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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 public scholarship and service.

Twenty fellows receive $1,000 stipends per quarter for the 2018-2019 academic year.

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 professional and civic 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 and/or civic engagement and it 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., service-learning pedagogy or 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 partnership development and sustainability; reflection and assessment; diversity, power and privilege in community-engaged scholarship; and the role of the academy in social transformation. Successful faculty and practitioners share their 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 public service-related 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 coordinators.

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  2018-19 fellowship have closed. 

A complete application includes the following:

  • application form
  • curriculum vitae or résumé
  • unofficial transcript
  • letter from primary graduate advisor

For additional information, please contact Clayton Hurd.

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
  • a course of study related to one Haas Center focus area: health, environment, identity, human rights, or education
  • 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 2017-18 GPS Fellows

Heather Bailey

Heather is a Ph.D. candidate in physical chemistry in the School of Humanities and Sciences. She conducts ultrafast spectroscopic experiments on complex liquids. Her public service interests are related to increasing diversity in academia, particularly in STEM fields, for women, first generation students, and students from rural backgrounds. She has focused on mentoring, outreach, and improving teaching quality to address these goals and has collaborated with ScienceWorks, a science museum in southern Oregon with outreach to rural regions of the state, to improve rural students' access to quality science education. Heather has mentored multiple first generation undergraduate women in STEM at Stanford through the first generation-low income mentoring program and has been a pen pal to underserved middle school students in rural New Mexico. She also served as a mentor to teaching assistants throughout the university as a chemistry department TA trainer and as a teaching consultant for the Vice Provost for Teaching and Learning. In her free time, Heather likes to spend time outside, preferably with dogs.

Joshua Eggold

Joshua is a second-year Ph.D. student in the School of Medicine pursuing a degree in the Cancer Biology program. He has a B.A. in Molecular and Cellular Biology from Vanderbilt University and is currently a member of the lab of Dr. Erinn Rankin in the Department of Radiation Oncology, studying how hypoxia and immune cells interact with cancer in the tumor microenvironment. In addition to his research, Joshua is passionate about encouraging scientific literacy and interest among young students to help them become critical thinkers and to empower them to pursue their goals. As an undergraduate, he participated in multiple opportunities for peer mentoring as well as science outreach to students at an English-as-a-second-language high school. While at Stanford he has been heavily involved in Science Bus, a Stanford student organization that teaches interactive afterschool science lessons to 2nd through 5th graders at the East Palo Alto Charter School. This year he served as co-president of the organization. He has also enjoyed serving as a teacher for Stanford SPLASH over the past two years. Through the GPS Fellowship Program, Joshua hopes to explore unique possibilities for current and future community engagement as an academic.

Grace Erny

Grace is a third-year Ph.D. candidate in the Classics Department focusing on the archaeology of early Greece. Her major research interests include archaeological survey, human-environment interaction, political economy, and rural and agricultural practices. Before coming to Stanford, Grace received her B.A. in Classical Archaeology and Physics from Macalester College in 2011 and her M.A. in Classical Archaeology from the University of Colorado in 2014. After completing her M.A., Grace worked as a field archaeologist in southwest Colorado at the Crow Canyon Archaeological Center, a non-profit organization devoted to archaeological research, education, and partnerships with American Indians. She worked with middle schoolers, high schoolers, and adults on archaeological sites, teaching them how to excavate and discussing archaeological ethics. At Stanford, she has helped to plan and execute an outreach event for local high school students using archaeological artifacts from the Stanford Archaeological Collections.

In the GPS Fellowship program, Grace hopes to build upon and formalize previous efforts to institute public outreach programs for the Classics department, the Archaeology Center, and other affiliated departments at Stanford. She is also interested in more fully integrating community engagement and public service into her archaeological research and her academic work.

Kate Gasparro

Kate is a National Science Foundation Graduate Research Fellow studying sustainable design and construction. As a Ph.D. candidate, Kate researches the dynamic relationships between community members and government during infrastructure delivery and development. Since 2011, Kate has worked in resource constrained communities. In partnership with non-governmental organizations and grass roots organizations, Kate has managed and participated in community based infrastructure delivery in Nicaragua, Mexico, Uganda, Argentina, and China. With a B.S. in Civil Engineering from Clemson University, Kate came to Stanford with the intention of learning more about the complexities of engineering projects at a community scale. With her experiences abroad and her interest in bridging policy with infrastructure delivery, Kate has also pursued a Masters of International Policy Studies while at Stanford. Working within communities requires a deep understanding of the role of public service and community engaged scholarship, and Kate hopes her research and work can better inform local governments and policy makers so that communities receive sustainable infrastructure assets.

David J.X. Gonzalez

David is pursuing a Ph.D. in the Emmett Interdisciplinary Program in Environment and Resources (E-IPER) and a dual MS in Epidemiology and Clinical Research. He studies population health and exposure sciences in a global health context and his research interests are in the health impacts of extractive industries, with a focus on early childhood health and health disparities. He also work with the Center for Amazonian Scientific Innovation (CINCIA) on the health and environmental impacts of artisanal gold mining and mercury contamination in the Peruvian Amazon. David entered Stanford with a MESc (Masters of Environmental Science) and Graduate Certificate in Global Health from Yale University and a B.S. in Evolution and Ecology from the University of California at Davis. He is a recipient of the Stanford Graduate Fellowship in Science & Engineering, Stanford Enhancing Diversity in Graduate Education (EDGE) Doctoral Fellowship, Fox International Fellowship, and Ford Foundation Predoctoral Fellowship.

Michael Harris

Michael is a Ph.D. candidate in the Emmett Interdisciplinary Program in Environment and Resources (E-IPER). He works on water and sanitation, development, and public health in developing countries. Michael’s doctoral research focuses on household sanitation infrastructure polices and choices and the associated child health impacts and is currently working in Uganda to understand and inform institutional decision-making among civil society organizations and government institutions with regards to household sanitation access. He hopes to further pursue collaborations with service organizations and governments as well as improve his approach to community-engagement. Prior to Stanford, Michael completed a Master’s degree in Civil Engineering during which he led a group of students working on water distribution in rural Cameroon. He has also worked in Tanzania on household behavior change for improved child health, Kenya on water quality and child health, and Bangladesh on environmental health and sanitation infrastructure in urban slums.

Kimberly Higuera

Kimberly is a Ph.D. candidate in Sociology. She received her B.A in Sociology with certificates in Latino Studies and Child Research Policy from Duke University in 2014. After receiving her undergraduate degree, she worked for the Duke Center for Child and Family Policy as a Bilingual Research Assistant focusing on maternal health and as a volunteer ESL instructor for adults in the research triangle area. During this time, she realized that her passion lay in research, community outreach and the intersection of the two in constructing projects that take community needs and insights into consideration. Her research interests center on critical race studies, politics, health, and inequality seen through the lens of immigrant communities in the United States. Currently, she is a fellow at the Stanford Immigration Policy Lab and is interested in immigrant children who serve as child translators for their non-English fluent families and how this role affects them long term.

Elise Huerta

Elise is a Ph.D. candidate in the East Asian Languages and Cultures (EALC) department. Her research interests include modern Chinese literature and visual culture, gender and sexuality, global feminisms, socialist culture, representations of sexual violence, and discourses of ideal womanhood. She is also completing a Ph.D. minor in Feminist, Gender, and Sexuality Studies (FGSS). At Stanford, Elise has served as a graduate student mentor through the First-Generation and Low Income (FLI) Program and is also an EDGE (Enhancing Diversity in Graduate Education) fellow. She is interested in service learning, developing new ways to support underrepresented students, and in exploring the relationship between feminist theory and practice. Before coming to Stanford, Elise worked as an English literature instructor in Shanghai and received her B.A. from the University of Michigan with a concentration in Asian Languages and Cultures (ALC). 

Michelle Lynn Kahn

Michelle is a Ph.D. candidate in Modern European History. She graduated summa cum laude with a B.A. in History and Government from Claremont McKenna College in 2012 and received her M.A. in History from Stanford in 2015. Her dissertation, "Foreign at Home: The Transnational History of Turkish-German Migrants," explores the political, social, cultural, and economic history of Turkish guest worker families' connections to their home country, from the 1960s to the present. During her 2015-16 research year, Kahn served as a German Chancellor Fellow of the Alexander von Humboldt Foundation, where she was hosted by her primary archive, the Documentation Centre and Museum of Migration to Germany (DOMiD e.V.). As a member of the DOMiD team, she led tours of the museum’s exhibitions and contributed voluntarily to several public history projects related to German migration history and the ongoing “refugee crisis.” Before graduate school, Kahn fostered her interest in public service through internships at the International Society for Human Rights, the U.S. Holocaust Memorial Museum, and the U.S. Senate. At Stanford, Kahn completed the interdisciplinary Ph.D. Minor in Feminist, Gender, and Sexuality Studies and taught a self-designed undergraduate course, “Sex, Race, and Nazism in 20th Century Germany.”

Staci Lewis

Staci is a Ph.D. candidate in the Emmett Interdisciplinary Program for Environmental and Resources in Stanford’s School of Earth, Energy and Environmental Sciences. Her dissertation research examines land-use change impacts on watershed resources and the conditions under which sustainable management institutions emerge in the Republic of Palau. Prior to Stanford, Staci spent eight years in Washington, D.C., working for two NOAA Administrators and as the NOAA liaison to the Obama Transition Team and the U.S. Global Climate Change Program. Her last four years were spent as the Policy Director for the Consortium for Ocean Leadership, a non-governmental organization, where she worked to advance federal science policies on behalf of the ocean research community. While pursuing her policy career, Staci obtained a Masters in Environmental Science and Public Policy from George Mason University. Her Masters research was based on her previous work in coral reef ecology as a Fulbright Fellow in Barbados.

Upon graduation in 2018, Staci plans to continue researching the complex interactions between humans and marine systems. She also intends to engage with international and domestic policy makers to combat the impacts of climate change and other emerging environmental challenges.

Amanda Mireles

Amanda is a Ph.D. candidate in Sociology. Her research focuses on how social stratification processes at work-family intersections are shaped by race and gender. Amanda is dedicated to promoting diversity, serving students, and working with diversity pipeline programs to diversify the academia. She has served on the Grad Diversity Day Committee at the School of Humanities and Sciences at Stanford since starting her graduate studies and most recently served on the admissions committee for the Public Policy and International Affairs (PPIA) diversity pipeline program at the Goldman School of Public Policy at the University of California at Berkeley. Prior to graduate school, Amanda worked in the Metropolitan Housing and Communities Policy Center at the Urban Institute in Washington D.C. She holds an undergraduate degree in Sociology and certificates in African American Studies and Latino Studies from Princeton University. 

Hannah Moots

Hannah's research draws on bio-archaeological, paleo-environmental and genomic lines of evidence to investigate connections between environmental change and human health. Her current work examines the recursive relationship between multifactorial diseases and the biological and cultural changes such as pathogen burden, mobility patterns, and dietary shifts that came about in the Neolithic transition. Before beginning her Ph.D., she worked as the Lead Earth Science Educator at the Perot Museum of Nature and Science in Dallas, Texas where she taught and developed earth science educational programs.

Amber Moore

Amber is a Ph.D. candidate in the Immunology Program at the Stanford School of Medicine. She is a recipient of the National Science Foundation Graduate Research Fellowship and the Stanford Diversifying Academia, Recruiting Excellence (DARE) Doctoral Fellowship. Before coming to Stanford, she received her bachelor’s degree in anthropology and chemistry at Bryn Mawr College, performed traditional medicine research in Swaziland, immunology research at the National Institutes of Health, and virology research in Japan. Now, Amber studies how maternal infection during pregnancy influences placental and fetal health. She devotes a significant amount of time mentoring in and outside of lab, teaching science to kids, and volunteering with STEM programs to encourage youth from underserved communities to pursue science. As Amber prepares for a career in academia, the support of the Haas Graduate Public Service (GPS) Fellowship will help her explore ways she can best serve communities and engage them in scholarship.

Courtney Peña

Courtney is a Ph.D. candidate at the Graduate School of Education in Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS). She focuses on Race, Inequality, and Language in Education (RILE) and has completed a  Ph.D. minor in Feminist, Gender, and Sexuality Studies (FGSS). Her work explores topics relating to FGSS, the intersection of racial/ethnic identity and language, and marginalization in the context educational equity and outcomes. Courtney's dissertation work expands pedagogical theory relating to culture and language in schools.

Francisca Santana

Francisca is a Ph.D. candidate in the Emmett Interdisciplinary Program in Environment and Resources. She conducts community-engaged research of coastal social-ecological systems, with a focus on current and historical trends in conservation, governance, and resource use in the Gulf of Mexico. She is interested in pro-environmental behavior, specifically how resource-dependent human communities respond to environmental stressors, including energy extraction, nutrient pollution, land loss, and climate change. Before coming to Stanford, Francisca worked on energy and marine policy issues in the nonprofit and government sectors. She worked as a teaching assistant mentoring undergraduates at UC Santa Barbara and as a tutor through the Prison University Project. She received a master's degree in environmental science and management from UC Santa Barbara and a B.A. in history from Yale University.

Ana Saavedra

Ana is a  Ph.D. candidate in the Graduate School of Education. She is a psychologist with a Master´s in Education from the University of the Andes and a Fulbright Scholarship recipient. Her main research interests are understanding how metacognition develops during early life stages, the intersection between cognitive and emotional processes in early childhood, and potential uses of technology for learning and measurement. Prior to beginning her doctoral studies she was a professor in the teacher education Master´s program of Universidad Externado de Colombia. In 2015, she coordinated high-impact research projects for Colombia’s Ministry of Education in the National Teacher Evaluation and the New Teacher Induction Program. She also has worked as an assistant consultant for the Interamerican World Bank (IDB) in the Dominican Republic, the Ministry of Education in Colombia, and as a consultant for the Office of the Vice-Provost for Academic Affairs of Tadeo University. For approximately eight years, she led the design, operation, and facilitation of more than 490 educational experiences in informal learning contexts like the Amazon and the Andes for more than 21,000 K-12 students.

Michael Schwalbe

Michael is a Ph.D. candidate in Social Psychology in the Department of Psychology. His research focuses broadly on the psychology of change and how theory-driven interventions increase achievement and well-being. In particular, Michael studies how poverty impacts cognitive functioning and tests social psychological interventions to help alleviate these negative effects. He continually seeks to integrate public service in his research through partnerships with “do-labs” that apply social scientific insights to address social problems, such as the Behavioral Insights Team and the Center for Poverty and Inequality. Michael’s community-engagement experiences also include first-generation college student mentorship and serving nonprofits such as City Year, BUILD, and the Boys & Girls Clubs of the Peninsula by facilitating development workshops for their members and leadership teams. On campus, he enjoys teaching classes about social psychology and how to design interventions to affect social change. Originally from New York, Michael received a B.S. from Cornell University in Policy Analysis and Management, and an M.S. from University College London.

Yoomin Won

Yoomin is a J.S.D. candidate at Stanford Law School. Her research focuses on international human rights law, constitutional law, and comparative law. She obtained her bachelor’s degree in law from Seoul National University in South Korea and her master’s degree (M2R and DSU) from Université Panthéon-Assas Paris II in France. She completed Ph.D. coursework in public international law at Seoul National University. She also holds a J.S.M. in International Legal Studies from Stanford Law School. Before coming to Stanford, Yoomin worked as Constitution Research Officer at the Constitutional Court of Korea for four and a half years. She served as Law Clerk to justices, providing them with legal research for the deliberation and adjudication. Before joining the Constitutional Court, she worked as legal intern at the International Criminal Tribunal for Rwanda and at the Inter-American Court of Human Rights. She also received legal training at the Judicial Research & Training Institute in South Korea. She has published several articles related to constitutional law and public international law in South Korea and France.

Katie Wullert

Katie is a  Ph.D. candidate in the sociology department studying inequality in the labor market. Her research focuses on the role of occupational norms in generating inequality in the workplace. She also works with the Center for Poverty and Inequality on projects examining intergenerational occupational mobility. Outside of research, Katie has enjoyed working as a teaching assistant for a number of undergraduate and graduate courses, and hopes to have the opportunity to teach her own course as well during her time at Stanford. She is interested in learning how to create classes that are strongly engaged with communities inside and outside the university and in working with students to make academic theories and concepts more accessible. Katie is a New Jersey native and a graduate of Boston College where she studied Sociology and Italian.

 

Previous GPS Fellows