Graduate School of Education
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Director, E-IPER, Associate Professor of Education and Senior Fellow at the Woods Institute for the Environment
Current Research and Scholarly InterestsCommunity Involvement
Community/Youth Development and Organizations
Qualitative Research Methods
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
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.
Alfredo J. Artiles
Professor of Education
BioProfessor Artiles’ scholarship examines paradoxes of educational equity and addresses their consequences. For instance, he studies how disability diagnoses can unwittingly stratify educational opportunities for racial or linguistic minoritized groups and advances models and tools to rectify such inequities. He co-authored the National Research Council’s 2017 report Promoting the Educational Success of Children and Youth Learning English and served on the White House Advisory Commission on Educational Excellence for Hispanics. He and his colleagues led the National Center for Culturally Responsive Educational Systems and the Equity Assistance Center for Region IX. Current work examines the role of cultural and spatial factors in equity reforms for students of color with/without disabilities. He is also documenting how constructs such as “disability” and “inclusive education” embody alternative meanings across settings and scales that can deepen inequities and is generating processes to assemble opportunity structures in such contexts.
Dr. Artiles was elected Vice President of the American Educational Research Association (AERA) to lead its Social Context of Education Division. He received mentoring awards from The Spencer Foundation, AERA, and Arizona State University. He is a member of the National Academy of Education and Fellow of AERA and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. Dr. Artiles received an Honorary Doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (UK). The 2011 article based on his Wallace Lecture, “Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability” received AERA’s Palmer O. Johnson Award. His paper “Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016” (with S. Dorn & A. Bal) won the 2017 AERA Review of Research Award.
Thomas More Storke Professor, Senior Fellow at the Woods Institute for the Environment and Professor, by courtesy, of Education
BioJeremy Bailenson is founding director of Stanford University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in Symbolic Systems, a Senior Fellow at the Woods Institute for the Environment, and a Faculty Leader at Stanford’s Center for Longevity. He earned a B.A. cum laude from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. He spent four years at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor.
Bailenson studies the psychology of Virtual and Augmented Reality, in particular how virtual experiences lead to changes in perceptions of self and others. His lab builds and studies systems that allow people to meet in virtual space, and explores the changes in the nature of social interaction. His most recent research focuses on how virtual experiences can transform education, environmental conservation, empathy, and health. He is the recipient of the Dean’s Award for Distinguished Teaching at Stanford.
He has published more than 100 academic papers, in interdisciplinary journals such as Science, the Journal of the American Medical Association, and PLoS One, as well domain-specific journals in the fields of communication, computer science, education, environmental science, law, marketing, medicine, political science, and psychology. His work has been continuously funded by the National Science Foundation for 15 years.
Bailenson consults pro bono on Virtual Reality policy for government agencies including the State Department, the US Senate, Congress, the California Supreme Court, the Federal Communication Committee, the U.S. Army, Navy, and Air Force, the Department of Defense, the Department of Energy, the National Research Council, and the National Institutes of Health.
His first book Infinite Reality, co-authored with Jim Blascovich, was quoted by the U.S. Supreme Court outlining the effects of immersive media. His new book, Experience on Demand, was reviewed by The New York Times, The Wall Street Journal, The Washington Post, Nature, and The Times of London, and was an Amazon Best-seller.
He has written opinion pieces for The Washington Post, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, and The Chronicle of Higher Education, and has produced or directed five Virtual Reality documentary experiences which were official selections at the Tribeca Film Festival. His lab’s research has exhibited publicly at museums and aquariums, including a permanent installation at the San Jose Tech Museum.