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Graduate Public Service Fellowship

In partnership with the Office of the Vice Provost for Graduate Education, the Haas Center offers the Graduate Public Service (GPS) Fellowship. The program awards fellowships to Stanford graduate students who want to explore and prepare for professorial or other careers in which they will engage in community-based research or public scholarship.

Twenty fellows receive $1,000 stipends per quarter.

The Haas Center for Public Service provides students with opportunities to consider how their community and scholarly interests relate and guides them in exploring the intersection of their professional and community-engaged goals. For graduate students preparing for faculty positions, community engagement can enrich and enhance their teaching, research, and professional service. Individuals pursuing nonacademic jobs can include public interest projects in their professional repertoire.

The GPS Fellowship creates a supportive network among graduate students who share an interest in community engagement or public scholarship and provides resources to make this engagement a successful part of their future careers. In at least 15 seminars throughout the academic year, a multidisciplinary cohort of graduate students meets with disciplinary role models and community-engaged scholarship leaders to develop their knowledge of the following:

  • community-engaged scholarship practices (e.g., critical pedagogy, community-based research methodology)
  • resources for public engagement work in individual disciplines and higher education in general
  • strategies for disseminating public scholarship and representing it in academic promotion and tenure processes
  • skills for engaging, leading, and mentoring undergraduate students in public service

Related meeting topics include the history of community-engaged scholarship; critical frameworks for approaching community-based research; and the relationship between the academy and community-based work. Faculty and practitioners share perspectives and advice on these issues. 

In addition to attending all group seminars, GPS fellows develop individual work plans that outline contributions to at least one Haas Center undergraduate initiative or one community-based project within the fellows' disciplines. Examples include mentoring and training Haas Center fellowship recipients; assisting with designing and implementing Haas Center program assessment; developing relevant community partnerships; facilitating public service leadership workshops for student organizations; or teaching a session in relevant courses such as those connected to the Public Service Scholars or Education Partnerships programs. Project work plans are developed and approved in collaboration with GPS program staff.

Two GPS fellows per quarter may serve as teaching assistants in designated service-learning courses for which they may receive up to $9,690 (including tuition and salary) in lieu of the standard $1,000 stipend. Actual teaching assistant payments are dependent on student status and vary by school. Teaching assistantships are 25% time. Placements are requested, not guaranteed. Applicants indicate interest in this option on the fellowship application.

GPS Fellowship Application

Applications for the 2019-20 fellowship are due Sunday, May 12th, 2019, at 11:59pm. Click here to apply. 

A complete application includes the following:

  • application form
  • curriculum vitae or résumé
  • unofficial transcript
  • endorsement from primary graduate advisor(s) - see application for more details on what this entails

For additional information, please contact Joanne Tien at

Required Qualifications

Stanford graduate students from all departments and programs who are considering careers in higher education or in fields amenable to community engagement are eligible to apply. Through academic accomplishments, commitment to community service, and teaching/mentoring experience, candidates must demonstrate potential to become successful public scholars.

Preferred Qualifications

  • enrollment in the most advanced degree program in one's field (e.g., PhD)
  • plans for a career as a faculty member in a college or university
  • engagement with one or more communities that are underrepresented in the academy, as well as demonstrated commitment to use diversity as a resource for enriching education
  • experience mentoring/advising undergraduates or facilitating workshops for them

Meet the 2018-19 GPS Fellows

Sophie Allen

Sophie is a joint degree student working towards a J.D. and a Ph.D. in sociology. Additionally, she participates in creative writing workshops and college-level courses at local prisons and jails. Prior to attending graduate school at Stanford, Sophie worked as an investigator at the Brooklyn Defender Services. Sophie graduated from Cornell University in 2016 with a B.S. in Industrial and Labor Relations. While at Cornell, Sophie spent three years volunteering as a teaching assistant with the Cornell Prison Education Program and served on the planning collective for Ithaca’s annual Take Back the Night march.

Eric Reynolds Brubaker

Eric is a PhD Candidate in Mechanical Engineering and a teaching assistant in the Stanford Product Realization Lab. His research interests are in engineering design, manufacturing, psychology, and education. He has studied the outcomes of co-design in Zambia and the makings of effective and equitable campus-community partnerships in engineering education. Currently, he is investigating prototyping and experimentation during hardware product development in highly uncertain environments (e.g. solar appliances in East Africa). From 2010 to 2016, Eric worked at MIT D-Lab where he co-developed and taught two courses. Additionally, he managed the MIT D-Lab Scale-Ups hardware venture accelerator supporting full-time social entrepreneurs primarily in Sub-Saharan Africa and India. He has worked extensively in less-industrialized economies, especially Zambia. From 2009 to 2013, Eric codeveloped a water chlorination product and helped launch Zimba Water, a social enterprise based in Kolkata, India under the leadership of Suprio Das. Previously, he worked at New England Complex Systems Institute and Battelle Memorial Institute. A proud Buckeye, Eric is a graduate of Ohio State University (2009) and a recipient of the NSF Graduate Research Fellowship (2016). He likes bikes and trees.

Anneke Claypool

Anneke is a PhD candidate in Management Science and Engineering. Her research focuses on using quantitative modeling to evaluate health policy. More specifically, she models mosquito borne diseases to investigate how positive externalities in health policy can be quantified in order to accurately compare policy outcomes. Anneke earned her B.A. in Mathematics and International Affairs at the University of Colorado at Boulder. After completing her undergraduate degree, Anneke served in Peace Corps Mozambique where she taught high school mathematics. She also worked at a youth resource center to help run the library and after school programs. In Mozambique, Anneke noticed the opportunity to organize more efficient health operations to improve medical supply availability and decided to pursue a PhD focused on applying operations research to health policy. While at Stanford, Anneke volunteers with the Boys and Girls Club of Redwood City as a mathematics tutor and is currently a Marvin A. Karasek Stanford Interdisciplinary Graduate Fellow.

Caroline Ferguson

Caroline Ferguson is a second-year PhD student in the Emmett Interdisciplinary Program in Environment and Resources (E-IPER). She is passionate about research ethics and decolonizing methodologies. Her research takes place in two Micronesian nations: Palau and the Marshall Islands. In Palau, she studies women's fisheries and is partnering with local organizations to distribute Foldscopes paper microscopes to classrooms nationwide. In the Marshall Islands, Caroline studies the impacts of nuclear testing and adaptations to sea level rise. Prior to E-IPER, Caroline completed her BA and MS degrees at Stanford University and worked at FishWise, a Santa Cruz-based non-profit that partners with major seafood retailers to improve the sustainability of their offerings. She is a recipient of the Arctic and Antarctica Service Medals and is a former Science Mentor for the Monterey Bay Aquarium W.A.T.C.H. Program. As a GPS Fellow, Caroline is eager to explore the ways in which the academy can be a force for social transformation, and she hopes to carry these lessons with her into a career in academia.

Jamie Fine

Jamie is a second-year PhD student in the Modern Thought & Literature program. Her research focuses on how law is transposed to adolescent readers via contemporary young adult literature. At Stanford, Jamie has served as a graduate student mentor through the Native American Cultural Center, as a student volunteer for the Graduate Diversity Day Committee and was an EDGE Fellow. She is currently co-President of the Stanford Native American Graduate Students organization, and serves on several university committees, including the Acts of Intolerance Committee, the Judicial Board, and as a Judicial Panel Pool member. She is both an alum of, and the current Program Assistant for, the Stanford-CUNY Initiative. Before coming to Stanford, Jamie earned an MFA in Creative Writing at the City College of New York, where she also worked as an Adjunct Assistant Professor; a JD from the University of Connecticut, following which she practiced as a litigation attorney; and a BA from Wellesley College. In addition to this work, Jamie has also taught literature, writing, ESL, and law internationally, and holds a certificate in TESOL. She is interested in continuing her work educating adolescents about law and their individual rights, information unfortunately not commonly taught in schools, especially public ones.

Lisa Hummel

Lisa Hummel is a PhD student in the Department of Sociology. Her interest areas include political sociology, social psychology, and inequality. Her research is concerned with questions of political identity as it intersects with other identities including gender, race and social class. Prior to Stanford, she received an undergraduate degree in psychology and religion from Colgate University, and worked as a teacher. She works on efforts on and off campus around achieving gender equity and increasing access to high quality early childhood education.

Indrawati Liauw

Indra is a Ph.D. Candidate at the Graduate School of Education in Developmental and Psychological Sciences (DAPS). She has also completed a Ph.D. minor in Psychology.  Her research involves understanding how gratitude and compassion develop during adolescence, and whether having these qualities benefit youth themselves.  She hopes her work will provide insights to parents and educators who want to foster these qualities in youth.  Outside of graduate work, Indra also volunteers at mentoring and tutoring programs for first-generation, low-income students. Before coming to Stanford, she worked at a government agency in Singapore.

Veronica Joyce Lin

Veronica is a doctoral student in Learning Sciences & Technology Design at the Graduate School of Education. She is also a masters student in Computer Science. Her research interests lie at the intersection of computational thinking, young children, and technological and educational equity. Her recent projects have focused on how tangible technologies help young children learn and how engaging learning experiences for computational thinking can be designed and implemented in both formal and informal learning environments. Prior to Stanford, Veronica studied Computer Science and Economics at Wellesley College, where she also conducted research in the Human Computer Interaction Lab on tangible technology toys for computational thinking and multi-touch surfaces for collaborative learning. Since then, she has continued this work with children in South Africa, Brazil, and Mexico. Her work experiences have spanned the academic, public, non-profit, and private sectors, and she is eager to use her experience, expertise, and skills to advance educational equity.

Emilia Ling
Emilia Ling is a second-year medical student at Stanford Medical School. Her research interests focus on health system responsiveness to population needs. She is deeply interested in understanding how to produce resilience, quality, and efficiency in global and local health systems. She graduated in 2013 from the University of Toronto and completed her masters in epidemiology in 2015 from the Harvard Chan School of Public Health. Emilia has previously worked on implementation research projects in Liberia, Tanzania and Malaysia. Prior to coming to Stanford, Emilia was a researcher on the Lancet Global Health Commission on High Quality Health Systems in the SDG Era. Currently, Emilia is working with the Stanford Emergency Department Help Desk to improve the patient referral system to local primary care clinics. She is passionate about volunteering with local programs that inspire minority youth to explore careers in medicine and she enjoys writing in her spare time.
Karla Lomelí

Karla Lomelí is a PhD Candidate in Race, Inequality, and Language in Education (RILE) the newest program in Social Science, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS) at the Graduate School of Education at Stanford University. Her research interests involve studying the intersection of race and language and its implications on language and literacy development as it relates to Immigrant-origin Latinx students and their schooling experience. Prior to Stanford, she was a High School English Language Arts Teacher for nine years in East Side San Jose and one year in East Side Salinas. She earned a Masters in Teacher Education and has experience in Instructional coaching, Curriculum, Educational Consulting, and Professional development. In addition, Karla has an administrative credential. Most recently she earned a Masters in Sociology at Stanford University while pursuing her PhD.

After her time at Stanford, Karla is interested in developing future generations of teachers as she longs to become an academic Professor in a Teacher Credentialing Program. In addition, she longs to contribute to academic field with her ongoing research. 

Kilian Mallon

Kilian is a 6th year Ph.D. candidate in the Department of Classics and the Stanford Archaeology Center. He completed a BA in Archaeology and an MA in Classics at University College Dublin as well as a Post-Bac in Classics at UCLA. His research and teaching interests are focused on social and religious history, and his dissertation examines the sociocultural impact of local forms of Christian practice in the late Roman period. In the GPS program, Kilian is eager to explore how we relate to the public at a time when the role of the university is changing. He hopes to continue developing public engagement programs in his home department among diverse communities in the Bay Area by making use of the humanities’ strengths in cultural and personal expression and memory through storytelling. He has developed his interests in public engagement through a wide range of community outreach events, including internships at the National Museum of Archaeology in Dublin, numerous years of engagement with local media and communities at archaeological projects in Spain and Greece, and introducing history and archaeology to children from local middle and high schools in the Bay Area. 

Devin McMahon

Devin is a PhD candidate in Earth System Science, studying the sustainability of intensive tree farms with respect to soil fertility and wood production. She has had the opportunity to work with researchers and land managers in southeastern Brazil, but in the future, she would like to live in the same ecosystem where she works. Through her research and engagement, Devin aims to answer land managers' questions about ecosystems and their responses to local and global changes. This might involve working through a Cooperative Extension program, government agency, or NGO. Devin will use the GPS fellowship as a way to explore career opportunities and techniques for developing and implementing community-engaged research projects, and to get involved in existing projects at Stanford or with collaborators. She enjoys working with local groups to establish native plants, and discussing science with non-academic audiences, such as members of senior living communities.

Alex Mejía

Alex Mejía is a 2nd year doctoral student in Educational Linguistics/Race, Inequality, and Language in Education (RILE) in the Graduate School of Education. His research interests include classroom discourse, language ideologies, and identity formation. He is interested in how students understand their use of language in educational settings, how their language practices contribute toward their transitions through educational institutions, and how these sets of understandings and practices reproduce, resist, and transform dominant language ideologies. Alex is a former high school English Language Arts teacher in Oakland and Berkeley of 8 years, and continues teaching English classes in Bay Area community colleges. 

Melissa Mesinas

Melissa is a Ph.D. candidate in the Graduate School of Education in the Developmental and Psychological Sciences (DAPS) program. She received her B.A. in Psychology and Hispanic Studies from Scripps College in 2012. After receiving her undergraduate degree, Melissa worked for her alma mater in the Offices of Admissions and Student Affairs as she led the First-Generation at Scripps program. She then went on to Puno, Peru on a Fulbright English Teaching Assistantship where she also conducted research focused on Aymara and Quechua communities. Additionally, Melissa has conducted cross-cultural research on Indigenous Mexican communities living in the United States. During this time, Melissa realized her passion lay in community-based outreach and research. Her research interests center on the cultural practices immigrant communities sustain throughout generations and specifically examines its impact on learning, development, and well-being of youth. She is a recipient of the Stanford Enhancing Diversity in Graduate Education (EDGE) Doctoral Fellowship, Ford Foundation Predoctoral Fellowship, and the Gates Millennium Scholarship. 

Rebecca Miller

Rebecca is pursuing a Ph.D. in the Emmett Interdisciplinary Program in Environment and Resources (E-IPER). Her current research examines wildfire management and environmental governance in California, focusing on policies to reduce structure ignition potential and use prescribed burns to decrease fuel availability. Previously, she worked for the Science and Technology Policy Institute (STPI), a federally-funded research center that supports the White House Office of Science and Technology Policy. Prior to Stanford, Rebecca completed an MPA in Environmental Science and Policy from Columbia University and earned a B.A. in History from Yale University.

Hai Jin Park 

Hai Jin is a SPILS fellow at Stanford Law School. Her academic interests lie at the intersection of torts, regulation, and aggregate litigation. In her SPILS thesis, Hai Jin both qualitatively and quantitatively assesses the reason why securities class action is rarely used in Korea, from plaintiff’s lawyers’ perspective, considering non-class action as an alternative option.

Prior coming to Stanford, Hai Jin served as a district court judge in Korea for five years, presiding over commercial and securities litigations and appellate civil cases. She also practiced as a litigator in Kim & Chang, the largest law firm in Korea, and served as a commissioner of National Central Environmental Policy Committee in Korea.

Hai Jin holds an LLB in Law and completed Master’s course in Finance Law both from Seoul National University. After passing the Korean bar exam, she completed her training in Judicial Research Training and Institute in Korea. She also holds an LLM in Environmental Law and Policy program from Stanford Law School. She was a Graduate Fellow 2017-18 at the Stanford Center on International Conflict and Negotiation (SCICN).

Greses Perez-Joehnk

Greses is a Ph.D. student in Curriculum Studies and Teacher Education (CTE) and Learning Sciences and Technology Design (LSTD) at Stanford University. Her main research interests are located at the intersection of science and engineering education, technology, and multilingualism. In addition to her ongoing work on culturally relevant VR science teaching in the Science in the City Research Team, Greses seeks to understand the teaching and learning of engineering in the K-12th science classroom. Globally, she is also part of the Galapagos research-practice partnership that seeks to improve the teaching of science for underserved communities through culturally sensitive education for sustainability. Before coming to Stanford, she was a bilingual educator at Plano ISD, where she served in the Gifted and Talented Advisory Committee and the Elementary Curriculum Design team. As a science mentor at Texas Museum, Greses supported the development of teachers by facilitating professional development. She holds a B.S. in Civil Engineering from Santo Domingo Technological Institute, a M.Eng. in Environmental Engineering from the University of Puerto Rico, and a M.Ed. in School Leadership from Southern Methodist University. Prior to starting her career in education, Greses was a project manager for engineering programs funded by the EU in the Caribbean.

Stephanie Quinn

Stephanie is a Ph.D. candidate in History in the School of Humanities and Sciences. Her dissertation examines how workers in Namibian towns under South African rule transitioned from social solidarity to political militancy amid the apartheid segregation of migrant and local laborers. Her project engages two case studies: a mining company town dominated by an American multinational corporation and a port town where the state provisioned workers amid a dramatic fishing industry boom. Prior to Stanford, Quinn worked as a volunteer English teacher in Namibia. As an undergraduate, Quinn volunteered as a summer intern at Harpers Ferry National Historical Park, where she designed and led a weekly “Civil War to Civil Rights” history hike. During her research year in Namibia, Quinn guest-lectured at the University of Namibia and contributed to a public history column called “Know the History” in The Namibian, one of the most widely read newspapers in Namibia. In the future, Quinn hopes to blend her interests in research and public service to invite greater Namibian participation in and engagement with her research—not just as oral history interlocutors, but as active, acknowledged partners in thinking through Namibia’s apartheid colonial past.

Tamkinat Rauf

Tamkinat is a Ph.D. candidate in Sociology. Broadly, she is interested in how social structures shape individuals’ participation in social, political, and economic life. In one of her current projects, she is exploring the role of social networks in influencing political identities. In another project, she is studying the psychological scarring effect of unemployment. She completed her undergraduate education in economics at Government College Lahore, Pakistan, and has a Masters in Public Policy from the University of Chicago. Before coming to the US, she was an economic analyst at the central bank of Pakistan where she contributed to the annual and quarterly State of Pakistan’s Economy reports. She has worked at the National Opinion Research Center at the University of Chicago and was an author for the Chicago Policy Review. As a GPS fellow, she hopes to develop skills for community-based research and engagement in public scholarship.

Nadine Skinner

Nadine is a Ph.D. Candidate at the Graduate School of Education in International Comparative Education. Her research focuses on the relationships between universities, nongovernmental organizations, civil society, social movements, and the philanthropic sector. Prior to coming to Stanford, she was most recently the Senior Director of Grants & Evaluation at Girls Inc. of Alameda County. At Girls Inc. she served in a variety of roles in grants management and educational program management. Prior to joining Girls Inc., Nadine was a consultant for an international student loan program at the Organization of American States, managed youth services and events for the City of Pinole, and served as a trainer for the California School-Aged Consortium. She is still very involved in the NGO sector and has consulted for Limitless Horizons Ixil, a small international non-governmental organization that provides scholarships, youth development programming, and a library to the indigenous community of Chajul, Guatemala. She has a Master of Public Administration degree from Cornell University in Social Policy and a BA from the University of California, Santa Cruz, where she double-majored in Politics and History.

Sunny Trivedi

Sunny is a second-year Ph.D. student in the Graduate School of Education dual specializing in Social Sciences, Humanities, and Interdisciplinary Policy Studies (Anthropology of Education) as well as Race, Inequality, and Language in Education. His research will seek to explore the historical complex interrelations among Latinx and Asian American communities by examining the joint production and circulation of racial and linguistic categories in a Bay Area High School, paying close attention to how discourses around race and language can differentially contribute to educational and societal opportunities and inequalities. Prior to being an Enhancing Diversity in Graduate Education Doctoral Fellow at Stanford, Sunny received his M.S. in Anthropology from Purdue University and a B.A. in Anthropology from the University of Massachusetts Amherst (UMass), with a Minor in Linguistics and Certificate in International Relations. While at UMass, he developed a passion for civic engagement and service-learning, volunteering as a tutor/mentor for underrepresented and marginalized Latinx adult G.E.D. students in Holyoke, Massachusetts for several years. Shortly after graduating from his undergraduate studies and before pursuing his master’s degree, Sunny was an AmeriCorps VISTA in Holyoke, Massachusetts, developing funds and community organizing for a small grassroots nonprofit serving the majority Latinx downtown environs.

Rebecca Wall

Rebecca Wall is a Ph.D. candidate in African history. Her research investigates colonial and postcolonial Senegal River management practices, ideologies, and organizations. She considers how independent West African nations balanced their individual sovereignty with the ecological and geographic imperative to collaboratively manage shared water resources. From 2016-2017, Rebecca conducted field research in Mali, Senegal, and France, partnering with a transnational river organization, the Organisation pour le Mise en Valeur de Fleuve Senegal. Her research has been supported by the Fulbright-Hays DDRA, the Stanford Center for African Studies, the Social Science Research Council, the West African Research Association, and the Stanford Center for International Security and Cooperation.  In addition to her research, Rebecca is passionate about teaching. She will serve as one of the History Department’s Peer Teaching Mentors for the 2018-2019 academic year, and recently taught a seminar on the Cold War in Africa. As a GPS Fellow, Rebecca is interested in developing a course that will partner with community environmental organizations, emphasizing the possibilities of oral research for promoting an inclusive understanding of questions of social and historical importance.

Ciara Wirth

Ciara Wirth is a PhD candidate in the Ecology and Environment track of the Anthropology Department at Stanford University and she received her undergraduate degrees in Biology (specializing in zoology and ecology ) and in Environmental Science and Policy from Duke University in  2010.  Ciara is inspired by biological and cultural diversity, and she is fascinated by the ways in which nature informs and is informed by human cultures.  In her dissertation, “When Schools Clash with Experiential Learning: Implications for the Waorani Nation in Ecuador,” she uses an ethnozoology lens to examine Waorani pedagogy and epistemology and identify the experiential impacts of school timing and schedules. Ciara would like to utilize her research to inform and evaluate education reform interventions in Waorani Territory and prompt others to question the wisdom in implementing a single model of education across such diverse human contexts; especially when academic achievement in schools does not appear to be tied to the times at which classes occur. In community-based participatory research with Waorani over the last 10 years, Ciara has collaborated in resource and memory mapping efforts and ongoing ethnozoology and Waorani science projects. As a research mentor, Ciara encourages students to seek out equitable methodologies.

Previous GPS Fellows