Professor (Teaching) of Mechanical Engineering (by courtesy)
Use and integration of digital technologies for teaching and learning; learning in informal settings, especially learning mathematics and science within families; bringing the tools and mindsets of design thinking to K-12 classrooms and to broadening STEM participation.
Professor Goldman is an educational anthropologist interested in the idea that learning takes place when students are actively engaged with each other, their teachers, and others in conversations, activities, content, and technologies. She is very interested in the power of real-world contexts to drive learning, and researches how people learn in and out of school. Goldman’s work focuses on creating opportunities for rich STEM learning, and for understanding how design thinking and technologies can create access and be transformational. Current work includes bringing broadening participation in STEM via family activities, design-based engagements, and through empathy work with scientists doing outreach.
Preparing children for their futures is vitally important and we must remember: THEIR FUTURE IS NOW! In 10 years, students in the 6th grade could be graduating university. If we want to provide them with opportunities to become scientists, engineers, technologists, and happy and productive citizens and family members, we must start creating a variety of learning pathways. If we deliberate for years, opportunities for a generation and the opening of possibilities could pass us by.
Consulting Associate Professor (1994-2000);
Associate Professor, Teaching (2001-2006);
Professor, Teaching (2006-).
Elementary and Middle School Teacher (1973-1978);
Director, Public Schools Project, College for Human Services, New York (1983-1985);
Research Scientist, Center for Children and Technology, Bank Street College of Education, New York (1985-1989);
Director of School and Community Programs and Senior Research Scientist, Institute for Research on Learning, Menlo Park, CA (1989-2000).
Goldman, S., Carroll, M., Kabayadondo, Z., Britos Cavanaro, L., Royalty, A., Roth, B., Kwek, S.H., & Kim, J. (In press). Assessing d.learning: Capturing the Journey of Becoming a Design Thinker, In Meinel, Leifer, L & Plattner, H. (Eds). Directions in Design Thinking Research. Springer.
Goldman, S., & Zielezinski, M. (In Press). The production of learning stories through comic making. In M. Núñez-Janes, A. Thornburg, & A. Booker (Eds.) Deep stories: Practicing, teaching, and learning anthropology with digital storytelling. Warsaw: DeGruyter Open.
Goldman, S. (In Press). Design Thinking. In, Peppler, K. (Ed). The SAGE Encyclopedia of Out-of-School Learning. Los Angeles: Sage Publishing.
Goldman, S., & Zielezinski, M. B. (2016). Teaching with Design Thinking: Developing New Vision and Approaches to Twenty-First Century Learning. In Connecting Science and Engineering Education Practices in Meaningful Ways (pp. 237-262). Springer International Publishing.
Goldman, S. & Jimenez, O. (2016). Exploring the promise and limits of a reciprocal research and design process: the case of family math applications. In Svihla, V. & Reeve, R. (Eds). Design as scholarship: Case studies from the learning sciences. Routledge.
Booker, A., & Goldman, S. (2016). Participatory design research as a practice for systemic repair: Doing hand-in-hand math research with families. Cognition and Instruction, 34(3), 222-235.
Goldman, S., Kabayadondo, Z., Royalty, A., Carroll, M. P., & Roth, B. (2014). Student teams in search of design thinking. In Design Thinking Research (pp. 11-34). Springer International Publishing.
Goldman, S., Carroll, M. P., Kabayadondo, Z., Cavagnaro, L. B., Royalty, A. W., Roth, B., & Kim, J. (2012). Assessing d. learning: Capturing the journey of becoming a design thinker. In Design Thinking Research (pp. 13-33). Springer Berlin Heidelberg.
Esmonde, I., Blair, K. P., Goldman, S., Martin, L., Jimenez, O., & Pea, R. (2013). Math I am: What we learn from stories that people tell about math in their lives. In LOST Opportunities (pp. 7-27). Springer Netherlands.
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education,29(1), 37-53.
Martin, L., & Goldman, S. (2010). Family inheritance: Parallel practices of financial responsibility in families. Educating comprehensively: Varieties of educational experiences, 3, 257-280.
Martin, L., Goldman, S., & Jiménez, O. (2009). The tanda: A practice at the intersection of mathematics, culture, and financial goals. Mind, Culture, and Activity, 16(4), 338-352.
Goldman, S., & Booker, A. (2009). Making math a definition of the situation: Families as sites for mathematical practices. Anthropology & Education Quarterly, 40(4), 369-387.
Goldman, S., & McDermott, R. (2007). Staying the course with video analysis. Video research in the learning sciences, 101-113.
Goldman, S. (2006). A new angle on families: connecting the mathematics in daily life with school mathematics. In Z. Bekerman, N. Burbules, & D. Silberman-Keller (eds.), Learning in Places: The informal education reader. Bern, Switzerland: Peter Lang Publishing Group.
Goldman, S., Pea, R., Blair, K.P., Jimenez, O., Booker, A., Martin, L., & Esmonde, I. (2010). Math Engaged Problem Solving in Families, In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL. 380-388.
Carroll, M., Goldman, S., Britos, L., Royalty, A., Koh, J., & Hornstein, M. (2010). Destination, Imagination & The Fires Within, with M. Carroll, International Journal of Art & Design Education. 21:1, 37-, IL53.
Martin, L. & Goldman, S. (2010). Family inheritance: parallel practices of financial responsibility in families, In Lin, L., Varenne, H. and Gordon, E. (Eds.), Educating Comprehensively: varieties of educational experiences, Vol. 3 of the Perspectives on Comprehensive Education Series. The Edwin Mellon Press.
Martin, L., Goldman, S., & Jimenez, O. (2009). The Tanda: A Practice at the Intersection of Mathematics, Culture, and Financial Goals, with L. Martin & O. Jimenez. Mind, Culture and Activity 16: 1-14.
Goldman, S. & Booker, A. (2009). Making Math a Definition of the Situation: Families as Sites for Mathematical Practices, Anthropology & Education Quarterly. 40:3.
Di Giano, C., Goldman, S. & Chorost, M. (Eds.), (2009). “Educating New Learning Technology Designers.” New York: Routledge.
Goldman, S., Booker, A. & McDermott, M. (2007). "Mixing the Digital, Social and Cultural: learning, identity and agency in youth participation." In Buckingham, D. (Ed.), Digital Youth: Learning and Identity. Cambridge, MA: MIT Press.
Goldman, S. & McDermott, R. (2007). “Staying the Course with Video Analysis.” In Goldman, R., Pea, R., Barron, B. and Derry, S. (Eds.), Video Research in the Learning Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
Goldman, S. (2006). “A New Angle on Families: Connecting the Mathematics in Daily Life with School Mathematics.” In Bekerman, Z., Burbules, N., Silberman-Keller, D. (Eds.), Learning in Places: The Informal Education Reader. Bern: Peter Lang.
Playful Family Science: research and design on the potential of hand-held and mobile technologies for family science learning.
STEM Ambassador Program: understanding how academic professionals can broaden scientific participation of non-traditional science-going populations.
REDlab: research in education and design <redlab.stanford.edu>
D.loft STEM Learning: Increasing knowledge of and access to STEM through design thinking. <dloft.stanford.edu>