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The Center for International Education

International Education Courses

Updated May 22, 2011

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Ash Hartwell
Gretchen Rossman

 

 

 

Cristine Smith
Bjorn Nordtveit
David R. Evans



Archives

Spring 2011 – International Education
Course Offerings

 

Monday

Tuesday

Wednesday

Thursday

Friday

9-12

619
Qualitative Research Methods
Rossman - 275HS

10-12
Center
Meeting

no classes

649
Training for Nonformal Education
Smith – 275 HS

793W
Master's Seminar
Evans - 287 HS


Center Committee Meetings – no classes

1-4

629
Policy Issues in International Education
Evans - 275HS

 


794J
Education in Fragile States
Mosselson – 275 HS

615O
Project Management & Implementation
Smith – 275 HS

4-6:30

 

 

 

229
Introduction to International Education
Mosselson – tba

 

 

 

Spring 2011 Course Descriptions
Click on titles in blue for example syllabus
Most Syllabi are from previous offerings - current ones available at first class


Educ 229 - Introduction to International Education
(Jacqi Mosselson) – Tuesday 4-6:30 pm - Location TBA    

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.

All students need to sign up for the lecture and a discussion session. Students enrolled for four credits will also participate in a Community Service Learning project working with migrant and immigrant youth in Holyoke or Springfield and will need to sign up for an additional Lab session. 


Educ 615O - Project Management & Implementation
(Cristine Smith) Thursday 1-4pm - 275 Hills South   

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 and instructor will have a chance to talk about their past experiences in project management. By the end of the course, participants will be able to:

  1. articulate their philosophy of and approach to management, leadership and implementation of education projects
  2. 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 work plans
  • 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

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Educ 619 - Qualitative Research Methods
(Gretchen Rossman) - Monday 9-12 noon  - 275 Hills South        Offline - Contact Instructor

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 629 -Policy Issues in International Education
(David R. Evans) -- Monday 1-4pm -  275 Hills South      Website     

Current international educational policy in Africa, Asia and Latin America is centered on strategies necessary to achieve the global agenda of Education for All and the broader Millenium Development Goals.  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 then introduce and provide practice in applying a series of policy analysis tools ranging from analyisis of policy characteristics, to backward mapping, to mapping strategies to represent the distribution of support and opposition likely for a given policy. Students will apply each of the tools to a specific policy that they choose.

The course will then shift to looking at the network of international agencies and organizations that set the terms of the discourse in education policy for development. We will analyze the procedures and criteria that are used to determine the eligibility of countries for various forms of aid and debt reduction. 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.

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Educ 649 -Training for Nonformal Education
(Cristine Smith) – Wednesday 9-12 noon - 275 Hills South    

The purpose of this course is to help you develop the skills you need to design training programs for adult learners in non-formal education, human services, and community development.  The goal is to prepare you to:

  • Develop your philosophy of training:  how is training different from teaching?  What is participatory training?
  • Consider how to assess the needs of training participants
  • Support the rationale for training
  • Write training objectives
  • Find, read and analyze training activities:  how, when and why would you use particular activities?
  • Create and facilitate training activities of your own (peer training)
  • Consider the “flow” of training: from individual to small group to large group activities; balancing theory and practice; deciding upon the best training span (training over multiple sessions and time); determining the appropriate reading and handout load; deciding whether or not to give “assignments” to participants
  • Observe others’ facilitation skills and provide constructive feedback
  • Plan training evaluation activities:  how did the training affect participants’ thinking, feeling and acting?
  • Write up training in written form so that others can use your training
  • Design training of trainers

The course will be relevant to those interested in designing training for both international and U.S.-based training contexts.


Educ 794J - Education in Fragile States
(
Jacqi Mosselson) -- Wednesday 1-4:00 pm        275 Hills South   

The course objective is to examine opportunities for establishing learning environments that prevent and ameliorate social conflict leading to violence. We posit 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 of providing education in social emergencies; and peace building through learning experiences.


Educ 793W - Master's Seminar in International Education
(David R. Evans) – Thursday 9-12 noon – 287 Hills South    Offline - Contact Instructor   

This seminar provides a mixture of group planning, writing support and targeted feedback on drafts for those students in international education who are ready to begin writing their M.Ed. thesis/project. Prior to enrollment, students should have completed all or most of their course work and already done most of whatever form of research they plan to do for their Master's project.

In the seminar’s first phase, students are introduced to selected project and thesis models, approaches to developing an outline and a writing schedule, use of documentary sources to create a literature review, and various ways of organizing discussion of methodology and findings of their research. In the second phase, individuals share drafts of sections of their thesis for systematic feedback from other students and the instructor. In the final phase, students prepare their presentations and practice them for the last Tuesday meeting of the semester. The course is offered on a Pass/Fail basis. Students receive a Pass grade when their thesis if finalized and approved by both the instructor and their advisor. Until the thesis is approved, students receive a grade of Incomplete. Permission of the instructor required

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