Graduate School of Education
Showing 1-52 of 52 Results
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Farzana Tabitha Saleem
Assistant Professor of Education
BioDr. Saleem is an Assistant Professor in the Graduate School of Education at Stanford University. She earned her PhD in Clinical-Community Psychology from the George Washington University and completed an APA accredited internship, with a specialization in trauma, at Children’s Hospital Los Angeles. Dr. Saleem’s research examines the influence of racial stressors and culturally relevant practices on the psychological health, academic success, and well-being of Black adolescents and other youth of color. Dr. Saleem uses a strengths-focused and community-based lens in her research to study contextual nuance in the process and benefits of ethnic-racial socialization. She also explores factors in the family, school, and community contexts that can help youth manage the consequences of racial stress and trauma. Her current studies examine the utilization and benefits of ethnic-racial socialization across the school ecology. Dr. Saleem uses her research in each of these areas to inform the development and adaptation of programs and school-based interventions focused on managing racial stressors, eradicating mental health and academic racial disparities, and promoting resilience among historically marginalized and racially diverse children and adolescents. Dr. Saleem is a visiting scholar to the American Psychological Association RESilience Initiative and serves in other positions focused on inclusion, equity and social justice. Prior to coming to Stanford, Dr. Saleem was a Ford Foundation Postdoctoral Fellow and a University of California Chancellor’s Postdoctoral Fellow at the University of California Los Angeles in the Graduate School of Education and Information Studies and the Semel Institute for Neuroscience and Human Behavior, with affiliation in the Ralph J. Bunche Center for African American Studies.
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Shima Salehi
Assistant Professor (Research) of Education
BioShima Salehi is a Research Assistant Professor at Stanford Graduate School of Education, and the director of IDEAL research lab, the research component of Stanford IDEAL initiative to promote inclusivity, diversity, equity and access in learning communities. Her research focuses on how to use different instructional practices to teach science and engineering more effectively and inclusively. For effective science and engineering education, Dr. Salehi has studied effective scientific problem-solving and developed empirical framework for main problem-solving practices to train students in. Based on these findings, she has designed instructional activities to provide students with explicit opportunities to learn these problem-solving practices. These activities have been implemented in different science and engineering courses. For Inclusive science and engineering, she examines different barriers for equity in STEM education and through what instructional and/or institutional changes they can be addressed. Her recent works focus on what are the underlying mechanisms for demographic performance gaps in STEM college education, and what instructional practices better serve students from different demographic backgrounds. Salehi holds a PhD in Learning Sciences and a PhD minor in Psychology from Stanford University, and received a B.Sc. degree in Electrical Engineering from Sharif University of Technology, Iran. She is the founder of KhanAcademyFarsi, a non-profit educational organization which has provided service to Farsi-speaking students, particularly in under-privileged areas.
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Emily Schell
Ph.D. Student in Education, admitted Autumn 2018
Ph.D. Minor, Psychology
SU Student - Summer, Damon Program
Other Tech - Graduate, GSE Dean's OfficeBioEmily Schell is a Doctoral Candidate in Developmental and Psychological Sciences at Stanford's Graduate School of Education (GSE). Prior to starting doctoral study, Emily received her double bachelors (with honors) from Brown University in East Asian Studies and International Relations. She also served as a Fulbright English Teacher in Taiwan and received her masters in International Comparative Education from the Stanford GSE.
Emily's research interests concern how colleges and universities can shift their student affairs services and pedagogical approaches to support their increasingly diverse student bodies. Her dissertation studies how universities can create culturally sustaining advising systems for minoritized international and immigrant students. In addition to her research, Emily has been the primary or co-instructor for multiple seminars and community engaged learning courses at Stanford. As a result of her "individualized support of students, innovative use of technology, and passion for community engaged learning," she was the 2021 graduate student recipient of the Walter J. Gores Award, Stanford's highest teaching honor. -
Daniel Schwartz
Dean of the Graduate School of Education and the Nomellini & Olivier Professor of Educational Technology
Current Research and Scholarly InterestsInstructional methods, transfer of learning and assessment, mathematical development, teachable agents, cognition, and cognitive neuroscience.
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Rich Shavelson
Margaret Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsAssessment of learning in higher education (including the Collegiate Learning Assessment); accountability in higher education; higher education policy.
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Rebecca D. Silverman
Associate Professor of Education
Current Research and Scholarly InterestsMy research focuses on early language and literacy development and instruction.
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Tamara Nicole Sobomehin
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and Ethnicity
Other Tech - Graduate, Ctr. Sup. Exc. in TeachingBioI celebrate the principle of Ujima - collective work and responsibility. Centering this idea, my life vision is the pursuit of purpose-driven passion. My mission is to create joyful opportunities that strengthen the sustainability of communities through the transformative power of academic and social engagement and enterprise.
After graduating with my BA in psychology in 2002 from Stanford University, I married my college sweetheart - Olatunde Sobomehin - and we started our fantastic family of six. I took a long-term sabbatical from industry work to co-homeschool our four children - Tayo, Temi, Tati, & Taiye - through their preschool and early elementary years. During that time, I co-founded two social ventures - Esface, Inc. and Team Esface Basketball Academy - and worked with local organizations like Kapor Center, The Primary School, The Nueva School, Live In Peace, Inc, RAFA, SMASH, and Boys & Girls Clubs of the Peninsula. In 2017 I co-founded StreetCode Academy, a nonprofit with a vision of "Innovation for Everyone." As the Chief Education Officer at StreetCode Academy, I co-design educational experiences that help students develop creative confidence and technical skills in coding, entrepreneurship, and design.
In 2018 I was elected to serve as a trustee for the Ravenswood City School District, where I currently am the presiding Vice President of the Board. I also returned to school to pursue graduate studies earning an MEd in Educational Leadership and Education Policy from the University of Texas at Arlington. I felt the call to return to school again during the pandemic. I applied and was accepted to the Stanford Graduate School of Education PhD program, where I am currently cross-specializing in Learning Sciences and Technology Design and Curriculum & Teacher Education. As a learning scientist, I examine the intersection of learning, innovation, technology education, and joy to create scholarship, tools, and services that promote critical care, connection, and creation in learning experiences. I hope to progress conversations within the learning sciences concerning joyful learning as a generative approach to more holistic, restorative, enlivened learning environments. I believe in pedagogies of love as a solution for peace within ourselves and with one another, and I view the education sector as a powerful resource to call attention to experiences of inequity and opportunities for positive societal change. -
Guillermo Solano-Flores
Professor of Education
Current Research and Scholarly InterestsCurrent research projects examine academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of illustrations in international test comparisons and in the testing of English language learners.
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Piya Sorcar
Adjunct Lecturer, GSE Faculty Affairs
BioDr. Piya Sorcar is the founder and CEO of TeachAids, an Adjunct Affiliate at Stanford’s School of Medicine, a Faculty Fellow at the Stanford Center for Innovation in Global Health, and an Adjunct Lecturer at the Graduate School of Education. She leads a team of world experts in medicine, public health, and education to address some of the most pressing public health challenges.
TeachAids is an award-winning 501(c)(3) nonprofit social venture that creates breakthrough software addressing numerous persistent problems in health education around the world, including HIV/AIDS, concussion, and COVID-19. A pioneer in the development of infectious disease education, TeachAids HIV education software is used in 82 countries. In partnership with the US Olympic Committee’s National Governing Bodies, TeachAids has launched the CrashCourse concussion education product suite, which includes research-based applications available online as a standard video and in virtual reality. CoviDB is their third health education initiative, a community-edited platform organizing resources across a comprehensive set of topics relating to COVID-19 for free public use.
Sorcar received her Ph.D. in Learning Sciences and Technology Design and her M.A. in Education from Stanford University. She graduated summa cum laude from the University of Colorado at Boulder with a B.A. in Economics, B.S. in Journalism, and B.S. in Information Systems. She has been an invited speaker at leading universities such as Columbia, Johns Hopkins, Tsinghua, and Yale, and is Vice Chairman of the Education Advisory Council for USA Football. MIT Technology Review named her to its TR35 list of the top 35 innovators in the world under 35 and she was the youngest recipient of Stanford’s Alumni Excellence in Education Award. -
Emily Rose Southerton
Ph.D. Student in Education, admitted Autumn 2018
Grad Writing Tutor, Hume Center
Student Employee, Program in Writing and Rhetoric
Other Tech - Graduate, Stanford Teacher Education Program (STEP)BioAs a learning scientist, Emily Southerton studies youth agency & social justice efforts and how they relate to educational writing technologies & curricula. She is a Teaching Affiliate with Stanford's Teacher Education Program (STEP) and the Program in Writing and Rhetoric (PWR). She has expertise in applying quantitative, qualitative, & participatory methodologies in community with research participants. She is advised by John Willinsky and Sarah Levine and is a member of the Poetic Media Lab at Stanford's Center for Spatial and Textual Analysis as well as a researcher with the Language to Literacy Lab and the Center to Support Excellence in Teaching (CSET) within the GSE. She is a graduate student writing tutor at the Hume Center for Writing and Speaking, mentors at the GSE Makery, and TAs in Qualitative Methods, Technology for Learners, and Curriculum and Instruction in Stanford’s Teacher Education Program (STEP). Before coming to Stanford, she worked in the field of education for eight years in which she taught middle school Humanities and Computer Science and created the Poet Warriors Project, a digital publishing platform that amplifies the work of youth poets from low-income schools across the country: www.poetwarriorsproject.com.
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Mitchell L. Stevens
Professor of Education and. by courtesy, of Sociology
Current Research and Scholarly InterestsMy most recent book is Seeing the World: How US Universities Make Knowledge in a Global Era, coauthored with Cynthia Miller-Idriss and Seteney Shami.
With Ben Gebre-Medhin (UC Berkeley) I developed a synthetic account of change in US higher education.
With Mike Kirst I edited a volume on the organizational ecology of US colleges and universities.
With Arik Lifschitz and Michael Sauder I developed a theory of sports and status in US higher education.
Earlier work on college admissions, home education, and (with Wendy Espeland) quantification continues to inform my scholarly world view. -
Deborah Stipek
Judy Koch Professor of Education, Emerita
Current Research and Scholarly InterestsEarly childhood education (instruction and policy), math education for young children
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Jessica Lee Stovall
Ph.D. Student in Education, admitted Autumn 2018
BioJessica is a doctoral candidate in the Race, Inequality, and Language in Education (RILE) and Curriculum and Teacher Education (CTE) programs at Stanford’s Graduate School of Education. Her work in education draws on the discipline of Black Studies to explore how Black teachers create fugitive spaces to navigate and combat antiblackness at their respective school sites.
Jessica’s research has been supported by the Fulbright Distinguished Award in Teaching grant, the Stanford Enhancing Diversity in Graduate Education (EDGE) Fellowship, and the Ford Foundation Predoctoral Fellowship. In addition to the NAEd/Spencer Dissertation Fellowship, her dissertation research has been supported by the Stanford GSE Dissertation Support Grant and the Stanford Diversity Dissertation Research Opportunity. She holds a B.S. in Secondary Education from the University of Wisconsin-Madison and a M.S. in Literature from Northwestern University. Before beginning her doctoral studies at Stanford, Jessica taught English and Reading for 11 years in the Chicagoland area. -
Myra Strober
Professor of Education, Emerita
BioMyra Strober is a labor economist and Professor Emerita at the School of Education at Stanford University. She is also Professor of Economics at the Graduate School of Business at Stanford University (by courtesy). Myra’s research and consulting focus on gender issues at the workplace, work and family, and multidisciplinarity in higher education. She is the author of numerous articles on occupational segregation, women in the professions and management, the economics of childcare, feminist economics and the teaching of economics. Myra’s most recent book is a memoir, Sharing the Work: What My Family and Career Taught Me About Breaking Through (and Holding the Door Open for Others) 2016). She is also co-author, with Agnes Chan, of The Road Winds Uphill All the Way: Gender, Work, and Family in the United States and Japan (1999).
Myra is currently teaching a course on work and family at the Graduate School of Business.
Myra was the founding director of the Stanford Center for Research on Women (now the Michelle R. Clayman Institute for Gender Research). She was also the first chair of the National Council for Research on Women, a consortium of about 65 U.S. centers for research on women. Now the Council has more than 100 member centers. Myra was President of the International Association for Feminist Economics, and Vice President of the NOW Legal Defense and Education Fund (now Legal Momentum). She was an associate editor of Feminist Economics and a member of the Board of Trustees of Mills College.
Myra has consulted with several corporations on improved utilization of women in management and on work-family issues. She has also been an expert witness in cases involving the valuation of work in the home, sex discrimination, and sexual harassment.
At the School of Education, Myra was Director of the Joint Degree Program, a master’s program in which students receive both an MA in education and an MBA from the Graduate School of Business. She also served as the Chair of the Program in Administration and Policy Analysis, Associate Dean for Academic Affairs, and Acting Dean. Myra was on leave from Stanford for two years as the Program Officer in Higher Education at Atlantic Philanthropic Services (now Atlantic Philanthropies).
Myra holds a BS degree in industrial and labor relations from Cornell University, an MA in economics from Tufts University, and a Ph.D. in economics from MIT. -
Hariharan Subramonyam
Assistant Professor (Research) of Education and, by courtesy, of Computer Science
BioHari Subramonyam is an Assistant Professor (Research) at the Graduate School of Education and a Faculty Fellow at Stanford's Institute for Human-Centered AI. He is also a member of the HCI Group at Stanford. His research focuses on augmenting critical human tasks (such as learning, creativity, and sensemaking) with AI by incorporating principles from cognitive psychology. He also investigates support tools for multidisciplinary teams to co-design AI experiences. His work has received multiple best paper awards at top human-computer interaction conferences, including CHI and IUI.
