Vice Provost for Undergraduate Education
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SLE Associate Director
BioJeremy Sabol is the Associate Director of Stanford's Program in Structured Liberal Education (SLE), where he has taught as a Lecturer since 2003. Jeremy majored in physics and literature as an undergraduate, then received his Ph.D. in French. His dissertation examined the conceptual role of fiction in Descartes' physics and philosophy, as well as the impact of this use of fiction in later 17th-century French literary texts. Jeremy specializes in early modern European thought and French existentialism. Jeremy also teaches the history & ethics of design at Stanford's d.school, and he has lectured for Stanford's Master of Liberal Arts program since 2012.
BioSam Sax is a writer, performer, and educator currently serving as an ITALIC Lecturer at Stanford University. They're the author of Madness, winner of The National Poetry Series and ‘Bury It’ winner of the James Laughlin Award from the Academy of American Poets. They're the two time Bay Area Grand Slam Champion with poems published in The New York Times, Poetry Magazine, Granta and elsewhere. Sam's received fellowships from The National Endowment for the Arts, MacDowell, The Poetry Foundation, and a Wallace Stegner Fellowship from Stanford University.
COLLEGE Teaching Fellow
Current Research and Scholarly InterestsI study the environmental politics of hydrocarbon extraction sites in the Americas. These sites are inherently uncertain, both socially and ecologically. My research analyzes how science and politics are applied to these uncertainties. I argue that extraction-site politics demonstrate that colonial ideals still inspire responses to fossil fuels and a number of other modern uncertainties.
Tagart Cain Sobotka
COLLEGE Teaching Fellow
BioTagart Cain Sobotka earned his Ph.D. in sociology from Stanford University. His research focuses on the ways identity processes and diffuse cultural beliefs create and maintain larger forms of inequality, particularly in the areas of health and gender. For example, in his dissertation, "Bad Doctors, Enablers, and the Powerless: The United States Opioid Crisis and the Redefining of Help," he draws on in-depth interviews and field observations to examine how conflicting cultural beliefs surrounding addiction, recovery, and role expectations contribute to the marginalization of people who use drugs and their families.
As a first-generation college student who began their academic career at a community college, his teaching philosophy and service work revolve around promoting diversity and inclusion both inside and outside of the classroom.