2020–2021 MinT Fellow Profiles
We are pleased to introduce the 2020–2021 Mentors-in-Teaching (MinT) Fellows.
MinT Fellows initiate a project during each academic year to support inclusive teaching and equitable outcomes for all students, as outlined in the IDEAL initiative.
|Dory DeWeese (Chemistry)||Jamie Fine (Modern Thought & Literature)|
|Kristin Keane (Education)||Candice Kim (Medicine & Education)|
|Miriam Leshin (Education)||Sophie Libkind (Mathematics)|
|Callan Monette (Bioengineering)||Stephanie Robillard (Education)|
|Kiara Sanchez (Psychology)||Giulia Scagliotti (Structural Engineering)|
|Alexis Seymour (Bioengineering)||Lauren Sukin (Political Science)|
|Leighton Wan (Bioengineering)|
Dory DeWeese | Department of Chemistry
Dory DeWeese (she/her) is a third-year Ph.D. student in the Department of Chemistry. She is a member of the Solomon lab, where she utilizes magnetic-based spectroscopies to study the geometric and electronic structure of iron-containing metalloenzymes to lend insight into their mechanism of reaction.
Inclusive teaching and working towards equitable outcomes in education is incredibly important to Dory, as education is synonymous to access to resources and quality of life, and providing quality education for all is of the upmost importance.
Dory’s MinT Fellows project, STEMentors, is a peer mentoring program for incoming FLI and URM freshman/frosh in the introductory general chemistry course CHEM 31A. This program matches mentees with mentors and mentorship groups to provide structured academic and social support by both their peers and a mentor.
Jamie Fine | Modern Thought and Literature
Jamie Fine, J.D., M.F.A. (she/her) is a fourth-year Ph.D. candidate in the Modern Thought and Literature program, with a minor in Feminist, Gender, and Sexuality Studies. Her research investigates the ways law is transposed to adolescent readers via contemporary young adult literature and graphic narratives. In her spare time, she enjoys all things YA Lit and comics, spending time with friends, hiking, and yoga.
As a MinT Fellow, Jamie is planning a TA training course that incorporates academic ethics generally, as well as conversations specifically on Stanford’s own Honor Code and Fundamental Standard. In doing so, she hopes to create a space for future faculty to contemplate academic ethics in their teaching practices here at Stanford and beyond. This project builds on Jamie’s experiences working with the Stanford Board on Judicial Affairs, Office of Community Standards, and in her current ASSU role as the Director of Integrity and Honor Code Reform.
Kristin Keane | Graduate School of Education
Kristin Keane (she/her/hers) is a fourth-year doctoral candidate in the Stanford Graduate School of Education studying early literacy, teacher learning, and the use of multi-modal and critical literacies to drive equity-centered pedagogies in classrooms. She has a background in childhood literacy instruction and development, teacher coaching and mentoring, and design of district and school learning networks.
A former classroom teacher and Stanford Teacher Education Program instructor, Kristin believes classrooms organized and centered around inclusive and equitable practices fosters deeper, more meaningful senses of belonging, engagement and learning for all students.
Her MinT Fellows project includes a series of workshops focused on helping instructors bridge Universal Design for Learning and Understanding by Design approaches to better develop classrooms responsive to individual difference through goal selection, teaching methods, assessments and materials.
Candice Kim | School of Medicine & Graduate School of Education
Candice Kim, M.S. (she/they) is a fifth-year M.D./Ph.D. in Education student. Her research focuses on how to better assess and teach expert clinical decision-making to medical trainees. She is passionate about designing and assessing curricula in social justice to train the future generation of physicians to be humanistic, culturally responsive healthcare providers. Before starting her M.D./Ph.D. program, she earned her bachelors and masters degrees in biology from Stanford University, and has conducted research in cancer biology and regenerative medicine. She has previously developed curricula for students ranging from undergraduates to advanced high school students to underrepresented minority community college students.
She believes inclusive teaching is essential to achieving equitable outcomes in higher education and uplifting marginalized communities.
As a MinT Fellow, she will be collaborating with Dr. Jamie Imam to identify best practices for TA training courses in STEM and improve inclusive teaching practices in the Department of Biology.
Miriam Leshin | Graduate School of Education
Miriam Leshin (she/her) is a third-year doctoral student in the Graduate School of Education, studying Race, Inequality, and Language in Education (RILE) and Curriculum and Teacher Education, with a focus in Mathematics Education. Inspired by eight years teaching middle school mathematics in Boston, MA, and Oakland, CA, Miriam’s research explores the possibilities and limitations of equity-based pedagogies in K-12 mathematics classrooms. She holds a Single Subject Teaching Credential in Mathematics (grades 6-12), an M.A. in Education from Mills College, and a B.A. in African American Studies from Wesleyan University.
Miriam is excited to co-facilitate a four-part workshop series, which will focus explicitly on supporting Teaching Assistants with developing a culture of learning in their zoom classrooms.
Miriam hopes that this workshop series—as well as her research—will help to promote inclusive teaching practices within the university and beyond, towards the broader goal of eliminating educational inequities.
Sophie Libkind | Department of Mathematics
Sophie Libkind (she/her/hers) is a third-year Ph.D. student in Mathematics. She studies dynamical systems using the tools of algebraic topology and category theory. Before beginning her Ph.D., Sophie taught Computer Science at the Girls’ Middle School. There, her fellow teachers gave her the confidence and companionship to ask for help and try new things.
Sophie looks forward to emphasizing inclusive and equitable teaching practices because they foster students' sense of belonging and joy and challenge students’ preconceived notions of what it means to “be a math person.”
As a MinT fellow, Sophie is launching a TA practicum for graduate students to develop those crucial relationships with other educators. Each quarter a small cohort will develop, implement, and refine concrete classroom practices that focus on active engagement in the classroom and attentiveness to the complex identities of students and how they affect learning.
Callan Monette | Department of Bioengineering
Callan Monette (she/her/hers) is a second-year student in the Bioengineering Ph.D. program. She works in the Fan Yang Lab studying tissue-engineered cancer models. In addition to her work in the lab, Callan is passionate about science education, outreach, and communication.
Callan believes that communicating science in an equitable, accessible way is an essential skill and responsibility for every scientist, and she is excited to build these skills alongside the members of her program! In addition to her work with MinT, Callan is an officer with the Stanford chapter of the American Society for Engineering Education (ASEE), where she works to plan events and foster community discussions related to effective and inclusive engineering pedagogy.
As a MinT fellow, she is working with Alexis and Leighton to build a Bioengineering TA training course with a focus on inclusive and anti-racist teaching practices.
Stephanie Robillard | Graduate School of Education
Stephanie Robillard (she/her) is a third-year Ph.D. student in the Graduate School of Education, in Race Inequality and Language in Education (RILE) with a focus on Teacher Education. Stephanie’s years spent teaching in education has shaped her research interests, which center on the ways in which conversations around racism, white supremacy, and inequality are navigated in classroom spaces. Her interests in community based research revolve around just practices in researching the educational experiences of margin. Before studying at Stanford, Stephanie served as a middle school librarian and also as a lecturer in the School of Education at UC Berkeley, where she earned her Master’s Degree in Education.
Stephanie will co-facilitate a four-part workshop series focusing explicitly on supporting Teaching Assistants with developing a culture of learning in their zoom environments. This series aligns with her values in equitable teaching practices that have been developed throughout her career.
Kiara Sanchez | Department of Psychology
Kiara Sanchez (she/her) is a fifth-year Ph.D. student in the Psychology Department. She is from Laredo, TX. Her research focuses on how people from different racial groups discuss race-related experiences with each other, and how to help people have more productive and meaningful conversations about race.
Kiara’s teaching is guided by educator and philosopher Paulo Freire’s view that, “there’s no such thing as neutral education.” She is committed to inclusive teaching because she believes that, beyond admitting a diverse student body, institutions must continuously work to center and value student voices that have been historically marginalized in higher education.
For her MinT project, Kiara will develop and evaluate a TA training that focuses on inclusive and equitable teaching practices for all new TAs in her department.
Alexis Seymour | Department of Bioengineering
Alexis Seymour (she/her/hers) is a fifth-year Ph.D. student in the Bioengineering department. Through her research, Alexis seeks to develop tunable biomaterial inks that expand the biological utility of current materials used for 3D bioprinting, with a focus on engineering in vitro vascular networks.
Away from the bench, Alexis pursues opportunities to promote greater empathy and equity in teaching and learning interactions, including those in the classroom, the laboratory, and beyond. She believes that every voice has value and that all learners should be provided opportunities to engage in ways that allow them to bring their whole self to the discussion.
This year, Alexis is working with a team of MinT Fellows to develop and implement a TA-centered training course focused on promoting equitable teaching practices in STEM education through practical skill-building, discussion, and guided reflection.
Lauren Sukin | Department of Political Science
Lauren Sukin (she/her) is a fifth-year Ph.D. candidate in Stanford University’s Department of Political Science. She studies international security, with particular interest in the role of nuclear weapons in international politics. Her dissertation examines the effects of demonstrations of resolve in nuclear crisis escalation, focusing on these dynamics in the context of U.S. extended deterrence on the Korean Peninsula. In other projects, she studies strategies of nuclear nonproliferation, public support for conventional, cyber, and nuclear operations, and the legal regime governing the use of military force, among other topics.
She has a passion for pedagogy and finds joy in helping students see politics in a new light.
As a MinT fellow, Lauren is spearheading training for virtual teaching in the Department of Political Science, emphasizing inclusive and active teaching techniques that integrate a variety of innovative technological tools and platforms.
Leighton Wan | Department of Bioengineering
Leighton Wan is a fourth-year Ph.D. student in the Department of Bioengineering and uses he/him pronouns. His research focuses on using a combination of high-throughput screening and machine learning for the discovery of DNA aptamers, a type of synthetic affinity reagent with applications as biosensors.
Leighton hopes to promote inclusive teaching and equitable outcomes so that students of diverse backgrounds and circumstances are able to effectively learn and thrive during their studies at Stanford.
As a MinT Fellow, Leighton is working with Alexis Seymour and Callan Monette on developing a pedagogy course for engineering teaching assistants (TAs) to teach skills and best practices for promoting inclusive and equitable teaching. The course will not only provide TAs basic skills and knowledge for teaching but also inform TAs about more techniques and the best practices to in turn support students in their own classrooms.