I oversee School initiatives to support undergraduates, doctoral students, and faculty in the humanities, arts, and social sciences. Some of my priorities include:• Increasing the number of undergraduate majors in humanities and social sciences and ensuring that all of our students, regardless of focus, engage meaningfully with these subjects during their time at Stanford.• Increasing the visibility of the humanities and social sciences in Stanford's tech-oriented public image. • Developing an infrastructure to help our humanities and social science scholars reach a broad range of non-academic audiences with their research.• Building programs to help our liberal arts majors navigate the transition to a career—and to address fears that these degrees lead to dead-end jobs. • Creating programs to help our PhD students find careers outside the academy, in response to the crisis in the academic job market.

I oversee School initiatives to increase engagement in the humanities and arts. These fall into four major groups:• Raising the profile of the humanities in Stanford's public image. Encouraging more high school students with humanistic interests to apply.• Collaborating with faculty to develop and promote engaging introductory classes.• Building career exploration resources for majors to alleviate their anxieties about the job market. • Designing programs to help our humanities PhD students find careers outside the academy, in response to the crisis in the academic job market.In addition, I collaborate closely with many different offices across campus—from admissions, to undergraduate advising, to career services—to ensure effective coordination in a decentralized university.

• Counseled twelve students on academic and personal issues during their freshmen and sophomore years.

• Facilitated small group student course evaluations and provided teaching consultations to faculty.• Interviewed forty faculty across all disciplines about their teaching needs and represented their concerns to the administration.• Co-wrote Stanford's application to the New York State Board of Education for permission to operate an undergraduate experiential learning program in NYC.• Developed online pedagogical resources for instructors.• Helped develop an interdisciplinary earth systems curriculum.

• Taught eight introductory freshman seminars on European and Latin American history, music, bioethics, technology and society, and media studies. Coached students individually on writing and study skills in one-on-one tutorials. Earned high student evaluations.• Served on the IHUM/Thinking Matters Governance Board from 2011–2013. Developed learning goals, evaluated course proposals, and advised faculty on adapting courses to meet program aims.• Led two teaching teams: collaborated with faculty on course design, set agendas, chaired meetings, and mediated between faculty, postdocs, and the administration.• Served as technical coordinator for two teams. Maintained course websites, created online resources, and assisted faculty with classroom technology.

• Published one journal article and presented three conference papers on the history of science education during the French Enlightenment.

• Organized four major interdisciplinary academic conferences in media studies.• Created a bi-weekly workshop to strengthen faculty and student connections across departments.

• Taught discussion sections for four undergraduate courses on history, history of science, politics, and rhetoric.• Supervised three independent undergraduate research papers in history.