Transgender and gender-expansive students at Stanford deserve acknowledgement, and especially so in classes that blithely slap “gender” on their course name and fail to critically do the concept justice. As a campus, Stanford must move beyond perception of transgender and gender-expansive people as exotic, overly complex, or unrelatable.
Stanford’s faculty and Silicon Valley are inseparably intertwined. Some have criticized this sort of revolving door between Stanford faculty and technology industry leaders as being detrimental to the purity of academia at Stanford.
For Fishkin and other women in academia, however, balancing work and family life is an act that extends far beyond accruing degrees.
At a Faculty Senate meeting last November, the co-chairs of SUES (the Study of Undergraduate Education at Stanford) presented a draft document proposing three broad and overlapping aims of a Stanford education: first, the acquisition and creation of knowledge; second, developing intellectual and practical skills; and third, helping equip students to live creative, responsible and reflective lives…
This week, Shelley Gao weighs the benefits and drawbacks of investing in interdisciplinary programs.