Vice Provost for Undergraduate Education
Showing 51-100 of 106 Results
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Alison Grace Laurence
Lecturer in Civic, Liberal, and Global Education
BioAlison Laurence is a Lecturer in Civic, Liberal, and Global Education. She received her PhD from MIT’s interdisciplinary program in History, Anthropology, and Science, Technology, and Society (HASTS) in 2019. A cultural and environmental historian, she specializes in the historical study of nature on display, non-human animals, deep time, and extinction. Her current book manuscript--Of Dinosaurs and Culture Wars: A Monumental Reckoning with Modern American Monsters--traces how popular displays transformed dinosaurs and other creatures of deep time from scientific specimens to consumer objects and artifacts of everyday American life. Alison has published her research in Museum & Society, Notes & Records: The Royal Society Journal of the History of Science, and the Science Museum Group Journal. She holds a BA in Classics from Brown University and an MA in History and Public History from the University of New Orleans.
At Stanford, Alison has taught special topics courses like "Animal Archives: History Beyond the Human" and a variety of courses within the first-year liberal arts requirement, including: "Stories Everywhere," "100,000 Years of War," "Design That Understands Us," and "The Meat We Eat." During the 2022-2023 academic year, she is teaching "Why College?: Your Education and the Good Life," "Citizenship in the 21st Century," and "Preventing Human Extinction." -
Roy Lee
COLLEGE Teaching Fellow
BioI am a COLLEGE Fellow. I am currently teaching Why College? and Digital Privacy and Ethics. My research focuses on ancient Greek philosophy, especially Aristotle's ethics. I also have interests in contemporary ethics, including applied ethics, social and political philosophy, and other periods and areas of the history of philosophy.
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Mejgan Massoumi
Lecturer & Fellow in Civic, Liberal, and Global Education
BioMejgan Massoumi received her Ph.D. in June of 2021 from the History Department at Stanford University. Her work and research explores Afghan engagement with a global communication technology, the radio, during a period of intense political reform and social transformations (1960-1979). Drawing on archives in Farsi, Pashto, Tajik, Urdu, and English, and a collection of oral histories from former Radio Afghanistan employees and other producers of music and art, her work offers a fresh perspective on Afghan history by considering the mobile and fluid international networks made possible through the producers and consumers of the radio and music in the twentieth century and the centrality of Afghan people to that story.
Having earned previous degrees in Architecture (B.A.) and City Planning (M.C.P) from the University of California at Berkeley, the foundation of her scholarship is built upon a cross-cultural and interdisciplinary perspective. Her study of the past is informed through the study of sounds broadcast in and beyond the built environment.
As a scholar and educator, and refugee and immigrant, Mejgan is committed to advancing a culture of equity and inclusion within academia through her activism and advocacy for diversity as well as her teaching and scholarship focused on the study of history through the experiences of marginalized peoples, places, and cultures.
Mejgan's previous research explored how the dynamics of different forms of religious fundamentalisms are produced, represented and practiced in the city. The culmination of this research can be found in her co-edited book, The Fundamentalist City? Religiosity and the Remaking of Urban Space (Routledge, 2010). Another project that explored the multiple meanings of diversity, inclusion, and exclusion in fast-changing urban contexts resulted in the co-edited volume Urban Diversity: Space, Culture, and Inclusive Pluralism in Cities Worldwide (Johns Hopkins University Press, 2010). Her master's research focused on race and inter-ethnic conflicts in post-9/11 Afghanistan, highlighting how humanitarian aid from the West contributed to deepening social and ethnic divides. She has also contributed articles to the Georgetown Journal of International Affairs, Traditional Dwellings and Settlements Review, the International Journal of Islamic Architecture, and the Journal of International Affairs at Columbia University.
During the 2021-2022 academic year, Mejgan is teaching "Why College?", "Design that Understands Us", and "Environmental Sustainability: Global Predicaments and Possible Solutions."
During the 2022-2023 academic year, Mejgan is teaching "Why College?" and "Citizenship in the 21st Century." -
Hope McCoy
COLLEGE Lecturer
BioDr. McCoy is a Lecturer in the Civic, Liberal, and Global Education program at Stanford University. McCoy’s research agenda focuses on the intersection between education and diplomacy, with an interest in transnational education and policy. Dr. McCoy's first book (under contract), entitled:
"From Congo to GONGO: Higher Education, Critical Geopolitics, and the New Red Scare" is one of the winners of the 2021 Emerging Scholars Competition in Black Studies. With a focus on Africa and Russia, this book traces the history of contact between the two regions. During each time period—education, politics, and Black studies are woven together, each era with shifting values and purposes that influence foreign relations between Africa and Eurasia.
A Fulbright scholar (2015-2016, Russia) with multidisciplinary expertise, McCoy previously worked as a research strategist at Harvard University on projects related to racial justice, equity, and inclusion. Dr. McCoy earned a bachelor’s degree in Psychology from Northwestern University and a master’s degree and Ph.D. from UCLA in Education. -
Richard McGrail
Ph.D. Student in Anthropology, admitted Autumn 2010
Photographer, Sophomore CollegeCurrent Research and Scholarly InterestsEthnographic research describes the daily lives of children in California's foster care system who live in therapeutic residential group homes. Research questions how relationships of trust and attachement are formed between children and their adult caregivers, as well as among the children themselves.
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Dayo Mitchell
Senior Associate Director, COLLEGE and Sophomore College, Stanford Introductory Studies Operations
Current Role at StanfordSenior Associate Director for COLLEGE and Sophomore College--Stanford Introductory Studies
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Miles Osgood
SLE Lecturer
BioMiles Osgood is a Lecturer for Structured Liberal Education (SLE). As a former Stanford undergrad, Miles completed his BA in English with a minor in the Classics in 2011. After working at Oxford University Press in New York for two years, Miles earned a PhD in English at Harvard, where he designed and taught courses on global modernism, women's literature, and James Joyce. He has published public essays in Slate, n+1, and the Washington Post, along with academic articles in Modernism/modernity and ARIEL: A Review of International English Literature.
Miles is at work on a book entitled "The Podium and the Stadium," which uncovers the little-known history of the Olympic Art Competitions of 1912-1948 and argues that twentieth-century world literature self-consciously adopted the qualities of international sport. Across studies of Olympic participants including Robert Graves, Jean Cocteau, David Alfaro Siqueiros, and Bunya Koh, and through analysis of sport in the work of H.D., Ralph Ellison, Marianne Moore, and Kamau Brathwaite, "The World Arena" documents the surprisingly pervasive genre of "athletic art" across major axes of twentieth-century culture.
Miles has been working in frosh education for many years, starting when he was a Resident Tutor as a Stanford senior and continuing with his time as a Teaching Fellow for Harvard's "Expos" writing program. From 2016 to 2018, Miles also created and developed "J(oyce)-Term," a one-week winter-break bootcamp on Joyce's "Ulysses" for first-year students. He has extended his teaching to high-school students and lifelong learners online as designer and lead instructor for the "Masterpieces of World Literature" series on edX.
In his spare time, Miles designs board games, edits home movies, and walks around San Francisco with his dog Pico. -
Armando Jose Perez-Gea
COLLEGE Lecturer
BioArmando Perez-Gea is a Fellow and Lecturer for Civic, Liberal, and Global Education (COLLEGE). He was an undergraduate at Stanford where he completed majors in Political Science, Economics, and Public Policy and a co-terminal MA in Philosophy. After working as a consultant in DC and teaching in Mexico City, he went to Yale to pursue a MA in Economics, MPhil in Political Science and Philosophy, MAR in Philosophy in Religion, and PhD in Political Science and Philosophy.
Armando is working on a book titled "An Aristotelian Theory of the State", which argues that Weber's definition of the state as the monopoly of legitimate violence is mistaken. Instead we should turn to Aristotle to see what he thought the state is. In particular the state's relation to the self-sufficient association, its creation of a public sphere where honor (understood as striving to live a life worth remembering) is exercised, and it allowing for the exercise of republican rule. He is also working on a project to develop an Aristotelian theory of vice and viciousness. -
Belinda Ramírez
COLLEGE Teaching Fellow
Current Research and Scholarly InterestsCultural anthropology; urban agriculture; farms and farming; food systems and foodways; food justice and sovereignty; environmental and climate justice; urban studies; agriculture and environment; citizenship; critical geography; critical race theory; ecology; ethnography; food (in)security/sovereignty; political anthropology; political ecology; political economy; race and ethnicity; racism(s); social movements and protest; social value; morality and ethics; community
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Adriana Ramirez-Kubo
Assistant Director, Sophomore College and Student Staff Development, Stanford Introductory Studies Operations
Current Role at StanfordAssistant Director, Sophomore College and Student Staff Development
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Stephanie Reist
Lecturer
BioStephanie Virginia Reist is a Lecturer in Civic, Liberal, and Global Education at Stanford University. Prior to coming to Stanford, she was a Postdoctoral Researcher in the Education Department at the Federal Rural University of Rio de Janeiro, financed by the Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro. She completed a PhD in Romance Studies with a focus on Latin American Cultural Studies as well as a Master's in Public Policy at Duke University in 2018. She holds a BA in Comparative Literature from Williams College.
Her research and writing focus on issues of race, public policy, Black feminisms, cultural production, youth, and urban belonging in Rio de Janeiro, Brazil. Specifically, she is interested in the relationship between youth movements and access to higher education in Rio's predominately black, working class urban peripheries. As part of her commitment to public scholarship, her writing has been featured in RioOnWatch, Times Higher Education, The Independent and Jacobin Magazine.
She also co-directed a short documentary on expanded access to higher education in Brazil that can be seen here: https://youtu.be/Q_60CIxvLHY -
Alessandra Rister Portinari Maranca
Cda (Course Development Assistant), Freshman and Sophomore Programs (FSP)
Reader/Grader - Ug, Mathematics
Student Employee, Mathematics
Undergraduate, MathematicsBioResearch Assistant in the Stanford Institute for Economic Policy Research, Rosenberg Lab member, Stanford Women in Mathematics Mentoring board and member of Data and Mapping for Society. International student from Brazil, class of 2024.
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Jeremy Sabol
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.
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Sam Sax
Lecturer
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.
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Parna Sengupta
Associate Vice Provost, Director of Stanford Introductory Studies, Stanford Introductory Studies Operations
BioParna Sengupta is Associate Vice Provost and Senior Director of Stanford Introductory Studies (SIS), under the Vice Provost for Undergraduate Education (VPUE).SIS curricular programs include: CIvic, Liberal, and Global Education (COLLEGE) first-year requirement; The ESF (Education as Self-fashioning) program for first-year students; SLE and ITALIC, residential program for first-year students; the Introductory Seminars program offers 230+ seminars for first- and second-year students each year; Sophomore College and Arts Intensive which offer intensive seminar courses each year for returning sophomores during the first three weeks of September.
Parna arrived at Stanford in 2008 from Carleton College, where she was an associate professor in South Asian history. Parna’s book, Pedagogy for Religion: Missionary Education and the Fashioning of Hindus and Muslims in Bengal (UC Press, 2011), reveals the centrality of missionary models of schooling on the development of modern education, an influence that resulted in the reinforcement of religion and religious identity in colonial India. Her most recent project is on the early twentieth century feminist thinker Rokeya Hossain. -
Nestor Silva
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.
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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. -
Jonathan Ming-en Tang
Lecturer
BioJonathan Tang is a Lecturer for Civic, Liberal, and Global Education (COLLEGE). After graduating with an AB in Social Studies from Harvard College in 2004, he received an MA in Regional Studies: East Asia from Columbia University, studied Mandarin Chinese for two years, and worked at a Beijing-based business school for two more before starting his doctoral studies on Twentieth-Century Chinese History at University of California, Berkeley. Jonathan specializes in the modern "Warlord Era," the short time period between the fall of the imperial system and the rise of the centralized party-state.
He has designed and taught courses on East Asian Nationalism and Military History in Modern China for UC Berkeley, and has also taught courses in Chinese and East Asian History at University of San Francisco and San Francisco State University. At Stanford, he has taught "Screening Modern China," "Preventing Human Extinction," "Citizenship in the 21st Century," and "American Enemies." In the 2022-2023 academic year, he is teaching "Why College?" "Citizenship in the 21st Century," and "Preventing Human Extinction." -
John Turman
Lecturer in Civic, Liberal, and Global Education
BioJohn Turman is a lecturer for the Civic, Liberal, and Global Education (COLLEGE) program. He earned his bachelor's degree in philosophy at U.C. Berkeley and completed his PhD in philosophy at Stanford University. John's current research is focused on foundational questions about the concept of knowledge, concepts of action, concepts of the mind, and how facts about a person's mind explain facts about their behavior.
As a lecturer and teaching fellow John has taught (or helped to teach) Why College; Health Care Ethics and Justice; and Emotion. John Looks forward to teaching Citizenship in the 21st Century this Winter! -
Vannessa Velez
Ph.D. Student in History, admitted Autumn 2017
CDA (Course Development Assistant), Freshman and Sophomore Programs (FSP)Current Role at StanfordPhD Candidate in the History Department at Stanford. EDGE Fellow. Stanford Humanities Center Fellow.
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Cynthia Laura Vialle-Giancotti
COLLEGE Lecturer
BioCynthia is a Lecturer for the Civic, Liberal, and Global Education Program in Undergraduate Education.
Her research encompasses 17th and 18th century French literary forms, with a focus on novels, literary portraits, gendered and ageist representations.
Her dissertation titled: "Framing Portraits in 18th-Century French Novels" focuses on the portrayal of the body in French fiction of the 17th and 18th centuries. Its principal aim is to show the import of 17th century female authors in shaping 18th century descriptive practices. It also reveals the functions that descriptions of the body serve in the 18th century: instructing and guiding the reader, as well as entertaining her. Lastly, it underlines how descriptive practices offered a medium for female authors to assert their cultural primacy, against male narrative traditions.
Teaching is my greatest passion. At Stanford I have taught and TA'd classes on various subjects (French language, European History, Italian literature, German Culture, English Gothic Novels, Autobiographies and History of Revolutions) using innovative methods and assignments. My whole teaching approach is oriented toward one goal: to make students perceive the real-life impact of literary studies in particular and the humanities more in general. I am committed to rendering the study of the humanities and the apprenticeship of languages accessible to our diverse community. Having been a FLI (First Generation College) student I understand the difficulties that students from this community encounter and I am happy to support them in their learning needs.
Research Interests: the novel and novel theory, gender studies, life-writing genres, the body and issues of corporality (death, sickness, aging), supernatural genres, violence against women, history and art history. -
Gregory Watkins
Lecturer
BioGreg has taught in Structured Liberal Education (SLE) since 2002. He has a BA in Social Theory (a self-designed major) from Stanford, with Honors in Humanities, an MFA in Film Production from UCLA, and a dual PhD in Religious Studies and Humanities from Stanford, also from Stanford. Greg's research interests hover around the intersection of film and religion, and he continues to work on a variety of film projects.
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Daniela R. P. Weiner
COLLEGE Lecturer
BioDaniela R. P. Weiner is a COLLEGE Lecturer in the Civic, Liberal, and Global Education program.
Before joining the COLLEGE Fellowship program, she was a Jim Joseph Postdoctoral Fellow in the Concentration in Education & Jewish Studies in the Stanford Graduate School of Education (2020-2022). She is a historian of modern European history (with a focus on Germany and Italy), modern Jewish history, and the Holocaust. Her current book project, "Teaching a Dark Chapter," explores how the post-fascist countries of East Germany, West Germany, and Italy taught the Second World War and the Holocaust in their educational systems. It specifically explores the representations of these events in textbooks. A new project focuses on the history of baptism and conversion during the Holocaust.
Her research has been published in Journal of Modern Jewish Studies, Journal of Educational Media, Memory, and Society, and Journal of Contemporary History. She has received fellowships/grants from: the Fulbright U.S. Student Program (Germany, AY 2018- 2019); the Leibniz Institute for Educational Media | Georg Eckert Institute; the German Historical Institute, Washington, D.C.; the Jack, Joseph and Morton Mandel Center for Advanced Holocaust Studies; and the Carolina Center for Jewish Studies.
