Bio


Professor Goldman is an educational anthropologist interested in the idea that learning takes place when students are actively engaged with each other, their teachers, and others in conversations, activities, content, and technologies. She is very interested in the power of real-world contexts to drive learning, and researches how people learn in and out of school. Goldman’s work focuses on creating opportunities for rich STEM learning, and for understanding how design thinking and technologies can create access and be transformational. Current work includes broadening participation in STEM via family activities, design-based engagements, and through empathy work with scientists doing outreach.

Administrative Appointments


  • Professor (Teaching) of Mechanical Engineering (by courtesy), Stanford University (2006 - Present)

Boards, Advisory Committees, Professional Organizations


  • Elementary and Middle School Teacher, Teacher (1973 - 1977)
  • Director, Public Schools Project, College for Human Services (1983 - 1985)
  • Research Scientist, Center for Children and Technology, Bank Street College of Education (1985 - 1989)
  • Director of School and Community Programs and Senior Research Scientist, Institute for Research on Learning (1989 - 2000)

Professional Education


  • BS, State University of New York at Oneonta, Elementary Education and Educational Psychology (1973)
  • MS, Florida International University, Urban School Administration and Supervision (1978)
  • MEd, Columbia University, Family and Community Education (1979)
  • EdD, Columbia University, Family and Community Education (1982)

Community and International Work


  • SKY Labo, Japan and US

    Topic

    Japanese girls and STEAM Learning

    Partnering Organization(s)

    SKY Labo

    Location

    International

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

  • D.loft STEM Learning

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • English Learners and Design Thinking

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • REDlab

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • STEM Ambassador Program

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • Playful Family Science

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

Research Interests


  • Assessment, testing and measurement
  • Brain and Learning Sciences
  • Curriculum and Instruction
  • Gender Issues
  • Parents and family issues
  • Research Methods
  • Science Education
  • Technology and Education

Current Research and Scholarly Interests


Professor Goldman is an educational anthropologist interested in the idea that learning takes place when students are actively engaged with each other, their teachers, and others in conversations, activities, content, and technologies. She is very interested in the power of real-world contexts to drive learning, and researches how people learn in and out of school. Goldman’s work focuses on creating opportunities for rich STEM learning, and for understanding how design thinking and technologies can create access and be transformational. Current work includes bringing broadening participation in STEM via family activities, design-based engagements, and through empathy work with scientists doing outreach.

2018-19 Courses


Stanford Advisees


  • Doctoral Dissertation Reader (AC)
    Emma Gargroetzi
  • Doctoral Dissertation Advisor (AC)
    Keith Bowen, Soren Rosier
  • Master's Program Advisor
    Emily Rapada
  • Doctoral (Program)
    Keith Bowen, Rose Pozos, Brandon Reynante, Soren Rosier

All Publications


  • Designing for Family Science Explorations Anytime, Anywhere SCIENCE EDUCATION Luce, M. R., Goldman, S., Vea, T. 2017; 101 (2): 251-277

    View details for DOI 10.1002/sce.21259

    View details for Web of Science ID 000394903000004

  • 3 The Production of Learning Stories Through Comic Making Deep Stories Goldman, S., Zielezinski, M. B. JSTOR. 2017: 36–59
  • CAPTURING MIDDLE SCHOOL STUDENTS' UNDERSTANDINGS OF DESIGN THINKING TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS Goldman, S., Zielezinski, M. B., Vea, T., Bachas-Daunert, S., Kabayadondo, Z., Goldman, S., Kabayadondo, Z. 2017: 76–93
  • TAKING DESIGN THINKING TO SCHOOL How the Technology of Design Can Transform Teachers, Learners, and Classrooms TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS Goldman, S., Kabayadondo, Z., Goldman, S., Kabayadondo, Z. 2017: 3–19
  • A PRAXIS MODEL FOR DESIGN THINKING Catalyzing Life Readiness TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS Estrada, C., Goldman, S., Goldman, S., Kabayadondo, Z. 2017: 37–49
  • Design thinking In Peppler, K. (Ed), The SAGE encyclopedia of out-of-school learning Goldman, S. Los Angeles: Sage Publishing. 2017
  • Design thinking Deep stories: Practicing, teaching, and learning anthropology with digital storytelling Goldman, S., Zielezinski, M. DeGruyter Open. 2017
  • Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms Goldman, S., Kabayadondo, Z. Routledge. 2017
  • Staying the course with video analysis Video research in the learning sciences Goldman, S., McDermott, R. 2017
  • Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families COGNITION AND INSTRUCTION Booker, A., Goldman, S. 2016; 34 (3): 222-235
  • Teaching with Design Thinking: Developing New Vision and Approaches to Twenty-First Century Learning Connecting Science and Engineering Education Practices in Meaningful Ways Goldman, S., Zielezinski, M. B. Springer. 2016; this is book edition: 237–262
  • Exploring the promise and limits of a reciprocal research and design process: the case of family math applications Design as scholarship: Case studies from the learning sciences. Goldman, S., Jimenez, O. Routledge. 2016
  • Student teams in search of design thinking Design thinking research: building innovation eco-systems Goldman, S., Kabayadondo, Z., Royalty, A., Carroll, M. P., Roth, B. Springer International Publishing. 2014
  • Math I am: What we learn from stories that people tell about math in their lives LOST opportunities: Learning in out of school time Esmonde, I., Blair, K. P., Goldman, S., Martin, L., Jimenez, O., Pea, R. Springer Netherlands. 2013
  • Assessing d.learning: Capturing the journey of becoming a design thinker Directions in design thinking research Goldman, S., Carroll, M., Kabayadondo, Z., Britos Cavanaro, L., Royalty, A., Roth, B., Kwek, S., Kim, J. Springer. 2012
  • Assessing d. learning: Capturing the journey of becoming a design thinker Design Thinking Research: Measuring Performance in Context Goldman, S., Carroll, M. P., Kabayadondo, Z., Cavagnaro, L. B., Royalty, A. W., Roth, B., Kim, J. Springer Berlin Heidelberg. 2012
  • Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., Hornstein, M. 2010; 29 (1): 37-53
  • Family inheritance: Parallel practices of financial responsibility in families Educating comprehensively: varieties of educational experiences, Vol. 3 of the Perspectives on comprehensive education series Martin, L., Goldman, S. The Edwin Mellon Press. 2010
  • Math engaged problem solving in families Goldman, S., Pea, R., Blair, K. P., Jimenez, O., Booker, A., Martin, L., Esmonde, I. 2010: 380–88
  • Making Math a Definition of the Situation: Families as Sites for Mathematical Practices ANTHROPOLOGY & EDUCATION QUARTERLY Goldman, S., Booker, A. 2009; 40 (4): 369-387
  • Destination, Imagination & The Fires Within: Design Thinking in a Middle School Classroom ACM SIGCHI Conference on Creativity and Cognition 2009 Goldman, S., Carroll, M., Royalty, A. ASSOC COMPUTING MACHINERY. 2009: 371–372
  • Educating New Learning Technology Designers Di Giano, C., Goldman, S., Chorost, M. Routledge. 2009
  • The Tanda: A Practice at the Intersection of Mathematics, Culture, and Financial Goals MIND CULTURE AND ACTIVITY Martin, L., Goldman, S., Jimenez, O. 2009; 16 (4): 338-352
  • Mixing the digital, social and cultural: Learning, identity and agency in youth participation Digital youth: Learning and identity Goldman, S., Booker, A., McDermott, M. MIT Press. 2007
  • A new angle on families: connecting the mathematics in daily life with school mathematics Learning in places: The informal education reader Goldman, S. Peter Lang Publishing Group. 2006
  • The cultural work of learning disabilities Educational Researcher McDermott, R., Goldman, S., Varenne, H. 2006; 35 (6): 12-17
  • Functioning in the wireless classroom 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE) Goldman, S. V., Pea, R., Maldonado, H., Martin, L., White, T. IEEE COMPUTER SOC. 2004: 75–82
  • Emerging social engineering in the wireless classroom 6th International Conference of the Learning Sciences Goldman, S., Pea, R., Maldonado, H. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 222–229
  • Negotiating the meaning of representations in the mathematics classroom 6th International Conference of the Learning Sciences Tackman, J. A., Goldman, S. V. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 640–640
  • Using assessments to improve equity in mathematics EDUCATIONAL LEADERSHIP Cole, K., Coffey, J., Goldman, S. 1999; 56 (6): 56-58