Critical Math Teacher Collaborative, going into its third year, provides a space for educators to meet monthly to explore the intersection of theory and practice
when it comes to critical pedagogy and social justice in mathematics learning. At each meeting the group begins by discussing a chosen reading that speaks to this
intersection, and then moves into a workshop style discussion of a lesson plan or idea contributed by one of the participants, in an attempt to immediately apply the
theory from the readings to the practice of planning and teaching in our own classrooms. This group sits at the intersection of theory and practice in that
participants will engage with readings that are at times deeply theoretical and then attempt to bring those ideas to life in their own lesson plans with the support of
What is the relationship that theory and data have had with education, historically? What would the history of education be, anyway, without the habitual use and abuse of data and theory? On a more meta-level, is it so that all theories have histories and that, perhaps, too, all histories have theories? The Doctoral Conference on Theory and Data in the History of Education, now in its 11th year, is designed to give doctoral students from Stanford as well as doctoral students from the University of Wisconsin-Madison and the University of Vienna, along with senior scholars in the fields of history of education, curriculum studies, and curriculum theory, the space and community to interrogate these questions. The conference, a collaborative undertaking, is scheduled to take place at the end of Summer Quarter 2019 and will consist of doctoral students presenting core components from their dissertation projects as well as 3 public lectures open to the wider GSE and University communities.
The Education in Emergencies Interest Group focuses on aspects of education in crisis situations wherein the larger society undergoes a striking structural displacement. UNICEF estimates that one in three children or adolescents are out of school due to armed conflict and natural disasters. What are the implications for the role of education in preventing and mitigating the effects of such crises? The Education in Emergencies Interest Group seeks to shed light on this question.
The GSE- International Community intends to be the platform to bring the international community at the GSE together. The three primary goals of this group are: 1) build community among international students, postdocs, staff, visiting scholars, and faculty; 2) connect resources and allies at Stanford and beyond to this community; and 3) to promote international students scholarship and inclusion at the GSE.
The Growing Learning Analytics and Design group (or GLAD) we strive to bridge the gap between academic and industry experts on Learning Analytics and Educational Data Mining as powerful tools for 21st century learning design. We hope to bring insights from both industry and academia in the field of learning analytics and education data mining, and to create open spaces for students of different backgrounds and skill sets to connect and collaborate. More fundamentally, we hope that this initiative will increase awareness of the importance and prevalence of data in education today. Understanding the life cycle of data in education, the current implications and future needs will better prepare the GSE community to use data to inform their work and spread their impact.
The Literacy Collective’s mission is to provide a forum for GSE graduate students currently conducting literacy-related research to engage with each other, faculty members, and the extant community on issues related to literacy. This forum will establish a network of seasoned and emerging scholars drawn together by shared interests to present and receive feedback on current literacy-related research projects during two Saturday Retreats aimed at workshopping current research; learn about and discuss research in the literacy field through quarterly Literature Forums aimed to grow knowledge of the landscape of noteworthy literacy scholarship; and, to meet and explore the scholarship of literacy experts both in and beyond Stanford in monthly Scholar Panels aimed to foster knowledge of current areas and opportunities for literacy research.
ProjectQED is a program to celebrate, support, and create safe spaces for LGBTQ+ and Same-Gender Loving staff, students, faculty, and allies at the Stanford Graduate School of Education (GSE). Through invited guest lectures, documentary screenings, and conversations over coffee, we work to center the experiences of queer and trans people at all levels of education. To learn more about what we do, check out some of our past events here, here, and here.
The purpose of the Race, Religion, and Ethnicity Group (RREG) is to foster multidisciplinary conversation and collaboration within the Graduate School of Education (GSE) community over research on race, religion, ethnicity, and communities belonging to minority and marginalized groups. We sponsor workshops, practice job talks, and exploratory presentations on graduate students' and faculty's work, as well as bring speakers within and outside of Stanford to share their research.
Resilient 1st Gen (R1G) is an intentional community-building effort to connect all self-identified first-generation graduate students, staff, faculty and allies within the Graduate School of Education and with other first-generation communities across Stanford. Our group defines first-gen students as the embodiment of intergenerational dreams. Our main goals are to foster a strong sense of belonging for the first-gen community in the GSE, to promote academic collaboration efforts and scholarship that celebrate our unique challenges with a compassionate conscious awareness, and to lay the foundational resources for the first-gen students that will come after us.
The STEP Secondary Math Cohort will present information they learned from the California Mathematics Council (CMC) North Conference at SWAYWO (or elsewhere) so that others in the GSE would have access to the knowledge and learn from their experiences.
The Women of Color Collective (WoCC) is a student-led initiative that brings awareness to the important intersectionality of gender and race/ethnicity in academia and promotes visibility for female scholars of color. WoCC is a space where culturally and linguistically diverse female scholars can collectively discuss milestones and develop best practices to enter academia as faculty who value research, teaching, equity, and service.