Stanford University
Showing 3,041-3,060 of 34,516 Results
-
Jay Borenstein
Lecturer, Computer Science
BioJay is a principal at Stanford's Industry Innovation Lab. At Stanford he is also a founding sponsor of the StartX accelerator program and CS + Social Good. Jay has also served as an advisor to hundreds of students and serves on the CS Masters admission committee at Stanford. Prior to Stanford, Jay was the founder and CEO of Integration Appliance as well and held the unique role of "Education Modernizer" at Meta (Facebook).
-
Ronaldo Borja
Professor of Civil and Environmental Engineering
BioBorja works in computational mechanics, geomechanics, and geosciences. His research includes developing strain localization and failure models for soils and rocks, modeling coupled solid deformation/fluid flow phenomena in porous materials, and finite element modeling of faulting, cracking, and fracturing in quasi-brittle materials.
-
Hans Bork
Assistant Professor of Classics
Current Research and Scholarly InterestsMy research concerns how Latin and Greek speakers express personal identity, especially social class, ethnicity, and cultural affiliation, through individual idiom. The culture we reconstruct in Classics is founded on an aggregate of individuals speaking loudly or quietly or not at all, depending on circumstance, but language in use always flickers between personal impulse and societal demand—a negotiation that fascinates me, as it is universal, but never has the same result.
-
Hilda Borko
Associate Dean for Faculty Affairs and Charles E. Ducommun Professor in the Graduate School of Education
Current Research and Scholarly InterestsToward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle
The Problem-Solving Cycle (PSC) model of mathematics professional development encourages teachers to become part of a collaborative and supportive learning community. As they participate in the PSC, teachers think deeply about both mathematics content and instruction, and they explore their instructional practices with their colleagues through the use of video and other classroom artifacts. One iteration of the PSC consists of three interconnected professional development workshops, all organized around a rich mathematical task. During Workshop 1, teachers collaboratively solve the mathematical task and develop plans for teaching it to their own students. Shortly after the workshop, the teachers implement the problem with their own students and their lessons are videotaped. In Workshop 2 teachers explore the role they played in implementing the problem. In Workshop 3 teachers critically examine students’ mathematical reasoning.
The Problem-Solving Cycle model provides a structure for mathematics teachers to work together and share a common mathematical and pedagogical experience. Our previous research suggests that it is a promising model for enhancing teachers’ knowledge and supporting changes in classroom practice.
In our current project, initiated in Fall 2007, we are working with a group of middle school mathematics teachers in a large urban district to foster their leadership capacity, and specifically to prepare them to facilitate the Problem-Solving Cycle. We will provide 2½ years of preparation and support for teachers who have been designated as “mathematics instructional leaders.” These instructional leaders will in turn implement the PSC with the mathematics teachers in their schools. We will document the range and quality of the instructional leaders’ implementation of the PSC. We will also analyze the impact of the professional development process on the mathematical knowledge and classroom teaching of the instructional leaders and the mathematics teachers with whom they work. In addition, we will analyze the impact on their students’ mathematics achievement. By the conclusion of the project, we anticipate that the participating schools will have the infrastructure and capacity to carry out the PSC indefinitely, using their own resources. In addition, the project will produce a highly refined set of PSC facilitation materials—with a strong emphasis on supporting a linguistically and culturally diverse student population—that can be widely disseminated. -
Karoline Marie Bornemann
Postdoctoral Scholar, Cardiology
BioKaroline-Marie Bornemann, PhD, is a biomedical engineer interested in cardiovascular flows, specifically the computational modeling of heart valves using fluid-structure interaction simulations. Her current postdoctoral research in the Marsden lab at Stanford University focuses on the simulation of congenital heart diseases and their repair in pediatrics working with Alexander D. Kaiser, Alison Marsden and Michael Ma. She obtained her PhD in Biomedical Engineering from the University of Bern where she investigated instability mechanisms leading to laminar-turbulent transition past bioprosthetic aortic valves with Dominik Obrist and Peter Schmid. During her PhD, she performed a secondment at KTH Royal Institute of Technology collaborating with Ardeshir Hanifi and Dan Henningson assessing the stability of flow fields past valve prostheses. Visualizations of her PhD research were showcased in a winning entry of the Gallery of Fluid Motion 2024 and her PhD thesis won the GCB Best PhD Thesis 2024 Award.
-
Mariya Borodyanskaya
Clinical Assistant Professor, Psychiatry and Behavioral Sciences
BioDr. Mariya Borodyanskaya enjoys being part of the Stanford Team at Mills, an interdisciplinary team dedicated to supporting adolescents and their families in navigating the challenges of mental health crisis. She maintains a broad set of interests, including Post Traumatic Stress Disorder, Psychotic Disorders and Juvenile Justice system reform. She also enjoys supervising and teaching the Stanford Child & Adolescent Psychiatry fellows.
