Marissa grunes is a scholar of american literature whose dissertation examines the intersection of architecture and environmentalism in nineteenth-century american culture.Cognitive learning theory in the classroom she will earn her phd from the english department at harvard university in the spring of 2019. Marissa’s doctoral work brought together architectural history, aesthetic theory, and environmental history to consider the productive relation between the arts and early environmental thought in the nineteenth-century united states.Cognitive learning theory in the classroom marissa’s interdisciplinary research has also led her into the medical humanities and the history of science, with work on the emergence of the hospice movement and the cultural history of the antarctic.Cognitive learning theory in the classroom

As an environmental fellow, marissa will work under the guidance of professor james engell in the english department on a book about antarctica for the general reader.Cognitive learning theory in the classroom incognita: A portrait of antarctica will combine historical research with a synthesis of current ecological, atmospheric, and geophysical findings to offer a journey across the continent.Cognitive learning theory in the classroom marissa’s goal is to produce a rigorously-researched book that will capture the imagination of curious readers, drawing them into the threatened world of the antarctic and its power to transform our planet.Cognitive learning theory in the classroom

Jon proctor develops and pairs methods in econometrics, spatial statistics and machine learning with global socio-environmental datasets to empirically estimate the relationships that govern our climate and agricultural systems.Cognitive learning theory in the classroom for example, in recent work jon uses volcanic eruptions as natural experiments to provide the first empirically-based estimates of how solar geoengineering might impact agricultural yields.Cognitive learning theory in the classroom in a second strand of research he develops, characterizes and democratizes new algorithms for planetary-scale monitoring using satellite imagery.Cognitive learning theory in the classroom jon graduated from stanford university in 2014 where he studied earth systems; he will earn his phd in agricultural and resource economics from the university of california, berkeley in august, 2019.Cognitive learning theory in the classroom

As a joint data science and environmental fellow, jon will continue to explore 1) how human activity alters the transfer of sunlight through the atmosphere, and in turn, how these changes in radiation impact crop productivity and 2) how remote sensing measurements can be efficiently made and appropriately applied to quantify relationships in socio-environmental systems.Cognitive learning theory in the classroom he is excited to pursue these questions with peter huybers, jim stock, and others. When he’s not at his desk, you can find jon backpacking, rock climbing, or teaching and performing improvisational theater.Cognitive learning theory in the classroom

Adam earned his phd in chemistry from stanford university in 2019. His doctoral work focused on the development of halide double perovskites as optoelectronic materials, particularly in the realm of photovoltaics.Cognitive learning theory in the classroom adam discovered several new double perovskite phases, extensively studied their promising optical absorption, carrier transport, and defect properties, and outlined simple rules to accurately predict and describe the electronic structures of all halide double perovskites.Cognitive learning theory in the classroom while at stanford he held a stanford graduate fellowship and the franklin veatch memorial fellowship. Prior to stanford, adam received his BA in chemistry in 2014 from washington university in st.Cognitive learning theory in the classroom louis.

As an environmental fellow, adam will work with jarad mason from the department of chemistry and chemical biology. His research will focus on the synthesis of novel porous materials such as nanocrystal frameworks and intrinsically-porous liquids.Cognitive learning theory in the classroom these materials will be used to separate and store technologically important gases such as hydrogen and oxygen as well as to capture and remediate environmental pollutants such as carbon monoxide and the nitrogen oxides.Cognitive learning theory in the classroom adam’s work will be supported by the arnold O. Beckman postdoctoral fellowship in the chemical sciences.