Kirstin Haag works with instructors to support teaching and learning at the Graduate School of Business, conducting workshops and consultations with GSB instructors on effective and inclusive pedagogy. Her interests focus on varieties of classroom discourse, from team teaching to facilitating productive disagreements to writing as discourse.

Kirstin came to the GSB with ten years of classroom teaching experience in subjects from math to music and at levels from high school seniors to advanced graduate students. Prior to her role at the GSB, she completed her Ph.D. work in Musicology at Stanford University and led the Department of Music’s Teaching Assistant Training Program. Kirstin also worked with Stanford’s Center for Teaching Learning as a Resource Development Associate and a Graduate Teaching Consultant.

Current Role at Stanford

Teaching Excellence Program Designer, Teaching and Learning Hub, Stanford Graduate School of Business

Honors & Awards

  • Carolyn Applebaum Memorial Prize for Community Impact, Stanford University, Department of Music (2022)
  • Centennial Teaching Assistant Award, Stanford Center for Teaching and Learning (2018)
  • Chair's Excellence in Teaching Award, Stanford University, Department of Music (2017)

Education & Certifications

  • PhD, Stanford University, Musicology
  • BA, University of California, Davis, English, Music

All Publications

  • Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching? CBE life sciences education Haag, K., Pickett, S. B., Trujillo, G., Andrews, T. C. 2023; 22 (1): es1


    Could co-teaching be a mechanism to support the adoption of evidence-based teaching strategies? Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging evidence, we wrote this essay for multiple audiences, including science, technology, engineering, and mathematics (STEM) instructors, education development professionals, leaders who oversee teaching, and researchers. We define co-teaching in the context of STEM higher education and summarize what is known about the pedagogical changes that co-teaching could support and the potential mechanisms behind these changes. We share recommendations based on the available evidence for those who need productive ideas right now. We also lay out a variety of future directions for research about co-teaching as a lever for pedagogical change. Achieving widespread and impactful pedagogical change is a monumental undertaking facing STEM higher education, and multiple approaches will be needed to meet this challenge. Co-teaching has potential to shift ways of thinking and pedagogical practices among undergraduate STEM faculty, but how co-teaching is enacted is likely crucial to its impact, as is the context in which it occurs.

    View details for DOI 10.1187/cbe.22-08-0169

    View details for PubMedID 36563055

  • Religious Conflict, Ritual Embodiment, and Music in the Twentieth-Century Guatemalan Highlands ETHNOMUSICOLOGY Haag, K. 2023; 67 (1): 1-22