83 - How Internationalizing Higher Education Gave Voice to Foreign-born Students

Abstract Information: The main goal of this longitudinal evaluation is to measure the impact of participation in Stanford programs on three outcomes identified by the Stanford team. The outcomes of interest are classroom teaching, career trajectory, and institutional changes. In this session, evaluators tell the story of how one program’s approach to internationalizing higher education gave voice to foreign-born students who have traditionally been marginalized in Western-centric academic environments. Highlighting this transformative approach, our session focuses on how Stanford University's Global Studies Division has redefined internationalization in higher education through the Education Partnership for Internationalizing Curriculum (EPIC) fellowship. Funded by Title IV of the Higher Education Act, this initiative has empowered community college faculty since 2014 to integrate global perspectives into their teaching. After the year-long intervention, the program hoped participants would make pedagogical and curricular changes to support internationalization, have greater confidence in their ability to internationalize curricula, and advocate for the internationalization of education. The narratives unearthed by the evaluators tell a story of empowerment and inclusion. They demonstrate how the EPIC fellowship has not only internationalized curricula but has also created a space for diverse voices to be amplified.