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The Center for International Education

International Education Courses

Updated April 27, 2015

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Bjorn Nordtveit
Jacqi Mosselson

 

 


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Gretchen Rossman



Archives

Fall 2015 – International Education
Course Offerings

 

Monday

Tuesday

Wednesday

Thursday

Friday

9-12

733
First Year Seminar
Evans - 287 HS

10-12
Tuesday Dialogue

no classes

649
Training for NFE
Smith -275 HS


Center Committee Meetings – no classes

1-4

 

678
Cultural Studies
Mosselson - 275 HS


752
Gender Issues in International Education
Mosselson - 275HS

623
Project Planning & Proposal Development
Smith - 275 HS

4-6:30

739
Introduction to Inquiry
Rallis & Rossman
- 275 HS

720
Development Theories for Educators
Nordtveit - 275 HS

619
Qualitative Research Methods
Rossman - 275HS
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793D
Globalization & Educational Policy
Kamat- tba

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

 

Fall 2015 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?

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Educ 619 - Qualitative Research Methods
(Rossman) - Monday 4-7 pm           275 Hills South

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.

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.

Permission of the instructor required

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Educ 623 - Project Planning & Proposal Development
(Cristine Smith ) Thursday 1-4 pm - 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.

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Educ 649 - Training for NFE
(Cristine Smith ) Thursday 1-4 pm - 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.

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Educ 678 Cultural Studies & International Development
(Mosselson) – Tuesday 1-4 pm - 275 Hills South

This course is concerned with the meaning and practices of everyday life. Particular meanings attach to the ways people in particular cultures do things. Primary stress will be placed on the relation between knowledge and power, ethnicity/class/gender and culture, and the attempts within cultural studies to embrace a variety of disciplines in a transdisciplinary critique of intellect and institution. We will do this by exploring the multiple ways in which social identities are both reflected and reconstituted through everyday practices, and we will emphasize the ways in which cultural backgrounds and social identities affect how we interpret the world.

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Educ 720 - International Development Theories for Educators
(Nordtveit)    Tuesday 4-6:30pm – 275 Hills South

This course is based on the premise that educators working in the developing world need to have a basic understanding – and a personal philosophy – of the different theore­tical approa­ches to planning, implementing and evaluating development projects and programs. We will begin by examining participants’ beliefs about the nature of develop­ment, and then will pro­ceed to analyze the various theories of development and their emergence from capitalist, socialist, Marxist and critical/post-development frameworks. Main schools of thought (e.g., growth, modernization, dependency/world system, liberation and post-development theories) will be studied individual­ly and com­paratively, in terms of the social science paradigm from which they come. We will examine the role of education in the development process for each of the major theories along with the implications for the actions of profes­sionals working in the field of education. Each participant will be expected to develop a personal position on the nature of development and to write a final paper that sets out their position and its support­ing rationale.

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Educ 733 Foundations of International Education
(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 - you cannot enroll online.

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

This course focuses on the intersection between development, education - both formal and nonformal - and gender relations. The overall goal is for you to become familiar with the theories, research, and strategies for policy and practice to make development and education more gender equitable. The objectives for this course are listed below.

By the end of this course, you will be able to:

  • Describe the different theoretical perspectives on gender, empowerment and development.
  • Identify potential benefits or outcomes--socio-cultural, health, economic, and/or political/legal--of gender equity in Development and education.
  • Identify the key factors--socio-cultural, health, economic, political/legal at the local, national and global level-- influencing girls' and women's access to high quality education.
  • List strategies for fostering participation of women and girls, in particular, in development projects.
  • Describe gender-sensitive analytic frameworks and policies for reducing the gender gap in education.
  • Cite a range of strategies and approaches for making education more accessible, effective, and gender equitable.
  • Articulate a particular gender-related problem in international development, along with a strategy for solving that problem.

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793D Globalization & Educational Policy
(Kamat) -- Wednesday 4-6:30pm - Location - TBA

Course will approach the study of the link between education and globalization from two directions:  one, from a study of recent policy initiatives in education with a view toward understanding how a particular kind of globalization is being constructed through education policy; and two, from a study of the varied literature on globalization with a view toward assessing the different constructions of globalization that are possible, and the implications of each for education policy.

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