Daniel Schwartz is the I. James Quillen Dean and the Nomellini & Olivier Professor of Educational Technology at Stanford University's Graduate School of Education. He also serves as the Halper Family Faculty Director of the Stanford Accelerator for Learning, a university-wide interdisciplinary initiative advancing the science and design of learning. Schwartz holds a PhD in Human Cognition and Learning from Columbia University (1992), an MA in Computers and Education from Teachers College, Columbia University (1988), and a BA in Philosophy, Anthropology, and English Literature from Swarthmore College (1979). He obtained a California and Alaska Secondary Teaching Credential from the University of Southern California (1981). His early career included teaching mathematics in rural Kenya (1975), remedial reading and writing in south-central Los Angeles (1979-1981), and multiple subjects at Kaltag Junior and Senior High Schools in Alaska (1981-1986). Schwartz joined Stanford Graduate School of Education as associate professor in 2000, was promoted to full professor in 2006, named to the Nomellini & Olivier Chair in 2014, and appointed dean in 2015. Previously, he served as associate professor of Psychology and Human Development at Vanderbilt University (1999-2000) and assistant professor there (1992-1999).

Director of the AAALab, Schwartz researches human learning and educational technology, developing pedagogy, technology, and assessments to promote lifelong learning and adaptability. His interests span instructional methods, transfer of learning, assessment, mathematical development, teachable agents, cognition, cognitive neuroscience, brain and learning sciences, data sciences, psychology, and technology in education. Key books include "The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them" (2016, W.W. Norton) and "Measuring What Matters Most: Choice-Based Assessments for the Digital Age" (2013, MIT Press). Prominent publications are "Rethinking Transfer: A Simple Proposal with Multiple Implications" (1999), "Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning" (2014), "A Time for Telling" (1998), and "Inventing to Prepare for Future Learning" (2004). Awards include the Klaus J. Jacobs Research Prize (2021), Career Achievement Award in Educational Psychology from the American Psychological Association (2021), Sylvia Scribner Award from the American Educational Research Association (2015), Stanford GSE Teacher of the Year (2015), and Graduate Advisor of the Year (2011). He co-hosts the GSE podcast "School's In."

Professional Email: Daniel.Schwartz@stanford.edu