Graduate School of Education

Contacts

Office: Graduate School of Education
Mail Code: 94305-3096
Phone: (650) 723-2109
Email: info@gse.stanford.edu
Web Site: https://ed.stanford.edu/

Courses offered by the Graduate School of Education are listed under the subject code EDUC on the Stanford Bulletin's Explore Courses web site.

The Stanford Graduate School of Education is a leader in pioneering new and better ways to achieve high-quality education for all. Faculty and students engage in groundbreaking and creative interdisciplinary scholarship that informs how people learn and shapes the practice and understanding of education. Through state-of-the-art research and innovative partnerships with educators worldwide, the school develops knowledge, wisdom, and imagination in its diverse and talented students so they can lead efforts to improve education around the globe.

Three graduate degrees with specialization in education are granted by the University: Master of Arts, Master of Science, and Doctor of Philosophy.

While no undergraduate majors are offered, the school offers courses for undergraduates, an undergraduate minor and an undergraduate honors program.

The Graduate School of Education is organized into three area committees: Curriculum Studies and Teacher Education (CTE); Developmental and Psychological Sciences (DAPS); and Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS).

In addition, several cross-area programs are sponsored by faculty from more than one area. These programs include the doctoral program in Learning Sciences and Technology Design (LSTD); the doctoral program in Race, Inequality, and Language in Education (RILE); two master’s level programs, the Stanford Teacher Education Program (STEP) and the Learning, Design, and Technology Program (LDT); and the undergraduate honors and minor programs.

These area committees function as administrative units that act on admissions, plan course offerings, assign advisers, monitor student academic progress, and determine program requirements. Various concentrations exist within most of these areas. Faculty members are affiliated primarily with one area but may participate in several programs. While there is a great deal of overlap and interdisciplinary emphasis across areas and programs, students are affiliated with one area committee or program and must meet its degree requirements.

Detailed information about admission and degree requirements, faculty members, and specializations related to these area committees and programs can be found in the Academics section of the School's web site.

The Graduate School of Education offers no correspondence or extension courses, and in accordance with University policy, no part-time enrollment is allowed. Work in an approved internship or as a research assistant is accommodated within the full-time program of study.

Undergraduate Programs in Education

The Graduate School of Education offers a minor and an honors program at the undergraduate level. Further information about these programs can be found at the Graduate School of Education web site.

Regardless of whether they are enrolled in one of these undergraduate programs, undergraduates are also welcome in many graduate-level courses at the GSE.

Graduate Programs in Education

The Graduate School of Education offers Master of Arts, Master of Science, and Doctor of Philosophy degrees in several programs (see "Master’s" and "Doctoral" tabs on this page). University and Graduate School of Education requirements must be met for each degree. The University requirements are detailed in the “Graduate Degrees” section of this bulletin. Students are urged to read this section carefully, noting residency, tuition, and registration requirements. A student who wishes to enroll for graduate work in the Graduate School of Education must be admitted to graduate standing by one of the school’s area committees and with the approval of the Associate Dean for Student Affairs. All Graduate School of Education courses are intended for matriculated students in degree programs only.

Complete information about admissions procedures and requirements is available from Graduate Admissions, or at the Graduate School of Education web site. Applicants to all programs, except for applicants to the Stanford Teacher Education Program (STEP), must submit scores from the Graduate Record Examination General Test (verbal, quantitative, and analytical or analytical writing areas); TOEFL scores are also required from those whose first language is not English. Applicants to the Stanford Teacher Education Program (STEP) are also required to submit specific test scores or acceptable equivalents as required by the California Commission on Teacher Credentialing; see the section on STEP. Test information is available at the Graduate School of Education web site. The Graduate School of Education takes a holistic approach to admissions by comprehensively evaluating the academic preparation, experiences, and potential of all applicants.

Faculty

Emeriti: (Professors) J. Myron Atkin, Arnetha Ball, John Baugh, Eamonn Callan, Larry Cuban, Linda Darling-Hammond, Claude Goldenberg, Shelley Goldman, Pam Grossman, Edward Haertel, Kenji Hakuta, Connie Juel, Michael Kamil, Michael W. Kirst, David Labaree, Henry M. Levin, Rachel Lotan, William F. Massy, Raymond P. McDermott, Milbrey McLaughlin, Nel Noddings, Jonathan Osborne, Denis C. Phillips, David Plank, Thomas Rohlen, Richard J. Shavelson, Lee S. Shulman, Claude Steele, Deborah Stipek, Myra H. Strober, Guadalupe Valdés, Decker F. Walker, Hans Weiler

Dean: Dan Schwartz

Associate Dean for Student Affairs: John Willinsky

Senior Associate Dean for Finance and Administration: Geoff Cox

Associate Dean for External Relations: Heather Trippel

Associate Dean for Academic Affairs: Shu-Ling Chen

Associate Dean for Faculty Affairs: Amado Padilla

Assistant Dean for Information Technology and CTO: Paul Kim

Professors: Alfredo Artiles, Adam J. Banks, Brigid J. Barron, Eric Bettinger, Jo Boaler, Hilda Borko, Bryan Brown, Martin Carnoy, Anne Charity Hudley, Geoffrey Cohen, William Damon, Tom Dee, Patricia J. Gumport, Teresa D. LaFromboise, Bruce D. McCandliss, Daniel A. McFarland, Amado M. Padilla, Roy Pea, Walter Powell, Francisco O. Ramirez, Sean Reardon, Daniel Schwartz, Guillermo Solano-Flores, Mitchell Stevens, Carl Wieman, John Willinsky, Sam Wineburg

Professors (Teaching): Ira Lit

Associate Professors: Subini Annamma, Anthony L. Antonio, Nicole M. Ardoin, Patricia Bromley, Antero Garcia, Ari Y. Kelman, Jennifer Langer-Osuna, Victor Lee, Chris Lemons, Emily J. Levine, Prashant Loyalka, Jelena Obradović, David Rogosa, Jonathan Rosa, Maria Araceli Ruiz-Primo, Rebecca Silverman

Assistant Professors: Benjamin Domingue, Nick Haber, Michael Hines, Sarah R. Levine, Ramón Antonio Martinez, Alvin Pearman, Farzana Saleem, Jason Yeatman

Associate Professors (Teaching): Peter Williamson, Christine Min Wotipka

Associate Professor (Research): Janet Carlson

Assistant Professor (Research): Shima Salehi, Hariharan Subramonyam

Courtesy Professors: Jeremy Bailenson, Richard Banks, Emma Brunskill, Lisa Chamberlain, Carol Dweck, Eric Hanushek, John C. Mitchell, Terry Moe, Brad Osgood, Christopher Piech, Byron Reeves, Robert Reich, Brian Wandell, Caroline Winterer

Courtesy Professor (Teaching): Don Barr, Shashank Joshi, William Koski

Senior Lecturers: Karin Forssell, Gay Hoagland, Denise Pope, Ann Porteus, Jennifer Wolf

Graduate Advising

Doctoral Advising

These advising norms started with students entering Autumn 2019.

· A team advising approach allows students to develop working relationships with a greater diversity of faculty members.

· The adoption of team advising creates a distribution of work paired with a dynamic distribution of intellectual expertise.

· The explicit framing of advising expectations and norms supports students and faculty in finding common ground and shared expectations.

· Students and their academic advisors are expected to meet a minimum of two meetings per quarter.

· Students and their support advisors are expected to meet a minimum of one time per quarter.

Advising Structure

First-year Advising Teams

In the first year, students work with an advising team. The lead advisor, a support advisor, and a student mentor serve the role of assisting students in their matriculation into graduate study. Students meet with lead advisors a minimum of twice per quarter, and with support advisors a minimum of once per quarter.

Ph.D. Advising Teams

After year one, students select their advising team. The primary advisor is expected to serve the role of the primary academic mentor for the student. The secondary advisor(s) support students as they progress through their second to fifth year academic milestones. The primary advisor and student are expected to meet twice per quarter. The secondary advisor(s) are expected to meet a minimum of once per quarter. Members of the first-year advising team do not have to be the same as those for the Ph.D. advising team. It is not unusual for students to switch to different advisors.

Advising Guidelines

In an effort to provide students with a high standard of academic advising support, advisors and students work to build a shared expectation of best advising practices. The goal is to establish clearly communicated pathways between students and their faculty advisors.

Faculty advisors are expected to:

Provide intellectual guidance:

· help students develop academic and professional skills expected by the discipline;

· guide students to design research experiences that build on their interests;

· encourage collaboration, where appropriate, that entails the sharing of authorship or rights to intellectual property developed in research or other creative or artistic activity;

· encourage students to be open about any problems in their work relationships, including with an advisor, and actively help to resolve those problems;

· be aware of and direct students to University resources to support students;

· provide students with timely, regular, and constructive feedback on academic products.

Assist students with knowledge of Stanford and GSE policies and practices:

· familiarize themselves with relevant policies; consult with the Student Handbook and Academic Services Office;

· review students’ graduate study program and help students with course selection;

· help students understand the degree program’s requirements and make timely progress to degree;

· discuss authorship policy in advance of entering into collaborative projects.

Demonstrate care for student wellness:

· check-in with student to see how they are experiencing the program;

· create space for students to share challenges;

· refer students to campus resources as needed.

Assist students in preparation for the job market:

· when possible, discuss the norms and expectations of the academic field students are entering;

· assist students in preparation of research presented at conferences and in professional publications;

· guide students in acquiring the professional skills necessary for conducting high quality research;

· refer students to the EdCareers Office for career exploration and coaching.

Demonstrate professional academic behavior:

· maintain timely communication with advisees;

· set and consistently honor professional commitment and meetings in a timely manner;

· facilitate graduate students’ timely academic progress toward degree completion;

· model appropriate interaction with students, staff, and faculty.

Students are expected to:

Understand scope of faculty advisors’ role.

· recognize that advisors provide the intellectual environment in which students learn and conduct research;

· understand that faculty advisors are responsible for monitoring the accuracy, validity, and integrity of the students’ academic work, and, in the case of research, ensuring that the contributions of all participants are properly acknowledged in publications;

· respect the time constraints and other demands on faculty members and staff;

· publish results of work done under the advisors’ direction and/or in the advisors’ studio or laboratory only after consultation with advisors;

· arrange meetings or communicate via other mechanisms with faculty advisors as often as necessary to keep the advisors informed of any factors that might affect their academic progress, including research or time to degree.

Be responsible for understanding and adhering to policies, requirements, and practices governing their degree and course requirements, financial support, and research activities.

· consult University and school policies and handbooks for students;

· fulfill the expectations of policies and requirements, seeking clarification from faculty advisors and staff when necessary.

Exercise high professional standards.

· observe and adhere to the University's policies on academic integrity, professional conduct, and the responsible conduct of research;

· acknowledge the contributions of faculty advisors and other members of the research team to students’ work in all publications and conference presentations;

· acknowledge sources of financial support;

· maintain the confidentiality of the faculty advisors' professional activities, including research, creation of original works and other creative endeavors, in accordance with existing practices and policies of the discipline;

· informing faculty advisors of conflicts, and work towards a clear resolution;

· interact with students, staff, and faculty colleagues in a professional manner to create a respectful work environment.

Education Data Science (EDS) Advising

Purpose

Providing assistance and accountability will help students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement.

Expectations

Meet Regularly

· Year one

o Every student meets with the EDS Program Director once by the end of the third week of Autumn quarter.

o Minimum of one meeting per quarter with the EDS Program Director

o Minimum of one meeting in Spring quarter with the faculty advisor

· Year two

o Every student meets with the EDS Program Director once in September before Autumn quarter starts

o Minimum of three meetings per quarter (one with MS Program Director, faculty advisor, and teaching assistant (TA))

· Additional meetings may be requested as needed.

Accountability Structure

· Students initiate the scheduling of meetings via email or on calendly.

· For those who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With EDS Program Director

· Autumn I:

1. The advising and meeting structure

2. Goals and expectations for your time in the EDS program

3. Course selection and other opportunities to develop that expertise and experience

4. Internship goals and options

5. People and places to connect with

· Winter I:

1. Capstone Project: Potential topics, readings, and data sources

2. Internship goals and options

3. Course selection and other opportunities to develop expertise and experience

4. Conference(s) identification

· Spring:

1. Capstone Project: Pre-proposal

2. Course selection and other opportunities to develop expertise and experience

3. Conference(s) preparation

4. Building professional network

5. Internship selection

· Summer:

1. First year reflection

2. Capstone Project: Proposal

3. Internship experiences

· Fall II:

1. Capstone Project: Preliminary findings

2. Course selection and other opportunities to develop expertise and experience

3. Building professional network

· Winter II:

1. Capstone Project: Draft report

2. Reflection on program and next steps post-graduation

3. Ways to stay connected with the EDS community

With Faculty Advisor

· Autumn 1:

1. Course selection and other opportunities to develop that expertise and experience

2. People and places to connect with

· Winter 1:

1. Capstone Project: Potential topics, readings, and data sources

2. Course selection and other opportunities to develop expertise and experience

3. Conference(s) identification

· Spring:

1. Capstone Project: Pre-proposal

2. Course selection and other opportunities to develop expertise and experience

3. Conference(s) preparation

4. Building professional network

· Summer

1. Capstone Project: Proposal

· Fall 2

1. Capstone Project: Preliminary findings

2. Course selection and other opportunities to develop expertise and experience

3. Building professional network

· Winter 2

1. Capstone Project: Draft report

2. Next steps post-graduation

With Program Assistant

· Autumn I:

1. How to make the most of the Stanford experience

2. Course selection and other opportunities to develop that expertise and experience

3. People and places to connect with

· Winter I:

1. Capstone Project: Potential topics, readings, and data sources

2. Course selection and other opportunities to develop expertise and experience

3. Conference(s) identification

4. Doctoral students to connect with

· Spring:

1. Capstone Project: Pre-proposal

2. Course selection and other opportunities to develop expertise and experience

3. Conference(s) preparation

4. Building professional network

· Summer:

1. Capstone Project: Proposal

2. First year reflection

· Fall II:

1. Capstone Project: Preliminary findings

2. Course selection and other opportunities to develop expertise and experience

3. Building professional network

· Winter II:

1. Capstone Project: Draft report

2. Reflection on program and next steps post-graduation

International Comparative Education/International Education Policy Analysis (ICE/IEPA) Advising

Purpose

Providing assistance and accountability helps students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement.

Expectations

Meeting Regularity

· Every student meets with the Master’s (MA) Program Director once by the end of week two of Autumn Quarter.

· A minimum of 3 office hours meetings per quarter (one with the MA Program Director, faculty advisor, and teaching assistant (TA); more are required of those collecting their own data for the MA Paper.

Accountability Structure

· Students are expected to initiate the scheduling of the meetings via email.

· For faculty who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With MA Director

· Autumn:

1. What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

2. Course selection and other opportunities to develop that expertise and experience

3. Short- and long-term goals and plans (e.g., career, graduate studies)

4. MA Paper (topic ideas, readings, theories, data sources, etc.)

· Winter:

1. MA Paper (feedback on pre-proposal; data and methods; readings and theories, etc.)

2. Preparing for CIES annual conference

3. Course selection and other opportunities to develop that expertise and experience

· Spring:

1. MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

2. Course selection and other opportunities to develop that expertise and experience

3. Help thinking through post-grad plans; building professional network

· Summer:

1. MA Paper (feedback on drafts; deciding next steps, e.g., publishing)

2. Help thinking through post-grad plans

With Faculty Advisor

· Autumn:

1. What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

2. Course selection and other opportunities to develop that expertise and experience

3. Short- and long-term goals and plans (e.g., career, graduate studies)

4. MA Paper (topic ideas, readings, theories, data sources, etc.)

· Winter:

1. MA Paper (feedback on pre-proposal; data and methods; more readings and theories, etc.)

2. Preparing for CIES annual conference

3. Course selection and other opportunities to develop that expertise and experience

· Spring:

1. MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

2. Course selection and other opportunities to develop that expertise and experience

3. Help thinking through post-grad plans; building professional network

· Summer:

1. MA Paper (feedback on drafts; deciding next steps, e.g., publishing)

2. Help thinking through post-grad plans

With Teaching Assistant(s)

· Autumn:

1. What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

2. Course selection and other opportunities to develop that expertise and experience

3. Short- and long-term goals and plans (e.g., career, graduate studies)

4. MA Paper (topic ideas, readings, theories, data sources, etc.)

· Winter:

1. MA Paper (feedback on pre-proposal; data and methods; more readings and theories, etc.)

2. Preparing for CIES annual conference

3. Course selection and other opportunities to develop that expertise and experience

· Spring:

1. MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

2. Course selection and other opportunities to develop that expertise and experience

3. Help thinking through post-grad plans; building professional network

· Summer:

1. MA Paper (feedback on drafts; deciding next steps, e.g., publishing)

2. Help thinking through post-grad plans

Learning Design and Technology (LDT) Advising

Purpose

Expectations

Meet Regularly

· Every student meets with the LDT Program Director once by the end of the third week of Autumn quarter.

· Minimum of one meeting per quarter each with the LDT Program Director, faculty advisor, and each of the LDT program assistants.

Accountability Structure

· Student initiates the scheduling of the meetings via email or on youcanbook.me.

· For those advisors who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With LDT Program Director

· Autumn:

1. Discuss the advising and meeting structure

2. What do you want to get out of this program?

3. Course selection and other opportunities to develop that expertise and experience

4. Preliminary thoughts about an internship

5. People and places to connect with

· Winter:

1. How to identify a useful internship?

2. Discuss LDT Project development: Who needs to learn what, and why is this important? How might we use technology to help?

3. What scholarship can be useful in informing the development of your LDT project?

4. Course selection and other opportunities to develop expertise and experience

· Spring:

1. Discuss LDT Project development: How can you build and test your ideas?

2. Course selection and other opportunities to develop expertise and experience

3. Help thinking through post-grad plans

4. How to build your professional network

· Summer:

1. Feedback on draft presentation & report for LDT project

2. Reflection on year and next steps

3. Ways to stay connected with the LDT community

With Faculty Advisor

· Autumn:

1. Discuss the advising and meeting structure. When do we meet? How often do we meet and what are the expected outcomes?

2. What expertise do you want to develop?

3. How do you get specific expertise?

· Winter:

1. How can you develop a greater understanding of the field(s) you’re interested in?

2. Discuss LDT Project development: Who needs to learn what, and why is this important? How might we use technology to help?

3. What scholarship can be useful in informing the development of your LDT project?

· Spring:

1. Feedback on written LDT project proposal

2. Discuss LDT Project development: How can you leverage scholarship to inform your designs? How can you test the efficacy of your prototypes?

· Summer:

1. Feedback on draft presentation & report for LDT project

2. Reflection on year and next steps

3. Sign off on project/paper

With Program Assistants

· Autumn:

1. Preliminary thoughts about “Learning Problems”: What problems interest the advisee?

2. How to connect with experts and learners?

3. Course selection and other opportunities to learn

4. How to make the most of the Stanford experience

· Winter:

1. How can you develop a greater understanding of a particular issue?

2. What scholarship can be useful in informing the development of your LDT project?

3. How can you connect with doctoral students around your project and interests?

4. How do Stanford students manage stress?

· Spring:

1. Discuss LDT Project development: How can you build and test your ideas?

2. What scholarship can be useful in informing the development of your LDT project?

3. Opportunities to develop expertise and experience

4. Help connecting with the alumni network

· Summer:

1. Feedback on draft presentation & report for LDT project

2. Reflection on year and next steps

Policy, Organization, and Leadership Studies (POLS) Advising

Purpose

POLS advisors serve two primary purposes: to assist students in designing their program of study and to offer counsel at students’ request as students navigate their POLS graduate school experience. All POLS students are advised by both the POLS Program Director and a GSE faculty member.

Expectations

· Every student meets with the POLS Program Director and also with a GSE faculty member. The selection of the faculty advisor is made at the start of the autumn quarter with input from each POLS student.

· Students are encouraged to meet with their advisors once each quarter.

· Students should come to advising meetings prepared with questions and/or topics they would like to discuss.

· Students are expected to initiate the scheduling of advisory meetings.

· The POLS Faculty and Program Advisors will respond promptly to identify and schedule a mutually agreeable time to meet.

Suggested Meeting Topics

· Autumn:

1. Discuss the advising relationship and structure: Purpose, opportunity, and student’s goals.

2. What knowledge, skills, and expertise does the student want to develop?

3. What sequence of courses (content and methodological) and graduate school experiences (e.g., POLS field project) might contribute to the student’s goals?

4. How do I make the most of my Stanford experience?

· Winter:

1. Check-in on winter and spring course selection. Is there a particular topic/area where the student would like to deepen or expand his/her knowledge/understanding?

2. See how program experience is going? Have student goals changed?

3. What are the student’s aims for his/her participation in the field project? How is the project going?

· Spring:

1. Check-in on spring course selection.

2. How will the POLS field project wrap-up? What is the student learning?

3. What are the student’s plans for after graduation? What, if any, council would the student like?

Stanford Teacher Education Program (STEP) Advising

Purpose

Providing assistance and accountability helps students and advisors hold similar expectations about the outcomes, intentions, and organization of the advising relationship and advisee meetings. Having a system of collective accountability supports overall support and engagement.

Advising Norms

Provide Intellectual Guidance

· Help students develop academic and professional skills expected by their discipline and the profession.

· Encourage collaboration and collegial relationships.

· Encourage students to be open about any problems in their work relationships, including with an advisor, and actively help to resolve those problems.

· Be aware of and direct students to University resources to support students.

Assist students with knowledge of Stanford and GSE policies and practices

· Be familiar with relevant policies; consult with the Student Handbook and Academic Services Office.

· Review students’ graduate study program and help students with course selection.

· Help students understand the degree program’s requirements and timely progress to degree.

Demonstrate care for student wellness

· Check-in with student to see how they are experiencing the program.

· Create space for students to share challenges.

· Refer students to campus resources as needed.

Assist students in preparation for the job market

· Discuss the norms and expectations of the field students are entering.

· Guide students in acquiring the professional skills necessary for expert teaching practice.

Demonstrate professional academic behavior

· Maintain timely communication with advisees.

· Set and consistently honor professional commitment and meetings in a timely manner.

· Support students’ progress toward the degree and toward employment.

· Model appropriate interaction with students, staff, and faculty.

Advising Structure

Advising in STEP is structured through a combination of individual meetings with the faculty directors and support provided through the program’s supervisory system.

Advising meetings

· Every student meets with the STEP Assistant Director once by the middle of Autumn Quarter. Students schedule their individual meetings using a sign-up sheet in Google Docs.

· Additional advising meetings are scheduled, as needed, during the Assistant Directors’ office hours or by appointment.

Supervisory system

· Every student has one to two cooperating teachers and a University supervisor; together they provide ongoing support for the student’s development as well as provide information to the faculty directors regarding each student’s progress.

· Students work with their cooperating teachers in the field every day for approximately four hours.

· Students are observed by- and receive feedback from- their University supervisors at least three times each quarter. Students meet with their supervisors in small groups for an hour each week.

· Both cooperating teachers and supervisors provide the faculty directors with feedback about each student’s progress each quarter on the Quarterly Assessment.