Emily Rose Southerton

Bio

As a learning scientist, Emily Southerton studies youth agency & social justice efforts and how they relate to educational writing technologies & curricula. She is a Teaching Affiliate with Stanford's Teacher Education Program (STEP) and the Program in Writing and Rhetoric (PWR). She has expertise in applying quantitative, qualitative, & participatory methodologies in community with research participants. She is advised by John Willinsky and Sarah Levine and is a member of the Poetic Media Lab at Stanford's Center for Spatial and Textual Analysis as well as a researcher with the Language to Literacy Lab and the Center to Support Excellence in Teaching (CSET) within the GSE. She is a graduate student writing tutor at the Hume Center for Writing and Speaking, mentors at the GSE Makery, and TAs in Qualitative Methods, Technology for Learners, and Curriculum and Instruction in Stanford’s Teacher Education Program (STEP). Before coming to Stanford, she worked in the field of education for eight years in which she taught middle school Humanities and Computer Science and created the Poet Warriors Project, a digital publishing platform that amplifies the work of youth poets from low-income schools across the country: www.poetwarriorsproject.com.

Honors & Awards

• Dissertation Support Grant, Stanford Graduate School of Education (2022)
• Amir Lopatin Fellowship, Learning Sciences and Technology Design & Amir Lopatin Fellowship Committee (2021)
• Learning Design Challenge Research Award, Transforming Learning Accelerator (2020)
• Learning Design Challenge Seed Grant, Transforming Learning Accelerator (2020)
• The Abigail Van Buren Fellowship, The Phillips Foundation (2018)
• The Dean’s Fellowship, A collective of donors in honor of Dean Emeritus Deborah Stipek (2018)
• The H. Andrea Neves and Barton Evans Fellowship, H. Andrea Neves and Barton Evans (2018)