Bio

Cassandra Volpe Horii received her B.A. in physics from the University of Colorado at Boulder and Ph.D. in earth and planetary science from Harvard University. She has taught undergraduate and graduate-level courses on university teaching and learning in STEM, atmospheric science, environmental chemistry, expository writing, and a first-year seminar on sustainability. Her scholarship has addressed topics such as the roles of centers for teaching and learning in institutional change and accreditation, the experiences of faculty with disabilities, inclusive and equity-minded teaching and mentoring, educational spaces and technologies, teaching consultation methods, and projects related to writing and visual rhetoric in higher education.

Before joining Stanford as associate vice provost for education and director of the Center for Teaching and Learning in February 2022, Horii served as the assistant vice provost and founding director of the Center for Teaching, Learning, and Outreach at Caltech, where she led efforts to advance and support inclusive, evidence-based teaching across disciplines. She was a founding member of the National Academies Roundtable on Systemic Change in Undergraduate STEM Education from 2018 to 2024, and served as president of the POD Network in Higher Education in 2018-19. Her prior institutional roles have included dean of the faculty at Curry College in Milton, MA, and associate director of the Derek Bok Center for Teaching and Learning at Harvard University.

Contact

  • Work
    cvhorii@stanford.edu
    University - Staff Department: CTL Program Support Position: Associate Vice Provost for Education and Director of CTL

Additional Info

Links

All Publications

  • LEVERS for CHANGE 2023: Enacting a National Agenda for Undergraduate STEM Education Smith, D., Finkelstein, N., Horii, C. V., Miller, E., York, T. American Association for the Advancement of Science. 2024
  • An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education Change: The Magazine of Higher Learning Lee, M., Horii, C. V., Austin, A. E., Avery, L., DeSanctis, M., Finkelstein, N., Miller, E., Schaal, B. 2023; 55 (1)

    View details for DOI 10.1080/00091383.2023.2151809

  • What Teaching Looks Like: Higher Education through Photographs Horii, C. V., Springborg, M. Elon University Center for Engaged Learning. 2022

    View details for DOI 10.36284/celelon.oa4

  • A systematic review of research on faculty with disabilities Journal of the Professoriate Friedensen, R. E., Horii, C. V., Kimball, E., Lisi, B., Miller, R. A., Siddiqui, S., Thoma, H., Weaver, J. E., Woodman, A. 2021; 12 (2)
  • Leveraging Centers for Teaching and Learning in Accreditation Review and Quality Assurance Processes POD Speaks Sacks, D., Payette, P., Ellis, D., Horii, C. V. 2021; 4
  • Wise Instructional Choices in an Evidence-driven Era Horii, C. V. NEA Higher Education Advocate. 2018 ; Thriving in Academe 6-9
  • Toward a New Creative Scholarship of Educational Development: The Teaching and Learning Project and an Opening to Discourse To Improve the Academy Springborg, M., Horii, C. V. 2016; 35 (2): 197-221

    View details for DOI 10.3998/tia.17063888.0035.210

  • Clinical Group Supervision in Yoga Therapy: Model, Effects, and Lessons Learned International Journal of Yoga Therapy Forbes, B., Horii, C. V., Earls, B., Mashek, S., Akhtar, F. 2012; 22: 61-78
  • Transforming Departmental Teaching Culture: Doctoral Students as Agents and Beneficiaries of Change To Improve the Academy Horii, C. V. 2010; 28: 359-378

    View details for DOI 10.3998/tia.17063888.0028.025

  • Teaching insights from adult learning theory JOURNAL OF VETERINARY MEDICAL EDUCATION Horii, C. 2007; 34 (4): 369-376

    Abstract

    How do undergraduate and graduate students learn? How can we use what we know about the learning process to teach more effectively? While the research has yet to connect fundamental processes in the brain to what we do as teachers with certainty, the past half-century of work on adult learning has produced several useful theories that can inform instructional choices. This article provides an overview of three learning models that yield insights into teaching practice--novice/expert behaviors, cognitive development, and learning styles--along with ways in which instructors can draw on these models in course planning and classroom teaching. Application of the theories toward refinement, reduction, and replacement of live animals in the veterinary medical curriculum is also discussed.

    View details for DOI 10.3138/jvme.34.4.369

    View details for Web of Science ID 000251179700001

    View details for PubMedID 18287460

  • Atmospheric reactive nitrogen concentration and flux budgets at a Northeastern US forest site AGRICULTURAL AND FOREST METEOROLOGY Horii, C., Munger, J., Wofsy, S. C., Zahniser, M., Nelson, D., McManus, J. 2006; 136 (3-4): 159-174

    View details for DOI 10.1016/j.agrformet.2006.03.005

    View details for Web of Science ID 000237745000008

  • Fluxes of nitrogen oxides over a temperate deciduous forest JOURNAL OF GEOPHYSICAL RESEARCH-ATMOSPHERES Horii, C. V., Munger, J. W., Wofsy, S. C., Zahniser, M., Nelson, D., McManus, J. B. 2004; 109 (D8)

    View details for DOI 10.1029/2003JD004326

    View details for Web of Science ID 000221086400004

  • Measurement of tropospheric OH by long-path laser absorption at Fritz Peak Observatory, Colorado, during the OH Photochemistry Experiment, Fall 1993 JOURNAL OF GEOPHYSICAL RESEARCH-ATMOSPHERES Mount, G. H., Brault, J. W., Johnston, P. V., Marovich, E., Jakoubek, R. O., Volpe, C. J., Harder, J., Olson, J. 1997; 102 (D5): 6393-6413

    View details for DOI 10.1029/96JD00401

    View details for Web of Science ID A1997WQ02100045

  • Meteorological overview of the 1993 OH photochemistry experiment JOURNAL OF GEOPHYSICAL RESEARCH-ATMOSPHERES Olson, J. A., Baumann, K., Volpe, C. J., Harder, J. W., Williams, E. J., Mount, G. H. 1997; 102 (D5): 6187-6197

    View details for DOI 10.1029/96JD00402

    View details for Web of Science ID A1997WQ02100029

https://orcid.org/0000-0001-8609-1430