J. Martin Evans, professor of English, has been appointed the William R. Kenan Jr. Professor.
A faculty member of the English Department since 1963, Evans holds bachelor's and doctoral degrees from Oxford University. He is a scholar of Renaissance literature, in particular the poetry of John Milton. His publications on the subject include Paradise Lost and the Genesis Tradition (1968), Paradise Lost, Books IX-X (1973), The Road from Horton: Looking Backward in "Lycidas" (1983), Milton's Imperial Epic (1996) and The Miltonic Moment (1998). He regularly reviews books on Milton for scholarly journals.
Evans, whose interests include travel literature, also is the author of America: The View from Europe (1979). In addition to his courses on Renaissance literature, he frequently teaches in the Introduction to the Humanities and Overseas Studies programs.
In 1990, he was honored with the Richard W. Lyman Award for faculty volunteer service to the Stanford Alumni Association and Stanford University. He has received the Dean's Award for Distinguished Teaching and the Gores Award for Excellence in Teaching, and has served as associate dean of the School of Humanities and Sciences and chair of the English Department.
Michael Friedman has joined the Philosophy Department as the Frederick R. Rehmus Family Professor of Humanities.
Friedman, who earned a doctorate in philosophy at Princeton in 1973, comes to Stanford from Indiana University, where he held the Ruth N. Halls Professorship of Arts and Humanities and taught philosophy and the history and philosophy of science.
Friedman previously has held faculty positions at Harvard, the University of Pennsylvania and the University of Illinois-Chicago. He is a member of the American Academy of Arts and Sciences and has served as president of the Central Division of the American Philosophical Association and of the Philosophy of Science Association. He is a former Guggenheim Fellow. He has written three major books on the philosophy of science and more than 50 articles.
His first book, Foundations of Space-Time Theories: Relativistic Physics and Philosophy of Science (1983), is considered the classic study of the nature of space and time as understood in 20th-century physics. He also is the author of Kant and the Exact Sciences (1992), which transformed the understanding of much of Kant's thought regarding science, and Reconsidering Logical Positivism (1999), which offers a fundamental rereading of the philosophy of Rudolph Carnap and his ilk, stressing the role of the a priori.
His most recent books are A Parting of Ways: Carnap, Cassirer and Heidegger (2000) and Dynamics of Reason: The 1999 Kant Lectures at Stanford University (2001).
Ian Hodder is the Dunlevie Family Professor in the Department of Cultural and Social Anthropology. He is on leave this year, but during the 2001-02 academic year he was department chair and co-director of the Archaeology Center. Hodder, who earned a doctorate from Cambridge University in 1974, has earned a reputation as one of the world's leading archaeologists. He has been a member of the faculty here since 1999.
Hodder has written extensively on general theoretical and methodological issues in archaeology and ethnography, on prehistoric Europe and on statistical techniques and substantive findings in spatial archaeology. His publications include Reading the Past (1986), The Domestication of Europe (1990) and Theory and Practice in Archaeology (1992). He is continuing his research into archaeological theory and has recently edited a volume on Archaeological Theory Today (2001).
1993, in what was regarded as a major coup, Hodder gained control
of the 9,000-year-old archeological site of Catalhoyuk in central
Turkey, which is regarded as the most important early neolithic
site in the east Mediterranean and one of the most important
excavations in the world. Hodder's future work will further examine
the processes by which people domesticated plants and animals and
first settled into towns and cities.
Joel Leivick has been named the Robert and Ruth Halperin Professor in Photography.
Leivick, who will serve as chair of the Department of Art and Art History beginning this month, was named a professor (teaching) of art and art history at Stanford in 2001. He earned a bachelor's degree from the University of California-Santa Cruz in 1973 and a Master of Fine Arts degree in photography at Yale in 1980. His interests include photography, digital photographic technology and the history of photography. His photographs of the marble quarries near Carrara, on Italy's Tuscan coast, have been exhibited widely in the United States and abroad. His book, Carrara: The Marble Quarries of Tuscany, was published in 1999.
Leivick's other works include large digital color prints of Mexican retablos -- small paintings on metal that depict salvation from catastrophic events. Produced at the Stanford University Digital Art Center (which he co-founded in 1997), the prints were digitally manipulated to change or emphasize certain characteristics. Most recently, he has been photographing in the southern Italian town of Matera.
Leivick served as curator of photography at the Stanford Museum of Art from 1986 to 1999.
Ellen M. Markman, the Lewis M. Terman Professor, has been a member of the Psychology Department since 1975. Markman, who holds a doctorate from the University of Pennsylvania, is viewed as one of the nation's leading developmental psychologists.
The primary focus of her research has been cognitive and early language development, most specifically in determining how very young children, particularly infants, figure out what words mean. In 1983, she co-edited Volume 3 of the Handbook of Child Psychology, which, at the time, was hailed as the most important single publication in the field for the previous 15 years. Her 1989 book, Categorization and Naming in Children: Problems of Induction, has greatly influenced the field and is widely cited.
Markman also has produced a sizable body of articles, many of which have appeared in top journals such as Cognitive Psychology, Cognition, Child Development and Developmental Psychology. She teaches both undergraduates and graduates, and has served as an adviser and mentor to many doctoral students, a number of whom have gone on to become leaders in the field. Markman was chair of the Department of Psychology from 1994 to 1997, and was associate dean for the social sciences in the School of Humanities and Sciences from 1998 to 2000.
Peggy Phelan has joined the Drama Department as the Ann O'Day Maples Professor in the Arts.
Phelan, who was a faculty member at New York University for 17 years, earned a bachelor's degree from the University of Delaware and a doctorate from Rutgers University. She is a scholar and practitioner of performance studies, examining a wide range of phenomena -- art, drama, film, literature, political demonstrations -- that can be understood as performative.
Her first book, Unmarked: The Politics of Performance (1993), examines the idea that performance is intrinsically bound with loss: It can never capture what it seeks to represent and can never itself be recaptured in subsequent representation. Her second book, Mourning Sex: Performing Public Memories (1997), extends her examination of performance and loss through a series of meditations upon themes of death and mourning by blending traditional scholarly writing with more personal and performance-related elements.
From 1997 through 1999, Phelan was a fellow of the Project on Death in America, which aims to understand and transform attitudes about dying and bereavement through research in the humanities and the arts, as well as to foster innovations in care, education and public policy.
At NYU, she was honored with an award for excellence in teaching.
Robert Sapolsky, the John A. and Cynthia Fry Gunn Professor, earned a bachelor's degree at Harvard University in 1978 and a doctorate at the Rockefeller University in 1984. Three years later, he joined the Department of Biological Sciences at Stanford, where he now holds a joint appointment in the Department of Neurology and Neurological Sciences.
An expert in the neuroendocrinology of stress, Sapolsky studies how neurons die during aging or following various neurological insults; how neuron death can be accelerated by stress; and the design of hormonal and gene therapy strategies to protect vulnerable neurons from neurological disease. His laboratory was among the first to document that sustained stress can damage the hippocampus, a region of the brain central to learning and memory.
Sapolsky has written four books, including A Primate's Memoir (2001). For three months each year, he studies wild baboons in Africa's Serengeti. His field research focuses on the relationship of physiology to a baboon's dominance, rank, social behavior and personality, in the context of studying patterns of stress-related diseases and why some individuals deal with stress better than others.
Sapolsky is the recipient of a MacArthur Fellowship and a National Science Foundation Presidential Young Investigator Award. He also has received three of Stanford's top teaching honors: a Bing Fellowship, a Dean's Award for Distinguished Teaching and the Hoagland Prize.
Ilya R. Segal is the Roy and Betty Anderson Professor in the Department of Economics. Before joining the Stanford faculty in 1999, he was an assistant professor of economics at the University of California-Berkeley.
Segal is a specialist in contract theory and market design. He has examined how contracts influence long-term investments -- explaining why long-term contracts are often left incomplete in complex situations even when complete contracts could have been written at a low cost. He also has demonstrated how contracting among many parties may proceed inefficiently due to the contracts' repercussions on third parties, known as "externalities." Such externalities exist, for example, among shareholders of a publicly held company, whose market value is affected by the shareholders' trading of its stock. Similar externalities arise among competing sellers of the same product and among users of the same communication technology, and in many other important instances. Segal has created a mathematical model unifying different kinds of externalities and illuminating their adverse impact on economic welfare and their implications for economic regulation.
Segal also has been working on the problem of designing auctions and pricing mechanisms. He has demonstrated how constraints on people's communication capacity restrict the efficiency of allocating many different goods. This work lies at the boundary of economics and computer science.
Segal is on sabbatical during the 2002-03 academic year at the Institute for Advanced Study in Princeton on a Guggenheim Fellowship.
Guadalupe Valdés, a Stanford faculty member since 1992, is the Bonnie Katz Tenenbaum Professor in Education.
Valdés' research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress and the role of education in national policies on immigration. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances -- those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism). Her research in these areas has made her one of the most eminent experts on Spanish-English bilingualism in the United States.
Valdés' current research includes a project titled
"Inscription Rich, Computer-Mediated Instructional Materials for
English Language Learners in Mathematics," which is funded by the
Office of Educational Research and Improvement. Valdés also
is working on a project funded by the Spencer Foundation titled
"The Teaching of Spanish as a Heritage Language: Toward the
Development of a Coherent Language-Education Policy." This project
examines the Spanish-language needs of successful Latino
professionals in California and the ways in which secondary and
postsecondary instruction in Spanish has responded to these
J. Martin Evans
Ellen M. Markman
Ilya R. Segal
Stanford Report, September 25, 2002