CIE Logo

The Center for International Education

International Education Courses

Updated December 24, 2015


Who We Are

Academic Programs





Off Campus

On Campus


Photo Gallery


Bjorn Nordtveit
Jacqi Mosselson
Joe Berger





Gretchen Rossman
Sangeeta Kamat


Spring 2016 – International Education
Course Offerings








Master's Seminar
Evans, 287 HS

Tuesday Dialogue

no classes

Adult Learning Theory & Practice

Center Committee Meetings – no classes


Special Problems: Educationi in the Diaspora.

Comparative Education


Monitoring & Evaluation




Social Theories of Education

229  4:00-6:30pm
Introduction to International Education
Kamat - ILB


7-9:30 674A
International Higher Education Policy

CIE Gathering in DC 2015

Spring 2016 Course Descriptions
Click on titles in blue for example syllabus
Most Syllabi are from previous semesters - current ones available in class

Educ 229 Introduction to International Education
(Kamat) – Thursday 4:00 - 6:30pm - Integrated Learning Building

Education is a powerful force that spurs national growth and development.  This course attempts to develop and encourage an understanding of the drivers, challenges and outcomes (benefits and liabilities) of education.  We will examine issues related to the interconnectedness and continuously globalizing “developed” and “developing” countries.

In the first part of the course, we will discuss a variety of grand social narratives about education and its impact on development, including beliefs about the outcomes of education.  We will then examine topics that shape or drive education; for example, cultural values, history, politics, globalization and the legacy of colonization.  We will turn to a discussion of the challenges to education, including how education is influenced by war, limited resources, gender and cultural issues, and child labor.

The three main questions we will be discussing in this course include:

  • What are the drivers of education?  Who makes decisions about education, and why?
  • What are the challenges to education?  What are the supports and barriers to making access to high-quality education universally available?
  • What are the outcomes of education?  What do we know about the benefits and liabilities of getting an education?

top of page

Educ 626 - Social Theories of Education
(Kamat) - Wednesday 4-6:30

The course examines social theories and their contributions to education theory and practice. Intend primarily or doctoral students seeking a comprehensive introductory course in theoretical foundations in education.

top of page

Educ 630 - Master's Seminar
(Evans) - Monday 9-12noon - 287 Hills House South

This seminar is intended to provide final-semester Master’s students with guidance in conceptualizing 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 their prospectus. 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 writing progresses. 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 Tuesday Center meeting near the end of the semester.

This course is for Master's students in International Education in their final semester.
You will be automatically enrolled -
you cannot enroll online.

top of page

Educ 691C - Adult Learning Theory & Practice
(Smith ) Wednesday 9 - 12 noon   

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). Each of these elements will be covered in the course.

top of page

674A - International Higher Education Policy
(Berger) – Monday 7pm - 9:30pm

International Higher Education Policy is a seminar designed to explore the dynamic and complex field of higher education policy from an international perspective. The course focuses on contemporary trends, issues, drivers, opportunities and problems in higher education throughout the world, and the policies that attempt to address them. More specifically, this course examines key policy issues such as quality, access, relevance and financing in a wide variety of national and international contexts. The importance of leadership, strategy, transparency, and accountability at multiple levels is emphasized throughout the course.  In addition, this course includes a consideration of various approaches to analysis and critique of these polices and their effects.

Course Objectives

At the end of this course, students should have an understanding of:

  • Current trends in and drivers of higher education policy worldwide;
  • The operations, policies, and salient issues from a variety of systems of higher education;
  • Policy innovations, implementation, and implications, with an emphasis on how the local and global contexts impact policy;
  • How various approaches to policy affect key issues such as quality, access, relevance, and finance in a variety of international contexts;
  • The importance of leadership, transparency, and accountability in higher education policy;
  • Approaches to analyzing and critiquing policy within and across national contexts.

top of page

Educ 740 - Monitoring & Evaluation
(Smith ) Thursday 1-4pm

This seminar will address the principles and practices of mixing methods in monitoring and evaluation and other forms of applied educational and social research in international contexts. The overall frameworks for the course are the requirements of international development agencies for systematically conducted and thoughtful moniroting and evaluation of programs and projects. The course will provide an overview of international agencies and the structure of their goals and strategic objectives. This course will examine how monitoring and evaluation are conducted within these agencies.

top of page

870 - Special Problems: Education in the Diaspora.
(Mosselson) – Monday 1-4pm

This course will focus on IM/MIGRATION AND EDUCATION. There are more migrants now that at any point in history. Over the course of the semester, we will examine issues around causes of im/migration, consequences and opportunities in education for im/migrant students both internationally and within the US context. Throughout the course, readings and class discussions address issues of religion, race, gender and identity, undocumented and underage migrants, citizenship and nationality.

The course's main objectives are:

  • To learn about the global phenomenon of im/migration and education
  • To explore contemporary issues related to migration regarding key social, cultural and political factors in relation to schooling
  • To assess the work of local associations and NGOs in the areas of im/migration and education
  • To evaluate the research and integration of im/migrants in schools
  • To introduce students to a variety of institutions, individuals, geographical locations, and viewpoints around education and migration.

By the end of the course, students should be able to:

  • Analyze how educators can facilitate im/migrant students' educational opportunities
  • Show greater understanding of the impact of migration and mobility on subjectivity and aspirations, including the processes of integration and exclusion im/migrants may face in schooling
  • Demonstrate knowledge of the dynamics of border cultures, border crossings and the struggles for the development of a human rights culture that protects the human dignity of im/migrants, refugees and all vulnerable groups
  • Produce critical papers on issues of im/migration as it relates to educational and social development, and the promotion of human rights culture

Each student and myself will decide the most appropriate class assignment in collaboration based on what fits each individual student's program of study and professional objectives. Examples of possible major assignments include writing a case study, responding to a Request for Proposals, conducting a policy analysis, or developing a curriculum component. There will be short writing assignments and oral presentation opportunities that all students in the class will complete individually and in teams throughout the semester.

top of page

Educ 881 - Comparative Education
(Mosselson) – Tuesday 1-4pm

In this course we will examine and critique the role of education in national and global development using comparative study.  We will explore the 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, cultural, historical, economic, social, political, ethnic and religious forces.  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 development, examining the remarkable diversity within contemporary educational systems that are subject to global political, social, and economic forces.

top of page