MA in International Education
Using Maslow and Mezirow’s theories on the Hierarchy of Needs and Transformative Learning, this Course Linked Capstone (CLC) explores a research-based needs assessment of Stanford’s Bing Overseas Studies Program (BOSP)’s on-campus programming, paying close attention to pre-departure orientation. Using data from this analysis, this CLC proposes a new program that would take the format of a 3-unit course, integrating program logistics, cohort building, cultural humility, and experiential learning theories. This mandatory course for all BOSP quarter-length program participants would span three quarters (one unit per quarter) and include modules in the pre-departure, in-country, and re-entry phases of the study abroad experience.
In this new orientation format, students would be offered opportunities to set informed expectations and goals for their upcoming experiences abroad, reflect on pre-existing assumptions about their positionality and how that interacts with their program’s location, and start to build an engaged intellectual and social community with their cohort, which extends beyond the in-country experience. Programming would include guest lectures and workshops in collaboration with Stanford Global Studies (SGS), the Diversity and First-Gen Office (DGen), the Office of Financial Aid, the Haas Center, and Stanford Career Education (BEAM). Future collaborations would be possible, extending this model to help centralize internationalization efforts across Stanford campus
Bilingual, Multilingual, and Multicultural Education | International and Comparative Education | Liberal Studies
Monroe, Elizabeth, "Maslow & Mezirow in Orientation: Redesigning Stanford's Orientation for BOSP Students" (2018). Capstone Collection. 3123.