SHEG is a collaboration among many people: full-time staff, graduate student RAs, practicing teachers, and undergraduate volunteers and interns. SHEG sponsors an ongoing research group for students across the university interested in issues of how history is taught and learned. We also host visiting scholars whose work addresses issues of historical understanding and history education.
Joel Breakstone directs the Stanford History Education Group. He received his Ph.D. from the Stanford Graduate School of Education. Along with Mark Smith and Sam Wineburg, he led the development of SHEG's assessment website, Beyond the Bubble. He received the Larry Metcalf Exemplary Dissertation Award from the National Council for the Social Studies in 2014. He holds a B.A. in history from Brown University and a M.A. in Liberal Studies from Dartmouth College. After college, he taught high school history in Thetford, Vermont. His research focuses on how teachers use assessment data to inform instruction.
Brad Fogo is an Assistant Professor of Education at San Francisco State University, where he teaches new history/social science teachers. He was previously the director of curriculum and professional development for SHEG. He now serves as a curriculum and professional development consultant to SHEG. A public school history teacher for nine years, he holds a Ph.D. in Curriculum and Teacher Education from Stanford. He has been involved in the research and development of several SHEG projects and has worked with teachers throughout the country with the Reading Like A Historian curriculum. His B.A. in history is from the University of Wisconsin-Madison, and he holds an M.A. in history from the University of Montana. His dissertation, a history of the California history standards, was awarded the Outstanding Dissertation Prize for 2010 from Phi Delta Kappa, the national honor society in education.
Darby Kerr is SHEG’s program associate. She graduated from Seattle University with a B.A. in History in 2015. Darby has previously worked at Stanford’s Graduate School of Education as an administrative assistant. In her free time she enjoys traveling and discovering art museums that have no entry fees.
Sarah McGrew is an Assistant Professor at the University of Maryland. She received her Ph.D. from the Stanford Graduate School of Education. She previously co-directed SHEG's Civic Online Reasoning project. She now serves as a researcher and professional development consultant on SHEG projects. She grew up in Michigan and earned a B.A. in Political Science and Education from Swarthmore College before completing the Stanford Teacher Education Program. After STEP, she taught world history in Washington, D.C., for five years.
Teresa Ortega is SHEG’s assistant director of curriculum and operations. She collaborates on SHEG’s research studies, history curriculum and assessments, and civic online reasoning curriculum and assessments. She holds a B.A. and a M.A. in history from Stanford.
Mark Smith is SHEG's Director of Assessment. Along with colleagues Joel Breakstone and Sam Wineburg, he led the development of SHEG's assessment website, Beyond the Bubble. He received a Ph.D. from the Stanford Graduate School of Education in 2014 and also holds a M.A.T. in secondary social studies education from the University of Iowa and a B.A. in history and political science from the University of Northern Iowa. Previously, he taught high school social studies in Cedar Rapids, Iowa; Plano, Texas; and Palo Alto, California. His research is focused on K-12 history assessment, particularly on issues of validity and generalizability.
Sam Wineburg, the Margaret Jacks Professor of Education and of History (by courtesy), is the founder and Executive Director of the Stanford History Education Group and Stanford's Ph.D. program in History Education. He also oversees the M.A. program for future history teachers. His scholarship has been featured in the New York Times, the Washington Post, USA Today, the New Yorker, and on NPR and C-SPAN. In 2003 his book, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past, received the Frederic W. Ness Award from the Association of American Colleges and Universities for the most important contribution to "improvement of Liberal Education and understanding the Liberal Arts." In 2007 he was awarded the American Historical Association's William Gilbert Prize for distinguished scholarship on the teaching of history as well as being named a Distinguished Lecturer by the Organization of American Historians. In his spare moments, he puts on a toolbelt and refurbishes old houses.
Sandra Welch earned her B.A. from Lafayette College with a double major in Government & Law and English with a Theater Concentration in 2006. One year later, Sandra graduated from the University of Pennsylvania with an M.S.Ed in social studies education. Sandra taught in Philadelphia’s public schools for the past decade as an English and history teacher. She is currently a Ph.D. student in the Stanford Graduate School of Education’s Curriculum and Teacher Education Program in Social Studies. Outside of academia, Sandra sings in her church choir and is certified to teach yoga and Zumba.
Devon Burger is an undergraduate studying history, education, and German. She spent a summer working in Educational Outreach at the Library of Congress, where she was introduced to the Teaching with Primary Sources Program. Upon returning to Stanford, she joined SHEG to continue working in history education. After graduation, she hopes to teach high school history. In her spare time, she enjoys hiking, reading, and traveling.
Will Colglazier graduated from the University of Virginia with a B.A. in history and economics. He earned his Master of Arts in Teaching at Stanford’s Teacher Education Program. Since then, he has taught U.S. history at a Bay Area high school for six years, as well as coached girls’ soccer. In 2014 he began co-teaching the course in Curriculum and Instruction in History and Social Science for STEP. When Will is not thinking historically, he enjoys training for triathlons and getting into trouble with his toddler son.
Daniel Immerwahr earned his Ph.D. in history from the University of California, Berkeley. He received a B.A. from Columbia University and then traveled to England on a Marshall Scholarship to study history at King's College, Cambridge. He has taught college courses at Berkeley and at San Quentin State Prison. His dissertation examined U.S. attempts to develop the Third World after WWII. He joined the history department at Northwestern University in 2012. His article, "The Fact/Narrative Distinction and Student Examinations in History,” appeared in The History Teacher, 41 (2008).
Monica Marin is SHEG’s Spanish curriculum translator. She grew up in Santiago and earned a B.A. in History from the Catholic University of Chile in 2005 and a Master’s Degree in School Leadership and Administration from the University of Barcelona/IL3 in 2014. Throughout her career, Monica has taught Spanish Language Arts and History in a variety of places, including New York City, Tanzania, the Dominican Republic, and Mexico. In addition to her work with SHEG, Monica currently is an IB Humanities and Spanish Language and Literature teacher at Del Mar Academy, an international school in the Pacific Coast of Costa Rica.
Valerie Ziegler teaches U.S. history, economics, and AP U.S. politics and government at Abraham Lincoln High School in San Francisco. She served for three years as the chair of the social studies department and is currently a team teacher in the Teacher and Green Academies. She received a B.S. in Business Administration from Indiana University and a M.A. in Education Technology from the University of San Francisco. In 2008, she piloted the first version of the Reading Like a Historian curriculum and continues to be involved in the development process for new curriculum and assessments. She has also led efforts to provide professional development for other SFUSD teachers in using the RLH approach. In 2010, she was named one of five California Teachers of the Year and the Gilder Lehrman California History Teacher of the Year.
Nadav Ziv is an undergraduate studying international relations and a research assistant for SHEG. Nadav writes for the Stanford Daily and is a member of its editorial board, works as an Oral Communication Tutor at the Hume Center for Writing and Speaking, and is involved with Stanford’s Jewish Student Association. As a freshman, he received a Boothe Prize honorable mention for excellence in first-year writing. In his free time, Nadav enjoys reading and playing classical guitar.
Adam Franklin earned an M.A. in 2017 in the Learning, Design, and Technology program at Stanford’s Graduate School of Education. Originally from Chicago, he attended Vanderbilt University, where he earned a B.A. in history and secondary education as well as a teaching certification from the Peabody School of Education. Previously, he taught high school history, government, and economics and coached varsity soccer in Houston. He is interested in creating and expanding access to high quality resources for teaching critical thinking in social studies classrooms. He enjoys playing soccer, reading about ancient Rome, and watching old noir movies.
Magdalena H. Gross is Assistant Professor of Social Studies and Curriculum Theory at University of Maryland, College Park. She worked previously as the Director of Social Studies Education and a Lecturer in Education at Brown University. She completed her Ph.D. from the Stanford University Graduate School of Education in 2014. She holds a B.A. from the University of Chicago and an M.A. in teaching from Dominican University. She taught eighth grade history on Chicago's South Side for two years, and later became a teacher coach and program director for Teach for America. Magda is interested in the intersection between historical memory and the history curriculum in Poland. In her free time, Magda enjoys running and painting urban arts murals.
Jonah Hassenfeld is the Director of Curriculum at the Gann Academy in Waltham, Massachusetts. After receiving his B.A. in Philosophy from Columbia University, Jonah taught middle school English for one year in New York City. He then taught high school European History and Philosophy for four years in Massachusetts. He completed his Ph.D. from the Stanford University Graduate School of Education in 2016.
Julie Park Haubner is a researcher at UCLA-CRESST (National Center for Research on Evaluation, Standards, and Student Testing) specializing in implementation of formative assessment and evaluation of instructional programs. She holds an A.B. in Classics and an Ed.M. in Language and Literacy from Harvard and a Ph.D. in Curriculum and Teacher Education from Stanford. She is a National Board Certified Teacher in English Language Arts. For six years, Julie was a K-8 teacher and literacy specialist in Massachusetts, California, and Washington state.
Brian Johnsrud is the group manager of core academic content for Khan Academy. Previously, he was a social science research associate at Stanford's Center for Spatial and Textual Analysis (CESTA), where he co-directed the Poetic Media Lab, which researches how people engage with narratives across media in the 21st century. He also directed the Stanford digital humanities Graduate Research Fellows Program. Brian has built a number of digital tools for enhanced learning, such as Lacuna (www.lacunastories.com), a digital annotation platform that allows students and instructors to annotate course materials and engage in collaborative, social discussion on texts. His research also used tools like eye-tracking and annotation to study the reception of contemporary literature. Brian's research focuses on the use of the past in contemporary decision-making, and his PhD dissertation looked at the role of Crusader rhetoric in the U.S. and the Middle East after 9/11.
Rob Lucas is a curriculum designer and educational technologist living in Durham, North Carolina. He holds a Ph.D. in education from Stanford University as well as an A.B. and M.Ed. from Harvard University. He was a middle school social studies teacher and then taught social studies methods at the college level, both in eastern North Carolina. He is the author of People Need to Know: Confronting History in the Heartland.
Daisy Martin earned her Ph.D. in curriculum and teacher education in history/social science from Stanford University, her M.A. in education from UC Berkeley, and her B.A. in history and philosophy from the University of Michigan. A founding member of the Stanford History Education Group, Daisy has been a history teacher and teacher educator. She has led professional development workshops for the National Parks Service, the Woodrow Wilson National Fellowship Foundation, the Martin Luther King, Jr. Papers Project, and Stanford's Summer Teaching Institute. She lives in Santa Cruz with her husband, two daughters, and two cats, and is currently trying to establish a running routine.
Jolie Matthews is an Assistant Professor of Learning Sciences at Northwestern University. She received her Ph.D. from the Stanford Graduate School of Education in 2014, her Master of Professional Writing degree from USC, and her B.A. magna cum laude from New York University. Her focus is exploring the ways popular culture and new media technology shape historical consciousness, as well as how creative projects and online communities can enhance critical thinking in the classroom. She has interned at Showtime Networks, the Penguin Group, and Carol Mann Literacy Agency. She loves speculative fiction, classical music, and good movies.
Chauncey Monte-Sano is an associate professor of history and social studies education at the University of Michigan. She holds a B.A. in American Studies from Yale and a Ph.D. from Stanford, where she was the first graduate of the re-constituted Ph.D. program in History Education. With Daisy Martin and Sam Wineburg, Chauncey was a founding member of the Stanford History Education Group. Her 2007 dissertation won the Larry Metcalf Award from the National Council of the Social Studies. Her scholarship has appeared in the Journal of American History, the American Educational Research Journal, Theory and Research in Social Education, Phi Delta Kappan, Journal of Learning Sciences, and Curriculum Inquiry.
Adam Nilsen is the Head of Education and Interpretation at the Phoebe A. Hearst Museum of Anthropology. He received his Ph.D. from Stanford’s Graduate School of Education in 2015 in Learning Sciences and Technology Design. He holds a B.A. from Stanford and an M.A. from New York University in Anthropology. His professional background is in museum education. As a researcher at the Oakland Museum of California, he curated exhibits with themes including migrant labor history, LGBTQ history, and Californians’ recollections of the 1960s and 1970s. His research has focused on how people connect to stories of others through empathy and perspective taking. His other interests include long walks and vegan culinary experimentation.
Celine Oon earned a B.A. in history from the National University of Singapore and an M.A. in Curriculum Studies and Teacher Education from Stanford. She began her teaching career as a high school history teacher, where she taught for six years and headed the Leadership and Student Development department. Currently, she is a curriculum-planning officer in Singapore’s Ministry of Education. Celine is interested in students’ development of historical understanding and the role of inquiry and assessment in this process.
Abby Reisman is an Assistant Professor of Teacher Education at the Graduate School of Education at the University of Pennsylvania. She was formerly a visiting assistant professor at Teachers College, Columbia University and before that an Analyst at the National Center for Research on Evaluation, Standards, Student Testing (CRESST) at UCLA. She was the Project Director for "Reading Like a Historian" in San Francisco, the first extended history curriculum intervention in urban high schools. Her 2011 dissertation won the Larry Metcalf Award from the National Council of the Social Studies, and an article that emerged from this dissertation won the 2013 William Gilbert Award from the American Historical Association. She holds a B.A. in history from Brown University and taught high school humanities at the Institute for Collaborative Education in New York City. Her work has appeared in Cognition and Instruction (2012), the Journal of Curriculum Studies (2012), and Teachers College Record (2015).
Dr. Maribel Santiago is an Assistant Professor of Justice and Teacher Education at the University of Washington and a 2019 National Academy of Education/Spencer Postdoctoral Fellow. She specializes in the teaching and learning of race/ethnicity in K–12 history. Her work centers on the production and consumption of Latinx social studies: what students, policy makers, and educators learn about Latinx communities and how they conceptualize Latinx experiences. Dr. Santiago is part of an emerging collective of social studies education scholars complicating notions of Latinidad that often omit Indigenous and Black Latinx histories. As part of this effort, Dr. Santiago leads the History TALLER (pronounced tah-yĕr) research group dedicated to exploring the Teaching and Learning of Language, Ethnicity, and Race (TALLER). Her work has been published in Cognition and Instruction, Teachers College Record, and Theory & Research in Social Education.
Jack is currently an Assistant Professor at University of Massachusetts Lowell. He holds an M.A. in History and a Ph.D. in Education from Stanford University, as well as a B.A. in Political Science from Haverford College. He is a former high school teacher, having worked with students in and around Philadelphia, and is also the founder of University Paideia—a pre-college program for underserved students in the San Francisco Bay Area. His research focuses on educational policymaking and school reform in the twentieth century, with a particular emphasis on efforts to promote equity. His most recent article, "Memory Test: A History of U.S. Citizenship Education and Examination," appears in Teachers College Record. His book, Excellence for All: How a New Breed of Reformers is Transforming America's Schools, was published by Vanderbilt University Press.
Chava Shane earned her B.A. and M.A. in history from the Hebrew University of Jerusalem. She taught high school history and has been involved in research and development of curriculum and educational initiatives in Israel. Chava is interested in the cognitive and social processes that influence the learning of the humanities and the relationship between academic learning and identity building. Her PhD dissertation, completed at the Hebrew University in 2011, focused on how Israeli high school students make sense of national and world history. She currently serves as Senior Vice President at Jerusalem's Shalem College.
Eric H. Shed received his Ph.D. in History Education in 2013. In 2015, he was named the first director of Harvard's new Teacher Fellows Program, a teacher education program for Harvard undergraduates. Formerly, he was the Director of Teacher Preparation in History/Social Studies at Brown University. He holds a B.A. in history from Wesleyan University. He taught high school social studies for eight years in New York City, where he was a methods instructor at New York University and worked with several City University of New York programs. At Stanford, he examined the role of media in history education, and in 2011 Eric was named a Stanford DARE (Diversifying Academia/Recruiting Excellence) fellow.
Luke Terra is the Director of Community Engaged Learning for the Center for Teaching and Learning of the Office of the Vice Provost for Undergraduate Education at Stanford University. He holds a Ph.D. and an M.A. from the Stanford University Graduate School of Education as well as a B.A. in history and a teaching license in secondary social studies from Colorado College. He taught high school world and U.S. history in Colorado Springs. Luke managed programs at the Center for Civic Education in Calabasas, California before returning to Stanford to begin his doctoral studies. He is interested in comparative civics and history instruction, particularly post-conflict societies and transitioning democracies. Luke enjoys cooking with his son and playing Frisbee with his daughter.
Sivan Zakai is the Sara S. Lee Assistant Professor of Jewish Education at the Hebrew Union College-Jewish Institute of Religion in Los Angeles and an affiliated scholar at the Jack, Joseph, and Morton Mandel Center for Studies in Jewish Education at Brandeis University. As Director of the Children's Learning About Israel Project, Dr. Zakai oversees the first longitudinal study of how American Jewish children think about Israel, and as Co-Director of Project Orli: Research and Leadership in Israel Education, she conducts research about the dilemmas of teaching that arise as educators teach Israeli, Palestinian, and U.S. history and current events. She received her Ph.D. in curriculum and teacher education from Stanford.
Björn Åstrand served from 2005-2011 as dean for Umeå School of Education at Umeå University, Sweden. After undergraduate studies at Uppsala University, he returned to northern Sweden to teach secondary school and to pursue doctoral work in history. His Ph.D. thesis, Torture and Painful Inquisition — Violence and Force in Late Medieval and Early Modern Swedish Jurisdiction, questioned one of the grand narratives of Swedish history through its combined use of traditional history together with legal history and history of ideas. More recently, Professor Åstrand turned his attention to teacher education. In 2007, he was appointed as expert to the Swedish government’s efforts to create a new model for teacher preparation. He has also chaired the European Network on Teacher Education Policy.
Yifat Ben-David Kolikant
Yifat Ben-David Kolikant is associate professor at the Hebrew University of Jerusalem, School of Education. She earned her Ph.D. at the Weizmann Institute of Science. She studies the interrelations among technology, schooling, and learning. Two current research projects include: "Teachers and Students: Two Learning Cultures?," studying the impact of students’ computer and Internet technology on their history classes, and "Doing History Together," where Israeli Jewish and Arab students collaborate in a Web-based environment to investigate their shared past of conflict. She enjoys hiking, theatre, and reading.
Ben-David Kolikant, Y. (2009). Digital students in a book-oriented school: Students’ perceptions of school and the usability of digital technology in schools, Educational Technology & Society, 12(2), 131–143
Ben-David Kolikant, Y. & Pollack, S. (2009). The asymmetrical influence of identity: a triadic interaction among Israeli Jews, Israeli Arabs, and historical texts, Journal of Curriculum Studies, 41(5), 651-677.
Mario Carretero is Professor at the Autonomous University of Madrid, and Researcher at FLACSO (Argentina), where he coordinates the M.A. Program in Cognitive Psychology & Learning. He earned his Ph.D. at Cumplutense University, Madrid, and he conducted postdoctoral research at Teachers College-Columbia University and LRDC of the University of Pittsburgh. His research focuses on the relationship between identity construction and history education. His newest book, Constructing Patriotism: Teaching History and Memories in Global Worlds (Information Age Publishing, 2011), has also been published in Spanish, Portuguese and French.
Carretero, M., & Bermudez, A. (2012). Constructing histories. In J. Valsiner (ed.), Oxford Handbook of Culture and Psychology. Oxford: Oxford University Press.
Voss, J.F., & Carretero, M. (2000) (Eds.) International Review on History Education. Vol 2. Learning and reasoning in history. London: Taylor and Francis. Translated into Spanish, Buenos Aires, Amorrortu, 2004.
Jocelyn Létourneau holds the Canada Research Chair in contemporary Quebec History at Laval University, Quebec City. He is a member of the Institute for Advanced Study, Princeton, N.J., a fellow of the Royal Society of Canada, and a fellow of the Trudeau Foundation, with degrees from Laval University and the University of Toronto. He studies the development of historical consciousness in youth, the politics of history, and the relations between memory and identity. As a Fulbright Fellow at Stanford, his focus was Young Quebecers and Their History of Quebec: Relationship with the Past and Historical Consciousness. Among his publications (most of which appear in French) are A History for the Future: Rewriting Memory and Identity in Quebec (McGill-Queen's U. Press, 2004); "Young people's assimilation of a collective historical memory," with Sabrina Moisan, in Peter Seixas (ed.), Theorizing Historical Consciousness (Toronto, UTP, 2004) "Canadians and their pasts: An Exploration in historical consciousness," with Margaret Conrad and David Northrup, The Public Historian, 31(1) (Feb. 2009).
Matthias Martens is a research associate at the Institute for Pedagogy of Secondary Schools at Goethe University of Frankfurt. Previously he worked with the interdisciplinary research group Successful Matching of School Learning: Understanding and Optimization, a graduate program funded by the German Research Foundation. He earned his Ph.D. in history education from Georg-August University in Göttingen, Germany. His research focuses on students’ historical understanding, particularly their ability to navigate conflicting historical accounts and interpretations. He enjoys jogging, cooking, reading, and traveling.
Sabine Moller is a Professor of History at Humboldt University of Berlin. Previously, she was a Professor of History Education at Flensburg University. She studies aspects of historical consciousness such as family recollections, historical feature films, and politics of memory. A Fellow of the German Research Foundation (DFG), she served as a visiting scholar at Stanford between 2007-2009 examining the interrelationship between historical feature films and viewers’ historical consciousness. She earned her Ph.D. (a comparison of East and West German memories of World War II) in social sciences from the University of Hanover. From 2002-2005, she was coordinator of the Traditions of Historical Consciousness Project, located at the Center for Interdisciplinary Memory Research. Her pastimes include biking through Europe and visiting American parks.
Link to published Ph.D Thesis
Thomas Nygren was a postdoctoral fellow in Digital Humanities at Stanford’s Center for Spatial and Textual Analysis from 2014 to 2015. In collaboration with SHEG, he studied Human Rights Education in Sweden and the United States. In Sweden, he is Associate Professor in Education in the Department of Education, Uppsala University. He enjoys traveling the globe and playing beach volleyball.
Thomas Nygren, “Thinking and caring about indigenous peoples’ human rights: Swedish students writing history beyond scholarly debate” Journal of Peace Education, 13:2, 2016, 113–135.
Thomas Nygren, “UNESCO Teaches History: Implementing International Understanding in Sweden,” in A History of UNESCO: Global Actions and Impacts, ed. Poul Duedahl, Palgrave Macmillan Press, 2016, 201–230.
Erik Sjöberg is a research fellow at Umeå University, Sweden. He was a postdoctoral fellow with SHEG from 2013 to 2015. He completed his Ph.D. in 2011. His dissertation Battlefields of Memory: the Macedonian Conflict and Greek Historical Culture explored the controversy between Greece and the Republic of Macedonia in the 1990s over the right to use historical symbols. His current project, funded by the Swedish Research Council, analyzes the politics of memory surrounding what is sometimes referred to as the genocide of the Ottoman Greeks. Originally trained as a high school history teacher, he has also taught history and Modern Greek at the universities of Umeå, Gothenburg and Lund.
Svetlana Suveica is an Associate Professor at the Department of History and Philosophy of Moldova State University in Chisinau, Republic of Moldova. She is a former Fulbright researcher at CREEES/Stanford (2009/2010). Her research focuses on the political and social transformations of the interwar Romania and Eastern Europe, comparative methodology, as well as teaching and learning in Moldovan higher education. Her research has explored how students learn to make historical comparisons. In December 2012 she began a Humboldt senior research fellowship in residence at the Institut für Ost- und Südosteuropaforschung (IOS) in Regensburg, Germany, where she will write a book on alternative visions of belonging of Bessarabians after WWI.
Dr. Laura Valledor is assistant professor at the Pontifical Catholic University of Chile School of Education, where she heads the MA program in education. She earned her BA in history and teacher education and her doctorate in education, all from the Pontifical Catholic University. Her research focuses on the relationship between adolescents’ comprehension of historical time and their social background. Laura has also organized collaborations between historians and school teachers on how to foster historical thinking among their students. Laura was in residence at Stanford in Summer 2013, working on the design of a new MA program on teaching history and social sciences. Laura enjoys spending quality time with her family.
Michiel Voet is a postdoctoral researcher at the department of Educational Studies at Ghent University. He obtained his PhD in Educational Studies in 2017, under the supervision of Prof. Dr. Bram De Wever. His main research interest lies with inquiry-based learning in history education. This has led to research on topics such as cognitive processes central to historical inquiries, teacher knowledge and beliefs, scaffolding inquiry through technology, and teacher training. He is also interested in other innovative approaches to education, including computer-supported collaborative learning, blended learning, and peer assessment. An overview of his work can be found on www.tecolab.ugent.be/michiel.