Stanford University
Showing 32,141-32,160 of 34,487 Results
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Jennifer Widom
Frederick Emmons Terman Dean of the School of Engineering, Fletcher Jones Professor of Computer Science and Professor of Electrical Engineering
BioJennifer Widom is the Frederick Emmons Terman Dean of the School of Engineering and the Fletcher Jones Professor in Computer Science and Electrical Engineering at Stanford University. She served as Computer Science Department Chair from 2009-2014 and School of Engineering Senior Associate Dean from 2014-2016. Jennifer received her Bachelor's degree from the Indiana University Jacobs School of Music in 1982 and her Computer Science Ph.D. from Cornell University in 1987. She was a Research Staff Member at the IBM Almaden Research Center before joining the Stanford faculty in 1993. Her research interests span many aspects of nontraditional data management. She is an ACM Fellow and a member of the National Academy of Engineering and the American Academy of Arts & Sciences; she received a Guggenheim Fellowship in 2000, the ACM SIGMOD Edgar F. Codd Innovations Award in 2007, the ACM-W Athena Lecturer Award in 2015, and the EPFL-WISH Foundation Erna Hamburger Prize in 2018.
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Lyris Wiedemann
Senior Lecturer in the Language Center
Current Research and Scholarly InterestsMy research interests include sociolinguistics, discourse analysis, acquisition of cognate languages, development of cultural competence, and translation. I am one of the creators of the international symposium on Portuguese for Spanish Speakers: Acquisition and Teaching, which had its fifth edition in 2014, and an author and editor of several scholarly articles and books. My current focus is on the acquisition of Portuguese by speakers of Spanish and other Romance languages.
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Simon Wiederhold
Visiting Fellow, HOOVER RESEARCH
BioSimon Wiederhold is a Visiting Fellow at the Hoover Institution for the 2024/2025 academic year. He is Professor of Labor Economics at the Martin Luther University Halle-Wittenberg and Senior Research Advisor at the Halle Institute for Economic Research (IWH), where he leads the research group on Education, Skills, and the Labor Market.
Wiederhold's research focuses on labor and education economics, particularly the formation and impact of skills. He investigates the determinants of skill development, including family background, formal education, and on-the-job training, and examines the role of skills in labor market success throughout workers' careers. He also investigates how inequalities in the education system arise. Methodologically, Wiederhold emphasizes rigorous research designs using modern microeconometric methods to provide evidence-based policy recommendations.
He has published extensively in leading journals such as the Journal of Political Economy, Journal of the European Economic Association, and American Economic Journal: Macroeconomics. His contributions to the field have been recognized with awards including the CESifo Young Affiliate Award, the ifo Research Award, and the CIDER Public Science Award. His joint work with Hoover Fellow Eric Hanushek on returns to skills worldwide has won the Best Paper Award of the European Economic Review.
Wiederhold held previous academic positions at the Catholic University Eichstätt-Ingolstadt and the ifo Institute, and spent extended research visits at Harvard University and Duke University. He holds a doctorate in economics from the University of Jena, where he also studied. He actively contributes to public debates on education and labor market policies, providing numerous policy reports for the European Commission and other organizations. His research has been featured in prominent media outlets, reflecting his influence on contemporary economic policy discussions. -
Carl Wieman
Cheriton Family Professor and Professor of Physics and of Education, Emeritus
Current Research and Scholarly InterestsThe Wieman group’s research generally focuses on the nature of expertise in science and engineering, particularly physics, and how that expertise is best learned, measured, and taught. This involves a range of approaches, including individual cognitive interviews, laboratory experiments, and classroom interventions with controls for comparisons. We are also looking at how different classroom practices impact the attitudes and learning of different demographic groups.
