Attendee Book

Lama Ahmad is a researcher on the Policy Research team at OpenAI, where she leads the Researcher Access Program at OpenAI, which facilitates collaborative research on key areas related to the responsible deployment of AI and mitigating risks associated with such systems. A member of the Deployment Planning team at OpenAI, Lama works on conducting analyses to prepare for safe and successful deployment of increasingly advanced AI.

Sara leads various R&D efforts to improve critical teacher and student support along the PreK to 16 continuum, with a focus on early childhood and classroom assessment and curricula, and student navigation & guidance and academic support for high school students to ensure success in the high school to post secondary transition.

Anabel Altenburg is completing her Master’s in International Education Policy Analysis at Stanford, to consolidate her understanding of global education patterns and practices in a range of socio-political, technological, and economic contexts. Her research is focused on identifying the goals of artificial intelligence in education among different stakeholders: investors, founders, and teachers. Ultimately, it is her conviction that through the collaboration of these stakeholders there will be effective implementation of AI in education moving forward.

Maria is the Chief Academic & Innovation Officer at Step Up Tutoring.

Policy Research Program Manager; OpenAI

Dylan Arena works within McGraw Hill's Center for Innovation, where he leads a team that turns data into insights for all stakeholders. Dylan has done extensive research and development in next-generation assessment and giving meaning to learning-relevant data, including co-authoring with his doctoral advisor Dan Schwartz the book Measuring What Matters Most: Choice-Based Assessments for the Digital Age (MIT Press, 2013). Dylan joined McGraw Hill in March 2021 with the acquisition of Kidaptive, the edtech company he co-founded in 2011. Dylan is or has been a youth mentor, tutor, substitute teacher, rugby/soccer/baseball coach, and advisor in the startup, nonprofit, and private-equity sectors. Before that, Dylan earned a bachelor's degree in Symbolic Systems, a master's in Philosophy, a master's in Statistics, and a Ph.D. in Learning Sciences and Technology Design (in the program for Developmental and Psychological Sciences), all from Stanford.

Alfredo J. Artiles is the Lee L. Jacks Professor of Education at Stanford University. Artiles is the Director of the Stanford Center for Opportunity Policy in Education and the Research Institute at Center for Comparative Studies in Race & Ethnicity. His scholarship examines equity paradoxes created by educational policies. He studies how protections afforded by disability status can unwittingly stratify educational opportunities for minoritized groups and is advancing responses to these inequities. Artiles is an elected member of the National Academy of Education, Fellow of the American Educational Research Association and the National Education Policy Center and a Senior Research Fellow at the Learning Policy Institute. He was a Resident Fellow at the Center for Advanced Studies in the Behavioral Sciences.

Haifa Badi-Uz-Zaman is a Program Manager at the Stanford Institute for Human-Centered Artificial Intelligence, where she leads education initiatives that have a diversity, equity, and inclusion focus. Her portfolio includes HAI's courses, fellowships, and convenings on race and technology, arts and technology, AI education for K-12 audiences, and AI application in global contexts. She is passionate about centering perspectives from minoritized communities in technology design and application, particularly voices from developing countries in Asia and Africa. At Stanford, Haifa has also managed research projects at the Cyber Policy Center and the Center on Philanthropy and Civil Society. She has previously worked with Citizen Schools in California and the Aga Khan Development Network in Kenya. Haifa has a bachelor’s degree in journalism from the American University of Sharjah in the United Arab Emirates and a master’s degree in international education policy from Harvard University.

Jeremy Bailenson is founding director of Stanford University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in Symbolic Systems, a Senior Fellow at the Woods Institute for the Environment, and a Faculty Leader at Stanford’s Center for Longevity. He earned a B.A. cum laude from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. He spent four years at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor.

Ralph Richard Banks (BA ’87, MA ’87) is the Jackson Eli Reynolds Professor of Law at Stanford Law School, the co-founder and Faculty Director of the Stanford Center for Racial Justice, and Professor, by courtesy, at the School of Education. A native of Cleveland, Ohio and a graduate of Stanford University and Harvard Law School (JD 1994), Banks has been a member of the Stanford faculty since 1998. Prior to joining the law school, he practiced law at O’Melveny & Myers, was the Reginald F. Lewis Fellow at Harvard Law School and clerked for a federal judge, the Honorable Barrington D. Parker, Jr. (then of the Southern District of New York). Professor Banks teaches and writes about family law, employment discrimination law and race and the law.

Othman is a student in Education Data Science. Othman’s current work involves dropout prediction for students in Morocco.

Kristen Blair is the Director of Research for the Digital Learning Initiative within the Stanford Accelerator for Learning. Dr. Blair is also a Senior Research Scholar and Lecturer at Stanford’s Graduate School of Education, where she has worked for the last 13 years. Her research focuses on improving STEM instruction and assessment in formal and informal educational settings, working on technologies such as Teachable Agents, where students learn through the process of teaching a computer pupil. Dr. Blair holds a PhD in Learning Sciences and Technology Design and an undergraduate degree in Mathematical and Computational Science, both from Stanford University. She is co-author of the book, the ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them.

Kimberly Boller is the Senior Director for Science Affairs at the American Psychological Association. She has conducted policy and program research for the federal government and foundations on early childhood education systems in more than 10 countries. Her research in the United States has included national evaluations of Early Head Start; home visiting to prevent child maltreatment; and child care quality, rating, and improvement systems. She recently served as the Chief Strategy and Evaluation Officer and Executive Director at The Nicholson Foundation, a family foundation focused on early childhood and health. At APA she leads a portfolio that includes research ethics and the future of psychological science, including the intersection between psychology and technology. Kim received her Ph.D. and M.S. in Cognitive and Developmental Psychology from Rutgers University.

Ian is a Master's Student in Education Data Science at Stanford focusing on how to utilize data to maximize the impact of education technologies at scale. Previously, Ian worked as a math teacher and Dean of Academic Progress within charter school networks in Houston, Texas.

For 15+ years, Keith Bowen, Ph.D., has worked in the fields of international relief, development, and conflict resolution, using new media and technology in capacity building efforts in Africa, South Asia, the Balkans, Eastern Europe, and the Middle East, as well as educating students in the U.S. and other high-income countries who aspire to work in these professional fields overseas. He is continuing this work at Stanford, where he uses technology to bring university students in the U.S. and other high-income countries into extended contact with university students in fragile states and zones of conflict, facilitating their efforts to tackle “wicked” problems in collaborative learning assignments. He is currently using Virtual Reality and other technologies to create advanced learning environments, including development of Virtual Refugee Sites for immersive study of humanitarian conditions for Syrian refugees in Lebanon. He’s interested in use of AI to support cross-cultural collaborative problem-solving.

Ryan is a third-year PhD student in the Economics of Education studying the marketplaces for education products.

Jennifer started her career as a classroom teacher in Chicago where she taught history for 7 years in traditional district schools. She moved to the Silicon Valley in 2000 to attend Stanford University and was inspired by all of the entrepreneurs work.

Steve is leading Quizlet’s amazing multidisciplinary Core Product Data Science and ML Team to directly impact how the world learns. Impacting business and technical strategies to help Quizlet solidify its top spot in consumer study tools and continue the quest to personalize and optimize learning for every student, worldwide.

As the Director of Professional Learning, Heidi leads a team that grows connections and relationships across the Stanford GSE professional learning research center community in order to share the GSE’s professional learning opportunities with the broader field of education and learning. Heidi’s team is also involved in projects in support of the Stanford Accelerator for Learning with a special focus on digital learning.

Wes Chao teaches high school computer science at the Nueva School, a Bay Area PreK-12 independent school for gifted learners. His classes have included machine learning and computer vision, which contain heavy emphasis on both applications and ethics. He is also currently serving as the AI Liason, a newly created role in which he helps faculty, students, administrators, and parents understand and adapt to the challenges and opportunities presented by advances in generative AI, and hopes to connect with others doing similar work at their respective institutions.

Cathy Chase is a senior research scholar working for the Transforming Learning Accelerator's Digital Learning Initiative. Cathy has over 15 years of experience doing research and design in the Learning Sciences, with an interdisciplinary focus on cognition, STEM education, and educational technology. Cathy has expertise in exploration and discovery-oriented learning activities, learning technologies like educational games and intelligent tutoring systems, and psychological constructs like transfer and motivation. She currently works on video-based learning, generative AI, and sustainability education.

Angela Chen is pursuing a Master’s of International Policy and exploring the intersection of policy, innovation, and technology. At Stanford, Angela is heavily involved in the entrepreneurial ecosystem on campus. She was awarded the Stanford Graduate School of Business's Botha Chan Innovation Grant to build Mimira, a workforce learning startup. She is also the first non-STEM student selected to become a Stanford Technology Venture Program (STVP) Threshold Venture Fellow and is now a Teaching Assistant for the fellowship. Previously, Angela was the Vice President of Cardinal Ventures, Stanford’s student-run startup accelerator. Before Stanford, Angela was the founder of an edtech startup that supported more than 11,000 students across the globe to thrive in their internships. She was also a management consultant and Artificial Intelligence policy advisor. Angela is from Toronto, Canada and graduated magna cum laude from the Huntsman Dual Degree Program at the Wharton School and the University of Pennsylvania, with a BA in International Studies and BSc in Economics.

Melissa is interested in the uses of AI in improving teaching and coaching of teachers in K-5 spaces.

Wayee was born in Queens, New York and raised in Connecticut by Chinese parents who immigrated to the US for the sole purpose of getting an education; this upbringing no doubt influenced and shaped her understanding of the importance of education and ultimately led to a career path and commitment in bringing greater access and opportunity to all learners. Wayee’s first experience with entrepreneurs was when she moved to California in 2005 to work at NewSchools Venture Fund, alongside her colleagues Jennifer Carolan and Shauntel Garvey. Her foundational experience supporting some of the most inspiring and innovative education entrepreneurs led her to join the team at Reach Capital where she continues her passion in supporting early stage founders who are building companies that look to transform the way we learn and live.

Wai Tong Chung is a PhD student at Stanford University. He is a Graduate Fellow at the Stanford Institute for Human-centered Artificial Intelligence. He obtained his MEng in Mechanical Engineering from Imperial College London. Wai Tong’s research improves scientific understanding of rocket propulsion and novel energy systems with state-of-the-art Machine Learning, High-Performance Computing, and Predictive Modeling techniques.

Corporate and Foundation Relations for Stanford GSE and Stanford Accelerator for Learning

Geoff is a lecturer in the Graduate School of Education teaching courses in both the philosophy of education and the business of education. AI will have large impacts on both!

Assistant Dean for Finance & Strategic Initiatives; Graduate School of Education, Stanford University

Postdoctoral scholar in the Department of Computer Science performing research at the intersection of neuroscience, cognitive science, and AI.

As Co-Founder and CEO of Synthego, Paul helps create and accelerate projects that push technological boundaries with excellent design and engineering.

Juergen is a Graduate Student of Education Data Science and has published research on Explainable Artificial Intelligence. Juergen is enthusiastic about how technology can improve learning.

Iddo Drori is an Associate Professor of Computer Science, faculty of practice at Boston University, visiting at MIT, and adjunct at Columbia University. He was a lecturer at MIT EECS, a visiting associate professor at Cornell University in operations research and information engineering, and a research scientist and adjunct professor at NYU Center for Data Science, Courant Institute, and NYU Tandon. He holds a Ph.D. in computer science and was a postdoctoral research fellow at Stanford University in Statistics. He also holds an MBA in organizational behavior and entrepreneurship and has a decade of industry research and leadership experience. His main research is in machine learning, AI, and computer vision, with over 70 publications and 5,500 citations, and has taught over 35 courses in computer science. He has won multiple competitions in computer vision conferences and received multiple best paper awards in machine learning conferences.

Rose is a PhD student working with Noah Goodman and Dora Demszky on NLP and education.

Forward thinking with an endurance mindset, Jim is an experienced Head of School with +25 years experience in teaching and learning within mission driven school school communities. He is a skilled operator whose every action and decision is made to give the best outcome for all. Jim has expertise in start-up schools, innovative program design, staff development, fundraising, school culture and transformative leadership.

Thomas Ehrlich is an Adjunct Professor at the Stanford University School of Education. He has served in the federal government during the administrations of six presidents. He has previously served as president of Indiana University, provost of the University of Pennsylvania, and dean of Stanford Law School. He was also the first president of the Legal Services Corporation in Washington, DC, and the first director of the International Development Cooperation Agency, reporting to President Carter.

In their work, Nelson leverages learning science and technology to improve and support EdTech products for McGraw Hill Higher Education and different initiatives at the Stanford Graduate School of Education.

Cathering is interested in Natural Language Processing, how we interact with it, and how we can use it to conduct richer research.

Former coding instructor and CS curriculum developer. Currently researching how we can utilize human-centered, tech-based solutions could improve teaching and learning of STEAM Subjects.

Judith is a cognitive scientist with focus on use of external representations, such as sketches and prototypes, in learning, communication, and problem solving.

Brendan studies how text-based machine learning can further our understanding of how higher order constructs like purpose impact more immediate processes like moral decision making and emotion regulation. 4th year PhD student in Education.

Chelsea Finn is an Assistant Professor in Computer Science and Electrical Engineering at Stanford University. Her primary research lies in studying the capability of robots and other agents to develop broadly intelligent behavior, but her work has extended to machine learning to give feedback on open-ended student work, including student-written code and student-programmed games.

Dr. Karin Forssell is the director of the Learning Design and Technology (LDT) master's program and senior lecturer at the Stanford Graduate School of Education. Dr. Forssell also directs the GSE Makery, a Stanford maker space where students and faculty learn to make, and make to learn. In her courses, students learn to use research from the learning sciences and learning-centered design processes to create effective digital tools. Her current interests include maker space education, teacher technology adoption, and parenting in a digital world.

Judi Fusco, Ph.D., director of Emerging Technologies and Learning Sciences at Digital Promise has been working at the intersection of research and K12 classroom practice for her whole career. In all of her work, she brings teachers and practitioners into the conversation to better understand what they think of the research or emerging technology, if it might work or not and why, and what's missing. The work she does in partnership with practitioners inspires her to work to create equitable, inclusive, learning spaces with and without technology.

Daniela is currently a Ph.D. student in Education Data Science at the Stanford Graduate School of Education. Daniela’s research interests include access to computer science education, curricula about artificial intelligence, teacher preparation in computer science, and causal inference methods. Previously, Daniela taught high-school math and AI and led the curriculum team at an AI education startup.

Abhinav is a graduate student in Computer Science at Stanford University, specializing in the Edtech space. His current research is focused on utilizing artificial intelligence for education, specifically for enabling non-native speakers to learn spoken English. Prior to his enrollment at Stanford, Abhinav served as a Research Scientist at Samsung Research in Seoul. During his tenure, he was a member of the Automatic Speech Recognition (ASR) group for four years, where he was involved in various components of an online (streaming) ASR system, including pre-processing, model development, and post-processing. Abhinav's contributions to the field have been recognized through his co-authorship of over ten top-tier publications in esteemed conferences such as ASRU, ICASSP, and INTERSPEECH. Additionally, he played a significant role in the deployment of Samsung's ASR solution to millions of Galaxy devices, including smartphones, televisions, and fridges. Of particular note, Abhinav spearheaded the development of the whole speech model in C++, including the writing of the complete inference pipeline, which was deployed on televisions and smartwatches. With a wealth of research experience, as evidenced by over 140 citations and an h-index of 8, Abhinav is a respected and accomplished individual in his field.

Shelley Goldman has been developing and researching learning technologies for over three decades. AI has always been on the horizon, and educators have looked towards its eventual impacts. AI might literally trickle down to schools like rainwater taking the paths of least resistance. Or, educators and learning scientists can help architect its pathways. She's hoping for the latter.

Radhika is the Associate Director of the Brainwave Learning Center, a research-practice partnership between Stanford University and Synapse School. As a trained educational neuroscientist based primarily at a school, Radhika’s work aims to understand the cognitive and neural mechanisms that underlie learning and development by working closely with various stakeholders in the educational journey. Artificial intelligence has the power to transform school-based learning in novel ways. Radhika is interested in thinking, learning, and exchanging ideas about taking a multi-pronged approach to make a positive impact using this technology. Radhika hopes to discuss several topics including implications for human development, day-to-day school practices, and novel approaches for learning.

Nick Haber is an Assistant Professor at the Stanford Graduate School of Education, and by courtesy, Computer Science. After receiving his PhD in mathematics on Partial Differential Equation theory, he worked on Sension, a company that applied computer vision to online education. He then co-founded the Autism Glass Project at Stanford, a research effort that employs wearable technology and computer vision in a tool for children with autism. Aside from such work on learning and therapeutic tools, he and his research group develop artificial intelligence systems meant to mimic and model the ways people learn early in life, exploring their environments through play, social interaction, and curiosity.

Angela is interested in making high quality learning accessible for all.

Mike is an educator and school system leader (teacher, principal, superintendent, state chief) and a first year PhD student focusing on data science and AI to better measure and support learning.

Isabelle Hau is the executive director of the Stanford Accelerator for Learning, a Stanford-wide initiative to connect researchers across disciplines, and bridge research, practice, and policy, to bring quality, scalable and equitable learning experiences for all learners and throughout the lifespan. Prior, she was a founding partner at Imaginable Futures, a venture of the Omidyar Group, the philanthropic investment firm of eBay founder Pierre Omidyar and his wife Pam. She led the U.S. education initiative, portfolio and team. Her work has directly impacted millions of learners and families. Isabelle earned an MBA from Harvard Business School and graduated from ESSEC and Sciences Po Paris.

Capital Jomayra is a Partner at Reach Capital, a venture firm focused on investing in education and the future of work. She started her career as an operator at an ed tech startup called BloomBoard and eventually started a career in venture capital first at Emerson Collective, Laurene Powell Jobs’ family office. Before Reach Capital, she was at Cowboy Ventures, where she focused on consumer internet and marketplace companies. At Cowboy and Emerson Collective, Jomayra championed investments in Contra, Career Karma, Handshake, Guild Education, and other companies. At Reach, she works closely with companies like Workwhile, Xip, and Outschool.

Laura is a second year master's student in Education Data Science at Stanford GSE. Laura is interested in how we evaluate ed tech products, especially from an equity lens.

Cassandra joined Stanford as associate vice provost for education and director of the Center for Teaching and Learning in February 2022. Cassandra is a member of the National Academies Roundtable on Systemic Change in Undergraduate STEM Education and previously served as president of the POD Network in Higher Education. Cassandra’s prior institutional roles have included assistant vice provost and founding director of the Center for Teaching, Learning, and Outreach at Caltech, dean of the faculty at Curry College, and associate director of the Derek Bok Center for Teaching and Learning at Harvard University. Cassandra’s scholarship has addressed topics such as the roles of centers for teaching and learning in institutional change and accreditation, the experiences of faculty with disabilities, inclusive and equity-minded teaching and mentoring, educational spaces and technologies, teaching consultation methods, and projects related to writing and visual rhetoric in higher education.

Grant is the co-founder of codeSpark (now owned by BEGiN), the largest platform in the world for teaching kids ages 5-9 about computer science. codeSpark is currently building digital and physical tools for teaching kids ages 3-5 about computational thinking, in partnership with Head Start and funded by an NSF grant. Adjacent to that work we have been contemplating how to best use AI for early childhood education.

Tomohiro joined OHS since its initial phase soon after completing his Ph.D. in philosophy from Stanford and has been the head of school in recent years. He actively works with educational organizations from all over the world to further cultivate the online education market in K12.

Kenji's expertise is in integrating technology-enhanced pedagogic strategies into instruction, research, and learning. In his work at Stanford's Center for Teaching and Learning he provides one-on-one consultations, workshop facilitation, course design partnerships, technology operations services, and project leadership for faculty, staff, and students.

Toby is the CTO at Mainstay, where they leverage and watch for innovations in the field of AI. They are continuously researching ways to further enhance the student-advisor and employee-employer experiences. Whenever new, beneficial technology emerges, they explore how to make use of it in ethical and responsible ways that drive positive outcomes.

Studying LDT at Stanford and coming from a BS degree in Communication, Rainey hopes to use AI to facilitate improve mindfulness for young adults during their life transition. Generally Rainey is interested in SaaS product using AI. I'm interested in HCI, NLP, learning design, and executive functioning.

Sam is a postdoc in Kason Yeatman’s Brain and Education lab. Sam studies the neuroscience of reading using tools from AI. Sam is also broadly interested in the intersection between AI and neuroscience, ranging from curiosity-inspired AI to AI-based models of cognition.

Daniel has been teaching literacy skills at the community college level for 23 years. Daniel is interested in how AI can be a tool for disadvantaged students.

Dr. Khizer Khaderi is Clinical Associate Professor at the Byers Eye Institute at Stanford University. Khaderi is the Director/Founder of the Stanford Human Perception Laboratory (HPL) and the Stanford Vision Performance Center (VPC), and faculty at the Stanford Institute for Human-Centered AI. Khaderi is a renowned Neuro-Ophthalmic surgeon, technologist and futurist. He founded Vizzario Inc, a perceptual AI company, spun out from HPL. Khaderi has extensive domain expertise in artificial intelligence (AI), virtual reality (VR), augmented reality (AR), mixed reality (MxR), wearables, applied neuroscience, human factors, and human-machine interfaces/interaction. His research interests include developing personalized human intelligent systems for the metaverse based on the human brain and sensory systems, developing technologies to optimize human performance, and combining biological and computational principles to expand our capabilities in research, clinical practice, and everyday life. Dr. Khaderi's approach to advance research interests and develop practical applications for everyday use is building collaborative partnerships across academia and industry.

Student; Stanford AI in Education

Glenn Kleiman, Senior Advisor, Stanford GSE, is formerly the Executive Director of the Friday Institute for Educational Innovation and a Professor of Education at NC State University. He was a VP and Senior Scientist at Education Development Center (EDC) and a lecturer at the Harvard Graduate School of Education. He holds a doctorate in cognitive psychology from Stanford and has been involved in educational applications of technology, going back to Apple IIs.

Benjamin’s work and interests are focused in edtech, AI, and digital communities. Recently, Benjamin built checkforai.com to empower educators to accurately detect AI-generated text, rebuilding trust and transparency in written work. Benjamin believes it is this trust that will fuel the adoption of AI in the classroom, helping ensure AI becomes a revolutionary tool for education, democratizing access to information and learning on a large scale. Benjamin is also the co-founder and CEO of Groupters.com, a community-focused social media network exclusive to high schoolers working to build thriving online communities across the nation. I created our AI content moderation engine, which automatically blocks inappropriate text and uplifts positive content. Finally, Benjamin is a peer tutor and teaching assistant at Stanford University Online High School, where I lead the Business and Finance club and the Debate club. Benjamin looks forward to meeting people also interested in the future of education with AI!

Stephen Kotkin is a scholar of history and international affairs, and a specialist on authoritarian regimes. He is especially interested in AI applications by and against such regimes, and the broader links between AI and human flourishing.

Priyanka is working on AI startup to reduce global carbon emissions.

Meg Lamont is Assistant Head of School at Stanford Online High School, where she also teaches English. She has been working in online education since 2009, focusing especially on synchronous online courses that meet in real time. She is especially interested in using AI in the classroom in ways that stimulate critical thinking and analysis for students.

James Landay is a computer science professor at Stanford University, known for his research in human-computer interaction, particularly the design and evaluation of user interfaces. He has a specific interest in AI-based education and leads the Smart Primer project. The Smart Primer is a tablet-based intelligent tutoring system for children that uses compelling narratives, chatbots, real-world activities, and a child's physical and educational context to improve math, science, and analysis skills. Landay and his team have also developed other AI-based educational tools such as an AI-powered environment to help young students learn computation thinking through storytelling. His research is focused on using AI to enhance the way we learn and teach.

Pete Lavorini leads the Innovative Schools portfolio of the Overdeck Family Foundation, which aims to expand access to tech-enabled, student-centered K-9 learning environments. As a former 6th grade teacher, Pete believes that every child deserves an education that both empowers and connects, and is particularly interested in how AI can advance those aims. He hopes to learn more about what needs to be true for AI to be truly effective, equitable, and empowering, and what roles philanthropy might play in advancing AI.

Victor R. Lee does research and design of STEM education learning experiences, in and out of schools, to prepare learners for informed civic participation and provide pathways into more advanced STEM work. He has most been involved in the growing area of K-12 data science education as well as maker education and elementary grads computer science education. Currently, he is leading the design and development of classroom-ready teaching resources about AI for high school teachers, exploring youth conceptions of algorithmic bias, and serving as faculty lead for the Stanford Accelerator for Learning’s new Generative AI for Learning initiative. He is deeply involved in the international learning sciences research community.

Mina Lee is a final-year Ph.D. candidate at Stanford University, advised by Professor Percy Liang. Her research goal is to leverage language models to enhance our productivity and creativity and understand how these models change the way we write. She has built various writing assistants, including an autocomplete system, a contextual thesaurus system, and a creative story writing system, as well as evaluated language models based on their ability to interact with humans and augment human capabilities. She was named one of MIT Technology Review’s Korean Innovators under 35 in 2022, and her work has been published in top-tier venues in natural language processing (e.g., ACL and NAACL), machine learning (e.g., NeurIPS), and human-computer interaction (e.g., CHI). Her recent work on human-AI collaborative writing received an Honorable Mention Award at CHI 2022 and was featured in various media outlets including The Economist.

Annel Amelia Leon is an undergraduate senior studying computer science and is passionate about using AI and computational techniques to positively impact education systems globally. She conducts research at the Piech Lab and Brunskill Lab where she works on global studies to understand and improve students' learning outcomes.

Andrea is an undergraduate senior studying bioengineering conducting research in a genome engineering lab. She is a current educator working to make bioengineering education more accessible to youth.

Haley is a PhD student in Stanford’s Graduate School of Education. She studies the ways people innovate to maintain community knowledge, especially in high-adversity settings such as conflict, natural disasters, and displacement. Haley’s research interests also include techno-solutionism in education, movements of diversity and ethics in computing, and anglocentrism in scholarly research. Haley has worked in developer advocacy, NLP engineering, and curriculum design at the Wikimedia Foundation, Educational Testing Service, and World Learning. She holds a M.S. in Computational Linguistics from the University of Washington, and a B.S. in Science, Technology, and International Affairs from Georgetown University.

Sarah’s research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. Sarah is also interested in ways that AI and digital media (for example, natural language processing tools like Chat GBT, visual representations of text, and radio production) can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, Sarah taught secondary English at a Chicago public school for ten years. While there, Sarah founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for students, and to build bridges between in- and out-of-school worlds.

Ran has over a decade of interdisciplinary research experience (Ph.D. in cognitive/computational neuroscience, post-doc in AI for Education) and has led applied AI/ML teams for EdTech startups ever since. Ran’s current work: AI for personalized, real-time reading tutoring; AI for automated oral reading assessment and dyslexia screening.

Janet is interested in the use of AI in informal learning environments.

Irene Lo is an assistant professor in the department of Management Science & Engineering at Stanford University. Her research builds on tools from algorithms and economics to design matching markets and assignment processes, with a focus on public sector and non-profit applications. She is especially interested in resource allocation in education, the environment, and the developing world. She directs the Stanford Impact Lab on Equitable Access to Education, through which she works with school districts on using AI and optimization to inform policies and processes for student assignment and the assignment of other educational resources.

Jim is a former teacher, an education entrepreneur, and current investor in edtech.

Susanna Loeb is a Professor at the Graduate School of Education at Stanford and the founder and executive director of the National Student Support Accelerator, which aims to expand access to relationship-based, high-impact tutoring in response to the Covid-19 pandemic. She is interested in using AI to analyze tutoring videos to better understand teaching, student-educator relationships, and student engagement and learning. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. She has been the Director of the Annenberg Institute at Brown University, where she was also Professor of Education and of International and Public Affairs, the founding director of the Center for Education Policy at Stanford, and co-director of Policy Analysis for California Education. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education and the American Academy of Arts and Sciences.

Jennifer is a Director of Emerging Technology team at Gates Ventures and focuses on AI and other emerging tech. Jennifer is particularly interested in how foundation models may transform education.

PhD student; Stanford University

Dr. Daniel Russell is a principal research scientist and 17 year veteran at Google. Dan is known for his studies of human sensemaking behavior during complex information use. He also teaches a Massive Open Online Course (MOOC) "PowerSearchingWithGoogle," which has helped over 4.5 million students become expert searchers, currently hosted on edX. Before joining Google, Dan held research positions in IBM Research, Apple ATG, and Xerox PARC. Dan has also taught at the University of Santa Clara, Stanford University, and the University of Zürich. Most recently, he taught the “HCI & AI/ML” at Stanford (Fall, 2023) with Peter Norvig. Dan is a Fellow of the ACM Computer Human-Interaction Society. He is an international speaker, giving keynotes and lectures. His latest book The Joy of Search: An Insider’s Guide to Going Beyond the Basics, available from MIT Press and fine bookstores everywhere. He blogs weekly about search mastery skills at SearchResearch1.blogspot.com

Chris Mah is a doctoral student in the Graduate School of Education at Stanford University. He is a former high school English teacher interested in the use of AI to support the teaching and learning of writing.

Jathusha is a current Masters student in the Learning Design and Technology program at the Stanford Graduate of Education, where she is working to develop learning tools and products related to moral and civic education. As a social entrepreneur and community educator, she has launched several social ventures focused on primarily serving youth. Her vision of an incubator for youth-led innovation where marginalized youth can mobilize collective efforts to co-create their desired futures gave birth to L.I.G.H.T. (Lead Inspire Grow Hope Transform). L.I.G.H.T. is a youth-run organization in Canada that has trained, supported, and funded over 1000 young people in designing and delivering over a dozen free local social impact initiatives and campaigns yearly. To name a few, S.T.E.A.M. programs for low-income, newcomer and refugee children, critical reading buddy programs to promote literacy and positive self-identity, sexual education self-defense events, annual conferences on various social justice topics, and civic mentorship programs for children.

Rizwaan Malik is pursuing a master’s degree in education data science at Stanford’s Graduate School of Education. Most recently, Rizwaan worked for the Behavioural Insights Team - the UK Government’s ‘nudge unit’ - where he designed, implemented and evaluated interventions to increase student engagement with online learning and improve learning outcomes at scale. Before this, he worked in Uganda and Sierra Leone for an award-winning education social enterprise, and taught high school mathematics in Bradford, United Kingdom, holding responsibilities for improving student attendance as Assistant Head of Year. Rizwaan is also a community governor for a large comprehensive school in East London. He is particularly interested in using AI to expand access to high-quality tutoring and to support teacher pedagogy.

Bethanie is focused on building embodied AI for learning, and applied ML and generative AI for assessment and tutoring.

Mei is an online STEM tutor for bilingual students and Quantum computer engineer.

Monet is an undergraduate student from Japan. Monet wants to become a science teacher. Monet is interested in the way how to use Al for education.

Laura McBain (she/her) (@laura_mcbain) is a designer, educator and serves as managing director of the Stanford d.school and the co-director of the K12 Lab. Her work focuses on how human-centered design can be used to provide equitable and innovative educational experiences that will help all students thrive in a changing world.

Edgar is fascinated by AI's potential to enable more efficient, and accessible, knowledge acquisition. Education is a prerequisite for peace.

Maura is interested in engaging Stanford alums, parents, and friends in the mission of Stanford HAI and the Stanford Accelerator for Learning

Dr. Menon is the Rachel L. and Walter F. Nichols, MD, Professor of Psychiatry & Behavioral Sciences and, Professor, by courtesy, of Neurology & Neurological Sciences and Education at Stanford University. Dr. Menon is director of the Stanford Cognitive and Systems Neuroscience Laboratory, which seeks to advance fundamental knowledge of human brain function and dysfunction, and to use this knowledge to help children and adults with psychiatric and neurological disorders. Research in Dr. Menon's lab emphasizes a tight integration of cognitive, behavioral, neuroscience and computational methodologies. Students and researchers in his lab come from a wide range of disciplines, including psychiatry, neurology, psychology, neuroscience, electrical and biomedical engineering, and computer science, to conduct research in a highly interdisciplinary setting.

Kaleigh’s research focuses on student assignments in the San Francisco Unified School District. Kaleigh uses simulation and optimization tools to understand how student assignment algorithms impact schools.

Diana is the Associate Director of Research Practice Partnerships (RPP) at California Education Partners. In this role, she leads the Stanford-Sequoia K-12 Research Collaborative, a partnership between Stanford University’s Graduate School of Education and nine school districts in San Mateo County. The Collaborative aims to produce and use research that supports the long-term success of multilingual learner trajectories by identifying the conditions, resources, and practices that lead to positive academic outcomes for students.

Amanda Modell leads programs in graduate student teaching support that serve students across Stanford's campus. She earned a PhD in Cultural Studies from the University of California, Davis, with a designated emphasis in feminist theory and research, and you can find her educational development work in New Directions in Teaching and Learning. Contemplative, feminist, and inclusive pedagogies inform her work as an educator and in supporting graduate student instructors, TAs, and CAs at Stanford. Dr. Modell is interested in AI and how it may supplement the work of university teaching assistants and how it might restructure higher education instructional practices moving forward.

Ariam leads emerging technology initiatives at the Stanford d.school, where she helps students and educators work with emerging technologies like AI and blockchain, and shapes conversations around the tech’s ethical implications on humans and nature. Her work also includes the development and assessment of learning technologies with organizations such as UNICEF, the Kenyan government, Scratch Foundation and the LEGO Foundation.

Sergio Monsalve, is a lecturer at Stanford's GSE & GSB. He is Founding Partner of Roble Ventures, a tematic early stage venture fund focsed on Human Enablement Tech. Sergio is a proven venture capital investor and entrepreneur who has operated and invested in many global tech businesses in Silicon Valley. He attended Stanford University for his undergraduate degree in MS&E and received a Masters of Business Administration from Harvard University. Sergio is actively investing in AI startups related to human enablement and has invested early in companies like Kahoot!, Udemy, and Adaptive Insights during his decade-long career. He co-founded the Entrepreneur-In-Residence Program at the Stanford's Graduate School of Education and is the creator if GSBGEN391/EDUC295. More on him at https://monsalve.people.stanford.edu

Ruth Moorman is a member of the Boston University Board of Trustees and the StanfordGSE Dean’s Advisory Council. She began her career as a special educator, and continues to advocate for educational opportunities for all students. Ruth Moorman is currently a Trustee at Boston University and an educational advocate.

Masaki is a student at Stanford Graduate School of Education, Learning Design and Technology Program. His research is about Learning in VR. He was an English teacher at a public junior high school in Matsudo, Chiba for four years until March 2022. He is a CEO of "Online Terakoya," a nonprofit online school for students nationwide that he started during the pandemic and won the Minister of Internal Affairs and Communications Award in the 2021 IT Contest in Japan. During his college years, he taught in schools in the U.S., Swaziland, India, and Honduras. He is also a Fulbright Scholar(2022-23).

Allen is a CS PhD student at Stanford University. Allen is a part of Stanford Artificial Intelligence Laboratory (SAIL). Currently, Allen is co-advised by Emma Brunskill and Chris Piech, focusing on developing algorithms that support education.

Andre Nudelman was appointed as Entrepreneur in Residence at Stanford University Graduate School of Education in September 2021. He has an extensive range of activities, including Private Equity with focus on Education, Entrepreneurship, Real Estate Investments, Agriculture, Art Collection, Non-profit organizations, and volunteer activities. Among his past ventures, Maple Bear Schools Latin America, the largest franchised K-12 bilingual school chain in Latin America, sold in 2016. Presently, through Addquire Private Equity (addquire.com), he controls Digital Media Academy (digitalmediaacademy.org), a company that offers Tech Courses in person and online to students from 3-18 years old globally; International Comprehensive (icomprhensive.com), a school quality improvement system; International Canadian Academy (icanadianacademy.com), a K-12 bilingual school franchising chain; Interactive Health International (cyberpatient.ca), a simulation online system for medical education; and Teacherwit, a global social media for teachers to share their expertise and acquire new (teacherwit.com). His philanthropic and volunteer activities include: Former Chairman of the Canadian Council for The Americas BC for ten years; Cabinet Campaign member for Emily Carr University of Art+Design; Former Advisory board member at McRae Institute for International Relations at Capilano University; Former Chairman of The Einstein legacy Project in BC at Hebrew University of Jerusalem; Ambassador of Vancouver Biennale; Head of The Nudelman Family Trust, among others.

Chief Executive Officer; Step Up Tutoring

As a legal educator and a law school dean in India, Ananth is interested in how non-technical folks can cope with AI-propelled changes happening in the world of work and education.

I am a Learning Design and Technology (LDT) Master’s candidate at Stanford School of Education, with an interest in education technology (including AI), computer-supported collaborative learning, learning experience design; teacher learning; professional development and learning communities.

Vanessa Parli leads the HAI grant programs, research convenings, student groups and “state of AI” reports such as the AI Index and AI100. Her team also analyzes the effectiveness of these programs to continuously improve HAI’s ability to foster interdisciplinary research collaborations internal and external to Stanford. Prior to Stanford, Vanessa worked in management consulting where she utilized statistics, machine learning and other data science methodologies to advise government agencies, large biotech companies and nonprofits organizations on everything from software implementation to sales, marketing and incentive strategy. Vanessa holds an MS in Engineering Management and Computational Mathematics from Johns Hopkins University and a BA in Industrial Engineering from Arizona State University.

Roy is a learning scientist contributing theory, learning environment designs and empirical research on technology-augmented learning, teaching, and educational research.

Maria Popo is an MS LDT Student in the Graduate School of Education. Her research project studies AI as a tool to mentor recent college graduates in career skills.

Anna Queiroz is a postdoctoral researcher at Stanford University, in charge of projects investigating the use of new media in Education and training in the U.S., LATAM, and Europe. Her research focuses on virtual reality and technology's cognitive and affective implications on learning and Education. She has been actively working in Education since 2005, teaching and conducting social impact and research projects. As an advisor of academic and industry projects, her research has been informing researchers, governments, and the industry on the use of immersive media for learning and Education. Anna holds a Ph.D. and a master in Cognitive Psychology and post-graduate degrees in business, behavioral medicine, and Education.

Manan has a Stanford MS in Computer Science with a specialization in AI. Manan is currently building something new!

Matthew joined Stanford in April 2021, founding and overseeing the Digital Education team. From 2017-21 he was the Associate Vice Provost for Digital Education and Innovation at Duke University, where he led the Duke Learning Innovation team. He was previously Vice President and founder of the Office of Learning Technology & Innovation for the University of North Carolina system, where he worked from 2014-17. Matthew launched JSTOR’s first international office in Berlin, where he was a Fellow of the Bertelsmann Foundation and a strategic advisor to the Robert Bosch Foundation. He led product management teams at Wireless Generation, an education technology company and built and launched their product development center in Durham, North Carolina. Earlier in his career Matthew helped launch the strategy group at ITHAKA, an incubator of higher education technology ventures (now Ithaka S+R). Matthew’s experience also includes Google, where he worked on the Book Search operations team.

Christine is a member of the Research Team at Stanford HAI and supports the grant programs, student affinity groups, and AI100.

As an upper school division leader at The Nueva School, a Bay Area independent school for gifted learners Prek-12, Liza Raynal is interested in the broader trends in education as well as how those apply to the work schools do to prepare students to thrive beyond their walls. She’s working with faculty, students, and staff to create a flexible, thoughtful, progressive and eyes-wide-open human-centered approach to AI in schools and hopes to connect with others about the new challenges and opportunities created by this step function leap in technology.

Kennedy focuses on the intersection of art, culture, and technology as elements of our learning journeys. Kennedy believes education has a deep impact on our understanding of where we come from, who we are, and what we believe we can contribute to the world. With my background in Math, Women's studies, Black studies and art, Kennedy aims to support Black students' development of creativity and confidence.

Rob Reich is professor of political science and, by courtesy, professor of philosophy and at the Graduate School of Education, at Stanford University. He is the director of the Center for Ethics in Society and co-director of the Center on Philanthropy and Civil Society (publisher of the Stanford Social Innovation Review), and associate director of the Institute for Human-Centered Artificial Intelligence. He is co-author of System Error: Where Big Tech Went Wrong and How We Can Reboot. Reich is the recipient of multiple teaching awards, including the Walter J. Gores award, Stanford’s highest honor for teaching. He was a sixth grade teacher at Rusk Elementary School in Houston, Texas before attending graduate school. He is a board member of the magazine Boston Review, of Giving Tuesday, and at the Spencer Foundation.

Policy Research Program Manager; OpenAI

Lama Ahmad is a researcher on the Policy Research team at OpenAI, where she leads the Researcher Access Program at OpenAI, which facilitates collaborative research on key areas related to the responsible deployment of AI and mitigating risks associated with such systems. A member of the Deployment Planning team at OpenAI, Lama works on conducting analyses to prepare for safe and successful deployment of increasingly advanced AI.

Michael Rouan, Ed.D., oversees the Academic Technology Solutions Laboratory (ATSL) and ATSL and staff in consultation with Stanford University faculty to champion and integrate Academic Technologies into their curriculum, including audience response systems, grading technologies, robotic telepresence and immersive learning technologies.

Student; ClosedAI

Mehran Sahami is the James and Ellenor Chesebrough Professor and Tencent Chair in the Computer Science department at Stanford University. He is also a Senior Fellow, by courtesy, at the Freeman Spogli Institute for International Studies. Prior to joining the Stanford faculty in 2007, he was a Senior Research Scientist at Google. His research interests include computer science education, artificial intelligence, and ethics. He served as co-chair of the ACM/IEEE-CS joint task force on Computer Science Curricula 2013, which created curricular guidelines for college programs in Computer Science at an international level. He co-founded the ACM Learning at Scale Conference and the AAAI Symposium on Educational Advances in Artificial Intelligence (EAAI). He is a co-author with Rob Reich and Jeremy Weinstein of the book “System Error: Where Big Tech Went Wrong and How We Can Reboot.”

Farzana is an assistant professor with the Graduate School of Education.

Dr. Saltarelli has the privilege of leading a small team at Stanford that manages campus-wide instructional technologies, learning analytics, and educational evaluation and research. His disciplinary background is in educational psychology and research explores how instructional technologies dynamically interact with the social psychological processes (e.g., belongingness, motivation, cooperation) underlying learning, especially for traditionally marginalized students.

Parth is a graduate student in computer science at Stanford with experience teaching computer science and researching how students learn CS. They've built tools to automatically grade coding assignments, taught introductory math and computer science, helped design national computing curricula abroad, and biked across the United States teaching data science along the way. These days, Parth is working on a course about artificial intelligence that will be offered to Title I high schools in Fall 2023 and building technology to make learning more social, equitable, and accessible for students and TAs in the course.

Ian is an education program manager at Stanford HAI. He was previously a director of academic affairs and thought leader in APAC around edtech and corporate training. He is also a former university lecturer and scholar of philosophy.

Stephanie is interested in reconciling how we scale K-12 efforts to better plan for and integrate AI and other emerging technologies into the classroom with the reality that decisions of what to teach and how to move slowly.

As the Academic Technology Specialist for HumBio, Carlos Seligo supports faculty and students in the program, blending online with in-class learning. His learning modules support subjects ranging from statistics, to chemistry, virology to nutrition, and for these he has created websites, maps, custom animation, anatomical illustrations and extensive video production. He also works in the Center for Teaching and Learning's Academic Technology Solutions Lab. During the transition to online learning in the pandemic he became the Stanford admin for Polleverywhere which has more than doubled the number of accounts in the past two years.

I am interested in AI and its impact to education.

Mick is a community college instructor, and he teaches composition and creative writing at the College of San Mateo (CSM). He is interested in integrating the use of Ai into his teaching and helping CSM develop policies and approaches to AI that support both faculty and students.

Joe is working at the intersections of design and education to shape more equitable systems of learning.

As an Accelerator Operations Engineer at SLAC National Laboratory, Jane has designed learning experiences and systems to improve how operators learn and acquire expertise in the control room. Jane has collaborated on machine learning research to improve accelerator performance and investigated how the design of tools can strengthen the ability of humans and machines to solve problems collaboratively. Jane is also a passionate science educator who curates immersive science outreach experiences to engage youth from underrepresented backgrounds in STEM careers.

Sheetal has built and led teams that use design, media, and technology for social innovation across a number of sectors, most recently focusing on education and the early childhood field. As the executive director of the Early Learning Lab, she leads a team that uses social innovation tools and strategies to ensure the healthy development of children from pre-natal to age 5. Her team develops tech products and uses human-centered design, behavioral science and systems thinking to build and test a range of solutions that support teachers, parents and caregivers. Prior to joining the Early Learning Lab, she was a Director at GreatSchools and oversaw a team at TechSoup Global that advanced the use of technology and innovation for NGOs around the world.

Kate is a dual degree MBA/MA in Education student at Stanford and about to start a career as a PM In innovation driven online high school. Kate is excited to learn how AI can be applied to improve learning experience.

Sanne is the director of the master’s program Education Data Science and a lecturer at the Stanford Graduate School of Education. She teaches courses that introduce students to coding, data wrangling and visualization, various statistical methods, and the interpretation of quantitative research. She studies social networks and thriving, diverse contexts.

Ted is a Stanford student studying Edtech. Ted is a 2x EdTech Founder.

Ruth is an ethicist, coder, ML, teacher of biomedical and tech ethics, coding and writing to biomedical researchers and FLI communities from high school to at Stanford.

Ecosystemone is a VR teaching/learning platform based on a proprietary curriculum generator application, available for PC, VR, Mobile. R&D funded by the NSF grant focusing on collaboration behavior in Virtual Learning Environments.

Hari Subramonyam is an Assistant Professor (Research) at the Graduate School of Education and a Faculty Fellow at Stanford's Institute for Human-Centered AI. He is also a member of the HCI Group at Stanford. His research focuses on augmenting critical human tasks (such as learning, creativity, and sensemaking) with AI by incorporating principles from cognitive psychology. He also investigates support tools for multidisciplinary teams to co-design AI experiences. His work has received multiple best paper awards at top human-computer interaction conferences, including CHI and IUI.

Clin Associate Prof; Stanford University

Nikentha is an entrepreneur interested in education.

Mei is a former edtech software engineer, volunteer computer science teacher, and current student/researcher at the Stanford Graduate School of Education. Mei’s research interests involve applying NLP to create measures of instructional practice and creating supportive tools/processes for education domain experts to directly engage in edtech development.

Ben graduated from Stanford's Learning Design and Technology program in 2022. He is the cofounder of Short Answer, a peer feedback tool for K-12 classrooms. We are interested in learning about how to incorporate AI to improve peer feedback processes.

Alberto is a current Ph.D. Student at Stanford University under the supervision of Kumagai Professor Martin Fischer. Furthermore, as the founder of the Computational Design Institute, he is exploring ways in which the Convergence between Digital and Humanities can facilitate cross-pollination between different industries within an Ethical Framework.

Dr. Liz Toomarian is the Director of the Brainwave Learning Center, a neuroscience and education research-practice partnership between Synapse School and Stanford University. As an educational neuroscientist-in-residence at Synapse School, Liz spends each day working directly with teachers, students, school leaders and other researchers to better understand and improve the learning process.

Student; Expertexperiments.org

Currently a Master's student in the GSE's POLS program, Shadman is avidly exploring AI in education, taking classes in Foundation Models, Computer Vision, and VR. He has also helped with applications using GPT-3 at his previous job in a venture studio. After finishing his Masters, Shadman plans to advise school leaders on how they can work with AI tools both in and outside the classroom.

Madeleine is interested in learning what skills are still important for humans to learn? How should we teach people who will make business decisions?

Faye-Marie Vassel is a native of the Bronx, NY and received her B.S. from Stony Brook University where she studied biochemistry and Russian studies. Following her undergraduate studies at Stony Brook Faye-Marie went on to Massachusetts Institute of Technology, where she received her Ph.D. in biology. Faye-Marie’s doctoral research was focused on enhancing the field’s understanding of how DNA-damage response mechanisms can modulate chemotherapeutic resistance in drug-resistant lung cancer.

Aditya is an education technology researcher and entrepreneur. He is the co-founder and CEO of Inspirit, where he builds immersive 3D & VR tools for STEM education. He’s also a doctoral researcher at Stanford University and works at the intersection of the learning sciences, media, and design. He has been awarded the Stanford Knight-Hennessy scholarship, the Georgia Tech 40 under 40 award, the SXSW EDU launch award, and was recently nominated to the 2022 Forbes Technology Council and the 2022 Forbes 30 Under 30 list in Education. Aditya is also a social entrepreneur, and co-founded MakerGhat, a makerspace and incubator for youth from low-income communities in India, which now has a presence in over 6000 schools across the country. Previously, he worked with the Google Education team where he explored strategies to integrate low-cost virtual reality toolkits into curriculum. Aditya aspires to continue to nurture a career designing education technology for diverse learning environments around the world.

Russell Wald is a Managing Director at Stanford HAI where leads the policy and society initiative, and advances the organization’s engagement with civil society and governments worldwide. As a part of HAI’s executive management team, Wald sets the strategic vision for policy and societal research, education, and outreach at HAI. He directs a dynamic team to equip civil society and policymakers with the knowledge and resources to take informed and meaningful actions on advancing AI with human-centered values. From 2020 - 2022, he served as HAI’s first Director of Policy.

Dakuo Wang is an Associate Professor at Northeastern University, Principal Investigator at MIT-IBM Watson AI Lab, and Visiting Scholar at Stanford University. His research lies at the intersection of human-computer interaction (HCI), artificial intelligence (AI), and data science, with a focus on the exploration, development, and evaluation of human-centered AI (HCAI) systems. The overarching goal is to democratize AI for every person and every organization, so that they can access their own AI and collaborate with these real-world AI systems (human-AI collaboration).

Karen applies learning analytics and data mining techniques to study how students' interactions in technology-based learning environments could be translated into meaningful evidence about their cognitive and metacognitive processes.

Yehao Wang is a master student in the Learning Design & Technology program at the Stanford Graduate School of Education. Yehao started their professional career as a middle school math teacher, then worked as a product manager in the education technology field. Yehao is interested in low-cost classroom AI application solutions and protecting the copyright of teacher-created content through blockchain.

Lisa’s current interests include reasoning with language models, improving their truthfulness and helpfulness, and gathering human feedback in interactive environments. Lisa has conducted research on knowledge tracing in intelligent tutoring systems at Stanford, advised by Chris Piech. Lisa has also lectured an intro CS course at Stanford and taught AP CS at a high school in the Bay Area.

During his 7 years as a teacher, Josh worked in public and private K-12 schools in the US and Brazil as a literature instructor. In his current position as Director of Digital Learning Solutions at Stanford Graduate School of Education, Josh serves as the connective tissue between learning and technology. Josh partners with professors, researchers, and practitioners to strategize, design, develop, and iterate digital learning experiences. He and his team co-lead and support innovative projects like interactive case studies, data visualizations, virtual field trips, and digital learning design competitions. His role also entails data-gathering and exploratory projects into emerging technologies like AI, XR, and blockchain. His work has been featured in EdSurge and EdSource, and he advises various organizations and startups regarding the education technology landscape.

John is a Senior Fellow to the Institute of Education Sciences (IES) within the U.S. Department of Education. In this role, he uses experiences gained from a decade in education data science research and development to modernize IES programs by using advanced algorithmic techniques and contemporary software engineering practices. In addition to this role, John serves as an advisor to Schmidt Futures and other philanthropic organizations on Learning Engineering, innovative approaches to assessment, and creating robust educational data science initiatives. John holds a Doctorate in Educational Leadership from UC Davis and a Master’s Degree in Sociocultural Anthropology from UC Davis.

Working as an educator during the COVID-19 pandemic sparked Devon's interest in the positive, transformative role that technology can play in the lives of students. Now, as a member of the online course development team for the Executive Education team at the GSB, she is particularly interested in leveraging AI and other EdTech tools in courses to ensure that executives receive a cutting-edge educational experience.

Christina Wodtke is an author, speaker, and lecturer at Stanford with insight into human innovation and high-performing teams. Her resume includes re-design and initial product offerings with LinkedIn, MySpace, Zynga, Yahoo! and others, as well as founding three startups, an online design magazine called Boxes and Arrows, and co-founding the Information Architecture Institute.

Jacob (BS '19) is designing and developing an AI Literacy course for high school students as part of a team in the Graduate School of Education. Jacob is interested in K12 CS education as well as the ways everyday experiences with technology influence people's relationships with computing.

Sara leads various R&D efforts to improve critical teacher and student support along the PreK to 16 continuum, with a focus on early childhood and classroom assessment and curricula, and student navigation & guidance and academic support for high school students to ensure success in the high school to post secondary transition.

Xingjian is a current student, looking forward to designing an AI-based EdTech product that fosters parent-child reading.

Dr. Jason Yeatman is an Assistant Professor in the Graduate School of Education and Division of Developmental and Behavioral Pediatrics at Stanford University. As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences.

Kathy is a first-year student at the Master's of Education Data Science program with interest in learning technology and NLP.

Dr. Youssef is a postdoctoral fellow at the Stanford Center for Artificial Intelligence in Medicine and Imaging (AIMI), in the Department of Radiology. She received her Doctor of Philosophy (PhD) degree in Population Health and Medical Education from the Institute of Medical Science, University of Toronto in 2021, Canada. Her research interests lie at the intersection of artificial intelligence (AI) implementation and clinical evaluation. She works with multi-disciplinary research teams to assess, design, develop, and implement person-centered AI solutions that address a clinical need. Her research addresses the ethical, organizational, and workflow barriers that impede clinical adoption of AI in healthcare. Dr. Youssef co-leads the development of several AI educational programs that centers on building capacity for AI research by training diverse group of learners to facilitate safe and responsible use of AI in healthcare for public good.

At the University of Colorado at Boulder, Kristina Zarlengo graduated with a double major in Philosophy and English. As a Mellon Fellow at Columbia University, she did her graduate work (M.A., M.Phil., Ph.D.) in English and Comparative Literature. At Columbia, she taught composition and literature courses. She then pursued another of her longtime interests, studying law at the University of California at Berkeley and Harvard Law School. She practiced law in New York City for seven years, mostly as a litigator. Animated by her hopes for the education of her two young sons, she returned to teaching with a sense of both coming home and designing something altogether new in collaboration with Stanford Online High School's fabulous students, Instructors and Administrators. Since the fall of 2016, she has had the honor of assuming the role of Division Head of English, which has had the benefit of putting her in regular contact with Stanford OHS's fabulous parents as well.

Qingyang has a Master’s from Stanford Education Data Science and is experienced in EdTech products. Qingyang is interested in potential AI applications in peer-to-peer connection and early childhood development.

Xi Jia Zhou is a doctoral student studying curiosity and attachment in human and artificial agents. She is interested in developing cognitive and developmental theories, building computational models, and creating technological tools to understand curiosity and attachment.

Ahmad A. Rushdi joined Stanford as a Research Initiatives Manager at the Stanford Institute for Human-Centered AI (HAI) in 2021. He works with the diverse machine learning, deep learning, and artificial intelligence communities across Stanford and the corporate world, in order to envision, build, and maintain new bridges around cutting-edge research that would create useful and trusted systems for a variety of AI applications. Dr. Rushdi's research interests include statistical signal processing and uncertainty quantification methods applied to machine learning models trained on time-series and real/synthetic image datasets. His publications span system design, communications, genomics, meshing, and national security applications.
Daniel L. Schwartz is the I. James Quillen Dean and Nomellini & Olivier Professor of Educational Technology at Stanford Graduate School of Education. He leads the Stanford Accelerator for Learning, a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world. An expert in human learning and educational technology, Schwartz also oversees a laboratory that creates pedagogy, technology, and assessments that prepare students to continue learning and adapting throughout their lifetimes. He has taught math in rural Kenya, English in south-central Los Angeles and multiple subjects in Kaltag, Alaska. He is author of "The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them."
Percy Liang is an Associate Professor of Computer Science at Stanford University (B.S. from MIT, 2004; Ph.D. from UC Berkeley, 2011). His two research goals are (i) to make machine learning more robust, fair, and interpretable; and (ii) to make computers easier to communicate with through natural language. His awards include the Presidential Early Career Award for Scientists and Engineers (2019), IJCAI Computers and Thought Award (2016), an NSF CAREER Award (2016), a Sloan Research Fellowship (2015), and a Microsoft Research Faculty Fellowship (2014).
Dr. Demszky is an Assistant Professor in Education Data Science at the Graduate School of Education at Stanford University. She works on developing natural language processing methods to support equitable and student-centered education. Her recent publications focus on analyzing the representation of historically marginalized groups in US history textbooks and on measuring and giving feedback to teachers on their uptake of student contributions in classrooms. Prior to her PhD, Dora received a BA summa cum laude from Princeton University in Linguistics with a minor in Computer Science.
Noah D. Goodman is Assistant Professor of Psychology, Linguistics (by courtesy), and Computer Science (by courtesy) at Stanford University. He studies the computational basis of human thought, merging behavioral experiments with formal methods from statistics and logic. Specific projects vary from concept learning and language understanding to inference algorithms for probabilistic programming languages. He received his Ph.D. in mathematics from the University of Texas at Austin in 2003. In 2005 he entered cognitive science, working as Postdoc and Research Scientist at MIT. In 2010 he moved to Stanford where he runs the Computation and Cognition Lab.
Bryan A. Brown is a professor of teacher education. His research interest explores the relationship between student identity, discourse, classroom culture, and academic achievement in science education. He focuses on the social connotations and cultural politics of science discourse in small-group and whole-group interaction. Additionally, his research work in science education examines how teacher and student discourse serve to shape learning opportunities for students in science classrooms. Dr. Brown's work in science education in urban communities focuses on developing collaborative curricular cycles and classroom pedagogy based on developing discourse intensive instruction for urban learners. His research has expanded beyond his focus on science education, to include issues of college access in urban communities.His recent work explores how classroom and school culture shapes access to higher education. He conducts mixed methodological work exploring how race, language, and culture impact students learning in urban science classrooms.
Emma is an associate tenured professor in the Computer Science Department at Stanford University. Her goal is to create AI systems that learn from few samples to robustly make good decisions, motivated by our applications to healthcare and education. Her lab is part of the Stanford AI Lab, the Stanford Statistical ML group, and AI Safety @Stanford. She was previously an assistant professor at Carnegie Mellon University. Her work has been honored by early faculty career awards (National Science Foundation, Office of Naval Research, Microsoft Research (1 of 7 worldwide) ) and her work, together with her amazing lab members, has received several best research paper nominations (CHI, EDMx3) and awards (UAI, RLDM, ITS). She is privileged to serve on the International Machine Learning Society (which coordinates ICML) Board, the Khan Academy Research Advisory Board, the Stanford Faculty Women's Forum Steering Committee, and and she previously served on the Women in Machine Learning (WIML) board.
Dr. Candace Thille is Amazon’s Director of Learning Science, working with the company’s Global Learning and Development team to scale and innovate workplace learning at Amazon. Previously, she was the founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University. At Stanford University, she was an Assistant Professor in the Graduate School of Education, faculty in the Neurosciences Interdepartmental Program, and a Research Fellow in the Office of the Vice Provost for Online Learning. Her focus is in applying the results from research in the science of learning to the design and evaluation of technology mediated learning environments and in using those environments to conduct research at the intersection of human learning and machine learning. Dr. Thille currently serves on the board of Trustees for the Educational Testing Service and on California Education Learning Lab in the Governor’s office of planning and research. She has served on the board of directors of the Association of American Colleges and Universities; as a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the advisory council for the Association of American Universities STEM initiative; and on the advisory council for the National Science Foundation Directorate for Education and Human Resources. She served on the working group of the President’s Council of Advisors on Science and Technology (PCAST) that produced the Engage to Excel report and on the U.S. Department of Education working groups, co-authoring the 2010 and 2015 National Education Technology Plans.
Drew is the CEO and Co-Founder of Mainstay.
Jamie is a former high school math and English teacher, coach, and athletic director with an MA in Education and MBA from Stanford. He also spent seven years working as an experimental theater artist with The Wooster Group and as the director of his own company.
Ran Liu is a scientist and problem-solver interested in using data and intelligent algorithms to facilitate education and positive social change at scale. She has an extensive academic background working on machine learning (post-doctoral) and cognitive science (doctoral) research at Carnegie Mellon University. At Amira Learning, she is currently developing machine learning and deep neural network approaches to detecting and classifying miscues in children’s speech as they learn to read out loud.
Dr. Wall runs a lab in Pediatric Innovation focused on developing methods in biomedical informatics to disentangle complex conditions that originate in childhood and perpetuate through the life course, including autism and related developmental delays. For over a decade, first on faculty at Harvard and now at Stanford University, and as healthcare has shifted increasingly to the use of digital technologies for data capture and finer resolutions of genomic scale, Dr. Wall has innovated, adapted and deployed bioinformatic strategies to enable precise and personalized interpretation of high resolution molecular and phenotypic data. Dr. Wall has pioneered the use of machine learning and artificial intelligence for fast, quantitative and mobile detection of neurodevelopmental disorders in children, as well as the use of use of machine learning systems on wearable devices, such as Google Glass, for real-time “exclinical" therapy. These same precision health approaches enable quantitative tracking of progress during treatment throughout an individual’s life enabling big data generation of a type and scale never before possible, and have defined a new paradigm for behavioral detection and therapy that has won Dr. Wall several awards including a spot in the top ten of the World’s top 30 autism researchers. Dr. Wall has acted as science advisor to several biotechnology and pharmaceutical companies, has created and advised on cutting-edge approaches to cloud computing, and has received numerous awards, including the Fred R. Cagle Award for Outstanding Achievement in Biology, the Vice Chancellor's Award for Research, three awards for excellence in teaching, the Harvard Medical School Leadership award, and the Slifka/Ritvo Clinical Innovation in Autism Research Award for outstanding advancements in clinical translation. He completed his PhD at the University of California, Berkeley and a National Science Foundation postdoctoral fellowship in Computational Genetics at Stanford University before joining the faculty at Harvard Medical School.
Elizabeth engages in systems change and research on equity and justice issues in inclusive education in schools, school systems as well as state and national education organizations and agencies. Her research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, including how educational practices improve student learning. Awards include the 2018 Budig Award for Teaching Excellence in Special Education at the University of Kansas, the 2017 Boeing-Allan Visiting Endowed Chair at Seattle University, the University of Kansas 2016 Woman of Distinction award, the 2013 Scholar of the Century award from the University of Northern Colorado, the 2011 TED-Merrill award for leadership in special education teacher education in 2011, and the UNESCO Chair in Inclusive International Research.
Maggie is the Assistant Curator of the Iris & B. Gerald Cantor Center for Visual Arts at Stanford University.
Ge Wang is an Associate Professor at Stanford University in the Center for Computer Research in Music and Acoustics (CCRMA). He specializes in the art of design and computer music — researching programming languages and interactive software design for music, interaction design, mobile music, laptop orchestras, expressive design of virtual reality, aesthetics of music technology design, and education at the intersection of computer science and music. Ge is the author of the ChucK music programming language, the founding director of the Stanford Laptop Orchestra (SLOrk). Ge is also the Co-founder of Smule (reaching over 200 million users), and the designer of the iPhone's Ocarina and Magic Piano. Ge is a 2016 Guggenheim Fellow, and the author of ARTFUL DESIGN: TECHNOLOGY IN SEARCH OF THE SUBLIME—a book on design and technology, art and life‚ published by Stanford University Press in 2018 (see https://artful.design/)
Dr. Jennifer King is the Privacy and Data Fellow at the Stanford Institute for Human-Centered Artificial Intelligence. From 2018-2020 she was the Director of Consumer Privacy at CIS. An information scientist by training, Dr. King is a recognized expert and scholar in information privacy. She examines the public’s understanding and expectations of online privacy and the policy implications of emerging technologies. Her research sits at the intersection of human-computer interaction, law, and the social sciences, focusing on dark patterns/manipulative design, artificial intelligence, genetic privacy, mobile platforms, the Internet of Things (IoT), and digital surveillance, among other topics. Her scholarship has been recognized for its impact on policymaking by the Future of Privacy Forum, and she has been an invited speaker before the Federal Trade Commission at several Commission workshops. She was a member of the California State Advisory Board on Mobile Privacy Policies and the California State RFID Advisory Board.
Debra Satz is the Vernon R. and Lysbeth Warren Anderson Dean of the School of Humanities and Sciences, the Martha Sutton Weeks Professor of Ethics in Society, and Professor, by courtesy, of Political Science.
Professor Athey is The Economics of Technology Professor at Stanford Graduate School of Business. She received her bachelor’s degree from Duke University and her PhD from Stanford, and she holds an honorary doctorate from Duke University. She previously taught at the economics departments at MIT, Stanford, and Harvard.
Erik Brynjolfsson is the Jerry Yang and Akiko Yamazaki Professor and Senior Fellow at the Stanford Institute for Human-Centered AI (HAI), and Director of the Stanford Digital Economy Lab. He also is the Ralph Landau Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR), Professor by Courtesy at the Stanford Graduate School of Business and Stanford Department of Economics, and a Research Associate at the National Bureau of Economic Research (NBER).His research examines the effects of information technologies on business strategy, productivity and performance, digital commerce, and intangible assets. A best-selling author, he writes and speaks to global audiences about these topics.
Chris Piech is an Assistant Professor of Computer Science Education at Stanford University.
Sal Khan is the founder of Khan Academy, a free online non-profit educational platform and an organization with which he has produced over 6500 video sessions teaching a wide spectrum of academic subjects. Khan Academy has a mission of providing a free, world-class education for anyone, anywhere.
John Mitchell is the Mary and Gordon Crary Family Professor, professor of computer science, and by courtesy professor of electrical engineering and professor of education. He was previously appointed as Stanford Vice Provost for Online Learning (2012-2015) and Vice Provost for Teaching and Learning (2015-2018). His team worked with more than 500 Stanford faculty members and instructors on over 1,000 online projects for campus or public audiences and organized the Year of Learning to envision the future of teaching and learning at Stanford and beyond. As co-director of the Lytics Lab, Carta Lab and Pathways Lab, he has worked to improve educational outcomes through data-driven research and iterative design.
Nereyda Salinas is the current Assistant Dean for Professional Development at Stanford University. Nereyda has also been the Founding Director of Stanford EdCareers since March 2012. In this role, they have conducted a needs assessment and structured the office to address the needs of data collection/dissemination, community building, and knowledge building with a comprehensive approach of connection and learning for MA and PhD students. Additionally, Nereyda established the practice of creating Annual Graduate reports capturing our students post-graduation plans, reaching a 90%+ survey response rate. Finally, they conducted the first-ever all alumni career survey, reaching a 45%+ survey response rate, when industry standards hover around 15-20% for this type of survey.
Claire is pursuing her joint degree MBA / MA in Education at Stanford. She leads the Education Team at the GSB Impact Fund, investing in early-stage EdTech companies. She has experience in EdTech VC, Product at AWS, and started her career at BCG.

AI+Education Summit: Attendee Book

AI+Education Summit Attendees

AI+Education Summit: Attendee Book

AI+Education Summit Attendees

Lama Ahmad | Policy Research Program Manager; OpenAI

Sara Allan | Director, Early Learning & Ed Pathways; Bill & Melinda Gates Foundation

Anabel Altenburg | Graduate Student; Stanford University

Maria Anaya | Chief Academic & Innovation Officer; Step Up Tutoring

Dylan Arena | VP, Learning Science; McGraw Hill

Alfredo Artiles | Professor; Graduate School of Education

Haifa Badi-Uz-Zaman | Program Manager; Stanford HAI

Jeremy Bailenson | Professor; Stanford University

Rick Banks | Professor, Stanford Law; Faculty Director, Stanford Center for Racial Justice

Othman Bensouda Koraichi | Student; Stanford University

Kristen Blair | Director of Research, Digital Learning Initiative; Stanford University

Kimberly Boller | Senior Director for Science Affairs; American Psychological Association

Ian Bott | Education Data Science; Stanford University

Keith Bowen | Senior Manager & Lecturer; Stanford University

Ryan Brennan | PhD Student; Stanford University

Jennifer Carolan | Co-Founder, Partner; Reach Capital

Steve Carter | Sr. Director of Data Science; Quizlet

Heidi Chang | Director of Professional Learning; Stanford Graduate School of Education

Wes Chao | Computer Science Teacher; The Nueva School

Cathy Chase | Senior Scholar; Stanford Accelerator for Learning

Angela Chen | Student, Stanford University; Founder, Ed-Tech Start-up Mimira

Melissa Cheung | Dir. of Instructional Design; Center for the Collaborative Classroom

Wayee Chu | Co-Founder, Partner; Reach Capital

Wai Tong Chung | Grad Fellow; Stanford HAI

Liz Cowie | Development Officer, Stanford GSE; Stanford Graduate School of Education

Geoff Cox | Senior Associate Dean; Stanford Graduate School of Education

Olivia Crawford | Assistant Dean for Finance & Strategic Initiatives; Graduate School of Education, Stanford University

Logan Cross | Postdoc; Stanford University

Paul Dabrowski | CEO; Synthego

Juergen Dieber | Student; Education Data Science

Iddo Drori | Associate Professor of Computer Science; MIT, Columbia University, Boston University

Rose E Wang | PhD; Stanford University

Jim Eagen | Head of School; Synapse School

Thomas Ehrlich | Faculty; Stanford GSE

Nelson Endebo | EdTech Product Manager; Stanford University

Catherine Eng | Master's Student (POLS); Graduate School of Education Master's student in Policy, Organization, and Leadership Studies at the Graduate School of Education.

Sundari Enkhtugs | MSc. Student in Learning Design and Technology; Stanford University

Judith Fan | Assistant Professor of Psychology; Psychology, Stanford University

Brendan Fereday | HAI Graduate Fellow; Stanford University

Chelsea Finn | Assistant Professor; Stanford University

Karin Forssell | Director & Senior Lecturer; Stanford University GSE

Judi Fusco | Director, Emerging Technologies/Learning Sciences; Digital Promise -- Learning Sciences Research

Daniela Ganelin | Doctoral Student; Stanford University

Abhinav Garg | Student; Stanford University

Shelley Goldman | Professor Emerita; Stanford GSE

Radhika Gosavi | Asso. Director, Brainwave Learning Center; Stanford University/Synapse School

Nick Haber | Assistant Professor; Stanford University

Angela Hall Watkins | Associate Dean, External Relations, GSE; Stanford Graduate School of Education

Mike Hardy | Grad Student; GSE

Isabelle Hau | Executive Director; Accelerator for Learning

Jomayra Herrera | Partner; Reach

Laura Hinton | Student; Stanford University

Cassandra Horii | Assos. Vice Provost for Education & CTL Director; Stanford University Center for Teaching & Learning

Grant Hosford | GM, Digital Products - BEGiN/Co-founder - codeSpar; BEGiN

Tomohiro Hoshi | Head of Stanford Online High School; Stanford Online High School

Kenji Ikemoto | Academic Technology Specialist; Stanford Center for Teaching and Learning

Toby Jackson | CTO; Mainstay

Rainey Jin | Learning, Design, and Technology

Sam Johnson | Postdoctoral scholar; Stanford GSE / Yeatman Lab

Daniel Keller | Professor of English; College of San Mateo

Khizer Khaderi | Director Human Perception Lab; Stanford Human Perception Lab

Kate Kim | Student; Stanford AI in Education

Glenn Kleiman | Senior Advisor; Stanford Graduate School of Education

Benjamin Klieger | Founder and Student; Stanford

Stephen Kotkin | senior fellow; Hoover/FSI

Priyanka Ladha | Ceo; Priyanka

Margaret Lamont | Assistant Head of School & English Instructor, OHS; Stanford Online High School

James Landay | Professor Computer Science; Computer Science/HAI

Pete Lavorini | Portfolio Manager, Innovative Schools; Overdeck Family Foundation

Victor Lee | Associate Professor; Stanford Graduate School of Education

Mina Lee | Ph.D. Student; Stanford University

Annel Amelia Leon | Computational Education Researcher; Stanford Computer Science

Annel Andrea Leon | Bioengineering Researcher; Stanford Bioengineering

Haley Lepp | PhD Student; Stanford University

Sarah Levine | Assistant professor; Stanford University

Ran Liu | Chief AI Scientist; Amira Learning

Janet Liu | Student; Stanford University Master's student in Learning Design and Technology

Irene Lo | Assistant Professor; Stanford