School of Humanities and Sciences
Showing 71-80 of 114 Results
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Touria Boumehdi
Advanced Lecturer
BioDr. Touria Boumehdi Tomasi serves on the faculty of the Language Center at Stanford University. She teaches all levels of undergraduate and graduate courses in Modern Standard Arabic and Spanish, including accelerated and intensive offerings. Also, in Spring 2016, she will teach a new course in the Department of Languages Cultures and Literatures (DLCL), “Aljamía language and literature through the study and analyze of aljamiado manuscripts.”
With over 31 years of professional and academic experiences, Dr. Boumehdi has worked as Co-Director of the Spanish Department at the University of Rabat and Professor of Spanish and Arabic in Spain and France at the University of Toulouse le Mirail, the Toulouse School of Business, IAAE Oviedo and ECLAP Valladolid. She completed her Doctorate with a joint Ph.D. and highest honors in Spanish and Arabic at the University of Toulouse, a Master’s degree in Spanish Language and Literature at the University of Mohammed V in Rabat, and an In-Depth Studies Diploma (DEA) including five post-undergraduate years of study in Oriental Languages, Literature, and Civilizations from the University of Paris III in New Sorbonne. Dr. Boumehdi also holds an MBA in International Marketing and Commerce from E S C Toulouse School of Business and hold 6 years experiences as a Export Manager in 3 French technology firms.
Included among her recent book and other publications are several articles and her doctoral dissertation published in Spain in 2012 on the topic of Aljamiado (15th and 16th century Spanish manuscripts written in Arabic) language and literature.
Dr. Boumehdi has been teaching at Stanford since July 2012 where she is a certified ACTFL OPI and WPT Tester of Arabic. -
Keith Bowen
Director, Learning Design Challenge, SAL Digital Learning
BioFor 20+ 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., Europe, and other countries who aspire to work in these fields.
Academics & Film
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.
Learning Design
Along with an emphasis on narrative and immediacy, I've designed interactive programs that draw students into learning through exploration and discovery - with a dynamically shifting experience based on student choice and response. I've also designed learning programs featuring advanced multiplayer simulations with both live and online interaction.
Scale
I've taken this work to scale. In my work for the U.S. Government and international humanitarian organizations, I've designed courses that have been completed by tens of thousands of students and practitioners, not only at the State Department, USAID, relief agencies, and universities 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 efforts and have delivered presentations on them for the Under Secretary of State, the Senate Appropriations Committee, representatives of the the 57 countries of the Organization for Security and Cooperation in Europe, the 35 countries of the Organization for American States, and others.
Virtual Exchange & "Wicked" Global Problems
I am continuing this work at Stanford. My focus now is designing media and technology programs to bring university students in the U.S. and other high-income countries into extended contact with counterpart students in fragile states and zones of conflict to address complex problems that no single country can solve on its own. As students work collaboratively to address these "wicked" problems, we measure advances in learning and shifts in attitude through qualitative and quantitative methods.
I have also launched and serve as Director for the Stanford Learning Design Challenge, which supports students across campus who seek to leverage research in the learning sciences, methodologies in human-centered design, and breakthroughs in emerging technology to change what’s possible in teaching and learning. https://edtech.stanford.edu/
This is an extraordinary time for those who design media and technology solutions for 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 human interaction, including multiplayer games and simulations
- Complex machine interaction, including generative AI, dynamically responsive to user needs
- Statistical data analysis, upon which to base informed, iterative human-centered design
- Worldwide electronic distribution, especially to inexpensive mobile devices
If we do this right, the world will be much better for it. -
Steven Boxer
Camille Dreyfus Professor of Chemistry
Current Research and Scholarly InterestsPlease visit my website for complete information:
http://www.stanford.edu/group/boxer/ -
Vivian Brates
Advanced Lecturer
BioVivian Brates is originally from Buenos Aires, Argentina, where she attended the University of Buenos Aires. She received an M. A. degree from Georgetown University in Latin American Studies, with a focus on Economic Development, and previously an M. A. degree from UC Santa Barbara in Spanish and Latin American Literature. She worked for several years as a Human Rights Observer and Election Monitor with the United Nations and the OAS in Haiti, Dominican Republic, Venezuela, and Guatemala, as well as an advocate and lobbyist in Washington DC.
She has worked at Stanford since 2005 and has focused on developing meaningful partnerships with Spanish-speaking communities to offer students real-life experiences, raise awareness about other cultures (and their own), grow their global competencies, and develop identities as engaged citizens.
Her students have been working with the Immigration Institute of the Bay Area preparing immigrants for the US citizenship exam, the Dilley Pro Bono Project in Texas and Al Otro Lado in Tijuana, Mexico, helping asylum seekers articulate their fear of return claims, and more recently with Freedom for Immigrants and Detention Resistance, staffing hotlines for immigrants in ICE detention. She has also volunteered for the Prison University Project (currently Mount Tamalpais College) teaching Spanish at San Quentin Prison. -
Michael Bratman
U. G. and Abbie Birch Durfee Professor
Current Research and Scholarly InterestsPhilosophy of action, where this includes issues about individual agency over time, social and institutional organization and agency, and practical rationality.
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Sarah Brayne
Associate Professor of Sociology
BioSarah Brayne is an Associate Professor of Sociology at Stanford University. Prior to joining the faculty at Stanford, she was an Associate Professor of Sociology at the University of Texas at Austin and Founding Director of the Texas Prison Education Initiative. She received her PhD in Sociology and Social Policy at Princeton University and completed a postdoc at Microsoft Research New England.
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Megan Brennan
Advanced Lecturer
BioDr. Megan Brennan's interests include the development of organic chemistry lab courses that give students hands-on opportunities to explore chemistry while reinforcing and building upon concepts learned in lecture classes. She aims for her labs to bring chemistry to life, and to afford students a chance to have fun and experience a taste of scientific discovery.
While studying chemistry at Lafayette College (B.S. 2002), Dr. Brennan worked on the preparation of triazaphenanthrenes and the Oxa–Pictet–Spengler reaction of 1-(3-furyl)alkan-2-ols. She completed her doctoral work at Stanford (Ph.D. 2008), conducting her thesis research in palladium asymmetric allylic alkylation under the advisement of Professor Barry Trost. During her postdoctoral research with Professor Scott Miller at Yale University, she investigated the use of peptides containing a thiazole side chain for use in acyl anion chemistry. She joined the teaching staff at University of California, Berkeley in 2010 before coming returning to Stanford in 2011 to spearhead the development of a new summer organic chemistry sequence, a comprehensive course designed for pre-meds, offering an entire year of organic chemistry in nine weeks.
Dr. Brennan also acts as the liaison to the chemistry majors, to promote events with faculty in both the academic and social aspect: providing an environment that allows students to be comfortable and able to learn, while helping them take advantage of every opportunity that Stanford offers.
Dr. Brennan's current research is in the development classroom experiments that bring cutting edge industrial and academic research into the undergraduate laboratory experience. -
Robert Brenner
Lecturer
BioR.B. Brenner is a Lecturer in the Department of Communication. He returned to Stanford in 2018 after four years at the University of Texas at Austin, where he was a tenured full professor and director of the School of Journalism. He had been a Stanford Lecturer from 2010 to 2014.
His teaching is informed by a three-decade career as a reporter and editor. He held several prominent editing positions at The Washington Post, including Sunday Editor and Metro Editor. He was one of the primary editors of The Post’s coverage of the Virginia Tech shootings, which was awarded a Pulitzer Prize in 2008, and played a leadership role in merging the digital and print newsrooms.
He has been a consultant for two journalism-themed films: “The Post” (2017) and “State of Play” (2009).
A graduate of Oberlin College, R.B. began his reporting career in North Carolina and also worked at newspapers in California and Florida.
