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Seth Snyder
MA' 08.
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"After graduating from the ICE program, I was hired to work in Student
Affairs at Stanford. The structure of our coursework in comparative
education was enhanced perfectly by the chance to do original research
and enroll in other Education courses that interested us outside of our
concentrations in ICE/IEAPA. Having the ability to include Higher
Education courses with the International and Comparative base made for a
very busy but well-rounded year.
My monograph study of the college selection process for first-
generation college students (mostly from new immigrant families) led to
a portion of my current position. I am contributing to a new program
that supports first-generation college students here at Stanford, in
addition to working with a diverse set of student groups and
administrative units here. The flexibility of ICE has led my classmates
and I to a wide variety of careers after graduation, just as we came
from a multitude of backgrounds and professional experiences when we
enrolled at Stanford." |
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Minako Sugawara
MA' 08.
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"Once I completed the master's degree in International Educational Administration and Policy Analysis, I returned to my position at the Japan International Cooperation Agency (JICA) as Assistant Director, Basic Education Division II, Human Development Department. My position requires quite a bit of travel, especially to Africa. During a recent mission to Lesotho and Swaziland, our team had a series of discussions with education officials at various levels and teachers to determine how JICA could support them. The official plan will need to be refined and authorized within a few months time. Compared to two years ago (before coming to SUSE), I now feel more confident to talk with these government officials regarding the issues and challenges of, and solutions for their education systems. Now I realize that one year at SUSE really formed the firm base on which I can stand while also equipping me with the necessary knowledge and skills in order to cope with very complicated problems facing the education sector in the developing world. This is really exciting!" |
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Luke Terra
MA' 08.
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"In the ICE MA program I focused on comparative civic education, and completed a monograph exploring the content of civic and history textbooks in Northern Ireland, England and the Republic of Ireland. I am particularly interested in how states recovering from violent ethnic conflict or transitioning to democratic practice re-envision the purpose and content of civic education programs. After graduating from the ICE program in 2008, I accepted a position with the Center for Civic Education in Calabasas, CA. As a Program Manager in the Civitas International Programs of the Center, I manage an international portfolio of educational development projects in the Balkans, Africa and Asia. In each of these sites, I partner with local educators and organizations to develop civics curricula for elementary and secondary schools, organize teacher training programs, and build national support for civic education. In the winter of 2008 I applied to the PhD in International Comparative Education. I have been accepted and plan to return to SUSE in September 2009. Though I will only be in my current position for a little more than a year, I have gained valuable and relevant professional experience in my research area, and established relationships with civic educators around the world who I can turn to for guidance and support during my doctoral study." |
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Torie Gorges
MA' 05.
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"I chose the Stanford ICE/IEAPA program for its small size, supportive faculty, and rigorous monograph requirements. The program served me well: I now have exactly the type of job I wanted going into the program, and there is no doubt in my mind that I got that job thanks to the skills I learned and connections I made at Stanford. Having the opportunity to develop an original research project, take classes with excellent faculty, participate in the Comparative International Education Society’s yearly conference, and get to know my ICE peers and ICE alumni were all highlights of the program. The program’s structure ensured that I had marketable skills by the end of year, while also allowing me the freedom to take courses that interested me." |
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Michelle Phillips,
MA' 04.
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"The MA program in ICE/IEAPA addressed a vast, interdisciplinary course of study in a targeted and in-depth manner. Not only did we become familiar with the most current, pertinent arguments and theories related to international education development but we also gained research skills that helped us to produce a scholarly monograph at the end of the program. The guidance from the faculty--top scholars in the field--helped me to make the most of my time at Stanford and to use Stanford as a springboard for my career. Having now worked at UNESCO in two different education-related capacities, I can see that I regularly draw upon the course content, methodologies, and personal networks that the ICE/IEAPA program provides. I definitely would not be enjoying such a challenging and rewarding hands-on experience in educational planning and policy analysis had I not pursued Stanford’s MA in ICE/IEAPA." |
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Batuhan Aydagul,
MA' 02.
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"I work as a Project Specialist at Education Reform Initiative (ERI). ERI is a project within the Istanbul Policy Center at Sabanci University, which aims to form a network of stakeholders in Turkish education, including state agencies, academic circles, schools, and non-governmental organizations, to pursue the following goals:
• Incubate ideas for reform ranging from funding of education to specific education policies.
• Serve as an observatory on progress in education reform.
One of my two major responsibilities is to contribute to the implementation of their projects, pursuing tasks such as commissioning position papers to scholars and experts in different fields, organizing a Roundtable Conference where these papers will be discussed, as well as handling other administrative tasks. The other one is to act as a policy analyst and prepare policy proposals. I especially depend on my policy and analytic skills to provide scholars with support in areas such as economics of education." |
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