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2021-2022 LIT Fellow Profiles

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Leadership in Inclusive Teaching Fellows

We are pleased to introduce the 2021–2022 Leadership in Inclusive Teaching Fellows.

LIT Fellows initiate a project during each academic year to support inclusive teaching and equitable outcomes for all students, as outlined in the IDEAL initiative.

Julie Cachia (Psychology) Dory DeWeese (Chemistry)
Kayla Good (Psychology) Kevin Griffin (Mechanical Engineering)
Candice Kim (Medicine & Education) Angela Lee (Communications)
Lloyd May (Music Technology) Callan Monette (Bioengineering)
Cheyenne Payne (Biology) Alexis Seymour (Bioengineering)
Jesse Streicher (Mechanical Engineering) Katherine Whatley (East Asian Languages & Culture)
Leighton Wan (Bioengineering) Yechen Zhao (Art & Art History)

Julie Cachia | Department of Psychology

Julie Cachia (she/her) is a fourth-year Ph.D. student in the Psychology Department. Her experiences growing up in France and Japan inspired her interest in culture and its role in people’s social and emotional lives. Her research centers around cultural differences in how people ideally want to feel, and how these affective preferences shape conceptions and experiences of close relationships. 

Her own teaching experience has taught her that taking deliberate steps to make students feel heard, valued, and included can deepen their engagement and foster communal learning—both of which make teaching a more rewarding experience. She is looking forward to connecting with the other LIT Fellows and learning from their approaches to teaching.

For her LIT project, Julie will work with Kayla Good to develop and implement quarterly teaching workshops that revolve around inclusive and equitable teaching practices. 

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Dory DeWeese | Department of Chemistry

Dory DeWeese (she/her) is a fourth-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 LIT 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.

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Kayla Good | Department of Psychology

Kayla Good (she/her) is a third-year PhD student in the Developmental area of the Psychology Department. Her research focuses on metatheories, or perceptions of others’ growth and fixed mindsets. In particular, she is interested in how we form these metatheories and how they interact with our own mindsets to shape our goals and behavior in educational contexts.

Kayla’s interests were inspired by her experience teaching STEM subjects across a variety of age groups (from elementary schoolers to college students). Through these experiences, she learned just how critical inclusive teaching approaches are for ensuring that students benefit equally from opportunities to learn and engage in the classroom. She is excited to learn from the other LIT Fellows about their own approaches to inclusive teaching.

For her LIT project, Kayla will be working with Julie Cachia to design and carry out inclusive teaching trainings for new TAs in the Psychology department.

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Kevin Griffin | Department of Mechanical Engineering

Kevin Griffin (he/him) is a fifth year PhD student in the mechanical engineering department. He develops computer simulation tools for predicting the flow of gases and liquids. One application of these tools is the design of cleaner, safer, and faster airplanes.

Kevin believes that diversity enhances the potential for learning, and inclusion taps it. As members of a classroom we collectively possess a multitude of perspectives, which are informed by our prior experiences. Appreciating these differences helps us reach out for help, support each other, and participate, and this is how we contribute our unique perspectives.

As a LIT fellow, Kevin is working with Jesse to adapt the ME TA training class to add inclusive, accessible, affordable, and learner-centered teaching strategies, document support resources for TAs and their students, and connect the ME TA community.

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Candice Kim | School of Medicine & Graduate School of Education

Candice Kim, MS (she/they) is a 6th-year MD/PhD in Education student. Their research focuses on how to improve training of future healthcare providers to care for patients from marginalized communities. Previously, they earned their BS and MS in biology from Stanford and conducted research in cancer biology and regenerative medicine. They have extensive experience developing curricula for myriad target populations, including K12, community college, undergraduate, graduate/professional students, and faculty. Last year as a MinT fellow, they developed the Biology in Solidarity (BIS) Series, an inclusive pedagogy workshop series for biology PhD students.

They will expand the BIS Series this year in collaboration with LIT fellow Cheyenne Payne. They believe inclusive teaching is essential to ensure that Stanford is an empowering learning community for each and every student. In addition to being a LIT fellow, they are also a Lead Learning Consultant and Academic Coach through CTL's Academic Skills Program.

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Angela Lee | Department of Communication

Angela Lee (she/her) is a third-year PhD student in the Department of Communication. She is a part of the Social Media Lab where she studies the psychology of technology and designs interventions to address real-world problems that threaten our personal and collective well-being, such as disinformation and problematic social media use.

Her LIT Fellows project is the Teaching Pad, a collaborative “office hours” for graduate student instructors to drop in, learn about, and try implementing inclusive teaching strategies to be used in their classes and sections. The emphasis of the Teaching Pad is to create a space for graduate educators to have hands-on practice with pedagogy in a supportive environment.

Inclusive teaching is important to her because she strongly believes that creating a richer, more meaningful learning experience for students from all backgrounds will enhance students’ sense of belonging at Stanford and learning outcomes. 

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Lloyd May | Center for Computer Research in Music and Acoustics

Lloyd May (He/Him) is a 2nd-year Ph.D. Student in Music Technology at Stanford's Center for Computer Research in Music and Acoustics with a research focus on accessibility, design, and interaction.

His LIT Fellows project involves creating and compiling strategies for more effectively assisting students from diverse academic backgrounds in identifying points for improvement in their base of prerequisite and assumed knowledge. One such strategy is using a skill tree to visualize class concepts and their dependency on pre-requisite knowledge in order to quickly and accurately target possible knowledge gaps. 

Lloyd was born and raised in Carletonville, a small mining town in central South Africa, and enjoys making and playing digital games. 

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Callan Monette | Department of Bioengineering

Callan Monette (she/her/hers) is a third-year Ph.D. candidate in Bioengineering. She works in the Fan Yang Lab developing tissue-engineered 3D cancer models. Within and beyond the lab, she is passionate about science education, outreach, and communication.

Callan believes that communicating science in an accessible and equitable way is an essential skill and responsibility for every scientist, and she is committed to building these skills and creating training opportunities for scientists and engineers at every experience level to practice and value inclusive pedagogy. In addition to her work with LIT, Callan is a graduate teaching consultant with the Center for Teaching and Learning, a co-coordinator of the Bioengineering TA program, and a member of the American Society for Engineering Education (ASEE) Stanford Chapter.

As a LIT fellow, she is working with Alexis and Leighton to implement a Bioengineering TA training course with a focus on inclusive and equitable teaching practices

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Cheyenne Payne | Department of Biology

Cheyenne Payne (she/her) is a fourth year PhD student on the Ecology & Evolution track of the Stanford Biology program. She works with Prof. Molly Schumer to study the impacts of hybridization on the genetics and evolution of ecological traits, such as thermal tolerance, in freshwater fishes. She is passionate about cultivating healthy learning spaces within biology, where students of all identities and backgrounds feel welcome and can thrive in their study of the biological sciences.

To this effect, she is excited to further develop the Biology in Solidarity workshop series with fellow LIT fellow Candice Kim, who designed and implemented this set of workshops to teach inclusive and equitable teaching practices for Biology TAs and student mentors. In her spare time, Cheyenne enjoys tending to her pet rats, freshwater shrimps, and jungle of houseplants.

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Alexis Seymour | Department of Bioengineering

Alexis Seymour (she/her/hers) is a sixth-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 continuing to work with a team of LIT Fellows to instruct and further improve a TA-centered training course focused on promoting equitable teaching practices in STEM education through practical skill-building, discussion, and guided reflection.

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Jesse Streicher | Department of Mechanical Engineering

Jesse Streicher (he/him) is a sixth-year Ph.D. candidate in mechanical engineering (ME) who researches air chemistry at temperatures up to three times the surface temperature of the sun. In the ME department, he has taught a variety of classes in the reacting gas dynamics series and co-instructs the ME TA training class with Kevin Griffin.

Jesse believes that diverse and inclusive engineering teams are crucial for developing new technologies that are accessible, ethical, and anti-racist. Fostering these teams requires inclusive teaching strategies that encourage equitable outcomes for all engineering students.

As a LIT fellow, he is working with Kevin to adapt the ME TA training class to add inclusive, accessible, affordable, and learner-centered teaching strategies, document support resources for TAs and their students, and connect the ME TA community.

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Katherine Whatley | Department of East Asian Languages and Culture

Katherine Whatley (she/hers) is a third year in East Asian Languages and Cultures, studying premodern Japanese literature.  Her work examines the intersection of gender and music, and transcultural interactions between Japan and East Asia. In addition, as a performer of the koto (transverse Japanese zither) her work is transdisciplinary: combining literary analysis, performance, and study of material and musical culture.

She believes as a graduate student she has the responsibility in and outside the classroom and in her research to creating more a equitable, open and politically and community engaged academy.

As a LIT fellow, Katherine will be facilitating a series of peer-to-peer anti-racist and anti-oppressive teaching workshops for East Asian Studies. She hopes to create a space for graduate students to explore politically conscious teaching strategies,  leading to materials for other area studies programs to use to facilitate their own workshops.

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Leighton Wan | Department of Bioengineering

Leighton Wan is a fifth year PhD 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.

As a LIT Fellow, Leighton is working with Alexis Seymour and Callan Monette on refining a pedagogy course (BIOE 296) piloted in the previous year for engineering teaching assistants (TAs) to teach skills and best practices for promoting inclusive and equitable teaching. The course not only provides TAs basic skills and knowledge for teaching, but also give TAs practice with the techniques to support students in their own classrooms.

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.

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Yechen Zhao | Department of Art and Art History

Yechen Zhao (he/him) is a sixth year PhD student in the Department of Art and Art History (AAH). His research focuses on the processes of racialization underlying the definition and redefinition of artistic value across twentieth-century America. His dissertation examines this topic through the changes in photography's artistic, economic, and legal value in late 1960s and 1970's America.

His project this year organizes a series of three workshops that develop inclusive and equitable teaching practices for all TAs in AAH. Each workshop will not only familiarize new TAs with concrete techniques from upper-level students, but also serve as laboratories for new teaching strategies that are attentive to students' diverse backgrounds and experiences. Having benefited greatly from his own teachers and teaching assistants' pursuit of diverse and equitable education, he is grateful for this opportunity to reshape how art history is taught.

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