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Michael McFaul, a Stanford political scientist and former U.S. ambassador to Russia, has been selected as the next director of the university’s Freeman Spogli Institute for International Studies.

The announcement was made Wednesday by Stanford Provost John Etchemendy and Ann Arvin, the university’s vice provost and dean of research. McFaul will succeed Mariano-Florentino Cuéllar, who was nominated in July as an associate justice of the California Supreme Court and elected Tuesday.

McFaul takes the helm of FSI in January.

"Stanford has long been a home for scholars who connect academia to policy and public service, and Professor McFaul is the embodiment of that model," Etchemendy said. "We are grateful for Mike's service and confident he will be a strong leader for FSI."

Arvin said McFaul is a strong fit for the position.

“Professor McFaul’s background as an outstanding scholar and his service as an influential ambassador give him a vital perspective to lead FSI, which is Stanford’s hub for studying and understanding international policy issues,” she said. “His scholarship, experience and energy will keep FSI and Stanford at the forefront of international studies as well as some of the most pressing global policy debates."

McFaul has been a faculty member in the department of political science at Stanford since 1994.  He joined the Obama administration in January 2009, serving for three years as Special Assistant to the President and Senior Director for Russian and Eurasian Affairs at the National Security Council at the White House. He then served as U.S. Ambassador to the Russian Federation from 2012 to 2014.

McFaul already has a deep affiliation with FSI. Before joining the government, he served as FSI deputy director from 2006 to 2009.  He also directed FSI’s Center on Democracy, Development, and the Rule of Law (CDDRL) from 2005 to 2009.

During his four years leading CDDRL, McFaul launched the Draper Hills Summer Fellowship program for mid-career lawyers, politicians, advocates and business leaders working to shore up democratic institutions in their home countries. He also established CDDRL’s senior honors program.  From 1992-1994, McFaul also worked as a Senior Research Fellow at FSI’s Center for International Security and Cooperation (CISAC).

“I am thrilled to be assuming a leadership role again at FSI,” McFaul said.  “FSI has become one of the premier institutions in the country for policy-relevant research on international affairs.  I look forward to using my recent government experience to deepen further FSI’s impact on policy debates in Washington and around the world.”

Arvin said McFaul’s previous positions at FSI and CDDRL will make for a smooth transition in the institute’s leadership.

“His familiarity with FSI’s history and infrastructure will allow him to start this new position with an immediate focus on the institute’s academic mission,” she said.

McFaul is also the Peter and Helen Bing Senior Fellow at the Hoover Institution, and plans to build on his long affiliations with both Hoover and FSI to deepen cooperation between these two premier public policy institutions on campus.

He has written and co-authored dozens of books including Advancing Democracy Abroad: Why We Should, How We Can; Transitions To Democracy: A Comparative Perspective (with Kathryn Stoner); Power and Purpose: American Policy toward Russia after the Cold War (with James Goldgeier); and Russia’s Unfinished Revolution: Political Change from Gorbachev to Putin.

“In so many ways, Mike represents the best of FSI,” said Cuéllar, who has held leadership positions at FSI since 2004 and begins his term on the California Supreme Court in January. “He knows the worlds of academia and policy extremely well, and will bring unique experience and sound judgment to his new role at FSI.”

McFaul currently serves as a news analyst for NBC News, appearing frequently on NBC, MSNBC, and CNBC as a commentator on international affairs. He also appears frequently on The Charlie Rose Show and The Newshour, as well as PBS and BBC radio programs. He has recently published essays in Foreign Affairs, The New York Times, Politico, and Time. 

McFaul was one of the first U.S. ambassadors to actively use social media for public diplomacy. He still maintains an active presence on Facebook at amb.mcfaul and on Twitter at @McFaul.

McFaul received his B.A. in International Relations and Slavic Languages and his M.A. in Russian and East European Studies from 91�Թ� in 1986.  As a Rhodes Scholar, he completed his D. Phil. in International Relations at Oxford University in 1991.

“Since coming here in 1981 as 17-year-old kid from Montana, Stanford has provided me with tremendous opportunities to grow as a student, scholar, and policymaker,” McFaul said. “I now look forward to giving back to Stanford by contributing to the development of one of the most vital and innovative institutions on campus.” 

“What do you think about the financial feasibility of building a shinkansen in California?”

“Should the U.S. have relied only on economic sanctions against Japan leading up to Pearl Harbor, or should it have done something on the military front and not relied solely on the economic instrument?”

“If the tsunami had not caused the nuclear meltdown in Fukushima, or if the nuclear meltdown had been contained at a much lower level, would the ‘nuclear village’ in Japan even be a problem in Japan?” 
 

Three outstanding high school scholars—all honorees of the 2014 —expertly responded to these challenging questions posed by some of the leading scholars in the field of Japan studies at 91�Թ�. The Stanford Program on International and Cross-Cultural Education (91�Թ�) honored Roma Forest (San Luis Obispo, CA), Jonathan Klein (Los Angeles, CA), and John McHugh (Winnetka, IL) at a Japan Day event on August 7, 2014 that was highlighted by presentations based on their RSP research essays on an intriguing range of Japan-related topics: lessons from Japan’s shinkansen for California’s high speed rail project; a critical analysis of U.S. economic policy leading up to Japan’s attack on Pearl Harbor; and Japan’s nuclear energy policies in post-Fukushima Japan. 

Japan Day featured thoughtful and encouraging opening remarks by Consul General Masato Watanabe, Consulate General of Japan in San Francisco, as he shared his reflections on the role of youth in the bilateral relationship between Japan and the United States. “The RSP offers young people an opportunity not only to learn about another country, but to think critically from multiple perspectives,” he noted. “In doing so, this program plays a vital role in training future leaders in the U.S.–Japan field. Your successful completion of this program is not the end, but just the beginning of your journey. 

, RSP Manager and Instructor, gave an overview of the RSP to members of the Stanford community, family members of the honorees, and others who are involved in U.S.–Japan relations. Named in honor of former U.S. Ambassador to Japan Edwin O. Reischauer, a leading educator and noted scholar of Japanese history and culture, the RSP annually selects 25–30 talented sophomores, juniors, and seniors from throughout the United States to engage in an intensive study of Japan. Entering its twelfth year in 2015, the RSP presents an innovative approach to engaging high school students in the online study of Japan and U.S.–Japan relations. Prominent scholars affiliated with 91�Թ�, the University of Tokyo, the University of Hawaii, and other institutions provide lectures and engage students in online dialogue, and students develop a community of peers with a shared interest in Japan. The 2015 RSP will feature comments by Ambassadors Caroline Kennedy and Kenichiro Sasae.

Dr. Rie Kijima, the interim instructor of the 2014 RSP, also gave an insightful presentation on the findings of an RSP alumni tracer study that was conducted in 2013 to commemorate the tenth anniversary of the program. The study reflected the significant and lasting impact of the RSP upon its alumni, with 81 percent of the respondents noting that the RSP helped them to think critically and to become better scholars, and that it ignited added interest to conduct further research on Japan. Dr. Kijima also noted that the study showed that RSP participation positively impacted high school students’ academic records, strengthened students’ desire to learn more about Japan and about Asia, and provided a unique opportunity for inquisitive learners to pursue their academic interests.

Following Japan Day, Jonathan, John, and Roma offered reflections upon their experiences in the RSP. “The RSP provided an opportunity to interact with outstanding students from around the country in an intense and interactive online environment,” remarked Jonathan Klein. “I felt very lucky to have weekly lectures by the exact scholars that write the books we read for assignments, and who are the very people that research and write papers on issues in modern day Japan.” John McHugh was also struck by the direct access to top scholars in the Japan studies field, commenting that he “actually sat next to a researcher from Stanford whose work I had used in my paper!” The challenging nature of the RSP coursework appealed to Roma, who observed, “I’m so glad to have participated in such a rigorous program with highly motivated peers and I look forward to seeing how RSP affects our lives and career choices.”

The distinguished RSP advisory committee members are Consul General Watanabe; Professor Emeritus Nisuke Ando, Doshisha University; and Ambassador , Professor (principal investigator), , and Professor Emeritus of 91�Թ�.

The RSP received funding for the first three years (2004–06) of the program from the United States-Japan Foundation. The program is currently funded by a grant from the Center for Global Partnership, the Japan Foundation, and the Freeman Spogli Institute for International Studies at 91�Թ�.

The RSP will be accepting applications for the 2015 program in September and October 2014. For more information about the RSP, visit or contact Naomi Funahashi, RSP Manager and Instructor, at nfunahashi@stanford.edu.

On July 30, 2014, three anxious but very poised high school students from the Sejong Korean Scholars Program (SKSP)—an online course on Korea sponsored by the Stanford Program on International and Cross-Cultural Education (91�Թ�) and the —took the stage to present their final papers to an audience of 25 American and Korean high school teachers and several university professors at a three-day conference on Korea at 91�Թ�. 

The students—Alex Boylston, a recent graduate of Riverwood International Charter School in Atlanta, GA; Anne Kim, a rising senior at Richard Montgomery High School in Rockville, MD; and Elaine Lee, a rising senior at Los Altos High School in Los Altos, CA—were selected from a class of 26 students, based on the excellence of their academic work and final course papers. 

When asked how he came to choose his topic on Koreans in Japan’s yakuza, Alex Boylston thoughtfully replied that he had thought “outside the box” because he didn’t want his instructor “to have to read 20 essays on the Korean War.” Taking a different tack, Anne Kim turned her personal interest in historical Korean dramas (“sageuk”) into the topic for her final paper, “Let’s Talk Drama: Sageuk as a Reflector and Perpetrator of Societal Change in South Korea.” Closing out the presentations, Elaine Lee stepped up to the podium and discussed the challenges South Korea faces as a global economic power, leaving no doubt she will achieve her goal of participating in the future of U.S.–South Korean relations. All three were honored with an award for excellence, following their presentations.

The SKSP accepts 20-25 exceptional high school students from throughout the United States for each course offering. The course provides students with a broad overview of Korean history and culture as well as U.S.–Korean relations and an opportunity to learn from and interact with top scholars and experts in Korean studies. The SKSP is now accepting applications for its spring 2015 term; .

The 2012 91�Թ� catalog is now available.  91�Թ� developed five new curriculum units in 2011.

Nuclear Tipping Point: A Teacher's Guide

The documentary Nuclear Tipping Point tells the story of how four Cold War-era leaders—former Secretary of State George Shultz, former Secretary of Defense Bill Perry, former Secretary of State Henry Kissinger, and former Senator Sam Nunn—came together to address the threat of nuclear power falling into the wrong hands. Produced by the Nuclear Threat Initiative (NTI), the film is narrated by actor Michael Douglas and earned wide media attention when it came out in 2010. 

Now, through a partnership between 91�Թ� and NTI, the film is accompanied by a new teacher’s guide for classroom use of the documentary. The guide underscores the importance of teaching for critical literacy and addresses specific connections to the National Standards for History in the Schools. Student activities include multiple choice quizzes, persuasive writing and analysis, and ideas for creative projects. 

China in Transition: Economic Development, Migration, and Education

China in Transition introduces students to modern China as a case study of economic development. What are the characteristics of the development process, and why does it occur? How is development experienced by the people who live through it, and how are their lives impacted? How do traditional cultural values—such as China’s emphasis on education—contribute to and/or evolve as a result of modernization? Students examine these questions and others as they investigate the roles that migration, urbanization, wealth, poverty, and education play in a country in transition.

Legacies of the Vietnam War

The 20-year war in Vietnam was a prolonged and devastating conflict. In its aftermath, South Vietnamese civilians fled from the Communist takeover on perilous boat journeys that led to the formation of diasporic communities. Others faced lengthy detention in post-war re-education camps. This unit aims to help students learn and appreciate these and other important legacies that have shaped Vietnam and the world at large.

Angel Island: The Chinese-American Experience

Angel Island: The Chinese-American Experience is a graphic novel that tells the story of Chinese immigrants detained at Angel Island Immigration Station in San Francisco Bay between 1910 and 1940. It offers a stark contrast to the more celebrated stories of European immigrants arriving at Ellis Island on the East Coast and poses important questions about U.S. immigration policy, both past and present.

An Introduction to Ukraine

As the second-largest country in Europe, Ukraine has always stood at a crossroads of cultural influences. It is a key part of Europe–and the management of its relationships with other countries (in particular, Russia) is key to the future of the whole of eastern Europe. This unit seeks to provide high school teachers and students with a broad introduction to Ukrainian history with activities that touch upon Ukrainian culture.