Life in a Foreign University | Transitioning from DU lecturer to PhD candidate at Stanford

I graduated in English Literature from the University of Delhi with a gold medal. I pursued MA and MPhil as well from DU. I was a Fulbright Scholar to the US in 2009-2010. I then taught briefly at the Rajdhani College. And now, I am studying in the US and also have a teaching position here.

On the other side of the classroom

My decision to pursue a PhD after my tenure at Rajdhani College was driven by professional necessity and passion for the subject. Academically, securing a doctoral degree is a prerequisite for advancement in academia, a realm where I aim to deepen my impact. Moreover, my fascination with history and a specific interest in the Kaithi script, a historical script from Bihar that has largely been forgotten, motivated me to embark on this research journey. My aspiration was not only to contribute academically but also to play a role in the preservation and revival of this script.

However, this transition from a full-time academic position to a student role was full of challenges. The social dynamics on campus, such as the prevalence of late-night partying, were not particularly appealing to me. Additionally, I have to re-evaluate my living arrangements and lifestyle, including adjusting to shared housing and managing a tighter budget.

Despite these challenges, returning to academia as a student opened up a valuable opportunity for introspection and growth. It allowed me to reassess my previous learning and teaching experiences, identifying areas for improvement and expansion. This transition was about adapting to a student lifestyle and embracing profound personal and professional learning.

Roller coaster ride in the US — quieter, cleaner

My arrival in the US was far from smooth, marred by the ordeal of tracking down lost luggage and the struggle to establish communication with my family without an international phone number. One of the first things to notice about this place, especially the university campus, was the silence. There is a psychological shift that you need to prepare yourself for when you travel abroad. Yet, the mild climate of California’s fall provided a comforting similarity to the weather back home in India, albeit in a much cleaner setting.

The initial week was packed with socialising and networking opportunities, thanks to Stanford University‘s exceptional international student centre, the Bechtel Center.

Surprisingly, I experienced little culture shock at first, perhaps because the differences were so vast and overwhelming that I hadn’t had the time to process them fully. However, the reality of food prices on campus soon hit hard. Unlike the Indian campuses, meals at US universities are not only unsubsidised but can sometimes be more expensive than eating out. This, coupled with the arduous trudging to the university campus without any public transport, presented a steep learning curve for me.

Fortunately, securing accommodation was straightforward, thanks to Stanford’s supportive housing policy for international students. However, grocery shopping posed a challenge due to the sparse public transport options and the distance to stores. Over time, this became easier with the advent of shopping apps and the support of the local Indian community in the Bay Area.

To manage my finances effectively, I used to cook regularly at home. This allowed me to maintain a healthier diet as well. Additionally, relying on public transportation has necessitated meticulous planning but has significantly reduced my travel expenses. Beyond these personal savings measures, seeking funding opportunities and applying for grants have been crucial in offsetting living costs.

Among the myriad experiences, one stands out for its warmth and the unexpected friendship it sparked. While learning to swim at Stanford’s facilities, I found myself struggling in the water one afternoon. A kind lady, in her late 50s, came to my aid, guiding me safely back to the poolside. Her encouragement and subsequent friendship became a cherished part of my journey, and she later became my regular swimming companion.

Living the life of a Fulbright Scholar

My tenure as a Fulbright Scholar in the US marked a pivotal first journey abroad, imbuing the experience with novelty and discovery. The Fulbright Program is renowned for its role in fostering the exchange of Indian languages at American universities, a legacy I contributed to by teaching Hindi. This initiative expanded my academic horizons and allowed me to forge lasting friendships with students who were eager to learn from me.

The United States-India Educational Foundation (USIEF) played a crucial role in this endeavour, meticulously preparing us for the transition to living abroad. This support was invaluable, especially for those among us who had never before experienced life outside India. The program facilitated introductions to faculty and departments, laying the groundwork for potential future collaborations.

However, my Fulbright year was about more than academic networking and teaching; it was a profound lesson in the privileges and challenges of international living. It offered me firsthand insight into the dynamics of American classrooms, where I adapted my teaching strategies to engage students unfamiliar with Indian culture. The Fulbright experience was instrumental in teaching me the practicalities of daily life in the US, from navigating laundry services to understanding the public transport system. These everyday victories, though small, were significant milestones in my journey.

Perhaps the most enriching aspect of my Fulbright year was the opportunity to immerse myself in a melting pot of cultures. Living with a Korean roommate, befriending individuals from the Philippines and Kenya, and exploring the US through this multicultural lens offered a unique perspective on American life. This exposure to diverse cultures was the highlight of my time abroad, teaching me the value of inclusivity and the beauty of global camaraderie.

From DU to Stanford — how education system differs

One of the most significant adjustments at Stanford University was adapting to the quarter system, where courses are condensed into 10 weeks, as opposed to the semester system prevalent in India. This change required me to develop new strategies for managing my time and workload, especially given the dense and challenging readings common in Humanities courses.

Another notable difference was the emphasis on class participation and discussion in the smaller class settings at Stanford. This environment fostered a sense of accountability and engagement that I found both challenging and enriching, contrasting with the sometimes larger and less interactive classes in India.

One area where I felt underprepared was in academic writing and presentation skills. The Indian education system, especially in public universities, often lacks a structured approach to teaching writing. In contrast, at Stanford, students across all disciplines have to take comprehensive writing and composition courses, which I believe significantly contribute to their ability to produce scholarly work.

This focus on writing and productivity is something I feel Indian education could benefit from, to enhance the quality and quantity of research output.

However, it’s important to acknowledge the strengths of the Indian education system as well. My time at Delhi University, for example, was instrumental in developing my ability to think critically and creatively. The semester system, despite its drawbacks, allowed for deeper and broader engagement with the material, a practice that has served me well in my research endeavours. Furthermore, the lively debates and discussions with peers in India played a crucial role in preparing me to articulate my thoughts and challenge existing perspectives in a classroom setting.

US universities offer a lot more institutional support and help to students, especially their focus on mental health and quality of life. However, students here work individually and sometimes, it could get a little isolating. Indian universities have more robust, albeit sometimes unstructured, peer-to-peer support networks.

My teaching experience in the US has been very productive. I have especially enjoyed the autonomy of designing a class entirely on my own. Classrooms also are much more discussion-oriented here and therefore, I have had the opportunity to learn from some of my excellent students.

Another interesting aspect of teaching in the US is to familiarise yourself with many teaching technologies. The variety of educational technologies I have become familiar with in the course of my teaching here would benefit Indian classrooms so much. The students here are much more tech savvy but I have also noticed they could be less inclined to try new things just because they may have more entrenched preconceived notions about new topics and ideas. So, teaching could be overwhelming sometimes but, overall I have enjoyed this experience very much.

(This letter is part of a series by The Indian Express where we bring to you the experiences of students at different foreign universities. From scholarships and loans to food and cultural experiences — students tell us how life is different in those countries and things they are learning other than academics)