Graduate School of Education
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Juan Miguel Arias
Ph.D. Student in Education, admitted Autumn 2014
BioI am a doctoral candidate in the Developmental and Psychological Sciences program of the Graduate School of Education. My dissertation explores how the empathy and perspective-taking shown by instructors in equity-focused spaces, including outdoor/environmental programs, influence the ways in which Latinx and other youth of color see themselves as intellectually capable and environmentally connected. More broadly, I am interested in the psychology of how people work to understand each other and the living world. As an interdisciplinary education scholar, my work leverages insights from developmental, cultural, and pedagogical psychology to address issues of educational and environmental justice.
Emma Louise Armstrong-Carter
Ph.D. Student in Education, admitted Autumn 2018
Other Tech - Graduate, GSE Dean's Office Operations
Current Research and Scholarly InterestsEmma Armstrong-Carter is a doctoral student in Developmental and Psychological Sciences at Stanford University and a recipient of the IES fellowship training grant. She received her BA in Psychology and Geography from the University of North Carolina at Chapel Hill (UNC) in 2016. Prior to coming to Stanford, Emma also worked for two years as the lab manager in the Social Neuroscience and Health Lab at UNC. Her research interest is how biological and social processes shape and interact with children’s cognitive functioning. Emma’s current projects in Jelena Obradovic’s SPARK lab focus on biological sensitivity to context among Pakistani preschool children, and how parent-child co-regulation relates to young children’s physiological responses to emotional challenges.
Ph.D. Student in Education, admitted Autumn 2014
BioFor over 10 years, I have worked in the fields of international relief, development, and conflict resolution, building capacity in Eastern Europe, the Balkans, South Africa, Rwanda, Sudan, Iraq, Afghanistan, and Pakistan, as well as educating students in the U.S. and other Western countries who aspire to work in these fields.
I've worked as an academic and filmmaker, creating educational documentaries on liberation movements around the world, which I've then used with university students in my classrooms. I've had several programs distributed by the Discovery Channel, which has been rewarding, but what has been especially remarkable to me is the response of my students. I've come to appreciate the power of narrative and immediacy of film to transform students' perceptions of the world and their place in it.
I also focus on interactivity. On top of narrative and immediacy, I've built programs that draw students into the learning experience through exploration and interaction - with curriculum dynamically shifting based on student choice and response.
I've taken this work to scale. In my work for the U.S. Government and international humanitarian organizations, I've created courses that have been completed by close to 30,000 students and practitioners, not only at the State Department, USAID, and relief agencies in the U.S., but also at comparable institutions in other countries, and even in internet cafes and refugee camps around the world. I've earned about a dozen awards for these various efforts.
I'm continuing this work at Stanford. My focus now is using new media and technology to bring university students in the U.S. and other high-income Western Countries into extended contact with students in fragile states and zones of conflict, measuring advances in learning and shifts in attitude through qualitative and quantitative methods.
This is an extraordinary time for those who use media and technology in teaching and learning. Blended in smart combinations, especially with traditional in-person learning, the new tools we have are powerful:
- Visual narrative, through its expression in digital cinema
- Expanding and interconnecting networks of lifelong learners
- Complex interaction, including multiplayer computer simulation
- Targeted feedback, dynamically reshaping curriculum to meet individual learner needs
- Statistical data analysis, upon which to base informed iterative design
- Worldwide electronic distribution, especially to inexpensive mobile devices
If we do this right, the world will be much better for it.
Clinical Associate Professor, Anesthesiology, Perioperative and Pain Medicine
Ph.D. Student in Education, admitted Autumn 2019
Current Research and Scholarly InterestsMy research pursuits are focused on system based improvement projects. At Lucile Packard Children's Hospital Stanford, I use system based approaches to improve the quality of care patients receive in the perioperative area and in the ICUs, with a focus on safe transitions of care. Through the Department of Graduate Medical Education at Stanford School of Medicine, I advise residency and fellowship programs on evidence based methods to improve their programs, with a focus on mentorship.