Experience American university life at Stanford
Provide academic opportunities that may not be present in a student's regular school
Allow students to engage in a transformational educational experience
Break the mold of the traditional classroom curriculum and methodologies
Interact with other students from around the world and learn about their cultures
Date: Aug. 4th - 16th, 2020 (13 days)
“It has been delightful to see these students from around the world come together with shared talents and interests.”
Stanford Pre-Collegiate International Institutes
- Stanford Pre-Collegiate International Institutes provides motivated pre-collegiate students an extraordinary American college-life experience on Stanford University’s campus. Held in collaboration with education organizations, this two-week summer program breaks the mold of the traditional classroom with curricula and methodologies that engage participants in a transformative educational experience.
- Working with Stanford University as an official partner, ASDAN China will select a maximum of 30 outstanding academically students to attend the 'Stanford Pre-Collegiate International Institutes'.
- Students participate in intensive academics that expose them to university-level content through courses and workshops that draw on a range of subjects taught in the Stanford schools. The International Institutes provide an American college-life experience and helps students understand the admissions process for U.S. colleges and universities.
Experience American university life at Stanford
A place for learning, discovery, innovation, expression and discourse
One of the world's leading teaching and research universities，ARWU ranks second in the world
A world leader university for educating the standout and for building a spirit of innovation
This intellectually challenging program encourages participants to develop skills in problem solving, collaborative work, and critical and creative thinking.
The academic program exposes students to university-level content and teaching styles in a classroom that fosters communication, innovation, and creativity. Courses, labs, and workshops draw on a range of subjects taught in the Stanford Schools of Humanities and Sciences, Engineering, Medicine, and Business.
Sample Course Descriptions
Participants will learn a framework for making better decisions, Decision Quality, developed by individuals at Stanford, used in business and government, and relevant for their personal use. The style of the session is interactive. A simulation of team decision making puts participants on a Decision Adventure that is developed with a decision demonstration illustrating approaches to uncertainty and complexity.
What is entrepreneurship and how do you create a successful startup? How do you develop an innovative idea into a business opportunity? This workshop presents an introduction to entrepreneurial thinking based on ideas developed at Stanford and practical experiences in Silicon Valley, California. This workshop provides a toolkit to create value, to identify opportunity and market need, and teaches methods to test new ideas. Students will learn about important processes and thinking skills that are critical to the success of innovative enterprises.
Since the dawn of communication, codes and ciphers have been used to hide the true meanings of messages. There has been a constant information war between those who create codes, and those who crack them. In this workshop, we’ll study the earliest versions of encryption and progress through increasingly difficult ciphers; we’ll try to crack each one. We’ll study sophisticated communication systems that increase the difficulty of cracking codes, until we learn about modern day ciphers which are currently uncrackable. Finally, we’ll discuss the future of cryptography, which is very uncertain.
This workshop introduce students to urgent coastal and marine conservation topics. Through discussion
of scientific literature, news articles, and personal storytelling, students will examine the challenges of coastal
and marine conservation with an emphasis on how solving these challenges requires 1) the input of human
communities living near or dependent on coastal marine places, and 2) sound understanding of ecosystem
science. Potential ocean and coastal topics include: overfishing, ocean acidification, marine plastics pollution,
and/or sea level rise.
This workshop covers the basics of the brain and endocrine system, with a focus on perception and memory. What do you pay attention to and why? How does stress affect your memory and perception of your world? Activities will demonstrate how the brain can be affected by hormones, lifestyle, and daily activity patterns.
This workshop will cover the basics of food microbiology with the goal of having a basic understanding of how microorganisms are beneficial and or harmful to us. In addition, students will learn about fermentation and its role in history and culture. Have you ever wondered why your leftovers spoil so quickly with certain foods and seem to never spoil with others? Well, you are in luck! This workshop will take students though the basics of food fermentation throughout history and culture, how food is regulated, how we use microbes to produce food and how not to get food poisoning. This workshop will also demonstrate a quick fermentation experiment.
Our instructors bring their particular areas of expertise to each course, providing participants with insight into a variety of academic and professional fields. Their qualifications typically include graduate degrees and postgraduate programs at top universities, including Stanford, and/or entrepreneurial experience in Silicon Valley. The sample set of instructors listed below teach for us regularly.
Sebastian has worked both in the private biotech sector and in academia for more than a decade. In the biotech sector, he has worked toward creating industrial-grade enzymes, biofuels, and medical biologics. In academia, he received his Ph.D. in Pharmacology from McGill University, where he studied chronic illness and the effects of epigenetic mechanisms that regulate gene function. He carried out postdoctoral research in the field of neuroscience at Stanford University, and currently, serves an assistant professor at Queens College, CUNY.
Sebastian Gaston Alvarado
Instructor of Nature, Nurture and Epigenetics
Chandranil is a doctoral candidate in the Jack Baskin School of Engineering at University of California, Santa Cruz. He performs research in the field of Artificial Intelligence in Games, modeling human emotions to generate surprising levels in video games. Before starting his Ph.D. program, Chandranil spent three years as a software engineer in the IT industry. He has been teaching for the Stanford Summer Institutes for more than four years now and has taught classes including Intro to Programming, Game Design, Web Technologies, and Artificial Intelligence.
Instructor of Game Design, Software Engineering & Artificial Intelligence
Chloe is a leadership consultant in the San Francisco Bay Area and is passionate about introducing the most effective and innovative leadership practices to the next generation. She earned her B.A. from Columbia University, where she was responsible for transforming the Counseling and Psychological Services division and the New Student Orientation Program. Chloe teaches leadership at Stanford Pre-Collegiate International Institutes and consults leaders at companies like eBay, Accenture, Square, Facebook and various Bay Area start-ups. Chloe’s work has been showcased in Forbes magazine. She has over 2,000 hours of training and experience as a leadership coach and 5,000 hours of mindfulness practice. Chloe loves to travel and has visited over 25 countries on five continents, including studying in Latin America.
Instructor of Being a Leader
Raj teaches Business Entrepreneurship and Design Thinking for Stanford Pre-Collegiate International Institutes. Raj is a seasoned high-tech entrepreneur and executive in Silicon Valley. In 2015, he was appointed to the Stanford University Distinguished Careers Institute, granting him a one-year fellowship to study design thinking, leadership, and preventive healthcare. Raj also served as Senior Vice President at Agile Software, which was acquired by Oracle, and as the CEO of TRADE Inc, an information business start-up.
Instructor of Business Entrepreneurship and Design Thinking
Nada is a multi-disciplinarian at the intersection of entrepreneurship, art, and pedagogy, who creates stories, media, performances, installations, and business plans. She is the founder and president of Artist on Art, teaches at UC Santa Cruz, co-organizes TEDxSantaCruz, project manages at Cabrillo College, and hosts a weekly live radio interview show and podcast.
Instructor of Business Entrepreneurship
Instructor of poetry & educator!
Jeff has spent more than 25 years in senior-management positions for global companies, including 10 years as the Director of Business Development at the Stanford Graduate School of Business. He has held lectures and workshops on effective nonverbal communication since 1988. Jeff speaks and conducts business in five languages and has some knowledge of two others. As a total quality management (TQM) consultant and as a communication coach, he has conducted seminars and workshops for close to 4,100 senior executives. He received an M.B.A. from Wharton and an M.S. from the National Polytechnic Institute of Grenoble, France. He also holds a Certificate on Interpersonal Dynamics for High-Performance Executives from the Stanford Graduate School of Business.
Instructor of Effective Nonverbal Communication and Leadership
Instructor of Design Thinking
Bill brings more than 100 quarters’ worth of learning and teaching at Stanford. With four decades of classroom experience focusing on selected areas of product design, engineering visualization, and collaborative creativity, Bill delights in integrating and introducing personal experiences related to architecture, mechanical engineering, audio-visual digital studies, and entertainment design. Current interests center around international large-scale public water features.
William (Bill) Scott
Instructor of Design Thinking
Dr. Alan Ceaser is a mental health clinician and cognitive neuroscientist. His research involves studying brain function during complex cognition for individuals with psychotic illness. Dr. Ceaser served as a postdoctoral fellow, along with Jong Yoon, in the Department of Psychiatry and Behavioral Sciences at Stanford University. He received his Ph.D. in Psychology from Washington University in St. Louis in 2015. The goal of his research is to better understand the neural mechanisms of complex cognition, such as working memory and executive control, particularly in the context of psychiatric diseases like psychosis, and to translate this work to improve treatment outcomes and functioning of individuals with psychotic spectrum disorders.
Instructor of Principles of Cognitive Neuroscience
Geoff is an assistant professor of political science at Seton Hall University in New Jersey, where he is also the pre-law advisor for the College of Arts and Sciences. He received his Ph.D. in Political Science in 2017 from the University of California, Berkeley, specializing in political theory and public law; he also holds a bachelor's degree in Social Studies from Harvard College (1999) and a J.D. from Harvard Law School (2003). Prior to Seton Hall, Geoff taught political theory, law, and American politics as a lecturer and teaching assistant at UC Berkeley; he also taught legal studies as an adjunct professor at Mills College in Oakland. Before pursuing his Ph.D., he was a lawyer for two major New York law firms, a political aide and attorney for the New York City Council, and a professional journalist and editor. He also lived and worked in Berlin for one year on a Robert Bosch Foundation fellowship.
Instructor of Democracy: Why or Why Not? & Expository Writing
John received his M.F.A. in Creative Writing at the University of Michigan and began teaching at Stanford University in 2005. Since then, more than 1,000 Stanford freshmen and sophomores have taken his classes and workshops, learned to write articulate and inspiring essays and stories, and gone on to do amazing things.
Instructor of Creative Writing
|August 6th(TUESDAY)||Bus Pick up SFO/Check-in/Welcome Dinner||House Meeting:Orientation&Introductions|
|August 7th(WEDNESDAY)||GSP(Global Solution Program) Kickoff||Writing with Images||Scavenger Hunt||Prepare for MCE (Multicultural Exhibition)|
|August 8th(THURSDAY)||Decision Science||Lecture/Visit to CCSR Lab||GSP Meeting1||Prepare for MCE|
|August 9th(FRIDAY)||Effective Leadership||Business Entrepreneurship||GSP Meeting2||SF Gaints Game|
|August 10th(SATURDAY)||Campus Day||Campus Day||Campus Day||Farewell Event|
|August 11th(SUNDAY)||SF Tour||House Based Activities|
|August 12th（MONDAY）||Principles of Cognitive Neuroscience||Democracy: Why or Why not?||GSP Meeting3||Entrepreneur Panel|
|August 13th(TUESDAY)||Your Brain on Stress||Fermenting Foods||GSP Meeting4||House Based Activities|
|August 14th(WEDNESDAY)||Introduction to Creative Writing||Decision Quality:Better Decisions-Better Lives||GSP Presentation Preparation||GSP Presentation Preparation&Fire Pit Night|
|August 15th(THURSDAY)||Design Thinking||Cracking the code||Admission Talk||College Expo|
|August 16th(FRIDAY)||GSP Presentations||The Social Ocean-Humans in Coastal and Marine||Free Time||Award Ceremony|
|August 17th(SATURDAY)||Campus Day||Campus Day||Farewell Event|
*Schedule may vary according to the organizer
*Afternoon activities may include art crafts,campus tours,talent show preparation,blogging,fountain hopping and free time
Our dedicated team of counselors and staff organizes activities, ranging from arts and crafts to sports and local excursions.
Global Solutions Project
In addition to experiencing Stanford’s vibrant campus community, participants get to explore Silicon Valley and the surrounding Bay Area through exciting field trips off campus.
American Sporting Event
Participants get to attend a U.S. sporting event. Depending on game times, participants will either go to a San Francisco Giants baseball game or a San Jose Earthquakes soccer game. Both sporting events are similar to festivals in that they include a lot of songs and other media. Students can enjoy American native spots festival. It’s a truly entertaining experience!
San Francisco Tour
During this field trip to San Francisco, students get to visit the iconic Golden Gate Bridge, explore the Pier 39, and learn more about Silicon Valley and the surrounding Bay Area. This field trip may also include a stop at the California Academy of Sciences, the Golden Gate Park, or other notable locations, depending on time. What's a wonderful San Francisco tour.
During this nighttime, participants get to explore more of Stanford’s campus as they walk around Lake Lagunita to the fire-pit area. Once they arrive, staff builds a fire and teaches participants how to make s’mores—a traditional popular campfire treat in the US and Canada. Participants roast marshmallows and build friendships while also connecting with the staff.
Housing & Dining
Participants experience what it is like to be a Stanford undergraduate by living in campus residences and eating at the dining halls.
Living in the dormitories used by Stanford undergraduates during the academic school year, participants are exposed to American college life. Typically, each dormitory has its own lounge, computer cluster, laundry facility, and common area. While groups from other countries participate in the program simultaneously within a single dormitory. Trained residential staff live in residence with the mission of supporting a safe, warm, residential community.
Dining Halls & Meals
Participants eat in Stanford’s cafeteria-style dining halls, which serve a range of healthy options for breakfast, lunch, and dinner. The dining halls provide vegetarian and vegan options at every meal and are able to accommodate special dietary needs, such as halal or gluten-free meals. Mid-afternoon snacks are served daily at the residences. Special catered “Cluster Dinners” are typically provided once per week.
I got so excited. We had an introduction class addressed by a professor and then we went to the lab. I read medical books and watched a lot of surgery videos, but that was the first time I held real organs. The organs were so beautiful and that is the reason why we are still alive. Before that day, I knew I'd like to be a cardiologist. After that, I feel much more sure about that. Medicine is what I live for. And I am gonna go for it for the rest of my life. Thanks a lot for offering me such good opportunity to entering this program.
“I like this program not only because of the enjoyment but the learning about life, people, and new knowledge. The robot class impressed me most because I never touched a robot before so that is my first time to get some experience in computing. I like the professor, who is Chinese, because I'm impressed by Stanford diversity, not only students are diverse but professors too.”
“This Summer program is amazing because we have met people from many countries like Cyprus, Japan, and Canada. We also have some pretty good academic experiences, taking a bunch of classes I've never taken before, which enables me to know more of my interests and aid me to discover what my real passion is.”
“Although I have similar classes in China, classes in Stanford still give me a new chance to learn more about college. My favorite part is in the School of Medicine. They use the latest technology to teach students. That is why I want to become a student of the School of Medicine.”
“I had a great time here in Stanford. I enjoy all the lectures and activities, especially fountain hopping. All people here, including the counselors are super nice. I hope that I'll have chance to meet them again. This summer is so remarkable and unforgettable to me.”
“I think the most important or characteristic thing that I learned from either Stanford teachers or students is their passion. Passion to learn, to explore, to insist on what they truly love. I won't forget this kind of contagious passion and self-motivation, and keep it mind in my further learning process and lifetime.”
“I had a great time at Stanford, two weeks passed too short, this is one of the best universities not only in the States but in the world. The teachers were all very nice and numerous, the knowledge they taught me was unforgettable - I'm glad that I can take part in this program, and I hope that one day I'll stand in this campus as a student.”
“It was a great pleasure to meet people from America, Canada, China, Cyprus, Japan, etc. I extended my horizons via experiencing numerous cutting-edge technologiesas well as marvelous activities in Stanford. I really enjoy my time in here. And, at last, I hope all of you a bright future.”
“The most impressive activity I have is the hiking. A big group of students walked together, singing, talking. Counselors like Tyler give me a lot of advice on how to get into the best college like this. I have learnt that only with a group of people together, can we have the chance to be much stronger.”
“Fountain hopping has been my favorite activity because it is the tradition of fresh Stanford students and it is really great fun. In the fountain hopping, everyone gets wet and that make it easier to be friends and improve our relationships here.”
“It was really nice to make friends with students my age from various cultures,especially the Japanese students with whom I lived with in Tridelt. There were some really decent lectures, all given by awesome professors, as well as loads of activities that were just as exciting.”
“We could talk with a lot of people from various countries and know their culture.”
“It is very hard to choose. I met lots of new incredible people, I had a great time during class and out of class, and I learned many things I couldn't learn anywhere else. The quality of everything was very good and I enjoyed every moment..”
“This has been an amazing experience for me and I would like to thank everyone for allowing Scotch to go.”
“The classes were amazing, especially Intuitive Problem Solving and the Leadership class.”
Project Time4th - 16th Aug 2020 (13 Days)
Requirement(Students must meet at least one of the following):
- A command of the English language equivalent to IELTS level 6.0 or TOEFL 80 directly recruit.
- As the program is conducted entirely in English, a recommendation letter from your teacher to prove your English - proficiency, and a phone interview with ASDAN staff member are required.
-Priorities for Students who have gained an ASDAN CoPE/AoPE certificate.
-Priorities for Awarded students from ASDAN STEM programs.
- 30 High School Students
- Aged between 14 and 17 years old when Stanford takes place - thus date of birth be between 4/08/2002 and 16/08/2005. If your birthday is after 16/08/2005, you should apply for the following year.
- There are a limited number of places for each course, places are assigned on a first come, first served basis.
Registration and Payment Process(2020)Step 1: Application and Selection (from December 2019 to April 2020)
- Click the Sign up button to sign up, or send the application form to this email address: firstname.lastname@example.org
- Within five working days after the application is received, ASDAN staff will contact the student who signed up, evaluate the qualification or arrange a telephone interview.
- After passing the qualification evaluation, the student will sign the contract, pay and select the relevant courses.
- ASDAN China will make an appointment and arrange all other visa formalities.
- ASDAN China will provides online cross-cultural communication training.
- Provide instruction for students to learn in advance.
- ASDAN China will provides student guidebook which will give student a detailed instruction about logistics preparation and studying abroad.
- According to the agreed collection site, ASDAN China’s group leader will collect students to abroad and return to China.