Fall 2005 COURSE DESCRIPTIONS
Click on titles in blue for draft Syllabus

Educ 229 Introduction to International Education
(Joanie Cohen-Mitchell) -- Tuesday 4-6:30 pm 133 School of Management Schedule No: 32749

This course provides an introduction to international education and to education in non-US. and non-western settings. Education is a powerful force that spurs national growth and development. This course explores how, and to what extent education has served critical national and international interests. Students are introduced to a variety of environments in which education takes place, some formal, some not and are asked to analyze learning, education and development in non-U.S. and non-western settings. The course also provides perspectives of Third World history and development as they relate to education and learning.

Educ 615Z Introduction to International Education
(Evans) -- Monday 9-12 noon           287 Hills South         Schedule Number: Offline

Introductory seminar for new degree candidates in CIE. Strongly recommended for new CIE students. Course contains an introduction to the sub-fields that 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. Students outside CIE may attend only with permission of the instructor. Permission of the instructor required.

Educ 619.1 Qualitative Research Methods
(Rossman) -- Tuesday 4-7 pm           275 Hills South           Schedule Number: Offline

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 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 initiating 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. Permission of the instructor required.

Educ 691C Adult Learning in Theory and Practice
(Hartwell) -- Monday 1-4 pm           273 Hills South           Schedule Number: #39444

This course enables participants to develop, expand, or deepen their understanding of adult learning theories and 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).

Educ 752 Gender Issues in International Education
(Mosselson) -- Thursday 4-7 pm           273 Hills South           Schedule Number: #39451

Educ 794J Learning in Emergency Situations
(Mosselson) -- Tuesday 1-4 pm           273 Hills South           Schedule Number: #39452

This course builds on strong interests in The Center for International Education in such areas as new conceptions of learning; understanding genocide, healing and reconstruction; and the development of social capital. Many Center members are deeply concerned with the severity and spread of violent conflict throughout the world that calls for effective community interventions. 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.

Educ 797J Introduction to Inquiry
(Rossman, Rallis) -- Monday 4-7 pm           Room TBA           Schedule Number: Offline

Educ 804 Cultural Perspectives on Educational Management
(Evans, Rossman) -- Wednesday 1-4 pm           275 Hills South           Schedule Number: #39776

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.

Educ 817 Educational Planning for Developing Countries
(Hartwell) -- Wednesday 9-12 noon           273 Hills South           Schedule Number: #39456

This course focuses on educational planning philosophy and techniques as they have evolved over the past two decades. Emphasis is placed on the contemporary issues of social equity, participatory planning, and decentralization. The course is designed for students with international field experience, and provides knowledge and tools for those involved in education planning work at the local and/or national levels. Participants will acquire a conceptual and historical appreciation of the process of educational planning; and learn to apply the technical tools of sector analysis, scenario building and projections; and strategies/tools for engaging civic society in the planning process. The course utilizes a computer lab, and requires completion of several problem sets using Excel models, and a project or extended paper on some aspect of education planning.