Stanford University
Showing 171-180 of 500 Results
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Patricia Gumport
Professor of Education
BioAs a sociologist of higher education, Dr. Gumport has focused her research and teaching on key changes in the academic landscape and organizational character of American higher education. She has studied the dynamics of academic change in several arenas — illuminating what facilitates change and what impedes it — across and within different types of colleges and universities. Extending core concerns in the sociology of knowledge and institutional theory, Dr. Gumport has analyzed how organizational, intellectual, political, economic, and professional interests redefine the content, structure, and relative legitimacy of academic fields. Specific studies include: the emergence and institutionalization of interdisciplinary fields; graduate education and professional socialization across academic disciplines; organizational restructuring and selective investment; the ascendance of industry logic in public higher education; forces that promote and inhibit academic collaboration; decision-making about appropriate organizational forms to support new ideas; and leading organizational change for optimal effectiveness with internal and external stakeholders. Her research within the United States and Europe examines how universities that are ostensibly competitors determine when and how to collaborate. Her analyses include implications for academic leaders who pursue strategic initiatives, manage environmental pressures and stakeholder interests, and seek leadership development opportunities.
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Roberto S. Gutierrez
Ph.D. Student in Education, admitted Autumn 2025
Ph.D. Student in Education, admitted Autumn 2025BioRoberto Gutierrez is a PhD student in Curriculum Studies and Teacher Education (CTE), specializing in Science, Engineering, and Technology Education. He is also pursuing a cross-area specialization in Race, Inequality, and Language in Education (RILE).
Roberto has a variety of research interests that stem from his decade long teaching experience. A primary focus is the intersection of ethics in science education spaces. This includes the implications in teacher development, curriculum customization and AI integration in science classrooms. -
Nicholas Haber
Assistant Professor of Education
Current Research and Scholarly InterestsI use AI models of of exploratory and social learning in order to better understand early human learning and development, and conversely, I use our understanding of early human learning to make robust AI models that learn in exploratory and social ways. Based on this, I develop AI-powered learning tools for children, geared in particular towards the education of those with developmental issues such as the Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder, in the mold of my work on the Autism Glass Project. My formal graduate training in pure mathematics involved extending partial differential equation theory in cases involving the propagation of waves through complex media such as the space around a black hole. Since then, I have transitioned to the use of machine learning in developing both learning tools for children with developmental disorders and AI and cognitive models of learning.
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Edward Haertel
Jacks Family Professor of Education, Emeritus
Current Research and Scholarly InterestsFunctions of test scores in discourse about education; how testing shapes ideas of success and failure for students, schools, and public education as a whole.
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Eghosa Obaizamomwan Hamilton
STEP Secondary English Clinical Associate, Stanford Teacher Education Program (STEP)
BioDr. Eghosa Obaizamomwan-Hamilton (https://orcid.org/0009-0004-6189-6418) is a first-generation Nigerian and Clinical Associate in Stanford’s Teacher Education Program (STEP). Co-founding editor of the Black Educology Mixtape (Journal) and co-founder of Making Us Matter, her work seeks collective liberation and visibility for the most historically excluded and is dedicated to transformative education. Her scholarship focuses on the construction of interlocking identities, with a particular emphasis on Black hair and teacher pedagogy. Her scholarship investigates the intersection of race, identity, and education and has been published in Harvard Educational Review, Equity & Excellence in Education, and Race Ethnicity and Education. Her current work centers on Black methodologies, critical pedagogy, Black identity, and racial affinity spaces. With over 16 years of experience in education—her writing, teaching, and research meet at the intersections.
