Sylvie Ashford | Starting with Questions, Not Answers

I am a co-term student, and I’m finishing up my B.A. in International Relations and Arabic at Stanford, with Honors in Democracy, Development, and the Rule of Law. I’m originally from Washington, D.C, and before coming to MIP I worked as a Middle East policy research assistant and campaign field organizer. 

MIP was exactly what I hoped it would be. The program brings together fascinating people from different countries and life paths. I learned so much from them in and out of the classroom, which ended up being one of the most meaningful aspects of the program. Particularly after spending the first half of the program on Zoom, I loved every time we were able to come together as a cohort for classes and social events this year.

Being a part of this community has definitely changed how I think about the process of policymaking. What I've really come to understand is that policymaking should start with a question, not an answer, and with a rigorous effort to understand a specific social problem in its own context. After graduation, I'm moving to San Francisco to work at the Natural Resources Defense Council, and I know that keeping that perspective in mind will be a huge help to me as I’m doing policy analysis and advocacy work to support the NRDC's Climate and Clean Energy Program.

David Sprague | MIP Training, Military Service

When I first started as an MIP student, I didn’t realize how flexible the program would be or how many options there are to study in different fields. The program really emphasizes how to approach policy making through practical considerations, not just wishful thinking, whether that’s in computer programming and coding, international affairs, climate science, business, design thinking, or any of the other topics policy covers. There’s a lot of crossover with other programs on campus like the design school and the Graduate School of Business, I think this dynamic gives students a policy framework that's grounded in sound political strategies. 

It’s definitely been a busy two years. Beyond being a MIP student, I’m also an active duty officer in the U.S. army, and I have a family. I’ve been very appreciative of how I was able to work within the program to try and keep all of those different responsibilities in balance. This is the best location, hands down, to pursue a policy degree, and there are so many opportunities to get experience with things you truly value, whether that’s family, friends, researching a topic you have strong opinions about, coding, or surfing.

After graduation, I will be returning to the Army to be an operations officer, or a prime integrator, in organizations ranging from 700 to 10,000 soldiers. I know that what I’ve learned here at FSI in the master’s program — both about policy making and myself — is going to help me serve our men and women in uniform better.

Shirin Kashani | Moving Forward, but Not Away

I am graduating this June, but I’m not going far! The program helped me realize my dreams to continue my career in academia, and so I will be pursuing a PhD in political science here at Stanford.

Part of the MIP experience is the one-on-one advisor matching that the program organizes for students. I was paired with Dr. Jeremy Weinstein, and he was so genuinely helpful and keen on setting me up for success. He met with me every two weeks to help me plan and prepare to be a competitive, successful PhD candidate after MIP.

For any students coming into the program, I would strongly advise you take advantage of how flexible the program is. The four specializations — Cyber, Environment, Governance and Development, and International Security — are there to guide you, not to put you in a box. Take courses from departments in your interests and customize your electives to whatever you think will help you. Don’t be afraid to go beyond what’s expected of you in the program to explore and make the best out of your two years on the Stanford campus!

Mikk Raud | Coming Full Circle

Prior to starting this master’s program, I spent eight years studying and working in Beijing and Hong Kong, where I most recently worked for a global risk consultancy, assisting multinational companies with assessing cyber risk, threats, and regulations, as well as crisis management. One of my goals here at Stanford was to pivot away from Asia and refocus my studies in cyber security and cyber policy in the U.S.

Because it’s right in Silicon Valley and so close to the leading industries, the MIP program here at Stanford was my top choice of school, and it has not disappointed. Aside from being able to closely interact with top faculty members and professors such as Frank Fukuyama, I got to see guest speakers such as President Bill Clinton, President Barack Obama, and other high-level U.S. military officials that Stanford has brought to campus to speak to students. I’ve learned so much from classes like “INTLPOL 340: Technology, Innovation and Modern War,” taught by Steve Black and Joe Felter, and groups like the Hack Lab.

As my time at Stanford comes to an end, my academic experience and industry experience are making a full circle, and I will be going to work with the global financial technology firm where I interned over the summer. I will be working on technology and information security issues while I am in the U.S. by using the one year of optional practical training (OPT). Given the current events in Ukraine and their proximity to my native Estonia, at some point I would also like to be able to contribute my skills and experience back home.

Each of the students in the 2022 class of the Ford Dorsey Master's in International Policy has had the opportunity to practice policymaking and problem solving hands-on in the Policy Change Studio, the two-quarter capstone course of the MIP program. Each year, second-year students partner with NGOs, think tanks, and other groups around the world to get out of the classroom and into the world to bring their know-how to some of the world's most pressing issues.

To learn more about what the 2022 cohort has been working on, explore some of the capstone presentations below.

Sponsored by Stanford Global Studies, the Education Partnership for Internationalizing Curriculum (EPIC) Community College Faculty Fellowship program brings together a cohort of community college faculty and academic staff from various disciplines to work collaboratively with Stanford staff for one academic year (August–May). Each EPIC Fellow designs a project that aims to internationalize curricula and develop global competencies among community college students. Jonas Edman worked with four of the nine 2021–22 EPIC Fellows throughout the academic year. The fellowship culminated with the EPIC Symposium, “Integrating Global Topics into Community College Curricula,” which was held on May 22, 2022 and featured panels of current and past EPIC Fellows. The four EPIC Fellows with whom Edman worked are listed below. Each gave an overview of their project to an audience of Stanford faculty and staff, EPIC alumni, and other community college faculty.

Lauren M. Blanchard, Faculty, Political Science, Monterey Peninsula College
Project: Hands-on Migration: Service-Learning Curriculum in Global Studies

• The goal of this project is to introduce migration studies to Monterey Peninsula College. Crafting a service-learning curriculum will provide students the opportunity to dedicate a semester to the comparative study of internal and international migrations in the 20th and 21st centuries, alongside the chance to gain hands-on experience working with the diverse immigrant communities of Monterey County. This curriculum will provide insight into the international agreements and values that have shaped government responses to immigration in the past and will shape responses to migration in the 21st century.
   

Miloni Gandhi, Faculty, Global Studies and Workforce, Foothill College
Project: Virtual Study Abroad

• Virtual Study Abroad is a way to bridge equity gaps in international education at the community college. Study abroad is a unique experience to explore other cultures and traditions firsthand. However, it is often limited to those with the ability to leave their current situations for long periods of time or those with the financial ability to cover the opportunity cost of being away from home. Virtual Study Abroad allows for all students to have firsthand experiences exploring other cultures through meaningful curated content and authentic relationship-building with people in other countries without having to physically be abroad.
   

Tomasz B. Stanek, Associate Professor, History, Victor Valley College
Project: Global Ethnic Studies Course Proposal

• The Global Ethnic Studies Course Proposal involves the construction of a new global or hemispheric ethnic studies course with major emphasis on paradigmatic discoveries, environmental and indigenous ideas, transnational issues, climatology, human behavior, a trauma of conflict, and modern philosophy, all encapsulated into one community college course bound from the 1500s to the present. The idea of this course is to create an interdisciplinary discussion space and a comparative analysis beyond national borderlands and local marginality.
   

Alexandria White, Professor, English, Sacramento City College
Project: Black Atlantic Explorations

• The purpose of Black Atlantic Explorations is to provide a comparative approach to understanding the intersectionalities and divergences among Black Atlantic identities and experiences. Juxtaposing the diverse experiences of Afro-Brazilians, Afro-Caribbeans, and Afro-Americans through literature, art, and history will not only be provocative and inspiring, but will also plants seeds in our collective imaginations about the possibilities of Black Atlantic futures rooted in liberation and rooted in the “profoundest creativity to throw bridges across chasms, to open an architecture of space within closed worlds of race and culture (Guyanese writer, Wilson Harris).”

Following the panels, the EPIC Fellows received certificates from SGS upon their successful completion of the Fellowship. With the formal close of the Fellowship, they are now invited to join the Global Educators Network (GEN), which in partnership with Stanford Global Studies (SGS) seeks to inform, inspire, engage, and empower community college educators—and their students—to more deeply engage with global themes and learning resources, as well as international dialogue, research, and pedagogical strategies.

Reflecting on the EPIC Symposium, Edman noted, “Not only was it rewarding to observe the 2021–22 EPIC Fellows giving their impressive presentations after a year-long preparation, but it was also gratifying to see EPIC alumni from many cohorts interacting with this year’s cohort and encouraging them to join GEN. Importantly, I am most grateful to Kristyn Hara for expertly facilitating the EPIC Program over the past year and for planning and implementing this year’s EPIC Symposium.”

The EPIC Community College Faculty Fellowship program is made possible through the support of Department of Education Title VI funding. Pitches of all of the nine 2021–22 EPIC Fellows can be found here.