CIE Logo

The Center for International Education

International Education Courses

Updated December 13, 2011


Who We Are

Academic Programs





Off Campus

On Campus


Photo Gallery

CIE Merchandise - Check out the Mouse Pads!
Click Here




Bjorn Nordtveit


Spring 2012 – International Education
Course Offerings










no classes

Project Planning & Proposal Development
Smith – 275 HS

Master's Seminar
Mosselson & Evans - 287 HS

Center Committee Meetings – no classes


Qualitative Research Methods Fontes - 275 HS

Theory & practice of Nonformal Education
Nordtveit– 275 HS

Development Theories
Nordtveit & Evans – 275 HS

Cultural Studies
Mosselson - 275 HS





Introduction to International Education
Mosselson – tba


Teacher Professional Development
Smith 275 - HS


Spring 2012 Course Descriptions
Click on titles in blue for example syllabus
Most Syllabi are from previous offerings - current ones available in class

Educ 229 Introduction to International Education
(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 619 Qualitative Research Methods
(Fontes) Monday 1-4 pm- 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 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.. Permission of the instructor required

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.

top of page

Educ 623 Project Planning and Proposal Development
(Cristine Smith) – Wednesday 9-12 Noon - 275 Hills South    

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.

Educ 678 Cultural Studies
(Mosselson) – Thursday 1-4 pm - 275 Hills South

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.

top of page

691PD Teacher Professional Development
(Cristine Smith) Thursday 4-6:30 pm - 275 Hills South    

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.)

Educ 719 Theory and Practice of Nonformal Education
(Nordtveit)      Tuesday 1-4 pm – 275 Hills South

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.

top of page

Educ 720 International Development Theories for Educators
(Nordtveit & Evans)       Wednesday 1-4 pm           275 Hills South  

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.

Educ 793W Master's Seminar in International Education
(Mosselson & Evans) Thursday 9:30-12Noon   Offline - Contact Instructor

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. Permission of the instructor required

top of page