The following is a list of the courses
being offered on a regular basis. Most of the graduate level courses
are offered every third semester. Experimental courses are frequently
offered. Often they result from a group of students and faculty who
share a common interest and agree to work together to create a course.
Recent examples of such courses can be found under the 870 number below.
Click to see Schedules
and Syllabi for Current or Upcoming Courses.
Undergraduate Courses
229 INTRODUCTION TO
INTERNATIONAL EDUCATION (Miltz/Habana-Hafner)
This course is designed
to introduce students to the role of culture in education. After
exploring the theoretical basis of culture, and its relationship
to education, students will be exposed to a range of cultural perspectives
from Africa, Asia and Latin America. To integrate the various country
presentations, students will engage in the study of the following
global issues: environmental pollution, population distribution,
socio-economic concerns and cultural conflicts.
326 CURRICULUM DEVELOPMENT
IN INTERNATIONAL EDUCATION (Habana-Hafner)
This course introduces
students to curriculum development in multicultural service learning
within the context of intercultural education. Students explore
pedagogical concepts, practices, and resources which they develop
for and implement in transitional learning environments. The course
will ground students in cross-cultural issues in service learning
through their engagement with changing communities.
329 INTERNATIONAL EDUCATION
(Habana-Hafner)
This course focuses
on building leadership skills in international education and on
developing intercultural exchange of ideas, resources, and practices.
Special emphasis is given to practices, strategies, and techniques
which can be adapted to intercultural/multicultural contexts. Substantial
field practice/study is integrated into the requirements. Prerequisite
is Educ.229, Sec. 2 (International Education).
556 EDUCATION FOR COMMUNITY
DEVELOPMENT (Habana-Hafner)
This seminar will
explore cross-cultural perspectives and approaches of community
development in working with communities of culturally oppressed
groups in the U.S. and oppressed groups in the developing world.
Combining theory in practice, it is intended to help practitioners
in all areas of community development. We will examine the cultural
foundations of working with culturally diverse groups by: (1) examining
the concept and implications of culture and cross-cultural adaption;
and the interaction these concepts and community development; (2)
reviewing theories and practice of community development in the
U.S. and abroad; and (3) exploring cross-cultural strategies and
skills for CD processes of leadership, communication conflict, resolution,
decision-making etc.
Graduate
Courses
623 EVALUATION FOR
NONFORMAL EDUCATION (Faculty)
This seminar is intended
for those who are or may be program personnel or consultants in
nonformal education and human service programs. Its general goal
is to develop the knowledge and skills necessary to make evaluation
appropriate for nonformal education settings, and to improve its
contribution to program planning or improvement. Content includes
issues and needs in adapting traditional evaluation to such settings,
models for designing evaluation activities, question formulation
and the assessment of qualitative data gathering and analysis. Special
attention will be given to evaluation for decision-making and participatory
evaluation.
629 GLOBAL ISSUES IN
INTERNATIONAL EDUCATION (Miltz)
This course is designed
to provide an introduction to critical issues in education in the
Third World. Content includes systems, problems and innovations
in formal and nonformal education in selected countries, roles of
education in development and international aid. Course uses readings
that reflect different cultural perspectives, guest speakers from
African, Latin and Asian countries, films, simulations and discussion.
Participants are to deal with issues as seen from inside and outside
vantage points, and examine one topic in depth through a term paper.
635 ISSUES IN LITERACY
PROGRAM DEVELOPMENT (Faculty)
A seminar to explore
issues and strategies involved in promoting adult literacy in Third
World or U.S. settings. International and domestic sources are used
to examine the central issues that must be considered in literacy
program planning. Case studies of different types of campaigns or
program approaches are used to assess options for implementation.
Participants prepare position papers on issues and strategies.
640 MATERIALS DEVELOPMENT
FOR NONFORMAL EDUCATION (Miltz)
This course will introduce
participants to the design and production of a wide range of nonformal
education materials. Emphasis will be on low-cost, simple technology
for use in NFE field situations. Types of materials that will be
discussed include basic graphics, posters, games, simulations, popular
theater, puppetry, hectograph, silkscreen, etc. The course will
explore these materials within the context of alternative training
programs and methodologies. While the focus of this course will
be the use of these materials within international settings, it
has been found that the use of these materials can also be applied
to communities and classrooms in the United States and other Western
countries. Participants will select one type of material for expanded
development and testing as a one semester project.
641 CURRICULUM DEVELOPMENT
FOR ADULT & NONFORMAL EDUCATION (Faculty)
The course will focus
on the design of curriculum programs for educators in the field
of adult and nonformal education. The influence of educational philosophy,
policy, and practice on curriculum development will be examined.
Students will also review and critique existing curriculum designs
to determine their applicability. Special emphasis will be placed
on the development of a curriculum model. Potential problems of
the interface between nonformal education curriculum and formal
education curriculum will be examined.
649 TRAINING FOR NONFORMAL
EDUCATION (Miltz)
This seminar/workshop
will develop the skills needed to design and implement training
programs for personnel in nonformal education, human services, and
community development. Content areas will include: the writing of
objectives; the selection of appropriate training strategies, techniques,
and materials; sequencing and scheduling; implementation of the
training program; and formative evaluation methods. Through the
use of workshop methods the course will provide some direct experience
in designing and running training exercises and assessing their
outcomes. Emphasis will be given to non-classroom settings which
contain cross-cultural components. A balance between theory, and
practice in applying the theory will be sought.
692I METHODS AND TECHNIQUES
FOR ADULT LITERACY (Faculty)
This course will examine
and assess a variety of approaches, methods and techniques currently
used in literacy instruction. The work of Freire, Laubach, Ashton-Warner
and others will be explored. Activities will include in-depth examination
of particular methods and techniques, presentations of a particular
method or technique to the class, and development of a program design
for a specific setting. The course will make use of guest speakers
from both international and local literacy efforts Previous or future
enrollment in P635 is highly recommended but not required. Experience
and an active interest in literacy will be helpful.
719 THEORY AND PRACTICE
OF NONFORMAL EDUCATION (Evans)
This course is designed
for those who are/may be involved in nonformal education related
human development programs, particularly in international settings.
Its purpose is (a) to provide an introduction to the basic conceptual
works in the field which any professional should be conversant,
including Freire, Illich, Coombs, Nyerere, Ariyaratne, and Fals
Borda; (b) to relate nonformal education theory and practice to
traditional education and adult education; and (c) to explore critical
issues in the planning and practice of nonformal education. Students
will be responsible for a presentation and a paper that analyzes
and critiques a major issue in the field.
720 DEVELOPMENT THEORIES
FOR EDUCATORS (Evans)
This seminar is designed
for educators who will be working in developmental settings and
who want to explore theories of economic and social development.
Participants will examine capitalist, socialist, and humanist development
theories through readings, discussions, lectures, small group presentations,
and individual papers. Participants should be able to identify the
assumptions, underlying values, and operational principles characteristic
of specific theories and will be asked to explore their implications
for themselves as international educators. The course is intended
to provide a theoretical perspective for analyzing the role played
by education in different development perspectives. All graduates
of CIE should have addressed these issues in some way during their
program. This is an advanced course with two papers and a demanding
set of readings.
721 RESEARCH DESIGN
FOR INTERNATIONAL EDUCATION (Rossman)
The goals of this
seminar-workshop are to give an introduction to the principles and
steps for designing a research study in international education
and to provide a supporting framework for the design and implementation
of individual research projects, comprehensive papers or dissertation
proposals for students in the Center for International Education.
733 SEMINAR IN INTERNATIONAL
EDUCATION (Evans)
Introductory seminar
for new degree candidates in CIE. Strongly recommended for new CIE
students. Course contains an introduction to the sub-fields which
make up international development education and nonformal education.
The seminar also will review the structure and procedures for degree
programs, resources available for graduate study in the five college
area, and planning for personal and professional growth during the
degree process. Others by permission of instructor.
752 GENDER ISSUES IN
INTERNATIONAL EDUCATION (Kamat)
The course will examine
the role and status of women in various societies, with an emphasis
on Third world countries in the process of economic development.
Topics will include the effects of the development process on women,
women's skills in survival and adaptation, women as preservers of
culture, and the effect of education on these processes. Participants
will (1) examine the implications of the development process for
women in the future, (2) explore methods to analyze women's issues
from a political-economic perspective, and (3) identify and critique
various approaches which have been used to include women in the
development process. Course requirements will include a short initial
paper, a class presentation, and a final project/paper.
766 PARTNERSHIPS FOR
INTERORGANIZATIONAL DEVELOPMENT (Habana-Hafner)
This course is an
introduction to the field of interorganizational development which
explores the dynamics of partnerships, coalitions, collaboratives,
consortiums, associations, etc. The emergence of north-south partnerships
and coalition-building in international development indicates that
the underlying dynamics beneath this trend need to be explored.
Using a number of case studies, Analytical frameworks are explored
which range from simple to complex and that proceed from several
different theoretical bases and cross-disciplinary fields.
793D GLOBALIZATION
AND EDUCATIONAL POLICY (Kamat)
Globalization is a
term that is hotly contested for its actual meaning and implications.
The term is used to reflect a sense of worldwide crisis as well
as one of newfound opportunities. In this way, globalization has
become the raison d'etre for new proposals in public policy, of
which education is most significant. In this course we will approach
the study of this link between education and globalization from
two directions: one, from a study of recent policy initiatives in
education with a view toward understanding how a particular kind
of globalization is being constructed through education policy;
and two, from a study of the anthropological and sociological literature
on globalization that are possible, and the implications of each
for education policy.
We will study specific
instances of educational reform in the North American, Latin American
and Asian contexts. This literature will allow us to compare educational
reforms across First and Third World contexts and gain insights
into not only the global nature of restructuring efforts, but also
their implications for social equity and democracy. The course will
also enable students to identify "actually existing globalization"
in their current work contexts - that is, ascertaining shifts in
local school or higher education policy and discourse as reflective
of globalization.
793W CIE MASTERS PROJECT
(Faculty)
This seminar provides
a mixture of group planning, support and guided individual study
for those students in international education who are ready to work
on a specific research topic for their M.Ed. thesis/project. Prior
to enrollment, students should have completed CIE form one and clarified
preliminary ideas for project or thesis with their advisor. In the
seminar's first phase, students are introduced to selected research
and design models, procedures for developing a study design, and
use of documentary sources. Steps and targets help participants
to identify and refine their study plans and to complete form two.
In the second phase, small working groups are formed to apply principles
of design and become a primary source of feedback and support supplemented
by conferences with instructor and large group sessions. The final
allocation of 3 credits for 793W signifies successful completion
of the project/thesis. Permission required.
794P CULTURAL PERSPECTIVES
IN EDUCATIONAL MANAGEMENT (Evans/Rossman)
The purpose of this
course will be to analyze the central functions of educational management
as articulated in the current (Eurocentric) literature, to explore
the literature on cross-cultural management, juxtapose these with
case studies of practice in various non-Northern American-European
contexts, to generate common considerations as well as salient contrasts
across cultures. Teaching strategies will include readings from
educational and cross-cultural management, cases from a number of
cultures, writing short cases illustrating issues of practice, development
of cases projecting the application of specific knowledge and skills
of concerns.
Focuses on technology
and educational innovations and how they can be adapted to address
critical issues in developing countries. Types of technology under
investigation will include radio, photography, film, video, slide/tape
and others. Students will select one type of technology for expanded
development and testing as a semester project.
817 EDUCATIONAL PLANNING
FOR DEVELOPING COUNTRIES (Evans)
Educational planning
philosophy and techniques as they have evolved over the past two
decades will be the focus of this course. Emphasis will be placed
on the more recent issues of social equity, participatory planning,
and decentralization. Discussions will also include analysis of
educational policies and their implications. The level of analysis
will be mainly at the national level in developing countries. The
course requires completion of several problem sets and a project
or extended paper on some aspect of educational planning. The course
is for more advanced students with international field experience.
Knowledge of spreadsheets is helpful although not required.
818 EDUCATION AND RURAL
DEVELOPMENT (Miltz)
This course will examine
the processes that affect rural development and analyze a variety
of conceptions of rural development. Agrarian reform movements and
traditional approaches to rural development will provide the examples
and case studies that will used to analyze the different approaches
to development problems in rural areas. Objectives of the course
will include developing skills in using different tools of analysis,
applying these tools to particular contexts, examining rural development
from a multi-disciplinary perspective, developing strategies to
address specific rural development problems and addressing gender
issues in rural development. Participants will be expected to complete
assigned readings, make class presentations and develop a semester
project.
819 ALTERNATIVE RESEARCH
METHODS FOR INTERNATIONAL EDUCATION (Kamat)
The purpose of this
seminar is to examine innovative strategies for field research or
evaluation that represent an alternative to traditional models,
and to provide an introduction to issues and skills involved in
implementing such strategies. It gives particular attention to participatory
research and action research strategies as "new paradigm" options.
Participants use both international and domestic sources (conceptual
literature, cases and, when possible, practitioners), as well as
cultural and gender perspectives, to assess these approaches. They
also examine the needs for listening, observational, interviewing,
and dialogue skills in carrying out such research. Requirements
include small group inquiry and presentation, and three short, analytical
papers.
870 SPECIAL PROBLEMS
IN INTERNATIONAL EDUCATION (Interested faculty/students)
This workshop is designed
to provide guidance for intermediate and advanced graduate students
who wish to undertake a study or project in the field of international
education. It is intended to serve those interested in examining
a specific problem area or sub-field not covered in an existing
course, or those wishing to combine a field project with analytical
study relating experience to literature. Activities will be designed
and contracted with individuals or small groups according to need.
Recent examples include:
The course is designed
as a seminar for graduate students interested in educational issues
and problems which cross national and cultural boundaries. Students
will be introduced to the field of Comparative Education and become
familiar with some of its approaches and methodologies. A comparative
approach will be used to explore specific case studies and issues
identified by students.
891A PARTICIPATORY
ACTION RESEARCH METHODS (Rossman/ Evans)
The course is organized
into three clusters. The first focuses on deepening students' existing
understanding of the theory and nature of PAR and related methods
through readings, case analyses, and written and in-class activities.
During the first cluster, students will make use of the extensive
PAR resources to be found on listserves and websites around the
world. Several assignments will require use of these sources. The
second focuses on the specific methods associated with
PAR. In this cluster, we examine the various methods of inquiry
and action integral to PAR, providing opportunities to practice
methods through in-class activities and local projects. In the final
cluster, the focus shifts to developing a set of critical criteria
for assessing when, why, and how to use the methods in a specific
project. Throughout the course, we will rely on cases as vehicles
for developing the appropriate knowledge and skills: some are included
in the readings, others participants will write, based on their
own experiences.
The teaching strategies
for the course are based on the principle that opportunities to
practice, critically analyze, and reflect are integral to learning.
To that end, the course provides experiences in classroom-based
practice of the various methods of PAR. On-going participatory projects
will also offer laboratories for engaging in specific methods. We
will also rely on cases that depict participatory projects; these
draw from a variety of sectors and cultural contexts. There will
be two papers critically examining a specific PAR method and two
cases analyses for the course. In addition, students will demonstrate
one method in class.
897M ORGANIZATIONAL
DEVELOPMENT IN COMMUNITY-BASED NGOs & ALTERNATIVE ORGANIZATIONS
(Habana-Hafner)
The broad objective
of the seminar is to explore the thesis that there are similarities
and differences between community-based non-profits in the U.S.
and non-government organizations (NGOs) in the developing world.
The exploration of alternative organizations in both settings increases
knowledge and understanding of NGOs (non-governmental organizations)
and their role in the development field. The course also examines
the implications for the practice of community and organizational
development: the models and framework used, the methods employed,
and the interventions delivered.
