Spring-07 Courses

International Education Courses

(Updated March 20, 2007 )

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SPRING 2007 COURSE DESCRIPTIONS
Click on titles in blue for draft Syllabus

Educ 229 Introduction to International Education
(Cohen-Mitchell) – Tuesday 4-6:30 pm

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 concerns, population distribution, human rights violations, socio-economic inequities, and conflicts and emergencies.

Educ 619.2 Qualitative Research Methods
(Rossman) – Monday 4-6:30pm– 275 Hills South - 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 623 Project Planning and Proposal Development
(Smith) – Wednesday 1-4pm – 275 Hills South

This course provides an opportunity to develop knowledge and skills in planning and designing projects in various areas in international development education. Central to applying these aspects of project design and developing skills will be the development of a project proposal. The logic here is that a project proposal must include the design of the project, based on a needs assessment and problem specification; 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.

Educ 691C Adult Learning in Theory and Practice
(Smith) – Thursday 1-4pm – 275 Hills South

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).

ED 696G – Independent Study – Small-Scale Research
(Rossman) – Monday 9-12pm – 283 Hills South - OFFLINE

Intended primarily for Master’s students in International Education, this independent study will discuss the principles and practice of research involving a small number of subjects, conducted with few resources, and limited by a relatively short time-frame. We will identify several examples of small-scale research conducted in both domestic and international settings, and develop criteria for assessing the soundness and usefulness of various examples of practice. We will also practice at least three methods (interviewing, questionnaire development, and observation) and critically reflect on those experiences. No prior research experience is required. Permission of the instructor required.

Educ 752 Gender Issues in International Education
(Smith) – Tuesday 1-4pm – 275 Hills South

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.

Educ 793W International Education Master’s Project
(Rossman) – Monday 9-12pm – 283 Hills South - OFFLINE

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 of the instructor required.

Educ 818 Alternative Approaches to Education for Rural Development
(Hartwell) – Monday 1-4pm – 275 Hills South [

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 explores theory, research and practice in the development of alternative models of education, focusing particularly on experience in rural 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.

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