Stanford University
Showing 1,781-1,800 of 5,063 Results
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Puyang Huang
Ph.D. Student in Electrical Engineering, admitted Summer 2025
BioPuyang Huang is a Ph.D. student in the Departement of Electrical Engineering at Stanford University, under the supervision of Prof. Shan X. Wang. Before that, he obtained his Bachelor degree in Electrical and Computer Engineering from Shanghai Jiao Tong University (SJTU) and Master degree in Electronic Science and Technology from ShanghaiTech University. His current research interest is spin-orbit torque (SOT) and voltage-controlled magnetic anisotropy (VCMA) related physics as well as novel computing network applications based on MRAM.
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Suning Huang
Ph.D. Student in Aeronautics and Astronautics, admitted Autumn 2024
Masters Student in Aeronautics and Astronautics, admitted Autumn 2026BioRobotics researcher, dedicated in learning & control.
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Andrew Huckins-Noss
Ph.D. Student in Education, admitted Autumn 2025
BioAndrew Huckins-Noss is an interdisciplinary social sciences researcher and educator whose work spans the fields of education, psychology, developmental science, and anthropology to investigate how experiences of discrimination and inequality shape health behaviors and psychological well-being among marginalized students. He received his bachelor’s degree in Anthropology, magna cum laude, from Brown University, followed by his master’s degree in Human Development and Psychology from Harvard University. Currently, he is a PhD student in Developmental and Psychological Sciences at Stanford’s Graduate School of Education, where he was named a 2025 fellow by the Office of the Vice Provost for Graduate Education.
Andrew’s research focuses on cultural adaptations of suicide prevention interventions for Black, Indigenous, People of Color (BIPOC), and Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) adolescents and young adults. In particular, Andrew seeks to utilize mixed methods community-based participatory research to inform culturally attuned suicide prevention interventions aimed at promoting belonging and adaptive coping among marginalized students.
