions and intermediaries (the Central Bank, depository institutions, credit unions, pension funds, insurance companies, venture capital firms, investment banks, mutual funds, etc.). In other words, how money/capital change hands between agents over time, directly and through institutions. Material will be both quantitative and qualitative, yet always highly analytical with a focus on active learning - there will be an approximately equal emphasis on solving mathematical finance problems (e.g. bond or option pricing) and on policy analysis (e.g. monetary policy and financial regulation.) Students will not be rewarded for memorizing and regurgitating facts, but rather for demonstrating the ability to reason with difficult problems and situations with which they might not previously be familiar.

Summer session students wishing to enroll who feel they have the appropriate prerequisites from another institution may submit that information, transcript or syllabus that is similar to Econ 52, to econ-undergrad@stanford.edu.

The course's objective is to build the analytical foundation for understanding key macro issues in the world economy such as global capital flows, the behavior of exchange rates, currency and sovereign debt crises. While a significant portion of the course will be theoretical, there will be several occasions for linking the theory to real-world events.

Summer session students wishing to enroll who feel they have the appropriate prerequisites from another institution may submit that information, transcript or syllabus that is similar to Econ 52, to econ-undergrad@stanford.edu.