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Graduate Teaching Consultant Profiles

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Graduate Teaching Consultants 2021-2022

 

CRYSTAL MOORE

Crystal Moore

Crystal A. Moore is a doctoral candidate in sociology of education. She has an undergraduate degree from the Princeton School of Public and International Affairs and a master’s degree in elementary education from the University of Pennsylvania. For two decades prior to coming to Stanford, Crystal pursued her passion for developing racially diverse, high performing, urban public schools. She worked on school improvement projects with community schools, independent school equity, new school design and diversity research. Crystal’s research interests converge at the intersection of race, class, leadership and education, looking at the impact of leadership on student achievement. She employs mixed qualitative and quantitative methods and draws from theories related to organizational studies, social capital and stratification with an explicit interest in public education. Her research projects explore excellence in an outperforming district, educational inequality within a high-achieving district and the experiences of African American school leaders in an urban district. 

TARANEE CAO (Graduate Teaching Consultant Coordinator)

Taranee Cao standing behind a podium

Taranee Cao is a Ph.D. candidate in the Department of East Asian Languages and Cultures. Growing up in Mainland China, she received a B.A. degree in Japanese Studies from the Chinese University of Hong Kong. Before coming to Stanford, she did an M.A. in East Asian Studies in University of Pittsburgh. She has four quarters of TA experience teaching second-year Japanese Language classes, and she also taught intermediate Japanese conversation class in 2019 Fall. Enthusiastic in teaching, she is thrilled to join CTL teaching consultant team, ready to learn from other fabulous consultants and to share her understandings about teaching. Her current research focuses on Japanese youth language, and her previous projects cover themes such as language acquisition, Japanese onomatopoeia, honorific language, and pragmatics. Outside research, she enjoys practicing the piano, Aikido (Japanese martial arts), golf, and playing bridge games.

REBECCA GLEIT

REBECCA GLEIT

I am a PhD candidate in Sociology and a fellow in the Institute for Education Sciences (IES) through the Stanford Center for Education Policy and Analysis. I hold a B.S. in Mathematics and an M.Ed. in Educational Policy and Leadership. As an instructor, I am most excited about finding ways to meet the needs of diverse learners in my classroom. This continual creative problem-solving is challenging and fulfilling, interpersonally and intellectually. I have had the privilege of teaching in a number of different settings. Before coming to Stanford, I taught high school math in Milwaukee, Wisconsin. At Stanford, I have been a teaching assistant for both graduate and undergraduate statistics courses, as well as the co-instructor for a class on gender in the workplace through the Hope House Scholars Program. I also proposed, developed, and co-teach my department’s first “Statistics Bootcamp” to prepare incoming PhD students for the graduate methods sequence. In Summer 2019 I taught two courses I created: “Sociology of Silicon Valley” and “Policing in Society”. I am the recipient of the Sociology Department’s Cilker and Centennial Teaching Awards.

NINA TOFT DJANEGARA

Nina Toft Djanegara

Nina Toft Djanegara is an anthropologist of science whose research uses ethnographic methods to better understand how technology is applied in political contexts and the social and political problems that technology attempts to solve. In particular, her research examines how facial recognition and biometric technology is applied in U.S. border management and law enforcement. She is interested in how these technologies mediate the way that knowledge about populations is produced and how these technologies extend bordering logics and practices beyond the territorial boundary line. Her approach to pedagogy emphasizes building critical analysis skills through the practice of writing and providing students with conceptual and methodological tools to process and describe their lived experiences in an academically rigorous fashion. In addition to teaching at Stanford, Nina is involved in pedagogical community service initiatives, such as various ESL and literacy projects for immigrants and refugees. Nina holds an M.Sc. in environmental science from Yale University and a B.A. in international development studies from the University of California, Berkeley.

MANJU PHARKAVI MURUGESU

Manju Murugesu

Manju Pharkavi Murugesu is a Ph.D. candidate in the Department of Energy Resources Engineering. She graduated summa cum laude from the Colorado School of Mines with a bachelor’s and master’s degree in petroleum engineering and a minor in public affairs. Manju’s research interest in Carbon Capture, Storage, and Utilization (CCUS) has led her to study the intricate surface chemistry and physics of rocks and their interactions with reservoir fluids and injected CO2. Her interest in teaching pedagogy started when she taught English as a foreign language to Malaysian elementary students from rural schools. She continued her interest in tutoring by pioneering the writing tutoring program at Colorado School of Mines, and later served as teaching assistant to two undergraduate classes. Manju is a 2019 Knight-Hennessy scholar who enjoys working with multidisciplinary teams. She is looking forward to serving and learning as part of the CTL teaching consultant team. 

AMY LYNNE JOHNSON (Graduate Teaching Consultant Lead Coordinator)

AMY LYNNE JOHNSON

I am a Ph.D. candidate in Sociology and have worked as a Teaching Assistant at Stanford University and Wellesley College, where I earned my BA in Sociology and Spanish. My approach to teaching stems from a determination to make what are often considered inaccessible concepts approachable for all students. Most often, I teach introductory statistics, where my pedagogy focuses on reducing math anxiety and building students’ confidence with both quantitative and coding skills. More broadly, my teaching philosophy is that every student should feel empowered to succeed and be given the tools to do so. I strive to use my teaching to build an inclusive learning environment for all students, to meet students where they are, and to combat the imposter syndrome that’s all too ubiquitous at Stanford. Outside the classroom, I extend my teaching practices to my work as a consultant with the library’s Social Science Data and Software (SSDS) program, where I help students, post-docs, faculty, and staff use statistical software in their own research. In my free time, I enjoy spending time with family and friends, drinking way too much coffee, and soaking up the California sunshine.

CALLAN MONETTE

Callan Monette

Callan Monette is a PhD candidate in the Bioengineering department. She is from Virginia, where she attended the College of William & Mary and earned her BS in Computational & Applied Mathematics and Statistics (with a focus in mathematical biology). Now, her PhD research focuses on the development of 3D tissue engineered models for high-throughput cancer drug discovery. Callan has 4 years of TA and teaching experience, having TA-ed a diverse set of lab, lecture, and seminar-style courses in biology, mathematics, and engineering. She is passionate about building inclusive communities within STEM fields, and believes that equitable teaching, mentorship and communication practices are critical to any STEM career. At Stanford, with the support of the CTL’s Leadership in Inclusive Teaching (LIT) Fellowship, Callan co-developed and co-instructed a new course, BIOE 296: Promoting Effective and Equitable Teaching in Bioengineering, which provides graduate students with the opportunity to learn and practice inclusive teaching and communication strategies.

MICHELLE MING-HSUAN PANG

MICHELLE MING-HSUAN PANG

Michelle is a fifth-year graduate student in the Biology program. In Tom Clandinin’s lab, she is studying visual processing in the fruit fly. In particular, she is fascinated by neural cell type diversity and the impact of that diversity on neural circuit function. In addition to research, Michelle is also interested in teaching and mentoring, and she is excited to continue exploring those interests as a Graduate Teaching Consultant. She has been a TA for Genetics (BIO 82) and Molecular and Cellular Neurobiology (BIO 154), and she has received the Excellence in Teaching Award from the Biology Department. She has also served on the committee for the Biology Department’s mentorship program for first-year graduate students. Outside of her graduate school work, Michelle enjoys cooking, learning new languages, and doing science outreach.

JEM JEBBIA

jem Jebbia

jem Jebbia is a PhD Candidate in Religious Studies at Stanford University. In her studies, jem focuses on race and immigration, interfaith communities, and material religion in California. Her dissertation focuses on community building across religious and racial lines in contemporary California. Other projects include an ethnographic study of the #TacoTrucksatEveryMosque Movement, the religious history of the "Happiest Place on Earth," and a pop-up exhibit called Golden State Sacred, depicting the religious history of California. At Stanford, jem has taught courses on early Christianity, religion and material culture, social engagement and justice, and is currently developing a course on religion in contemporary California. In her previous position, jem served as a dialogue facilitator and workshop developer for interfaith engagement and student leadership.

GRACE HUCKINS

Grace Huckins

Grace Huckins is a Ph.D. candidate in Stanford's Neurosciences Program. Her research centers on questions about the ethical obligations of neuroscientific research. Using the machinery of the philosophy of science, she is working to understand how neuroscience can build better and more beneficial explanations of mental illness, despite the enormous technical challenges that stand in the way of comprehending the brain. An avid teacher, she has TAed for various neuroscience courses at Stanford, and for the past few summers, she has designed and taught a course entitled “Medicine and the Brain” at Oxbridge Academic Programs. She is particularly interested in interdisciplinary courses that place science in its humanistic and social context. Outside of research and teaching, she writes about science and society as a freelance journalist.

KATARINA (KAT) GUZMAN

Kat Guzman

Katarina (Kat) M. Guzman is a 4th-year Ph.D. student in the Chemical Engineering department. Her research focuses on understanding fundamental mechanisms of mega-enzymes that produce antibiotics. The field of chemical biology is drastically different compared to her undergraduate training as a materials scientist. Kat chose to change her research focus in graduate school because she always wanted an opportunity to focus on medically relevant research. She believes it is never too late to start learning something new and is incredibly grateful for those who have helped support her throughout this transition. This experience motivates her teaching efforts to support students regardless of their background experiences (prior knowledge). She focuses on the potential each student/mentee/peer has within themselves. Through TA-ships in her department, mentoring younger researchers in the lab, and volunteering in the community, she hopes to continue spreading joy and inspiration to everyone around her. 

LUKE WILLIAMS

Luke Williams

Luke Williams is a PhD candidate in the Program in Modern Thought and Literature as well as a PhD minor in Theater and Performance Studies. His research explores aesthetics and embodiment in the Black Diaspora. Specifically, Luke draws upon dance theory and practice to think about the racialization of modernity. Luke graduated Summa Cum Laude from the Political and Social Thought program at the University of Virginia, where he taught his first undergraduate course. In his teaching, Luke encourages critical thinking and generosity. At Stanford, Luke is also active in the Black Graduate Student Association, the Black Studies Collective, and in the VPGE EDGE Program. Luke was born in Stanford, California, but he grew up in Dallas, Texas.

MARIANNA ZHANG (Graduate Teaching Consultant Coordinator)

Marianna Zhang

Marianna Zhang is a third-year PhD student in Psychology, working in the developmental psychology area. Her research focuses on how children learn about categories, particularly social categories such as gender and race, and the role that language plays in that process. Marianna is particularly interested in fostering diverse and inclusive learning environments, and was a 2019-20 Teaching Fellow in the Psych One Program. Prior to Stanford, she graduated from the University of Chicago in 2018 with a degree in psychology. She is originally from New York and enjoys caving and bargain-hunting.

IRENE ZHANG

Irene Zhang

Irene Zhang is a PhD candidate in the Applied Physics department. In her research, she explores and characterizes novel magnetic and superconducting materials with the goal of engineering the building blocks of future technologies. She is also active on the Applied Physics Equity and Inclusion Committee and has interests in physics education research and approaches to STEM education that center diversity and inclusion. Irene has been a TA for both undergraduate and graduate-level electronics lab courses in the Physics and Applied Physics departments. Outside of research and teaching, she enjoys crafting and ceramics. Irene is originally from Birmingham, Alabama, and received her BA in Physics from Columbia University.

JESSE STREICHER

Jesse Streicher

Jesse Streicher is a Ph.D. candidate in mechanical engineering who investigates air chemistry and energy transfer at extreme temperatures - like those found around a spacecraft entering Earth’s atmosphere. In his eight quarters of teaching experience, Jesse has served as a course assistant (CA) for most classes in the reacting gas dynamics series, and his pedagogical approach emphasizes active learning and group work to build transferable problem solving skills. Starting in Jan. 2021, Jesse also serves as a co-instructor of the CA training for the mechanical engineering department. In both his CA training and graduate teaching consultant roles, Jesse hopes to support graduate students in developing their own pedagogical approaches, while advocating for inclusive, accessible, affordable, and learner-centered teaching strategies. Jesse grew up in Iowa, spends his free time reading, cooking, running, and skiing, and recently became a wedding officiant.

JIWON LEE KIM

Jiwon Kim

Jiwon Lee Kim is a PhD candidate in the political science department. Her research focuses on the political legacies of ethnic conflict, specifically looking at post-conflict elections in ethnically divided societies. Starting with fieldwork research in Yangon and Chiang Mai, she has pursued an in-depth study into Myanmar’s civil war and ethnic politics. During her program, she has assisted teaching for three undergraduate courses in political science. In her teaching, she is committed to making an encouraging and engaging learning environment for students from all backgrounds. She values interpersonal relationships and believes in the importance of good teaching and mentorship. She has shadowed a professor at San Jose State University through the Preparing Future Professors program at Stanford. She is from Seoul, South Korea and enjoys meeting people from different cultural backgrounds.