Graduate School of Education
Showing 101-120 of 156 Results
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Tom Nachtigal
Ph.D. Student in Education, admitted Autumn 2022
Ph.D. Student in Education, admitted Autumn 2022
Teaching Assistant, Scandinavian Center for Organization ResearchBioTom Nachtigal is a PhD student in the international and comparative education program. She's interested in researching how international organizations influence national civic education policies via promotion of social and emotional learning. Particularly, she's looking at how values of democracy, rule of law, human rights, and national identity are imbued in conflict-affected areas, in light of international education policies informed by SEL. Trained as an international lawyer, she served as a legal advisor in the Israeli government, practicing international law and human rights, an experience that informed her interests in civic education from the lens of international politics.
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Michael O'Key
Ph.D. Student in Education, admitted Autumn 2021
BioMichael O'Key is a fifth-year Ph.D. candidate in the Graduate School of Education, concentrating in Race, Inequality, and Language (RILE) and Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS), as well as second-year law student and Public Interest Law Fellow at University of California Los Angeles School of Law. His research examines the nexus between school access and student assignment policies, school segregation, and juvenile delinquency.
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Arinze Obiezue
MBA, expected graduation 2026
Master of Arts Student in Education, admitted Winter 2025
Course Asst-Graduate-Hourly, Graduate School of Business - Other FacultyBioArinze is an MBA Candidate at the Stanford Graduate School of Business and an MA Education Candidate at the Stanford Graduate School of Education. He's passionate about emerging applications of synthetic media in entertainment and education.
Before Stanford, Arinze worked in venture capital across Kenya and Nigeria as part of the investment team at The Fund for Africa's Future (aka. Future Africa), helping drive investments into some of Africa's top startups. He’s also the co-founder and publisher of Kenga, an independent culture publication documenting the ideas, personalities, and cultures shaping African Gen Z communities on the continent and in the diaspora. Arinze started off his career as a content designer at Meta in London, where he worked on product features aimed at limiting the spread of sensitive content on Facebook and Instagram. While at Meta, Arinze co-founded EarlyAdmit, a coaching platform that helped high-achieving students from underrepresented minority backgrounds get admitted to the top MBA programs in the world. EarlyAdmit was acquired in 2023 by Tequire.
Arinze joined Meta after graduating valedictorian of his class at the African Leadership University (ALU) in Mauritius with a first-class honours degree in Business Management, then left Meta to pursue a master’s degree in Global Affairs with a focus on AI Policy at Tsinghua University, where he was a Schwarzman Scholar and a China Oceanwide Fellow. In 2020, he became the first-ever student from an African university to be offered admission to the competitive deferred MBA programs at both Harvard Business School and Stanford Graduate School of Business.
Arinze currently sits on the Advisory Board of the Queer African Network (QAN), a nonprofit building digital platforms and third spaces for Africa's queer community to find community, resources, and opportunities. He also briefly served as the Managing Editor of 'A Nasty Boy', Nigeria's first LGBTQ+ publication, where he helped bring visibility to the stories of a community thriving against all odds in one of Africa's most violently homophobic countries.
Arinze is a 2017 recipient of The Diana Award and, in 2021, served as a Judge for the prestigious social impact award created in honour of the Late Princess Diana. In 2023, RIVET recognised Arinze as one of the 20 young people in the world, catalyzing the youth revolution through social innovation and entrepreneurship. For his work building Kenga, a creative platform that helps shift the narrative of Africa towards better stories about the African experience, Arinze was also named a 2023 Kekere Storyteller Prize Champion. In 2024, the Skoll Foundation selected Arinze as a Skoll Fellow among a cohort of 33 other global changemakers leading impactful organisations in their communities. -
Julia Poel
Ph.D. Student in Education, admitted Autumn 2025
BioJulia Grace Marie Poel is a PhD student in Curriculum Studies and Teacher Education, specializing in Science, Engineering, and Technology Education. She is also pursuing a cross-area specialization in Learning Sciences and Technology Design. Julia’s research focuses on the intersection of education policy, curriculum studies, and teacher education. She has a specific interest in how the integration of sustainability and multiple knowledge systems can bridge civic and science education.
Before beginning her studies at Stanford, Julia received her MA in Education Policy from Teachers College, Columbia University, and her BS in Elementary Education with a minor in Spanish from the University of Illinois Urbana-Champaign. Julia contributed to a variety of projects in K-12 education policy and science education at both institutions. For example, in a collaborative project between the Center for Educational Equity at Teachers College and the Youth Advocacy and Policy Lab at Harvard Law School, Julia had the opportunity to develop a conceptual model for civic education. At the University of Illinois Urbana-Champaign, Julia designed and facilitated professional learning experiences for K-12 teachers to support them in co-designing and customizing curriculum materials to be transdisciplinary and sustainability-centered. Julia also served as a K-2 science instructor at an elementary school in Harlem, New York, while completing her MA.
Julia is passionate about research and initiatives that aim to create equal opportunities for all students. She believes the intersection of science and civic education presents a critical opportunity to engage students in learning experiences that are relevant to their lives and communities. Julia believes science and civic education can empower students to design solutions that socially, scientifically, and technologically improve the world. -
Alma Rodriguez
Ph.D. Student in Education, admitted Autumn 2024
FLISSC Student Staff, First Generation Low Income
Graduate Intern, Inclusion, Community and Integrative Learning (ICIL) OperationsBioAlma Rodriguez is a first-year Ph.D. student at Stanford’s Graduate School of Education, specializing in Sociology of Education under the supervision of Dr. Anthony Lising Antonio and Dr. Christine Min Wotipka. Alma is a DACA (Deferred Action for Childhood Arrivals) recipient who earned her Bachelor of Arts in Sociology with highest honors from the University of California, Berkeley. Her research interest focuses on the undocumented student population. During her undergrad, Alma completed her senior honor’s thesis under the supervision of the Sociology department at UC Berkeley. Her qualitative research focused on how undocumented students navigate the higher education pipeline. Particularly, Alma is interested in understanding how undocumented students obtain cultural capital and in what ways they implement it in their communities.
Alma’s research focus at Stanford aims to shed light on undocumented Latina student mothers navigating higher education. Specifically, examining how the intersectionality of their identities such as gender, immigration status, and race has constituted a new set of challenges that have shaped their experiences navigating institutions of higher education. -
Marcos Rojas Pino
Ph.D. Student in Education, admitted Autumn 2022
BioI am a physician from Chile, passionate about medical education and educational technologies. My research focuses on the use of artificial intelligence, virtual reality, and augmented reality in medical education. I am actively developing tools that leverage artificial intelligence to enhance and evaluate clinical reasoning among healthcare professionals.
