Stanford University
Showing 11-20 of 91 Results
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Joseph Cloward
Lecturer, Civic, Liberal, and Global Education
BioJoseph is a political theorist of participatory democracy, with interests in migration, education, and the American political tradition. He is a COLLEGE Lecturer in Stanford's Civic, Liberal, and Global Education program. Joseph completed his PhD in Political Science at Stanford in 2026.
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Hannah Katherine D'Apice
COLLEGE Lecturer, Civic, Liberal, and Global Education
BioDr. Hannah K. D'Apice is a Lecturer in the COLLEGE (Civic, Liberal, and Global Education) Program. She received her doctorate from Stanford University in International/Comparative Education and the Sociology of Education. Her research agenda examines the historical and transnational sociology of organizational structures, policies, and leadership in education, especially as they relate to issues of race/ethnicity and gender/sexuality.
Prior to graduate school, Dr. D'Apice was a research manager for randomized controlled trial evaluations of education interventions. She also taught professionally for four years in Texas and Singapore.
In addition to her PhD, Dr. D'Apice has a Master's in Sociology and Master's in International Education Policy Analysis, both from Stanford, as well as a Bachelor's in Political Science from Columbia University. -
Katherine Ding
SLE Lecturer, Structured Liberal Education
BioKatherine Ding is a Lecturer for Structured Liberal Education. She received an MA in English Literature and Critical Theory from UC Irvine, and a PhD in English Literature from UC Berkeley. Prior to arriving at Stanford, she taught both critical and creative writing at Mount Tamalpais College (formerly the Prison University Project) in San Quentin, at Outer Coast College in Sikta, Alaska, and at UC Berkeley.
Braiding creative non-fiction with critical analysis, Katherine’s dissertation on the British Romantic poet William Blake explores what it means for knowledge to be fully embodied, and what the disembodiment of knowledge has cost us. Her current book project expands that inquiry—diving into fields as diverse as the neuroscience of interoception, exercise science, anthropology, and childhood development—to explore how the human organism observes, feels, and learns in relation to others in its embodied milieu.
In the classroom, Katherine is fascinated by the ever-shifting question of how we learn. Where do our ideas come from? What practices foster and facilitate good thinking? How might writing transform rather than simply express our thoughts and ideas? What is the relationship between reading, thinking, feeling, and writing?
