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Hai Yang
ICE '07
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Before coming to Stanford, I was an English literature major in Peking University, where, beside reading lots of Shakespeare, Byron and Dickenson, I pursued a minor in Psychology, interned in an investment bank, captained the basketball team of my school and spent most of my spare time traveling, both domestically and abroad. I always believed the importance of seeing the world by learning to look at it from different perspectives, and consequently joined an NGO in 2005 and taught English in southwest rural China during summer vacations of 2005 and 2006. By becoming familiar with the regional disparities in China and various educational systems all over the world, I developed an interest in comparative education with an international view. I am proud of being admitted to the Stanford ICE master's program, since it is one of the best in US. With 14 classmates from different countries and diverse cultural backgrounds, we have fascinating classes and discussions, because students share educational issues from their own countries, which makes this program dynamic. |
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Jamie Quevedo
ICE '07 |
Before coming to Stanford, I worked in publishing after graduating with an undergraduate degree in industrial engineering in my home country, Colombia. My last project was in Mexico, working as a project manager for my publishing company’s division of children’s educational magazines. I was responsible for the profitability and strategic planning, and lead the sales team that introduced our reading animation project in private elementary schools. This experience was crucial in my decision of pursuing graduate studies in education and Stanford’s ICE program immediately caught my attention.
SUSE is without doubt one of the best schools of Education in the world. We have access to an incredible amount of informational resources and the faculty is known worldwide for their research and contributions to their fields. The ICE program is both rigid, with a few well-selected required courses, and flexible, so that students can fulfill the program requirements with courses of their interests from and beyond the School of Education. The fact that there are only 15 students in this program allows for personal attention from faculty. My colleagues and I come from many countries and we have different backgrounds. This provides an incredible and stimulating learning environment. I’m positive that any prospective student, whether research, practitioner, non-profit or policy-oriented, will find the ICE master’s program to be a most rewarding experience. |
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David Smith
Current
ICE '06
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"Before coming to Stanford, I spent two years training prospective Peace Corps volunteers in the Dominican Republic. My specialty areas were youth development and information technology in education. During that time I also had the opportunity to help design several education initiatives directed towards improving the lives of child laborers, rural school children and street children in urban areas.
Education through service learning has been an important part of my career so far. In addition to having served as a Peace Corps volunteer in the Dominican Republic and East Timor, I was also an English teacher in South Korea and worked with recent immigrants in New York City. I came to the IEAPA program with the hopes of being able to place my various work experiences into a larger theoretical context. So far I have not been disappointed. I have been able to balance my studies between the program’s core curriculum and classes from around the university. The experience has allowed me to achieve a greater understanding of the role of education in international development and to obtain the tools to address its challenges. I am impressed with both the high quality of my fellow students as well as the diversity of our backgrounds. For me, half of the learning comes from working with other students. As for the faculty, it sometimes takes a while to schedule an appointment with some professors but once I am on their radar screen I have found them to be helpful and interested in what I am studying. The program is intense; I find myself constantly trying to balance my course load with my monograph research. Still, the process is great preparation for a future doctoral student or someone interested in pursuing a career in education research. The IEAPA/ICE program has a great reputation among the comparative education community. Also the career center is a huge plus. The people there have been very proactive in helping me research opportunities after graduation. It is my impression that core curriculum, the great students, the opportunity to do original research and the active career center are the factors that set this program apart from other programs in similar universities." |
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 Diane Carr
Current
ICE '06
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"As the prominent leader in the field of International Comparative Education, Stanford’s program was appealing to me for many reasons. The expert backgrounds of the faculty and diverse experiences of the students create an ideal setting to develop and expand upon educational research interests. When applying to the I.C.E. program, I knew that it would offer not only a solid foundation in the past and current trends of international education, but that it would also provide the skills needed to push the boundaries of what is accepted in order to gain deeper understandings of issues in education around the world. The freedom to explore personal research interests has been a keystone and valuable feature of the I.C.E. program, allowing me to customize the program to combine my previous life experiences along with knowledge gained at Stanford to fit my needs and future goals. I believe that I will be well equipped to pursue the opportunities offered in this field and I would highly recommend this program to those considering a future in International Education." |
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