Behind the Data: Humans and Values (fall 2017-present): This course provides an introduction to the legal, policy, and ethical implications of data. We examine how these issues arise throughout the full data lifecycle, from collection, to storage, processing, analysis and use, with a focus on real-world implications and case studies. Topics include privacy, classification, surveillance, fairness, discrimination, decisional autonomy, and duties to warn or act. Case studies include criminal justice, national security, personal and public health, marketing, civic surveillance, politics, education, employment, and more. We discuss technical, legal, and market approaches to mitigating and managing discrete and compound sets of concerns, and explore the strengths and benefits of competing and complementary approaches. (This course, MIDS W231, is an elective in the Masters in Data Science program and a requirement for the 5th Year MIDS program.)

Science and Technology Studies Research Seminar (spring 2018, spring 2019): This interdisciplinary seminar is aimed at graduate students in fields related to science and technology studies who are undertaking significant writing projects, such as dissertation chapters, journal articles, or conference papers. This seminar will serve two functions. First, it will act as a writing lab in which students will share their projects for discussion and critique from the perspective of science and technology studies. Second, it will help develop students’ professional skills, particularly the ability to speak across academic disciplines about one’s areas of expertise. Above all, the seminar will be grounded in a collaborative learning community where students will share their knowledge and ideas with each other in a highly interdisciplinary, constructive environment. STS 250 is one of the two required courses for the Ph.D. designated emphasis (D.E.) in STS. (Cross-listed as STS C250, ANTHRO C273, ESPM C273, and HISTORY C251)

Department of Communication, Stanford University

Media Psychology (spring 2011): This upper-division and graduate course reviews current discussions about and evidence for the psychological significance of media. We cover traditional media (e.g., television, radio, newspapers, and film), as well as a variety of content genres (e.g., entertainment, news, and advertising). Much of the course focuses on new media (e.g., interactive games, virtual reality, online social networks). Among the psychological processes whose relevance to media use we will consider are perception, attention, memory, comprehension, emotional response, arousal, and unconscious processing. (description adapted from syllabus)

Research Methods in Communication (fall 2009): Conceptual and practical concerns underlying commonly used quantitative approaches, including experimental, survey, content analysis, and field research in Communication. (description from course catalog)

Digital Media in Society (spring 2009): This upper-division and graduate course surveys contemporary theories of the impact of digital media on the individual, the community and the state. We explore the dynamics of digital media and the ways those dynamics shape – and have been shaped by – ongoing processes of social change. By the end of the course, students have a sense of just what is and isn’t "new" about new media. They will be able to critique and synthesize the ways others have characterized the social impact of digital media. (description adapted from syllabus)

Department of Electrical Engineering and Computer Science, University of California, Berkeley (Grader)

Computer Graphics (2003)

Community Teaching and Outreach

Volunteer teacher, AI-4-All summer institute, U.C. Berkeley (2018)
Co-organizer and teacher, Richmond City Minecraft Summer Camp (2015-2018)
Co-organizer and teacher, Girls Code After-School Workshop, ITA/Kennedy High School, Richmond, CA (2016)
Volunteer teacher, Sunday Kids Code Club at Redwood City Library (2014-2016)
Co-organizer and teacher, Mad Hot DanceSport, East Palo Alto Charter School (2006-2009)
Teacher, Saturday Night Stargazing docent, and curriculum developer, Holt Planetarium, Lawrence Hall of Science (2000-2002)
Teaching assistant (math, science), Willard Middle School, Berkeley, CA (1999-2000)
Partner dancing teacher (ballroom, swing, Latin, blues/fusion) (sporadically, 2001-present)

What about my own training? Classes only tell part of the story, but here are the ones I've taken as part of my higher education:

Classes taken as a Stanford graduate student

Classes taken as a Berkeley graduate student