Stanford University
Showing 7,571-7,580 of 36,324 Results
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Gepeng Ding
Research Associate, FSI - S-APARC
BioM.A., Stanford University, East Asian Studies (2025)
B.S., University of California, Santa Cruz, Astrophysics with Honors (2022)
B.A., University of California, Santa Cruz, Politics with Highest Honors (2022) -
Jihui Ding
Physical Science Research Scientist
BioJihui is interested in advancing sustainability by developing geoscience-based solutions. This includes geothermal energy, carbon capture and sequestration (CCS), geological storage of renewable energy, and critical mineral exploration. Previously, Jihui utilized various experimental techniques to quantify rock behavior under different geological conditions and used modeling approaches to understand experimental observations. Currently, he is working on integrating artificial intelligence and data science into geological uncertainty quantification for an economical and safe development of geothermal energy.
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Julie Ding
Clinical Assistant Professor, Medicine
BioJulie Ding is a Clinical Assistant Professor at Stanford School of Medicine. She received her medical degree from Touro University California, and then completed Internal Medicine residency at Highland Hospital in Oakland, California. Prior to medical training, she received her B.S. from University of California Berkeley. Her professional interests include clinical reasoning, high value care, and quality improvement.
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Jun Ding
Professor of Neurosurgery and of Neurology and Neurological Sciences
Current Research and Scholarly InterestsNeural circuits of movement control in health and movement disorders
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Katherine Ding
SLE Lecturer
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?
