Stanford University
Showing 16,161-16,170 of 34,891 Results
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Phillip Kyriakakis
Temp - Non-Exempt, Psychiatry and Behavioral Sciences - Child & Adolescent Psychiatry and Child Development
BioPhillip Kyriakakis, Ph.D. is a Senior Research Scientist in the Bioengineering Department at Stanford University in the Wu Tsai Institute for Neuroscience. Dr. Kyriakakis did his undergraduate work in Biochemistry at UMass Boston, where he also worked in Dr. Alexey Veraksa's developmental biology lab and started to develop PhyB optogenetics in animal cells (2008). Dr. Kyriakakis continued his education at UC San Diego in the Division of Biological Sciences. There, he studied cellular programming and metabolism to obtain his degree with a specialization in Multiscale Biology. Dr. Kyriakakis did his postdoctoral work in the Bioengineering Department at UC San Diego with Todd Coleman, continuing the development of optogenetic tools and related technologies. In 2021 Dr. Kyriakakis moved to his Senior Research Scientist role at Stanford University in the Bioengineering Department at the Wu Tsai Institute for Neurosciences.
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Ian Matthew Kysel
Visiting Scholar, Law Admissions
Affiliate, Law SchoolBioKysel is currently a Visiting Scholar at Stanford Law School and at the Center for Advanced Study in the Behavioral Sciences. He also holds an appointment as a Clinical Professor of Law at Cornell Law School, where he co-directs its Migration and Human Rights Program and is the founding director of its Transnational Disputes Clinic. In addition, Kysel is a non-resident Fellow at the Zolberg Institute on Migration and Mobility at The New School. Kysel’s research and clinical work primarily focuses on international migration and refugee law and international dispute resolution.
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Courtney L'Esperance
Associate Director, Advising Systems, Academic Advising Operations
Current Role at StanfordAssociate Director, Advising Systems
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Kevin Lesperance
Postdoctoral Scholar, Urology
BioDr. Kevin L’Esperance is a cancer epidemiologist who focuses on the interplay between adiposity, lifestyle, and social drivers of health in kidney and ovarian cancer risk, prevention, and survivorship. His work involves patients, clinicians, and population-level perspectives to improve health literacy, integrate lived experiences, and enhance cancer care and management. In parallel, Dr. L’Esperance is actively engaged in science communication, working to raise awareness about cancer and shift the narrative from fatalism to empowerment and actionable change.
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David Labaree
Lee L. Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsMost Recent Book:
My new book – A Perfect Mess: The Unlikely Ascendancy of American Higher Education – is an essay about the nature of the American system of higher education. American higher education is an anomaly. In the second half of the 20th century it surged past its European forebears to become the dominant system in the world – with more money, influence, Nobel prizes, and drawing power than any of the systems that served as its models. By all rights, this never should have happened. Its origins were remarkably humble, arising from a loose assortment of parochial 19th century liberal arts colleges, which emerged in the pursuit of sectarian expansion and civic boosterism more than scholarly distinction. It was not even a system in the usual sense of the word, since it emerged with no plan, no planner, no prospects, and no reliable source of support. Yet these weaknesses of the American system in the 19th century turned out to be strengths in the 20th. From the difficult circumstances of trying to survive in an environment with a weak state, a divided church, and intense competition with peer institutions, American colleges developed into a system of higher education that was lean, adaptable, consumer-sensitive, self-supporting, and radically decentralized. This put the system in a strong position to expand and prosper when, before the turn of the century, it finally got what it was most grievously lacking: academic credibility (which came when it adopted elements of the German research university) and large student enrollments (which came when middle class families started to see social advantage in sending their children to college).
This system is extraordinarily complex, bringing together contradictory educational goals, a broad array political constituencies, diverse sources of funds, and multiple forms of authority into a single institutional arena characterized by creative tension and local autonomy. One tension is between the influence of the market and the influence of the state. Another arises from the conflict among three social-political visions of higher education – as undergraduate college (populist), graduate school (elite), and land grant college (practical). A third arises from the way the system combines three alternative modes of authority – traditional, rational, and charismatic. In combination, these elements promote organizational complexity, radical stratification, broad political and financial support, partial autonomy, and adaptive entrepreneurial behavior.
