Graduate School of Education


Showing 1-10 of 79 Results

  • Juan Miguel Arias

    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 relational and culturally-sensitive practices enacted by instructors in outdoor/environmental education programs influence the ways in which 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 and pedagogical psychology to address issues of educational and environmental justice.

  • Emma Louise Armstrong-Carter

    Emma Louise Armstrong-Carter

    Ph.D. Student in Education, admitted Autumn 2018
    Other Tech - Graduate, Obradvic Program

    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 & Neuroscience and Geographic Information Science from the University of North Carolina at Chapel Hill (UNC) in 2016. Emma is amazed by the variation in children’s behavioral, socio-emotional, and cognitive functioning. She studies young children's capacity to contribute to the lives of others--via helping friends, family, and strangers. In particular, she investigates how these types of helping behaviors interplay with children's experiences at school (e.g., abilities to engage in school), and their bodies, using markers of stress-physiology such as cortisol, and autonomic nervous system arousal.

  • Keith Bowen

    Keith Bowen

    Postdoctoral Research Fellow, Education
    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 more than 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.

  • Eric Reynolds Brubaker

    Eric Reynolds Brubaker

    Ph.D. Student in Mechanical Engineering, admitted Spring 2017
    Master of Arts Student in Education, admitted Summer 2020

    BioEric is a PhD Candidate in Mechanical Engineering, MA student in Education, and former course assistant in the Stanford Product Realization Lab (2017-2019).

    He studies how people work across disciplinary, organizational, and cultural boundaries to design solutions that address complex global challenges (i.e. energy and food insecurity). This research builds upon theories of design, organizational studies, and the learning sciences. He also conducts education research, including studies of hands-on learning and belonging in engineering.

    From 2010 to 2016, Eric worked at MIT D-Lab where he co-developed and taught courses (D-Lab Earth and Design for Scale) and managed the MIT D-Lab Scale-Ups hardware venture accelerator. During this time, his work was focused in Zambia. Previously, he helped launch Zimba Water, worked as an engineer at Battelle Memorial Institute, and was a researcher at the New England Complex Systems Institute. A proud Buckeye, he was born, raised, and went to college in Ohio.