Our Team

Bryan A. Brown, Ph.D

Stanford University

Bryan A. Brown is an associate professor of science education at Stanford University. He joined Stanford in the 2004 after working on a post-doctoral fellowship at Michigan State University. His work in the center for research on teaching at Stanford focuses on improving urban science education. He focuses on exploring how language and identity impact urban students’ learning. Dr. Brown is a former high school science teacher who earned a Bachelor’s degree in Biological Sciences from Hampton University, a Master’s degree in Educational Psychology from the University of California, and a Ph.D. in Educational Psychology from the University of California, Santa Barbara.

Kathryn Ribay

Stanford University

Kathryn Ribay is a Ph.D. candidate in Curriculum and Teacher Education specializing in Science Education. Before coming to Stanford, Kathryn spent nine years teaching chemistry, physics, integrated science, and environmental biology at public high schools in New Jersey. Kathryn earned a BA in chemistry from Harvard University and an Ed.M. in school/instructional leadership from Harvard Graduate School of Education as well as an MS in chemistry from Rutgers-Camden University. Her current research interests include science teacher education and the intersection of social justice and chemistry education.

Greses Perez

Stanford University

Greses A. Pérez is a Ph.D. student in Curriculum Studies and Teacher Education with a focus on Science Education. Before coming to Stanford, Greses was a bilingual math and science educator at public elementary schools in Texas, where she served in the Gifted and Talented Advisory District Committee and the Elementary Curriculum Design team. As a science mentor at the Perot Museum, Greses locally supported the development of teachers by facilitating workshops and creating science classroom kits. She taught in bilingual, Montessori and university classrooms in Texas and in Dominican Republic, her birth country. She earned a B.S. in Civil Engineering from Santo Domingo Technological Institute (INTEC) and a M.Eng. in Environmental Engineering from the University of Puerto Rico at Mayagüez (UPRM) as well as a M.Ed. degree in School Leadership from Southern Methodist University (SMU). Her current research interests are located at the intersection of science and engineering education, multilingualism and emerging technologies. She is interested in the teaching and learning of engineering in the science classroom and the opportunities to create a language-rich environment for multilingual learners in this context. Prior to starting her career in education, Greses was a project manager for engineering projects and hydrologic and hydraulic studies.

Daniel Pimentel

Stanford University

Daniel Pimentel is a doctoral student studying Learning Sciences and Technology Design with a specialization in Science Education. He holds a B.S. in Biology and an M.Ed in Secondary Education from Boston College where he received the Donovan Urban Teaching Scholarship, the Sharp Urban Teaching Scholarship, and the Robert Noyce Teacher Scholarship. He also received an Advanced Certificate in Special Education from the Relay Graduate School of Education in New York City. Currently, Daniel is interested in exploring how to support teachers and students with engaging in scientific practices, the role of technology in science education, and equitable teaching in urban science classrooms. Before coming to Stanford, Daniel spent five years teaching middle school science and high school chemistry in Brooklyn, NY.

Matthew Wilsey

Stanford University

Matthew Wilseyis a PhD student in Curriculum and Teacher Education with a focus on Science Education at the Stanford GSE. His research investigates pre-service science teacher education and what factors influence the instructional practices beginning science teachers use in the classroom. Prior to Stanford, Matt worked as the associate director of the University of Notre Dame’s Center for STEM Education. In this role, he served as a research assistant on Spencer Foundation and National Science Foundation grants focused on science assessment, as well as organizing the Center’s summer STEM camps, which help ensure access to high quality STEM learning opportunities for all students in 14 locations across the nation. Additionally, Matt used his previous experience in the science classroom to help foster growth in early career teachers through work in the Alliance for Catholic Education’s M.Ed. program, the Trustey Family STEM Teaching Fellows program, and CREST, a local professional development program with South Bend, IN middle school science teachers. He completed his M.Ed. with the ACE Teaching Fellows Program after teaching middle school mathematics and science in Brownsville, Texas, before moving to Chicago, IL, and teaching high school physics and chemistry.

Our Team page Anne

Anne E. Palmer, Ed.D.

Anne Palmer, Ed.D. helps elevate community college math and science faculty as a professional development director for the NSF STEM Core Alliance and executive director of Stanford ‘s Graduate School of Education Aspen Institute fellowship for future college presidents. A “STEMinist” since she was an undergrad at UC Berkeley, Anne works closely with Stanford faculty to improve mathematical mindsets and ways of incorporating students’ language and identity in college classrooms. Recently, Anne helped the Tesla Foundation and the California Community College Chancellor’s Office analyze how learning about drones develops a variety of skillsets including aeronautics, robotics, software development, AI, and mechanical engineering. She also mentors high school students and teachers in facilities engineering using Virtual Design and Construction models.

Lynne Zummo

Stanford University

Lynne Zummo is a Ph.D. candidate in Curriculum Studies and Teacher Education, with a focus in Science Education. She earned a BA in Geology from Middlebury College and a MS in Earth Sciences from Dartmouth College. She has a M.S. in Science Education from Stanford. Prior to Stanford, she taught high school Earth Sciences for four years at an independent school in Washington, DC. In addition to teaching, she also designed curriculum for 6th grade Earth Sciences, 9th grade Earth Sciences, and 12th grade Climate Change courses. Working in collaboration with Bryan Brown, Lynne’s research interests include flipped classrooms in K-12 science education, teacher-scientist partnerships, and science teacher education.

Xavier Monroe

Stanford University

Xavier J. Monroe (monroexj@stanford.edu) is a PhD student in Educational Policy, and both an IES and NSF Graduate Research Fellow, at Stanford University. He holds a Bachelor of Science in Civil Engineering and a Bachelor of Arts in History, with Minors in African Studies and Math Education, from the University of Florida. He obtained his Master of Arts in Educational Leadership & Policy from the University of Michigan. Xavier has served as an U.S. House of Representatives Page, elementary school instructor, and a governing board member for various organizations. His research interests considers the translation of policy into practice to improve student opportunities and school transformation; the value of family and community partnerships with schools; and issues of equity and access, particularly within Science, Technology, Engineering, and Mathematics (STEM) education, for underrepresented minorities.

Nathan Kong

Stanford University

Nathan Kong is a freshman undergraduate majoring in Material Sciences & Engineering and a researcher at Stanford’s Graduate School of Education. Additionally, he is the founder and CEO of DIVR Edu, an EdTech startup that aims to revolutionize the face of education by providing the next generation of children with new educational technology through their mobile app DIVR (https://appsto.re/us/micDeb.i). He is very passionate about making the next generation of educational technology accessible and affordable to all educational institutions while making the learning process more fun and engaging for students. Nathan contributes his background in VR educational content creation by building VR worlds for the SIC research team.

Summer Camp

We invite you to join us for the 5th annual Science In The City Summer Camp. This year, we will offer a special 1-Day Engineering Camp. This camp is an opportunity to give Latinx students access to science at an early age.

This camp is offered through a collaboration between Stanford Universitys Science In The City research group and The Social Engineering Project. The Social Engineering Project seeks to impact the world by building and sustaining social structures that will support themselves and impact change. In this camp, the focus is to get 4th and 5th graders excited about science. During our day long session students will learn Engineering.

This high energy camp requires young people to think hard, ask questions, and to generate powerful explanations about science. The power of getting young people involved in science is that allowing them to experience success at an early age removes any doubt that science is for our children. Consider joining us for this year’s camp.

Spaces are limited, so sign up today!

The Basic Details

The Science in The City Camp is a day camp. Students will arrive at 9:00am for instruction and will be dismissed at 4:00pm.

Lunch will be provided. As a result, please provide information about your child’s dietary or allergy limitations.


June 24th to June 28th
9:00am to 3:00pm


Stanford Graduate School of Education
Center of Educational Research at Stanford
520 Galvez Mall, Stanford, CA 94305


Kevin Nichols – Camp Director

Register Here


My instructional goals are based on my experiences in education.

First, my approach attempts to follow basic Socioconstructivist models of education by attempting to identify what students know and bring to the classroom as a primary component of their learning. In addition my teaching goals follow a simple attempt to place the students at the center of instruction. In line with that, my teaching involves the following goals: (a) Students will use classroom literature as ‘Data’ to be analyzed.

Each classroom session will involve the revisiting, analyzing, and the production of new ideas based on literature used in the course. (b) The ‘Goals’ of classroom instruction will be transparent to students. They will be provided with clearly articulated goals associated with the class.


For any questions, or partnership opportunities, please fill out the form below and we’ll be in touch as soon as possible.

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