Graduate School of Education
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Mary Allison Steel
Master of Arts Student in Education, admitted Autumn 2023
Other Tech - Graduate, Yeatman Program
BioIn pursuit of understanding education’s nexus to policy and law, I am obtaining a Master of Arts in International Education Policy Analysis at the Stanford Graduate School of Education. As an international educator specializing in refugee education, I worked alongside the United Nations High Commissioner for Refugees in Sweden and as a Fulbright Scholar in the Canary Islands off of Western Africa. In my aspirations to collaborate with policymakers to reconceptualize equitable educational outcomes that support cultural competencies within our increasingly interdependent globe, I have partnered with Reach The World, Save The Children, and the U.S Department of Cultural Affairs as an EducationUSA ambassador, and the Comparative and International Education Society. In our zeitgeist, I believe a culturally responsive curriculum will become imperative as we prepare our children to cohesively work worldwide to address issues of war, poverty, environmental health, and human rights. My research interests encompass inclusive global educational policies, the United Nations, refugee education equity, and international and comparative education.
Mitchell L. Stevens
Professor of Education and. by courtesy, of SociologyOn Leave from 09/01/2023 To 04/30/2024
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.
Judy Koch Professor of Education, Emerita
Current Research and Scholarly InterestsEarly childhood education (instruction and policy), math education for young children
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.
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.
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.
Megumi E. Takada
Ph.D. Student in Education, admitted Autumn 2021
Other Tech - Graduate, GSE Dean's Office
BioMegumi Takada is a doctoral candidate in the Graduate School of Education at Stanford University. Her research centers around children’s literacy experiences in the early elementary school years, with a special interest in designing literacy instruction that promotes student agency and school belonging. Her most recent work focuses on multilingual writing, working with elementary school teachers to design writing instruction that leverages multilingual students' languages, cultures, and identities. Her work is driven by her former experience as a public school teacher in South Korea and Seattle, as well as her transnational, translingual experiences growing up cross-culturally in California and Japan. She is a recipient of the Fulbright teaching fellowship and graduated from Wellesley College with a degree in neuroscience and elementary teaching credentials.
Associate Professor (Teaching) of Education
Current Research and Scholarly InterestsCIF21 DIBBs: Building a Scalable Infrastructure for Data-Driven Discovery and Innovation in Education: Funded by the National Science Foundation.
In collaboration with Carnegie Mellon, MIT, and the University of Memphis, we are creating a community software infrastructure, called LearnSphere, which supports sharing, analysis, and collaboration across a wide variety of educational data. LearnSphere supports researchers as they improve their understanding of human learning. It also helps course developers and instructors improve teaching and learning through data-driven course redesign.
The Learning Engineering Initiative: EdHub. Funded by the Chan Zuckerberg Initiative/Silicon Valley Community Foundation.
The EdHub project is a cross-sector initiative, to engineer the creation of a novel research and development hub in the Bay Area that is designed to integrate, by design, ongoing research in the Learning Sciences with ongoing approaches to enduring problems of practice within education.
Adaptable Learning Feedback for Instructors: The Open Analytics Research System (OARS). Funded by the Stanford VPTL Innovation Grant.
The activities and embedded assessments in online courseware provide support to students and generate fine-grained student learning data. The Open Analytic Research System (OARS) collects and models student learning data and and presents information to instructors in a dashboard to guide instruction and class activities.
Next Generation Courseware Challenge: A Partnership for Iterative Excellence in Online Courseware for College Learners. Funded by The Bill and Melinda Gates Foundation.
The OLI statistics courseware was created as an open educational resource (OER) on, the now proprietary, CMU OLI platform. In moving to Stanford, I moved the courseware to Lagunita, Stanford’s OpenEdx platform so that it would once again be an OER and extended the capabilities of the Lagunita platform to support the OLI statistics course. In collaboration with multiple partner institutions, we have continued to expand and update the courseware and conducted several learning studies. We have conducted studies in "Mindset" with Carol Dweck's (Stanford Psychology) PERTS group. In collaboration with Emma Brunskill (Stanford Computer Science), we are implementing an adaptive problem solver that uses Bayesian optimization algorithms to automatically identify which items to include in a practice set, and how to adaptively select these items in order to maximize student performance on the specified set of learning objectives and skills. Additional RCT studies that we are currently conducting in the OLI statistics courseware at our partner institutions include a study on the impact of prompting and scaffolding learners to make strategic choices about their use of course resources; and a separate study that builds affect detectors into the courseware to test the impact of timing interventions to the affective as well as cognitive state of the learner.