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Brigid Barron
Associate Professor of Education
The goal of Brigid Barron's research is to advance scientific understanding of social aspects of learning while contributing to the design of learning environments that lead to high levels of engagement in subject matter for all learners in educational systems. Her research program includes basic research on collaborative learning processes and outcomes as well as applied, multi-year classroom studies of problem and project-based approaches to learning. She is currently investigating adolescents’ learning ecologies for technological fluency development across diverse communities in the Silicon Valley region with the goal of understanding how to design more equitable opportunities for learning.

“What I loved best was the entrepreneurial spirit. Our close ties with professors and Silicon Valley allowed each of our projects to have the potential to be developed into REAL solutions. LDT is a whirlwind of exciting opportunities – a chance to improve education and make a footprint on the world.”

Kristine Hanson
Producer, LeapFrog
Class of ‘06

Professor of Education

Shelley Goldman is an educational anthropologist who has been an elementary teacher and director of an alternative, inner-city middle school. She is interested in the idea that learning takes place when students are actively engaged with each other and their teachers in conversations and activities related to real-life problem solving. Her interest in how people learn in and out of school has led her to study the effects that computer networks, simulations and collaboration have on communication patterns. Professor of Education

Roy Pea is Professor of Education and the Learning Sciences at Stanford University, Co-Director of the Center for Innovative Learning Technologies and Director of the PhD Program in Learning Sciences and Technology Design. Professor Pea has been active in exploring, defining, and researching new issues in how information technologies can fundamentally support and advance learning and teaching, with particular focus on topics in science, mathematics, technology education. Particular areas of interest are computer-supported collaborative and on-line community learning, scientific visualization, and pervasive learning with wireless handheld computersProfessor of Education

Daniel Schwartz worked for eight years as a secondary school teacher in Kenya, the inner-city of Los Angeles, and a Native Alaskan village before returning to school to earn his PhD in Human Cognition and Learning. His research examines how people move from untutored mental models to more formal and verbal understanding in the domains of mathematics, physics, and biology. His work employs laboratory and computer-modeling methodologies, as well as classroom interventions that involve the use of instructional software programs that he has authored including STAR.Legacy, the Hypothesis Visualizer, and Teachable Agents.

Karin Forssell
LDT Program Coordinator

Karin Forssell is a Ph.D. candidate in the Learning Sciences and Technology Design Program. Before returning to Stanford, she was a middle school teacher for 13 years, teaching German in the beginning, then switching to Web Design and Programming. She now works with Professor Brigid Barron on studies of children's experiences with creative activities to build technological fluency. Her dissertation work examines how teachers develop the knowledge needed to use new technologies in the classroom.

Jesse Foster
LDT Program Advisor

Jesse Foster is in her 2nd year as a Ph.D. student in the International Comparative Education Program. Prior to coming to Stanford, she worked in study abroad and completed her M.A. at NYU in International Education. Her area of focus is Southern Africa, and she has participated on research projects in South Africa and Botswana dealing with primary math education, teacher development, and the internationalization movement in higher education. She currently works as a research assistant with Professor Prudence Carter on a cross-national study of desegregation movements in South Africa and the U.S.

David Kelley
Professor, Mechanical Engineering/Design

David Kelley is interested in new product development methodology from inception to production with an emphasis on user-centered design. He encourages broad understanding of product design methodologies, exposing his students to a variety of viewpoints in classroom discussions and project work. Professor Kelley's primary involvement is in the product design program, a joint program with the art department, which emphasizes the blending of innovation, human values, and aesthetic concerns into a single curriculum. Kelley is involved with WTO, which is a joint program with Industrial Engineering.

Paul Kim
Chief Technology Office, School of Education

As the Chief Technology Officer for Stanford University School of Education, he is responsible to provide leadership in all aspects of academic and innovative technology. He has been collaborating with educational research and development institutes such as U.S. Satellite Laboratories, Medical Research & Information Center, and Korea Educational Research and Information Service. He has taught EDUC392 - Enterprising Higher Education in the Digital Age and EDUC391– Web-Based Technologies for Learning. His recent publication topics include “Perspectives on a Visual-map-based Electronic Portfolio System,” “Effects of 3D Virtual Reality of Plate Tectonics on Fifth Grade Students’ Achievement and Attitude Toward Science.

Scott Klemmer
Assistant Professor, Computer Science

Scott Klemmer is interested in human-computer interaction, especially physical user interfaces, user interface design tools, mobile interaction, and computer-supported cooperative work. He is also involved with Stanford's new design school. He is an assistant professor of Computer Science and co-director of the HCI group.

Clifford Nass
Professor of Communication, Computer Science and Sociology

Nass is interested in the social psychology of interfaces, human-computer interaction, voice and character interfaces, and the psychology of technology. His primary methods are experimental and quantitative. He is co-director of the Social Responses to Communication Technology project at the Center for the Study of Language and Information.

Denise Pope
Lecturer of School of Education

Denise Pope has been a lecturer at the Stanford University School of Education for the past 7 years. Currently, she directs the SOS - Stressed-Out Students project, an effort to work with local schools to counter the causes of adolescent academic stress. She lectures nationally on strategies for parents and teachers to reduce stress and increase student health and engagement with learning. Her research interests include qualitative research methods, curriculum studies, and the design of learning environments, curricula, and pedagogy to promote engaged learners.

Ann Porteus
Lecturer of School of Education

Ann Porteus has been a lecturer at the School of Education at Stanford for many years. Since 2000, she has taught courses on quantitative methods (how to critically read and review research), designing surveys/questionnaires (including web-based surveys), issues in evaluation (how to evaluate educational programs, including on-line programs). On the side she teaches a course on interpersonal and group dynamics through Stanford's Continuing Studies program, to larger community, most of who are managers and entrepreneurs from the Bay Area, especially Silicon Valley.

Donald Roberts
Professor of Communication, Emeritus

Donald F. Roberts has been conducting research on youth and the media since the late 1960s. He has examined such issues as the relationship between mass media exposure and youngsters' comprehension and behavior in such areas as violence, pro-social behavior, school performance, political attitudes, and consumer behavior. Recently he has examined American youth's patterns of media use and their uses of and responses to popular music. Roberts teaches undergraduate and graduate courses on communication theory and research and on children, youth, and media.

Eric Roberts
Professor of Computer Science

Eric Roberts is Associate Chair of the Computer Science Department and has been Director of Undergraduate Studies for CS since 1990. He is the principal architect of the introductory programming course, which is now the largest course at Stanford. He is active on an international level in computer science education and currently serves on the boards of the Education Board for the Association of Computing Machinery and the ACM Special Interest Group on Computer Science Education. He is co-chair of the Computing Curriculum 2001 Task Force, which is preparing curricular guidelines for computer science programs throughout the world.

Terry Winograd
Professor of Computer Science

Terry Winograd's focus is on developing the theoretical background and conceptual models for designing human-computer interaction. He is a principal investigator on the Stanford Digital Libraries Project, developing models that can provide information collections and services in an integrated framework from a wide base of heterogeneous distributed materials. He is also co-leading a new project on Interactive Workspaces in conjunction with the Stanford Computer Graphics Laboratory. He directs the Project on People, Computers, and Design and is developing teaching programs in Human-Computer Interaction Design.

Jennifer Wolf
Lecturer of School of Education

Before working as a university lecturer, Jennifer Lynn Wolf taught high school English and drama in underserved California public high schools for fifteen years. Now her teaching and writing interests center on performing and literary arts education. She is particularly interested in adolescents reluctant to let their out-of-school gifts and talents surface in school settings. Jennifer's education research is primarily qualitative, which has led to her interest in teaching research methodology courses for the School of Education and the Department of Human Biology.