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  • Asha Sitaram | International Comparative Education
    a reflection of and contributor to societal norms practices and structures My interests persuaded me to apply to graduate school to study international education theory and policy Stanford s IEAPA program was my top choice The small and close knit ICE IEAPA cohort was by far the most memorable part of the graduate experience for me The size of the cohort the collaborative aspects of coursework and MA research and shared core courses fostered a deep sense of community amongst cohort members The diversity of experience and perspectives contributed to my learning and the community formed offered an important support system Furthermore small class sizes and accessible faculty offered opportunities to question my perspectives and push my thinking in ways that would not have been possible had I been in a larger program and department In addition to the accessible network of incredible faculty students and alumni at the GSE I learned a great deal through my multi disciplinary coursework Approaching complex issues through multiple disciplinary lenses gave me a well rounded understanding of the field This understanding allows me to access and interpret research and question the assumptions behind policies and practices shaping education today Finally the rigorous MA research process is truly what makes this program stand out The structure provided to students and the support from faculty and teaching assistants allowed me to maximize my learning in a short period of time and deepen my thinking around issues that really mattered to me After graduating from the IEAPA program I pursued a role as a research analyst for the National Equity Project a non profit organization that supports leaders to drive equitable and transformative change for historically underserved students and families in communities schools and districts across the United States As Research Analyst I develop and execute

    Original URL path: https://gse-ice.stanford.edu/students/alumni/sitaram (2015-10-30)
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  • Edgar Franco-Vivanco | International Comparative Education
    frustrating in that it made me aware of the many problems related to Mexican education and subsequently the meager progress in student academic achievement I became increasingly determined to take action to propose and evaluate public policies related to education which is why I applied for graduate programs that would give me the tools to achieve that goal I found in the IEAPA MA program at Stanford University a great platform to accomplish these objectives I realized early on that Stanford offered the best environment for understanding the complex topic of education Stanford s interdisciplinary approach allowed me tremendous flexibility when choosing courses to meet the requirements of the IEAPA program In addition the multidisciplinary approach extends beyond the classroom my IEAPA ICE cohort was eclectic with my peers having very diverse backgrounds I feel particularly fortunate to have received the generous aid of the Claudio X Gonzalez fellowship given to qualified Mexican students in the ICE IEAPA MA program Once I graduated from the IEAPA MA program I decided to stay at Stanford and use the opportunity to earn a second master s degree I was admitted to the MA program in Public Policy which was a perfect complement for the skills and abilities I acquired in the IEAPA MA program Fortunately Stanford s thin borders across schools were in my favor again While completing my second master s degree I had the opportunity to work on several research projects across campus with Professors Martin Carnoy School of Education Joan Petersilia Law School and Beatriz Magaloni Political Science as well as at the Stanford Center for the Study of Poverty and Inequality I also had the privilege of receive funding from The Mexico Fund a fellowship for Mexican students at Stanford After graduating from the Public Policy program in

    Original URL path: https://gse-ice.stanford.edu/students/alumni/franco-vivanco (2015-10-30)
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  • DanThanh Nguyen | International Comparative Education
    of knowledge and skills I gained in the program from economics of education to the political and social considerations for reform to research methods Recently the Ministry asked me to summarize a book on research methods for them During the exercise I kept thinking back on the lessons I learned in my seminar with you and Brenda Jarillo Program Assistant at the time The work of writing up the steps for research methodology became really enjoyable and came quite naturally to me The book that the Ministry asked me to summarize actually didn t include some of the elements that we emphasized in our class e g ensuring that motivation is convincing that the literature review is a critical one that the discussion section has to bring back other sections of the paper from a new perspective among other things So not only was I able to summarize the book quickly and clearly for the Ministry but I was able to add my own ideas and made sure the most important elements were emphasized I just wanted to let you know that the lessons you have taught me are not just stored away in some dusty books or buried deep

    Original URL path: https://gse-ice.stanford.edu/students/alumni/nguyen (2015-10-30)
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  • Melissa Yisak | International Comparative Education
    my senior year of college I had the opportunity to work for WorldTeach in Namibia Through my experiences as a teacher I became very interested in the way students of different races interacted with one another as well as how they perceived the opportunity structure in a post apartheid society After reflecting on my time abroad I decided I wanted to gain the tools needed to better grasp the issues my students faced I was eager to get started with the program and pursue my research but I was also nervous since I had never taken a methodology course My worries slowly started to ease as the faculty and the TAs were extremely supportive they made themselves available for extra help and encouraged my research The core classes were valuable and challenged notions that I had never thought to doubt and informed the way I viewed the intersection of policy and implementation Moreover the masters thesis provided a perfect outlet to amalgamate what I was learning in class with my personal experiences in Africa The methodological knowledge and analytical skillset I acquired at Stanford have prepared me for my current position I now work as a Survey Specialist in the

    Original URL path: https://gse-ice.stanford.edu/students/alumni/yisak (2015-10-30)
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  • Izabel Fonseca | International Comparative Education
    in applying to study at the Stanford University School of Education SUSE In 2010 I was admitted in the IEAPA MA program and had the privilege of being awarded Stanford s first Lemann fellowship I was also fortunate to be advised by Prof Carnoy on my MA paper which investigated the association of teacher characteristics and student achievement in Brazilian public schools and on a research assistantship as part of my Lemann fellowship about the expansion of higher education in developing countries In addition to the opportunity to work closely with Prof Carnoy the MA program at SUSE provided me valuable professional experience for three other reasons the courses I pursued on research methodology and theory the people I met and the outstanding structure of Stanford University Only about one third of the coursework required for the IEAPA MA program consists of requirements Most courses may be selected by students and taken in any department of the university which allowed me to pursue a program tailored according to my research interests My classmates who were outstanding professionals many of them coming from different parts of the world contributed to broadening my perspectives on educational issues Finally I benefited a great deal from the structure support and efficiency of the University I had access to all academic journals libraries quality computer labs and writing center I also made good use of non academic resources such as the world class athletic centers medical services and the support of several student associations The structure of Stanford University is particularly suitable for researchers who are interested in studying Brazilian educational issues as the University now houses the Lemann Center for Educational Entrepreneurship and Innovation in Brazil This Center has all the necessary resources to become an important forum for research evaluation and public policies

    Original URL path: https://gse-ice.stanford.edu/students/alumni/fonseca (2015-10-30)
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  • Maggie Coffin | International Comparative Education
    Thailand myself this position afforded me the opportunity to help American students navigate their own semesters abroad Through my own experiences abroad as well as my interactions with the students that I mentored I began to question the impact that cultural exchange programs have on the local community and the engaged students While I believed in the value of cross cultural education I did not have the training to assess the varied impacts of such programs Looking to equip myself with the tools to evaluate the impacts of cross cultural programs I came to the ICE program at Stanford The ICE program pushed me to consider the theoretical framework within which I framed my queries as well as taught me the research skills necessary to consider how to measure program impacts The MA paper was an incredible opportunity to apply my learned skills to my areas of interest In researching and writing this paper the continued feedback from ICE faculty and the input of my interdisciplinary peer group in the program helped to make the MA paper a defining piece of my education After completing my degree at Stanford I began working in global health education at UCSF The ICE

    Original URL path: https://gse-ice.stanford.edu/students/alumni/coffin (2015-10-30)
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  • Amanee Markos | International Comparative Education
    it added a substantive and practical dimension to my prior academic studies in economics labor markets gender and culture Experiencing firsthand the structural challenges of the Egyptian education system afforded me a deeper understanding of the strengths and weaknesses that exist in education systems around the world including in the United States In addition to spending over two years working in Egypt I managed a variety of cross cultural and educational programs for a non profit organization in New York City including a tutorial program for middle school students in Harlem The similarities and differences I witnessed in the education sectors in Cairo and New York highlighted the importance of comparative analysis in any critical approach to education vis à vis the current global disparities in education quality Ultimately these experiences and my desire to have a stronger academic and theoretical understanding of education systems worldwide led me to pursue graduate studies in International Comparative Education After exploring the top international education programs in the United States and abroad I was confident that a degree from the Stanford Graduate School of Education GSE was directly related to my long term professional goal of becoming an academic and administrative leader with the scholarly background and practical tools to shape programs curricula and policies related to international higher education The ICE IEAPA MA program was an ideal opportunity to combine my previous studies in international relations with theory and research in the field of international education I found the small cohort of the ICE IEAPA MA program to be instrumental throughout the learning process My peers contributed unique ideas and perspectives to my studies and career choices both inside and outside the classroom With the support of world renowned faculty at SGSE I developed my research skills and refined the focus of

    Original URL path: https://gse-ice.stanford.edu/students/alumni/markos (2015-10-30)
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  • ICE/IEPA MA Alumni Testimonials | International Comparative Education
    immediately after I completed my Bachelor s degree in Mathematics at Stanford University As an undergraduate student at Stanford I had the opportunities to take classes offered by Stanford University School of Education SUSE along with graduate students and pursued SUSE s undergraduate honors program where I wrote a thesis on the education engagement of children of Read more Bin Tu ICE MA 2010 Armed with a BA in English language and a BS in Psychology from Peking University I worked for two years with ActionAid International in China prior to coming to the Stanford Graduate School of Education My job entailed working in a poor county in Northern China on rural development projects and talking with villagers about their lives both days and nights This experience pushed me to think more deeply about how to fulfill myself as an educational practitioner to lead social Read more Matt Schuelka IEAPA MA 2010 My path to Stanford was anything but linear but as a Stanford alum I am more focused than ever on what I want for my life both professionally and personally I did not have a lot of international experience going into the IEAPA program but I did have a M Ed in Special Education and several years of teaching experience I chose Stanford because I wanted to expand the scope of my thinking around education policy and boy did I ever The opportunities that I had while a Graduate student at Read more Corbin Schrader IEAPA MA 2010 Before coming to Stanford I attended and or taught within schools in the United States Mexico and Germany Within the U S I had classroom experiences as a student or teacher in eight different schools in five states These disparate experiences revealed how differently with the same dedication to providing

    Original URL path: https://gse-ice.stanford.edu/students/testimonials/alumni?page=2 (2015-10-30)
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