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Updated June 23, 2012

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 Schedule for Current Courses. Students in Intenrnational Education are encouraged to take courses in other programs, departments and other parts of the University in order to fully develop their areas of competency.

 Undergraduate Courses


    Education is emerging as a vital piece of the civil rights movement, both on the local and global levels.  It is a powerful force that spurs national growth and development.  This course attempts to develop and encourage an understanding of educational problems shared through the interconnected and continuously globalizing ‘developed’ and ‘developing’ worlds.  Students are introduced to a variety of environments in which education takes place, and are asked to analyze learning, education and development in non-US and non-Western settings.  The course also provides perspectives on ‘Third World’ history and development as they relate to education and learning.  Topics that you will study in this course include non-Western educational perspectives, traditions and approaches; colonialism and its impact on education and learning; and dilemmas and issues in education and international development.

Graduate Courses


    The purpose of this course is to help participants prepare to manage international development education projects.  The course will cover both theory and practice of managing projects, and participants will have a chance to talk about their past experiences in project management as well as use cases to solve both hypothetical and real problems in management. By the end of the course, participants will be able to:

    • Articulate their philosophy of and approach to management, leadership and implementation of education projects
    • Explain which management tools they would utilize in managing project implementation, why they would use these tools, and how they would adapt them based on culture, gender and other relevant factors.

    Some of the specific topics to be covered will include:\

    • The difference between management and leadership
    • Balancing scope, resource and time for the optimal project quality
    • Managing staff and building teams
    • Cultural and gender differences in management
    • Overseeing budgets and workplans
    • Dealing with consultants, stakeholder and advisory groups, and funders
    • Tools for facilitating meetings, participatory decision making
    • Disseminating information, outcomes and products of the project
    • Dealing with corruption in project management
    • Technological tools for managing projects

    This course provides an introduction to the assumptions, language, logic, and methods of qualitative inquiry in a variety of settings. The emphasis is on the modes of thinking and specific practices associated with generic as well as collaborative approaches to qualitative research. We discuss paradigms, their usefulness in understanding the assumptions implicit in all inquiry, and the typical assumptions of qualitative inquiry. We also focus on conceptualizing and designing qualitative studies and discuss strategies for developing researchable questions and the issues associated with involving participants in the research process. The major work of the course is the conduct of a small-scale qualitative research project which entails a number of activities: (1) designing the project; (2) negotiating agreement to conduct inquiry; (3) practicing the specific methods typically used in qualitative research: interviewing, observing, and document or artifact review; (4) analyzing and interpreting the data gathered through the fieldwork; and (5) writing up the process and findings in a set of coherent and well-argued papers. Since learning about qualitative research is best accomplished by doing it, immersion in the course and its work is essential and typically requires a substantial time commitment.

    Through readings, discussion, class exercises and assignments, we will work through the following topics:

    • the assumptions and theoretical traditions of qualitative research;
    • the role of the researcher in qualitative inquiry;
    • preparing for fieldwork and negotiating agreement about the inquiry;
    • typical qualitative data collection methods;
    • collecting and organizing data in the field;
    • analyzing and interpreting qualitative data;
    • ensuring accurate, rich, and useful qualitative studies;
    • ethical and political dilemmas in qualitative research; and
    • writing the research report.


    The goal of this course is to help you develop a proposal for an educational or development project for which you could seek funding. This is one course in a three-course series about managing projects. The three courses are:

    1. Project Planning and Proposal Development
    2. Project Management and Implementation
    3. Project Monitoring and Evaluation

    Together, these three courses are designed to help you develop knowledge and skills in planning, designing, implementing, managing and evaluating projects in an area of your interest. Central to this course (ED 623: Project Planning and Proposal Development) is applying this knowledge and these skills to the development of a project proposal. The logic here is that a project proposal must include the design of a project, based on a needs assessment and problem identification; its goals and objectives; a budget and management plan; specific activities and timeline for implementation; and a monitoring and evaluation plan. Each of these elements will be covered in the course


    Current international educational policy in Africa, Asia and Latin America is centered on strategies necessary to achieve the global agenda of Education for All.  Central to those policies is the establishment of measurable objectives, country strategies, plans of action, and the means to monitor progress.  The course will begin with an overview of the nature of policy formation and implementation at national and international levels, drawing on the theory and practice of policy analysis. 

    The course will also review guidelines for the preparation of national polices and their associated
    M&E frameworks, including various methods for creating and using indicators to measure progress towards goals.


    This course will address two major questions related to the provision of basic literacy education. One, why is literacy important for individuals and communities, and what role does it play in development? Two, what makes a literacy program successful? The course will cover the following issues:

    • A brief history of adult literacy in development, including the use of literacy campaigns, international initiatives, and national programs, and an overview of key players in the field of adult literacy (Laubach, Freire, etc.)
    • An overview of the research and theory on the rationale for literacy, including the connection between literacy and health, development and critical thinking.
    • A discussion of the elements of successful literacy programs, including teacher training, curriculum and materials, timing and duration, language of instruction, supervision and monitoring, and evaluation.
    • An analysis of several models (REFLECT, World Education) and examples of both basic and integrated literacy programs in specific countries, and a discussion of their underlying philosophy and beliefs about the purpose of literacy.
    • A comparison of adult literacy systems in developing countries and in the U.S., with a focus on the differences in adult learner populations and the implications of these for the design of systems, and a discussion of the types of systems participants feel are most appropriate for their own countries or contexts.

    Throughout the course, participants will be asked to consider how these issues are relevant in their own contexts. At the beginning of the course, class participants will be asked to write their current theory of why literacy is important and what elements they believe critical to successful literacy programs. The final project assignment will be a description of what the literacy system should look like in a participants’ own context--along with supporting theory and rationale.


    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.


    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.

  • 678 CULTURAL STUDIES (Mosselson)

    Examination of the central issues in cultural studies in the context of international development education, with primary stress on the relationship between knowledge and power to confront and critique notions of intellect and institution.


    This course enables participants to develop, expand, or deepen their understanding of adult learning theories as they are practiced in social contexts. The course builds the conceptual foundations of our practice as adult educators, as well as enhances our personal experiences as learners, by examining and critiquing theory in relation to experience and social realities. Central to the course is the examination of varied cultural perspectives on adult learning theory and practice, through sources brought by the instructor and from cases and trails of inquiry developed by course participants. The course organization will reflect a basic tenet of theory – that learning is enhanced through self-organized learning within a supportive community, and is facilitated through dialogue, exploration, and self-discovery. Course participants will work individually and collectively, choosing options that include: engagement in ongoing adult education programs through service; undertaking a case study of an adult education program; selecting a specific perspective and theory to explore and apply; examining prior work at CIE on theory and practice in adult learning and development; contributing to or analyzing an adult learning project in development (such as women’s literacy and family health in Afghanistan); developing a monitoring and evaluation plan. Each of these elements will be covered in the course.


    This course covers the research, theories and professional wisdom about the barriers to and strategies for supporting teachers’ professional growth in under-resourced educational systems in developing countries. This course focuses on individual teachers and how to continually improve their knowledge and skills through in-service training, professional development, and professional learning throughout their professional careers as teachers in developing countries. As such, it makes use of existing research on how teachers develop over time and with experience, how effective professional development and learning opportunities can be delivered in under-resourced and fragile situations, and how to help teachers become learners of their own craft, through reflective practice, communities of practice, and support for their development as professionals in situations where conditions for teaching are far from optimal.

    By the end of the course, participants will be able to:

    1. Articulate the key research findings and theories about how individual teachers grow and develop over their lives as professional teachers, and state their views on the relationship between teacher growth and the quality of education in developing countries.
    2. Define teacher quality and teacher effectiveness, professional development and professional learning, and other key terms related to helping teachers grow.
    3. Cite the evidence-based features of effective professional development and professional learning, and identify ways that effective models can be adapted and implemented in a variety of developing country contexts.
    4. State lessons learned from multiple observations of a teacher professional learning activity in a local school or adult education program.
    5. Articulate a plan for designing and implementing a system for continual professional growth of teachers in their own context (at the level and system in which they envision working: formal system [primary, secondary, tertiary], non-formal system [local, regional or national], etc

    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.


    This course offers an introduction to nonformal and popular education, particularly as applied to contexts of adversity. The basic philosophical and conceptual works in the field are reviewed, including the theories of Freire and Illich. The course relates theories to practice, and provides an overview of critical issues in the planning and implementation of nonformal education.


    This course examines various theories of social and economic development, including growth and critical theories.The course also looks at alternative lenses for development including feminist approaches, development ethics, sustainable development, ecological approaches, and human rights perspectives. It identifies the assumptions, underlying values, and operational principles characteristic of specific theories and explores their implications for development-related work. The course also offers a theoretical perspective for analyzing the role played by education in different development perspectives.


    This research seminar is intended to provide advanced doctoral students with guidance in conceptualizing and writing proposals for dissertation research in international education. Because many students are also working on comps (which are directly linked to dissertation research), we will also focus on preparing the conceptual framework and reviewing literature that typically are included in comps. I assume that students are well trained in research methods and thus able to focus on conceptualizing and designing a solid proposal. While we can work on mixed methods designs, the primary emphasis in the course is on proposals for qualitative research. Throughout the course, we will focus on the particular issues of designing and conducting qualitative research in various contexts – national with international populations and international settings.  Prerequisite: qualitative and/or quantitative research methods courses.

    This is a required introductory seminar for all new masters and doctoral degree candidates in the Center for International Education . The course has two goals. First, it will provide an introduction to CIE. The seminar also will review the structure and procedures for degree programs, resources available for graduate study in the five-college area, planning for personal and professional growth during the degree process, and the various career options available.

    Second, it will present a general overview of the highly diversified field of "International Development Education" - what it is, the evolving relationships between theory and practice, the central issues that it confronts, and its importance to International Development. The course will introduce basic readings in the history, theory, and practice of international development education, and will examine selected applied problems. Faculty members in CIE and associated faculty will make presentations on their topics of expertise.


    This course focuses on the intersection between education - both formal and nonformal - and the needs of women and girls in developing countries. It examines the impact of global and national economic and social development initiatives on the participation of women and girls in education and other sectors. The course explores gender-sensitive analytic frameworks and policies, and reviews a wide range of educational programs designed to foster the participation of women and girls in high-quality educational
    experiences. Current strategies include accelerated learning models and on-site professional development for teachers. These and other strategies will be explored to help learners develop a range of strategies and approaches for making education more accessible, welcoming, and effective for women and girls.


This seminar will focus on the challenges of teacher education in low-resource contexts with many examples drawn from Africa, Asia, and Latin America. Until recently the majority of the writing and research on teacher education is rooted in the context of the US or Europe. However, recently, much work has been done on problems and possible solutions to teacher development and management in the developing world. The class will focus on issues in teacher education such as: methods vs. content mastery; meaningful teaching practice in low-resource contexts; alternative models for teaching practice; the balance between in-service and pre-service approaches; teacher ability levels in the language of instruction; vernacular vs. national language instruction; teacher support; teacher supervision and upgrading; and so on. Participants will be expected to help seek out relevant research and writing from different areas of the world of interest to them. Topics will include national-level policy issues, models of implementation, and evaluations of various approaches. We expect that many participants will bring experience in developing contexts to the class which will serve as a resource for other learners.


    This seminar will address the principles and practices of monitoring and evaluation in international and domestic contexts.  International development and domestic funding agencies call for systematically conducted and thoughtful monitoring and evaluation of programs and projects.  In addition, monitoring and evaluating work-in-progress represents good practice and provides opportunities for programmatic and organizational learning.  We will review key principles of M&E, examining the processes of building relationships with key stakeholders; collaboratively understanding the theory of action embedded in programs and projects; developing valuable and interesting indicators and benchmarks; and implementing specific methods to generate useful information.  The final product for the course will be the design of a monitoring and evaluation plan for an actual project.  To be able to provide experience in the practice of M&E, we will rely on materials from foundations, international and domestic non-governmental organizations, and bi-lateral donor agencies.

    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 is intended to provide advanced Master’s students with guidance in conceptualizing, conducting and writing up their Master’s projects. It offers a mixture of group planning and support as well as guided individual study for those students in international education who are working on their projects.

    The seminar is divided roughly into three phases. During the first phase, we will work together as a small seminar clarifying and refining the plan for completion of the Master’s project. During this phase, students work with the seminar and their advisor to develop a full outline for the project. For those who have not yet completed a prospectus, this phase will serve as orientation to the timeline for completing the project. During the second phase, seminar members work independently and in bi-weekly meetings of everyone on their projects. Consultations are arranged as needed to ensure progress on the project. The second phase is designed for discussion of problems or issues that have arisen as the projects develop. The third phase entails weekly meetings to share progress, receive feedback on written work, and prepare for the presentation of the Master’s project at a Center meeting.


    The course objective is to examine opportunities for establishing learning environments that prevent and ameliorate social conflict leading to violence. We post the following questions: ‘How does schooling fit within larger efforts to regenerate social support networks and community well-being? What do communities learn from conflict? What broad approaches to learning and community development might better facilitate healing, resilience, and the rebuilding of trust?' Further, how can community interventions and policy initiatives account for the gendered impacts of conflict? The course has three broad themes: the nature, mapping and roots of social conflict; opportunities and experience providing education in
    social emergencies; and peace building through learning experiences.

  • 797J INTRODUCTION TO INQUIRY (Rossman/Rallis)

    This course is required for all entering doctoral candidates and is intended to provide a forum to engage in sustained discussion about and reflection on the assumptions, theories, and practice of inquiry relevant for policy and leadership studies. The course will be structured as a seminar in which we explore the assumptions that shape inquiry, discuss the major research genres/theories, and examine examples of practice. We will read and critically examine relevant readings, seeking to uncover how often-tacit notions shape approaches to inquiry. We will also look at various genres of research through readings and presentations, critically analyzing the assumptions embedded in them and examining what they obscure and what they reveal about a topic. Finally, close scrutiny of examples of practice within the three concentrations – Educational Administration, Higher Education, and International Education – will provide a grounding in the real world of research.


    Educational management takes place within cultures around the world and increasingly across cultural groups. The course begins by studying a theoretical perspective that provides key concepts for cultural analysis. Using these concepts, the course then examines elements of culture and how these interact with and shape management practice in educational settings. While the field of business management addresses issues of cross-cultural management, little has been done in the field of educational management. Close examination of the interaction of culture and educational management is important because deeply-held cultural beliefs and values shape both behavior and expectations about the functions and roles of educational managers.


    Conventional schooling as a route to human capacity development, especially in developing countries, is the subject of multiple critiques. On one hand it is seen as an imposition of an inappropriate western and post-colonial institution which undermines rather than strengthens indigenous development and well-being. Even some who fervently support formal schooling as the path to Education for All argue that current models are beyond the financial reach of many of the poorest countries. Finally, there are those who believe that conventional schooling does not well foster children’s potential as natural learners, nor does it effectively contribute to the evolution of democratic, diverse and caring communities.

    This course will explore theory, research and practice in the development of alternative models of education, focusing particularly on experience in underserved areas of developing countries where some of the most innovative and successful alternatives have been established. We will define the elements of formal and non-formal learning environments, and explore the political, social and economic contexts in which alternatives to conventional schools have emerged – relating this to development theory and work with the empowerment of local communities. We will utilize case studies, in part drawn from the current research of the EQUIP 2 Project, of such alternatives as Egypt’s Community Schools, Escuela Neuva, BRAC, Baluchistan, and School for Life(Ghana), examining factors including: program organization, the role of the community, the organization of teaching and learning, support structures, learning outcomes, costs and financing, and policy implications. Each person in the course will work on a project of analysis and contribute to the development of a specific alternative school model in the world.

  • 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:

  • Education and Social Movements
    Human Rights Education
    Theater in Nonformal Education
    Refugee & Immigrant Education
    21st Century Learning
    Literacy Research for Adult and International Education
    Learning in Post-Conflict Situations
    Youth, Education and Employemnt (Spring 2012)


    This course will examine methods, major concepts and current trends in comparative education and explore various facets of societies that impact the educational system, including, but not limited to, historical, economic, social, political, ethnic and religious forces as they relate to education. Starting with an overview of cultural and social theories of the purposes, structure and outcomes of education, we will develop our analytical skills in examining our assumptions surrounding schooling and international education. We will then start applying these theories, exploring practical applications and expressions of contemporary problems in international education, examining the remarkable diversity within contemporary educational systems that are subject to global political and economic forces. As a class, we will discuss an overview of the history and methods of the field of comparative education, compare the theoretical perspectives which shape the field, compare the approaches that different disciplines and theoretical orientations take to similar topics. We will also discuss contemporary issues in educational systems across the globe and examine, in this context, prevailing common-sense notions of education and development.


    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