Stanford University
Showing 27,621-27,640 of 37,018 Results
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Amber Ruiz
Visual Resources Curator, Art and Architecture Library
BioI am the Curator of the Visual Resources Center (VRC). The VRC provides digital image support for teaching and research at Stanford University. We digitize images on request, provide image database instruction, and maintain a database with over 250,000 digital images that are available to the Stanford community (imagebase.stanford.edu).
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Alejandra Ruiz
Postdoctoral Scholar, General Surgery
BioDr. Alejandra Ruiz is a physician-scientist working at the intersection of clinical medicine, health services research, and community-engaged intervention design. Based on her clinical experience in high-complexity settings, she works to optimize integrative care models that address both physical and mental health needs.
She is currently a postdoctoral researcher in the Departments of Emergency Medicine and General Surgery, where she examines structural barriers to care among underserved populations and develops pathways to improve access and care delivery. Her work is grounded in community-based participatory research, through which she designs, implements, and evaluates culturally responsive interventions. Dr. Ruiz is committed to advancing equitable, sustainable models of care that improve access, engagement, and patient outcomes. -
Maria Ruiz-Primo
Associate Professor of Education
On Leave from 04/01/2026 To 06/30/2026BioMaria Araceli Ruiz-Primo is an Associate Professor at the Graduate School of Education, Stanford University. Her work, funded mainly by the National Science Foundation and the Institute of Education Sciences, examines assessment practices and the assessment of student learning both in the classroom and in large-scale assessment programs. Her publications address the development and evaluation of multiple learning assessment strategies, including concept maps and students’ science notebooks, and the study of teachers’ informal and formal formative assessment practices, such as the use of assessment conversations and embedded assessments. She also has conducted research on the development and evaluation of assessments that are instructionally sensitive and instruments intended to measure teachers’ formative assessment practices. Recently she has worked on the analysis of state testing programs. She was co-editor of a special issue on assessment in the Journal of Research in Science Teaching and a special issue on classroom assessment in the Journal of Educational Measurement. She has published in Science, Educational Measurement: Issues and Practices, the Journal of Research in Science Teaching, and other major technical educational research journals.
