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The Center for International Education

International Education Courses

Updated June 30, 2014


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Jacqi Mosselson
Gretchen Rossman




Bjorn Nordtveit


Fall 2014 – International Education
Course Offerings








FIrst Year Seminar
Evans - 287 HS

Tuesday Dialogue

no classes

Center Committee Meetings – no classes



Comparative Education
Mosselson -
275 HS

Education in Post-Conflict Settings
Mosselson -
275 HS

Teacher Quality & PD in Developing Countries
Smith - 275HS


Introduction to Inquiry
Rossman & Rallis
- 275 HS

229   4:00-6:30pm
Introduction to International Education
Notdtveit - Marks Meadow

Adult Learning in Theory & Practice
Smith - 275HS

Alternative Research Methods in International Education
Nordtveit - 275 HS



Retreat Fall 2013

Fall 2014 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
(Nordtveit) – Tuesday 4:00 - 6:30pm - Marks Meadow  

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?

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Educ 691C Adult Learning Theory & Practice
Smith) – Wednesday 4-7pm 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). Each of these elements will be covered in the course.

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691PD Teacher Professional Development
(Cristine Smith) Thursday 1-4pm - 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.)

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Educ 733 Foundations of International Education (First Year Seminar)
(Evans ) – Monday 9-12 noon – 287 Hills South    

This is a required introductory seminar for all new masters and doctoral degree candidates in the Center for International Education . The course has two goals. First, it will provide an introduction to CIE. The seminar also will review the structure and procedures for degree programs, resources available for graduate study in the five-college area, planning for personal and professional growth during the degree process, and the various career options available.

Second, it will present a general overview of the highly diversified field of "International Development Education" - what it is, the evolving relationships between theory and practice, the central issues that it confronts, and its importance to International Development. The course will introduce basic readings in the history, theory, and practice of international development education, and will examine selected applied problems. Faculty members in CIE and associated faculty will make presentations on their topics of expertise. All incoming International Education Masters and Doctoral students are are required to take this course.

You will be automatically enrolled - you cannot enroll online.

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Educ 739 - Introduction to Inquiry
(Rossman & Rallis) -- Monday 4-7 pm           275 Hills South

This course is intended to provide a forum to engage in sustained discussion about and reflection on the assumptions, theories, and practice of inquiry relevant for policy and leadership studies. The course will be structured as a seminar in which we explore the assumptions that shape inquiry, discuss the major research genres/theories, and examine examples of practice. We will read and critically examine relevant readings, seeking to uncover how often-tacit notions shape approaches to inquiry. We will also look at various genres of research through readings and presentations, critically analyzing the assumptions embedded in them and examining what they obscure and what they reveal about a topic. Finally, close scrutiny of examples of practice within the three concentrations – Educational Administration, Higher Education, and International Education – will provide a grounding in the real world of research.. Course open ONLY to incoming EPRA Doctoral candidates who must take the course.

You will be automatically enrolled - cannot be done online.

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Educ 794J - Education in Post-Conflict Settings
Jacqi Mosselson) -- Wednesday 1-4pm        275 Hills South   

The course will focus on the key concerns of education and well being in light of various aspects of structural and cultural violence. We will address issues such as: what is violence? What is its link to education and the well being of communities?  How can education be provided in areas that are in chronic states of crisis?  How are vulnerable groups, such as children, youth, girls, teachers, and underrepresented communities, impacted by and impact fragility?  How can community interventions, government and international policy initiatives, and donor agencies account for different violences?  The course is exploratory.  It aims to build and develop hypotheses about how education can be provided and more broadly, what role the provision of education can play in protection, reconciliation, and rebuilding of war-torn societies

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Educ 819 Alternative Research Methods in International Education
(Nordtveit) – Thursday 4-6:30pm - 275 Hills South

This course is divided into three parts: (i) an overview of non-positivist research approaches will introduce alternative feminist and participatory action research approaches as well as visual ethnography; (ii) content analysis will introduce the methodology of classification of latent and manifest content of a body of communicated material (film, social and written media); and (iii) discourse analysis will examine how social and power relations, identities, and knowledge are constructed through written, visual, and spoken texts. For this latter, we will use an interdisciplinary lens, studying three core traditions of analysis, including discourse theory, critical discourse analysis and discursive psychology.

The course demonstrates tools to analyze texts and to assess their underlying symbols and imagery of in the form of spoken statements, publicity, posters and awareness-raising messages, photos and movies. Students will have the opportunities to apply various analytic methods to conduct hands-on research in their field of interests.

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Educ 881 Comparative Education
Mosselson) -- Tuesday 1-4:00 pm        275 Hills South  

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.

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