I am working on my doctoral degree in social work at the University of Texas at Austin and work at the Institute on Domestic Violence & Sexual Assault (IDVSA) as a project director. I focus on women in forced migration, including refugee resettlement in the U.S., and am interested in how women recreate social support networks in forced migration. Our daughter, Anika, is 5 years old and just started kindergarten. [10-14]
Karin sent us this update at the end of 2011...
I am still with the International Rescue Committee here in NYC, as a Senior Technical Advisor, focusing on violence against women in humanitarian settings. The work is challenging and amazing. We have been developing new programming and research initiatives that are very exciting - ranging from economic interventions with women to improving services for child survivors. The work and our 2.5 year old, Anika, keep me on my toes. Since the birth of our daughter, I've been traveling much less but still going routinely to DRC about twice a year. I'm currently applying to PhD programs in social work, so I may be back to school in the Fall of 2012. I'll keep you updated! [12-11]
In 2009, Karin published a document with the World Bank Institute titled Sexual Violence Extends Beyond Conflictin which she argues that What was traditionally considered a private matter, or an inevitable part of a woman’s life, is now understood as an obstacle to development.
My present day work focuses on creative writing. In the past few years, I have published books on Afghanistan, Zimbabwe and Nicaragua in Bangla, my native language. I used qualitative research methodology such as ethnographic observation and phenomenological interviews to collect information. These books were written in a travel story format for popular readership.
My book on Afghanistan is in it’s fourth edition. I was honored this year when my Zimbabwe book received the “Best Book of the Year” award in Bangladesh. I received the award for my book titled, in Bengali, ?Zimbabwe: Boba Pathor Salanini? (Zimbabwe: Silent Rock, Salanini). Those who know Zimbabwe understand the impact of stone in the visual images of the country and, related, in the arts. The title refers to a young woman, Salanini, and her tragic difficulties. This book illustrates experiences on a farm and in private homes interacting with people from diverse backgrounds in combination with analysis of the current socio-political situation. The book on Nicaragua, released this year, highlights my personal interactions within the backdrop of the Sandinista revolution.
I am currently writing a book on South Africa plus a series of travel stories for pre-teenagers. We (along with my spouse, Hollyn Green), are currently living in Virginia and are scheduled to move to Sierra Leone in August. Our daughter, Kajori, is a junior at the Savannah College of Art and Design in Georgia. [5-14]
For the past seven years, I have been working at the Foundation for the Application and the Teaching of the Sciences (FUNDAEC) in Colombia with alternative education programs aimed at enabling rural youth marginalized from quality and relevant educational opportunities to build the capacities needed to promote processes of autochthonous development within their communities. Through a grant that FUNDAEC was awarded to by the William and Flora Hewlett Foundation, I have had the opportunity to collaborate with a network of organizations in Kenya, Uganda and Zambia implementing an education for development program called Preparation for Social Action. Here in Colombia, I have also been working on a literacy and gender project whose objective is to develop within middle-school aged children an appreciation for reading and learning, in an effort to help reduce high levels of high school desertion in rural Colombia. [11-13]
Tsoaledi is now the Head of the Institute for Gender and Youth Studies at the University of Venda.He visited UMass in September 2013 to participate in the annual Re-thinking Marxism conference, where he presented a paper titled Re-envisioning Radical feminism:The case for South African women. Since graduating from CIE in 2004,Thobejane has written and published three books,and over ten peer reviewed articles in accredited journals.His research areas include Gender and development as well as education and curriculum design. [9-13]
Greetings from South Africa. I hope all is well at the Center. It has been an exciting year for me at the University of Venda where I am presently a senior lecturer at the Institute for Gender and Youth Studies. After graduating from the CIE in 2004, I worked for World Learning (situated at Brattleboro-Vermont) as the Director of its satellite program in Durban South Africa. Thereafter, I decided to relocate to South Africa so that I can contribute wholly in the transformation process of the country. This enabled me to accept an offer as a senior lecturer at the University of Venda (Limpopo Province) which is still a tiny but growing institution.
This year, I managed to publish two books titled The Fight for an Egalitarian Society (with Nova publishers) and Post-Apartheid Education in South Africa-Towards liberation or Equity? (VDM publishing company). The fight for an egalitarian society is sort of a sequel to the first book that I wrote while a student at CIE UMass in 2003.
I am now referred to as a Gender Specialist because of the two courses (modules) that I teach (Gender and Domestic Violence as well as Gender and Economic Development). This will be difficult to believe especially by those colleagues who attended most of the classes with me at the center. You will agree with me that it is very exciting to be inter-disciplinary. Anyway, that is what we were taught at the Center.
I published two articles in an accredited journal called Southern African Journal for Folklore studies in October ( 2010). I will be attending a conference on folklore organized by the American folklore society to be held at the Biddle Hotel from the 12th – 15th October, 2011, Indiana University (Bloomington, Indiana).Wish you good health and success on the forthcoming year. [12-10]
I am now (2013) blessed with three children (two girls and a boy), Damaris, Zaynia and Tsoaledi jr. By the way, in the photo I am wearing a shirt that was given to me by Daniel Koroma as a graduation gift.
After working for the last 6 years in Mali, I have moved back to the United States, where I am working as the Chief of Operations (COO) of the Africa Region for the Peace Corps in Washington, D.C. Following the coup d’etat in Mali in April 2012, we unfortunately had to evacuate all 200 of our Peace Corps Volunteers from the country and this also obliged me to eventually change posts. In July of last year I left Bamako for Dakar, where I was reassigned as the Peace Corps Country Director in Senegal. However after just 4 months there, an opportunity came up to work at Peace Corps headquarters and I was fortunate enough to land the position of COO. This position has given me a great opportunity to learn more about Peace Corps operations at a higher level, where I am able to learn about and be engaged in discussions concerning agency policy and major programmatic directions.
Also, it is great to be working at Peace Corps headquarters with fellow CIE-grad, Joanie Cohen-Mitchell, and we manage to get together from time-to-time. As much as I am enjoying my current work with the Peace Corps, I am obliged to leave within the next 7 months as the agency limits the amount of time that we can serve at any one time. Thus, I am thus currently looking for work and gladly welcome any suggestions and all leads from my CIE colleagues! Speaking of our CIE colleagues and classmates, while I haven’t been very good about staying in touch in recent years, it was great to recently touch base with David Bell, during a recent visit he and his colleagues from IDCE at Clark University made to Washington, D.C. Likewise, it was great to see DRE, Joe Berger, and CIE alumni at a gathering in Washington in May, 2013. [6-13]
With all of the work I’m engaged in with Peace Corps, this doesn’t leave much time for much else. However, last year I managed to publish my dissertation in the form of a book; Lemurs, Landscapes, and Livelihoods: The Political Ecology of Biodiversity Conservation in Madagascar, from Lambert Academic Publishing.
After 22 years of service Dezie sent out the following notice announcing his retirement.
It is with great pleasure that I would like to inform you that with effect from today I have retired from the Civil Service. The long journey that started in 1991 ended yesterday, Jan 31 2013. I thank all of you whole heartedly for your tireless guidance, constructive advice and immeasurable support during the time I worked as a teacher, Methods Advisor and Tikwere Outreach Coordinator at Chiradzulu & Zingwangwa Sec Schools, South West Education Division and MCDE respectively. You made me grow both socially and professionally such that I owe all my knowledge and skills to you. Thank you so much! [1-13]
Recently, Dezie was in Washington at a conference and ran into another CIE member at the Conference.
I was in Washington DC between 17th and 24th August 2009 attending a USAID Education Workshop. Essentially, it was a gathering of selected officials of all the USAID funded Education Projects across the globe and I was very privileged to be one of the participants. We had a total number of 50 sessions to choose from and the sessions were categorized into four: Basic Education, Higher Education, Youth Development and Participant Training.
That aside, it was also a great pleasure to meet Dwaine Lee who was also attending the same workshop! Small World! He is currently working with USAID Kenya. [9-09]
After a decade, it’s about time for an update. I’m now in my seventh year as a senior fellow at the Hong Kong Institute of Education and my thirteenth year in Hong Kong. Prior to coming here, I spent three years in Mainland China at Hebei Teachers’ University, first conducting the research for my dissertation and then staying on to teach. Thus my ‘one year in China’ evolved from interview research to university teaching to ESL program development, a lovely wife and two children, curriculum development for a new university, teacher education work, some curriculum consulting and a total of seventeen years - so far.
A career that began as a Peace Corps volunteer in the highlands of Papua New Guinea has somehow landed me in an urban jungle - one of the most densely populated places on earth. I try to get back to Mainland China whenever I can, and the Institute is developing new partnerships and programs there, giving me some opportunity. But my work here has been mostly with the local education system, pre-service teacher education and some in-service training in the education reforms. Some of my favorite work - in addition to the linguistics and curriculum classes I teach - has been in developing blended modes of teaching and learning, such as Wikigroups, and rethinking with my wonderful colleagues the models and practices of the teaching practicum.
In 2012, I donated a portrait of CIE's founding father, Dwight Allen, to UMass, and a portrait unveiling ceremony was held during Homecoming Week. You can watch the ceremony here on YouTube.
CIE friends and family are always welcome to visit the Institute here in Hong Kong. You'll find an eager audience for any education work you've been doing ... or it's a lovely rest stop en route to more pastoral destinations. [5-13]
We recently heard from Larissa in her new job as Deputy to the President of JSC KIMEP University for Student Recruitment and Admissions.
I am glad to inform that my article was accepted and published last week in a peer-reviewed journal "Strategic Enrollment Management Quarterly of the American Association for College Registrars and Admission Officers (AACRAO). It covers some aspects of professional development for local enrollment-related staff. It is small article, but I am glad I started to publish (another publication is coming soon this summer - chapter in the book about practical aspects of the Bologna process in Kazakhstani HEI).[3-13]
Salaam CIERs I am back to Amherst after three years in Afghanistan. In the last three years I worked with USAID as a program Field Officer to cover Education, Health, and Gender in two provinces in the East Region. In this capacity I was working as a bridge to bring USAID vision, program policy as close as we can get to Province Reconstruction team (PRT), and local government of Afghanistan (GIROA). Working in the design and the implementation of USAID and PRT transition plans, by keeping government officials totally engaged and buying in for the plan. Building the capacity of local government institutions (formal and non-formal) and facilitating their process to transition. In order to do that a community of practice concept was developed to link all stakeholders vertically and horizontally.
As the team lead for the district of Behsood I was the activity manager for the District Dilivery Plan (DDP)which was thought to be the tool to enable the local government at the district level to navigate and negotiate their way to the provincial and central government. Despite the daily follow up with both District GIROA officials ( formal and informal bodies), NGOs community, and USAID implementing partners to ensure the delivery of the agreed upon services on timely manner to achieve USG appoach for strengthening, develop the skills, and build the capacity of the Afghans and their government Using the District Stability Fram work (DSF) committee that is working to identifying the instability indicators in the district using the different matrixs in order to analys the instability factors to come up/and design different activities that will help address these factors. The path to reach a stable Afghanistan is a long way to go. [4-13]
Since my graduation from CIE, I have been part of the Public Diplomacy team of the U.S. Embassy Ashgabat that manages educational and cultural exchanges, community development grants and outreach programs. Currently I manage the Information Resource Center (IRC) and I am also the webmaster of the Embassy website. Our Center has a wide range of programs and resources, and most recently we integrated iPads, iMacs and Kindles into our library services.
I have five children, four daughters and a son. My son is the youngest, 2 years old. I am thanksful to CIE for considering me still as part of the CIE family. [1-13]
are very understanding and I love my job. I am also the webmaster of the
Embassy website. Please spare a minute to check our website - http://turkmenistan.usembassy.govI am fortunate in my current position also that it allows me draw on
my knowledge and experience from the two years I spent at the CIE. I offer
government representatives and various local communities information,
reference assistance and a wide range of presentations and training. The
courses I took at CIE helped me particularly in designing curricula and
materials for my presentations and training activities. Looking back on
my CIE years, I have realized that it prepared me not only for my career
but also for life. With its emphasis on team work and dedication the CIE
community gave me the lesson for a life-time.[6-04]
Studying at the Center for International Education (CIE) at the University of Massachusetts Amherst brought me the insight to look more critically and analytically at education. In fact, CIE fertilized my knowledge/skill and enabled me to play active role in the institution where I am working.
Returning to Bamyan University, I had many ideas to put in action. One of the first things which I initiated with my colleagues was to set up an English department within the Education Faculty. For the first time in the history of Bamyan University we started English language program and admitted 50 students to study English. I was appointed as the head of English department which was my first chance to experience leadership in the milieu of education. English department was a good place for me to practice what I learned in CIE. I worked as the head of English department for one year until the university installed me as the dean of “Education Faculty”.
Being the dean of Education Faculty, I faced huge responsibility and challenges. I felt myself between hard place and a rock. From one hand I had to check with the quality of teaching and teachers’ performance, and from another hand I had to struggle with managerial tasks. I had to work with 10 various departments, 50 instructors and 1700 students and many young and naïve staff. Serving for two years as the dean of Education Faculty helped me a lot to practice what learnt in my master courses in CIE. Although my time is consumed by office work, but I love to teach and enjoy from the classroom environment, so I am teaching different courses beside my office work.
The responsibility of Education Faculty is not the only the workload of mine, beside that I am, closely, working with the office of the Chancellor and have the responsibility to formulate, for the first time, the strategic plan of the university. In addition, I assigned by the Chancellor of the university to write a competitive proposal for Strengthening Higher Education Program (SHEP) which supports by World Bank. Fortunately after Kabul University, Nangarhar, Herat, Kandahar universities, my proposal got the fourth place and Bamyan University received the grant of the SHEP2.
Moreover, I help with the steering committee of the university to work on Quality Assurance to pass the accreditation evaluation of the MoHE which will be held in the next two years. It is a great opportunity for me to practically work on assessment, M&E and policy issues.
Beside university tasks I enjoy to help my students and work with social entities. In this regard, I, with the help of some social activists, established a NGO by the name of Justice and Legal Services Organization (JLSO) and for one and half-year I worked as the chief executive officer of the organization. [1-13]
After 10 years in Afghanistan, Angola, South Africa and Sudan, the Affolter Family has moved back to the United States, with Fritz working as the Programme Manager of the Peacebuilding, Education and Advocacy Programme at UNICEF in NY. This programme is designed to strengthen resilience, social cohesion and human security in conflict-affected contexts, including countries at risk of, or experiencing and recovering from conflict. Towards this end, the programme will strengthen policies and practices in education for peacebuilding, by focusing on five key outcomes. Outcome one aims to increase inclusion of education into peacebuilding and conflict reduction policies, analyses and implementation. Outcome two will increase institutional capacities to supply conflict sensitive education. Outcome three aims to increase capacity of children, parents, teachers and other duty-bearers to prevent, reduce and cope with conflict and promote peace. Outcome four will increase access to quality, relevant conflict sensitive education that contributes to peace. Outcome five is cross-cutting and will contribute to the generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding. [11-12]
After almost 4 years with UNDP Afghanistan (Community Mobilization Training, from 2002 to 2006),18 months UNDP Angola (Civic Education, from 2007 - 2008), and 2 years with UNODC Pretoria (Victim Empowerment, from 2008 to 2010), I am currently in Khartoum, Sudan (this time with UNICEF). I am coordinating the education cluster, with focus on North, South an West Darfur States, although South Kordofan and Blue Nile are actually much more cause of worry. Although Oil Revenues make North Sudan economically an 'emerging economy', its education sector is chronically underfunded. By slipping in and out of war, it is tough to keep the right balance between 'emergency education' and 'education for development'. Besides cluster work, I am also advising a YouthLEAD project in regards to 'peace education', a sensitive and complicated topic for a context where motivations to wage war are entrenched and culturally sanctioned.
I have just submitted a new paper on 'Victim Empowerment for Peace and Development in South Africa', which should be published in the International Journal for Peace, Conflict and Development before the end of this year. It deals with my favourite subject - satisfaction of fundamental emotional needs as a means for intrapsychic and interpersonal peace-building, and a means to buffer the destructive impacts of violent crime in South Africa. [7-11]
For the past few years I was honored to coordinate the work of Amnesty International in Amherst and also served on the Human Rights Commission of Amherst Town. This continued to enable me to bring up the voice of the oppressed and help to organize grassroots campaigns on their behalf. Many good successful stories resulted from this work and at the same time some sad ones when we fail to rescue people on time (we recently lost to death three courageous human rights activists in the horrific prisons of Eritrea).
I also continued to work at Service Net where many tools of Adult Education I learned at CIE come handy to help in this important job of counseling and training. I also joined Springfield College as an Adjunct Faculty member to teach mainly Advocacy and Policy Analysis.
I was recently nominated and honored with a 2013 'Prins Global Scholars' fellowship for Scholars at Risk, hosted by New York University. This would require me to spend the spring semester at NYU and teach Environmental Studies course and Human Rights Seminar. I'm very excited about this opportunity to share my research experience, and to bring up the voice of other oppressed researchers in Sudan. [11-12]
In 2004, I joined the Polytechnic of Namibia, Namibia’s University of Science and Technology as the Director of the Center for Teaching and Learning. The center was established to help improve teaching and learning on campus through academic development initiatives. It is focused on providing support to students and faculty.
Since my tenure here I have created an academic support system for the university which hosts an Academic Support Center for students that provides a range of services to students focused on academic writing and other areas for which they need assistance. I have also developed a series of support activities for faculty including induction, mentoring, academic discussions on best practices in teaching and learning, and faculty development workshops.
I have a wonderful team at my center that is working on instructional technology with faculty and we are linking with the basic education school system. I also teach a course titled Principles of Instruction to faculty and manage a faculty resource hub at the center. I have done some field work with AED on instruction and teacher education. As you are well aware, Namibia’s democracy is only but two decades old and we are fully engaged in the process of nation building and undoing the effects of apartheid and colonialism. [11-12]
Frank McNerney and Yijie Zhao, husband and wife graduates of the Center, are now both in Washington,D.C. Yijie is teaching Chinese at the Foreign Service Institute. After working at AIR for awhile, Frank is now a freelancing consultant and a volunteer development worker.
Frank was in Lesotho during April, volunteering at the National University of Lestho. He was helping out with several financial studies, including a tuition and fees analysis of comparable universities and an analysis of a university real estate investment. He is pictured here in Lesotho with the U.S. Ambassasor to Lesotho, Michele Bond.
Frank is looking for other volunteer opportuinites, so contact him if you know of a university that is looking for financial analytical help. [5-12]
After graduation, I was promoted to Dean of Education and later to Chief Lecturer. I served as Dean of Education from 2003 to 2006. Later on I served as Student Advisor or Dean of Students from 2007 to 2010.
Recently he sent this update on his new activity.
Greetings to all. Just to let you know that I am now at University of Pretoria. . I will be studying for my PhD in Assessment and Quality Assurance. My studies are going on well. I am doing it by research. I have met with nice people at the Centre for Assessment and Evalaution (CEA) just like CIE. I thank God that I have landed at an institution just like UMASS. [3-12]
This past February (2011), I returned home to the US after working in Northern Uganda for twoyears managing a post-conflict education program funded by the Dutch government. The program provided access to secondary education and vocational training, as well as life skills training, psychosocial counseling and o, learning materials and uniforms, and medical care to 3,500 war-affected youth per year. The program also conducted trainings for teachers and school administrators about the unique learning needs of war-affected youth. We also helped rebuild devastated school infrastructure though consbetruction of school buildings and the provision of teaching and learning textbooks and equipment.
In September, I will begin a new assignment as the Education Program Manager for the Norwegian Refugee Council in Juba, South Sudan. The NRC currently supports 40 Accelerated Learning centres run by the Ministry of Education (MoE). They are also initiating new work in youth education and adult literacy in 3 states, so there are many difficult and rewarding challenges before me. I would love to connect with anyone in the CIE community who is currently working in South Sudan.
Mary has been in Addis Ababa for a week for her formal IFESH induction, which has included intensive Amarhic lessons. She departs for Barirdar soon to take up her position there.Silva Kurtisa is "house sitting" for us in Berkeley this year while both Mary and I are overseas, which includes taking care of my dog "Chakalaka,| who got a few years ago in Juba and brought home to California.[9-11]
I have been very busy in the last two years since returning to Baghlan University. In my work, I have made a lot of progress, starting as a faculty member, then English department chair and Institutional development team leader and lastly as the vice-chancellor of academic affairs. I really appreciate HEP and particularly CIE which provided us the kind of information and knowledge that has been very effective in the area of work.
I have also done some private activities. I established a private educational center where college students and high school students study advanced English programs and the basics of using computers. Through this center, I received a grant from the US Embassy by the name of Access. Access is a two year micro-scholarship program that teaches 14-17 year old teenagers English for two years. Overall, I believe that my education in the US helped me learn skills and knowledge to be an active member and act as a responsible citizen in my society.
Wishing that the center is making positive progress and is continuing to train experts well in the area of education, I finish my words here. [9-11]
In December 2009, after completion of my Master’s Degree, I left Washington D.C. for my homeland in Kabul, Afghanistan. Within hours of my arrival, I had mixed feelings; happy, excited, confused. My mind was full of questions. Among them was the question...can I survive here? Will I be able to make any significant contribution to my homeland? The problems in Afghanistan looked like Mount Everest to me. It scared me at first to look up, but soon after I started serving fabulous and talented Afghan young men and women, I came to believe that we Afghans will one day conquer the peak of this “mountain” of challenges by paying forward our skills and knowledge to others, and by instilling passion and strength into our young men and women.
Currently, I work three jobs. I am an assistant professor at Herat University where I teach qualitative research and English reading courses. I also work for an American/Afghan owned leadership development and consulting company named Silk Road Solutions as Sr. Business Development Advisor where I provide consultation services to Afghan small and medium enterprises (SME’s) as well as linking Afghan businesses to international buyers. Finally, I work with Jesuit Refugee Services (JRS) as a trainer of trainers (ToT) through a project sponsored by the U.S. Embassy in Afghanistan.
The best part of my job is counseling students on professional and personal issues. As a lecturer at Herat University, I strongly believe that an effective way to overcome barriers to effective learning and teaching is to listen to the students and be aware of their needs and desires. I believe it is a students’ right to express thoughts, ideas and aspirations without fear, athough such free expressions are not usually encouraged in academia in Afghanistan. I try to create such an atmosphere of open dialog and encourage and support students to realize their aspirations for a brighter future.
For me, there is no greater honor than serving young men and women who will define the future of this country. Since my students are a big part of my life, and they have always been a motivation for who I am today, I want to share three sample quotes from women students I have worked with in the School of Education at Herat University.
I live in a society where it is considered a taboo for a girl to go abroad and to study. I had almost lost the dream of studying outside Afghanistan. I sometimes regret why I was born a girl. After taking your course, now I became more hopeful and encouraged that I’ll be able to pursue my dream of studying abroad one day!
What I learn these days leads my everyday life towards a vision I didn’t have before. I have more self confidence today and I believe more in myself.
Thanks for being a good advisor and for sharing your life experience. I’ve learned that I am powerful as I am. I was broken apart but today I’ve learned to be persistant and hopeful.
Many thanks to the U.S. State Department, University of Massachusetts, Silk Road Solutions, and the Afghanistan Ministry of Higher Education for their contributions to my education and learning. My special thanks goes to the CIE family for teaching great lessons in life and for its impact on so many Afghan students. [9-11]
Since graduating from CIE Tashi has undertaken the task of creating an NGO called the Bhutan Nuns’ Foundation which is dedicated to women's education and improving living conditions for spiritual women in Bhutan. Creating a new organization was a formidable challenge as is clear from Tashi’s own words:
There were times when I wanted to pick up the phone and call my friends from CIE to come and help me with the task. But it is not that simple. I never encountered how tough starting an organization can be: especially trying to do something different in a country like Bhutan. I realized that I have unintentionally been stepping on many people’s toes and things have been quite difficult. I also have realized that when you talk about the underprivileged, the privileged feel threatened. However, the good news is, that all of a sudden things took off. 2011 has been one of the high points of my work life.
In September Tashi was a speaker at a reception to generate support for the Bhutan Nuns’ Foundation which also featured the Prime Minister of the Kingdom of Bhutan. Afterwards Tashi visited CIE enroute to fund-raising events in Iowa and San Francisco before returning to Bhutan. In conversation at CIE she said she had come to realize that even small steps could begin a process of social change. The modest success of the BNF has led young Bhutanese to realize that working on behalf of those most underprivileged in their society could in her words by “cool” and something worth doing. Changes in attitudes of future generations can be a powerful force for change in society. Her goal is to invest in nuns to be agents of social change in Bhutan. Tashi says she is now fully dedicated to this mission and would love to hear from CIE members who might be interested in helping. [9-11]
This spring, Mary applied for and received a one-year sabbatical from her current job working as a teacher trainer in English Language Development (ELD) for the West Contra Costa County Unified School District in the East Bay, CA.
She has been accepted by International Educators for Africa – a project of the USAID-funded program International Foundation for Education and Self-Help (IFESH), was founded by Dr. Leon H. Sullivan – to spend the year in Ethiopia working at the Bahirdar University, Faculty of Humanity as a pre- and in-service teacher-trainer in the university’s English Language Improvement Program. Mary will be in Ethiopia for the entire academic year beginning in September 2011.
Mary and her partner Phoebe see Silva Kurtisa regularly. lives in Berkeley and is working for Cal-Berkeley Haas School of Management [7-11]
Earlier Mary had this to say about her activities.
I've been busy with end of term projects, including, get
this, choreographing a hip hop number for 15 fourth graders!!! One of my
lesser known talents (probably for good reason). Our multicultural festival
takes place tomorrow. Other than that, I've been heavily involved with the Bay
Area Writing Project -- a yearlong teacher research group on equity and serving as a member of their English Language Learner team. This has also been a
large focus of my work at school where I serve on our ELD Lead Team -- 4th
and 5th grade are doing content-based ELD using our new science curriculum --
PHYSICS -- the
only subject I ever failed in high school!!!! But the challenges of
successfully frontloading the ELD in the face of heavy content and language
requirements has proved extremely rewarding. [6-08]
In 2009, Dr Gassama Mbaye collected data on efforts to combat the worst forms of child labor in Burkina Faso as part of a USDOL-funded child labor index research project.
She has also served as the lead evaluator for a CARE study on Orphans and Vulnerable Children’s school attendance in 2008.
In 2010, she served as the lead researcher for the 18 months Hewlett Foundation-funded “Teacher Preparation in Africa” project as the team leader. The grant was awarded to the Center for International Education and Social work of University of Sussex. The goal of the project is to create knowledge on how do teachers learn to teach reading and mathematics and how does their learning influence their practice. The project involves 6 African countries: Uganda, Kenya, Tanzania, Ghana, Mali and Senegal and is funded by Hewlett and Flora Foundation.
In June 2010, she served as the lead evaluator for a Save the Children and Solidarity Center on the 3 years REETE project (French acronym: Reduire le travail des enfants par l’education). The goal of the project was to provide formal and nonformal education services to prevent and withdraw children working in the mines in the Democratic Republic of Congo. The project was funded by USDOL.
Dr. Gassama-Mbaye currently owns and operates a women and youth business incubator in Senegal. The center provides nonformal training in business related skills and coaching to young and female entrepreneurs.[7-10]
The pictures show the opening day ceremony of the office building of my current workplace - The Incubator Center. On the first floor of the center, we have a cyber café to provide Internet services for women in business and tourists, while the second floor is dedicated to offices for the incubatees. The third floor is for the staff: myself, as managing director, a business development services coordinator, and the project assistant. Our main activities are: a) teaching women how to conduct their business, b) how to get organized in their office - most of them have received credit from organizations, but did not know how to use it, c) access to the computer and Internet - to learn word processing, to better manage their business and develop market strategies. I am using my nonformal training education and evaluation skills and also providing a lot of one-on-one coaching [2-07]
After completing my doctorate from CIE , I joined the Institute of Educational Development, BRAC University in Dhaka, Bangladesh and since June 2009 I am teaching at this Institute as an Associate Professor.
The Institute of Educational Development (IED-BRACU) is focused primarily on developing professional capacity among those working in the education sector. It offers two Masters Programs, one in Early Childhood Development, and the other in Educational Leadership, Planning and Management.
Over the past two years, I have been working with a team of national and international education specialists and professors to design and implement an intensive (accelerated) one-year MEd Program in Educational Leadership for mid-career education professionals and aspiring leaders. I am the Coordinator of this MEd Program as well as teaching several courses.
The first batch of 21 MEd candidates completed their Master’s thesis and graduated in August 2010, while a second batch of 29 students joined the MEd Program in September 2010. Majority of the students are government education officers and instructors from different districts of the country, deputed for one year to the MEd Program by the Ministry of Primary and Mass Education.
In developing this innovative MEd Program, the Center for International Education (CIE) has been my valuable guide. During the five years of my doctoral program at CIE, the rich experiences and deep insights that I had in understanding what education is all about and how to enable learning to happen have made my work here an amazing journey of discovery.
We tried to develop the MEd as a unique program of active and experiential adult learning, and in this endeavor we involved some wonderful faculty members, national and international, three of whom are CIE graduates – Dr. Mainus Sultan, Dr. Cristine Smith and myself. There is also a team of young lecturers here who are co-teaching with the experienced faculty, gaining skills in facilitating adult learning, learning diverse ways of teaching- learning and assessments, and becoming co- learners and team players.
As we move ahead, a whole range of new possibilities are unfolding and we believe that we can push the frontiers as we learn how to look at our issues and problems with new lenses and generate unbounded enthusiasm and confidence in our students to envision a brave new world ahead of them. This optimism is not unfounded. Last year’s graduates (15 government participants) were so enthusiastic in their praises and advocacy that this year the ministry was flooded with requests from potential candidates and eventually ended up sending us a list of 30 nominees out of whom 26 were enrolled. There is also a growing demand from the government for short courses for those who cannot join the one-year MEd program. This is a huge encouragement for us and a reward indeed! [10-10]
After completing his master's degree at CIE, Ray served as an associate dean and director of study abroad at a small college in Vermont for four years. During that time, he returned to grad school to complete his doctorate part-time in the Teacher Education and School Improvement program at UMass. His dissertation, which he successfully defended this past April, explored the long term impact areas of an international study tour to Southeast Asia for public school teachers. He currently serves as a lecturer at UMass and a consultant for the U.S. Fund for UNICEF. [8-10]
I returned to Pakistan in March 2009 and started working as a
Deputy Director with the USAID funded Pre-Service Teacher Education,
Pakistan. I was based in Islamabad and my major
responsibilities included working with the faculties of education of
fifteen participant universities spread all over Pakistan with their
infrastructure development and in selecting 60 PhD students that were
to be sent to 16 US universities. The work was exciting. I learned quite
a few things and I got to travel all over Pakistan and met lots of
hardworking and dedicated people.
Now, I am transitioning into the teaching profession. I have joined
the Management Sciences Department of COMSATS University Islamabad.
Starting September 2010, I will be teaching in their Master's program in
Fellow CIEers: Immediately after completion of my doctorate from CIE in May 2008, I returned to my home country Bangladesh. Despite many hopes and possibilities, my luck did not favor me there. I failed to switch my profession from the public to the private sector and build a career based on my education and experience. The frustrations drove me to take one of the most difficult decisions in my life, and I immigrated to the US in February 2009. Since then I have been living in Minnesota. I briefly moved to Boston for two months, was fortunate enough to be able to visit the CIE twice, and met with some students, staff and faculty. My feeling of those visits was that of happy homecoming of a member to the CIE family!
Recently, I took up a position with UN-HABITAT’s Learning for Community Empowerment Program (LCEP-2) as Institutional Development Advisor based in Kabul, Afghanistan. My predecessor in this job was CIE's Lisa Deyo. The assignment is challenging in many ways, and I am preparing myself for the new role and responsibilities. One of my major responsibilities is to support MoE’s National Literacy Center (NLC) with capacity building in policy and planning. I enjoy working with my local counterparts many of whom are very experienced, hardworking and committed.
Once Kabul was infested with CIEers! DRE believes that most of them have now moved on to other areas of the world. Nevertheless, I have found several still here. Kunduz Maksutova is teaching English at the American University in Afghanistan. Julio Ramirez and Wendi Carman work on the BESST project doing in-service teacher training. Coincidentally, many of the staff I work with were trainers/staff from CIE’s Learning for Life (LfL) project – members of extended CIE family. They somehow knew that I was from the CIE at UMass! I had a very warm reception from them. Amid pride and happiness, I wondered: Has CIE expanded or the world shrunk?!
A warm welcome and an invitation to visit if you get to Kabul!! [3-10]
Darren recently dropped by CIE, with Ashley Clayton Hertz who successfully completed her comprehensive exams on Children’s Participation at CIE. They are currently living on the Alabama coast. In addition to counting tar balls, Darren is developing a series of disaster recovery handbooks for UNDP and the government of India. The handbooks, essentially a compilation of past recovery experiences, will serve as a basis for formulating national and state disaster recovery policy and planning frameworks. Addressing a critical gap in the disaster management discourse, these documents are an initial step by the International Recovery Platform (IRP) to develop a knowledge base for governments such as Haiti who face complex and major challenges in rebuilding more disaster resilient societies. [7-10]
While still at CIE, Darren was hired to coordinate a widely consultative process that culminated in the issuance of Guidance Notes on Safer School Construction by INEE. Since graduating he has been working on the creation of a User’s Guide and translation of the Notes into other languages. A recent note from Darren, after his return from a series of meetings in Kobe, Japan where he was attending the Asian Disaster Recovery Conference to gather information and feedback for the document he is writing, contained this update:
I just wanted to share with you all my excitement at receiving the Hindi translation of the Guidance Notes I prepared as my Masters project. I've also learned translations have been completed in Chinese, Bahasa Indonesia, Spanish, and are currently underway in French and Arabic. I'm still working with INEE and Global Facility for Disaster Reduction and Recovery (GFDRR), and a larger "safer school construction" community of practice to identify a more appropriate medium that allows for continual evolution of the content by anyone involved (such as a wiki), but time and funding are the biggest constraints.
Married life is good. Ashley is working on comps while I'm putting together some materials for UNDP and the government of India on gender, governance, livelihoods, and environment considerations in disaster recovery planning. [1-10]
In a recent email to Frank McNerney, who is in Cairo, Swai reported on some current activities.
I have been doing a number of activities. I have been lecturing at the University of Dar es Salaam for both undergraduates and graduates. For the graduate students I was teaching the Master of Science degree students on the professional development for science and maths teachers. For the undergrads, I was teaching on the methods of teaching mathematics for secondary and Teacher Training College tutors. There is one course teaching to undergrad journalist students on an Introduction to writing research proposals for their final year projects that I found very exciting. Apart from that I have been doing research and assessment /evaluations. Recently I was in Rwanda with the task of developing a Teacher Development and Management Framework. Otherwise, I also do a lot of facilitation for workshops, conferences/seminars both at local, national and international level. Wow, that is the little that I can say I have been doing besides other acitivities that are NGO in nature. I hope I have tried to quench your thirst of what I have been doing. So precisely, what does your work entail? I am sure you are building something the world will be watching from all the CIE satellites. [1-10]
Natasha writes about her life after finishing a Master’s degree at CIE in the Muskie program.
I started the doctoral program in the Department of Communication Studies at University of Texas, Austin in 2004 and for the most part, worked as a research assistant at the Annette Strauss Institute for Civic Participation on a number of civic education projects. It felt funny at first: a Russian developing curriculum and doing workshops on civic engagement with American social studies teachers, but I grew to like the company and the challenge. The classes at UT did not take long to finish. I was done with the course-load in two years, but the dissertating turned out to be a longer and more tedious process than I expected. Now it is complete [Rhetorical Markers of Democratization: A Case of Russia] and approved and filed away, but I am still hanging around in school, mainly for the purpose of putting out a publication or two and marketing myself as a promising communication scholar! [12-09]
I liked Western Massachusetts so much that I decided to stick around for awhile!
I currently work at 1199SEIU, the largest local union of workers in the country whose membership is comprised of health care workers. As administrative organizer, my job is to work to develop the leadership and participation in the union of some 2,500 + personal care attendants in Holyoke and surrounding towns. In this position, I have many opportunities to put into practice the methodologies and knowledge about popular and adult education that I gained from my international experience and at CIE. I couldn’t be happier and am looking forward to even more new experiences and growth as an adult educator working for social justice.
I definitely see in the future sometime a move back to my beloved Central America, but am content for now to work in my own country where there is certainly no lack of work to be done for social and economic justice.
I hope to stay in touch with old friends and colleagues! [6-09]
I moved to Boone, NC in August 2008 and am now working in international admissions and recruitment at Appalachian State University. App State currently has just a small population of international students but is committed to changing that. I'm working on it and this year has brought an increase in our international enrollment. My job is part of the university's broader efforts to internationalize the campus and it's exciting to be a part of that!
While here I've had a chance to meet Vachel Miller and go hiking with Laura Ivey a few times. It's been nice to find a little bit of CIE down here!
Apart from that, I'm enjoying living in the mountains and living in my new house. Scott and I just bought little place in the woods. We're in the middle of renovations but the guest room is ready for anyone who wants to visit. [6-09]
After graduating from CIE, James has been working for World Education,
based out of Boston, coordinating programs in Asia, with a focus on
Indonesia and India. From 2005-2007, James was based in India, where he
was technical advisor to a project that built capacity of Indian NGOs to
get out-of-school children and child laborers back into school. During
this time, he conducted his dissertation research on how families in
rural southern India choose between sending their children to school or
to work. He got his doctorate from Harvard Graduate School of Education
in 2008. James is now Vice-President for World Education's Asia
Division, overseeing programs in India, China, Nepal, Indonesia,
Cambodia, Thailand and Laos. During all this work and research and
travel, James and his partner Judy Chang have been raising two
daughters, Sophia (age 7) and Tara (age 2). [6-09]
In June 2008, Vachel Miller returned to the US from Uganda, where he
worked as a research/policy specialist on a child labor project. He
is now a faculty member in a doctoral program in educational
leadership at Appalachian State University in Boone, North Carolina.
Vachel plans to continue writing about child labor issues and
supporting Appalachian's international projects, while learning to
drink sweet tea and say "ya'll" [4-09]
He recently gave a talk on his work in East Africa. entitled: Problematizing the Notion of ‘removal’ from Exploitative Labor: Lessons from East Africa Thursday.
Dr. Miller discussed at a practical and conceptual level the problem of withdrawing children from exploitative labor. The presentation is based upon his experience from 2005-2008 working as the Research and Policy Specialist for a regional child labor project in East Africa. The project, funded by the US Department of Labor, targeted over 30,000 children to be withdrawn or prevented from child labor. In his role with the project, Miller coordinated a set of small-scale mixed-methods research studies and guided internal monitoring efforts. The studies were conducted in target intervention areas in Kenya, Ethiopia, and Uganda on children’s work during school holidays and the consequences of removal from child labor. Miller will synthesize findings from several research reports, as well as insights gathered from ongoing field visits and discussions with project stakeholders.
After I graduated I returned to the classroom to teach in Washington, DC, which was an excellent experience. I then worked for the Peace Corps Coverdell World Wise Schools program as an education program specialist. Presently, I’m the director of education for the U.S. Fund for UNICEF. My main responsibility is to help develop interdisciplinary standards-based resources for US educators that depict the work of UNICEF and its partners. Please visit our website to learn more. I wish all of you the best. Please keep in touch.[1-09]
Upon return from his studies at the Center for International Education, Rovshan was appointed to the position of third secretary in the Ministry of Foreign Affairs in Azerbaijan. In 2007 he visited Washington, D.C. as part of a three-month program that he was attending in advanced security studies at the George C. Marshall European Center for Security Studies. He says he is finding the job very interesting and stimulating.
He doesn’t see Muskies from UMass but does see other Muskies at activities of the US-Educated Azerbaijani Alumni Association (AAA) which holds reunions and other activities periodically.
Reflecting on his time at UMass Rovshan wrote - Please convey my best regards to the CIE faculty who inspired me to think about and explore new opportunities. The knowledge and skills I acquired at UMass are really useful in my daily work and life. [12-08]
I am in Indonesia, busy working on the Clean Development Mechanism (CDM) project.
The purpose of the project is to reduce green house gases in the world that
are a major cause of Global Warming. My project captures methane gas
from Municipal Solid Wastes and destroys it by flaring (burning) or uses the
gas for energy to generate electricity. My company will then earn "carbon
credits" that can be exchanged for cash or sold in the international market
for the highest bid. Buyers are the European countries, Scandinavian, and
Japan. Unfortunately NOT the United States, Australia and Canada. They
just don't care about the global warming.
I also started a company that I named "Outreach International" it involves in
Renewable energy and Biofuels, you know fuel oils made from vegetable oils.
Yes, I am still dancing diligently :). I go dancing twice in a week at the
prestigious Ritz-Carlton Hotel in Jakarta.[1-07]
Recent news from Elias indicates that he is focussing his export
business on growing Jatropha curcas Linneaus for green oil to export. [12-07]
Knowledge focusing on IPM Experience is finally published by VDM Verlag,
Saarbruecken, Germany. Please click on the image of the book cover for more information.
I am hoping that this unique experience will encourage me to write more
My next book project is to writeIntroduction to Organic Farming - An
Organic Agriculture Manual the initial version will be in Bahasa Indonesian,
later I will also lauch the English version. This book will be writen with
two organic farmers, Mbah Murdjiyo from Bantul, DIY and Mbah Suko from
Sawangan, Magelang; both are graduates from IPM Farmer Field School. [10-08]
Peter recently responed to a query about his activities with the versions below! For a more prosaic version of his work as a faculty member at Saint Francis Xavier University in Nova Scotia click here.
The really short and totally politically incorrect version is I'm training soldiers to do development in Afghanistan.
The slightly longer and somewhat less 'choke' version is I'm trying to get soldiers who have to do development before civilians can enter the
field more room to do what makes sense on the ground and get jerked around less by the blissfully ignorant and equally arrogant remote managers. This figures huge in Iraq and Afghanistan...and will be a
big part of R2P missions.
The long, and perhaps politically palatable, version is I'm doing
research in a hard case institution trying to find alternatives to
extant notions of bureaucratic rationality as a framework for
justifying the movement of resources between heterogenous and rapidly
changing communities with an eye to finding ways to render those
deployed better able to respond to context driven and contextually
appropriate initiatives in those communities that are suffering
and I'm finding soldiers, particularly those who have seen folks die/had to kill folks, far more interesting/open to work with than PC
It's so great to read all the messages about what folks have been doing during these past years! I graduated from CIE in 2001 and returned to Latvia to work as a director of an innovative Education department at the Liepaja City Council (a city of 100,000 people on the Baltic Sea coast). This position involved advancing educators' ideas, acting as a liaison between businesses, the federal and local governments, and educators, as well as submitting improvements for legislation. While there, we designed a project and received a grant for Muskie graduates to support women entrepreneurs in Liepaja. I also had a chance to work on a contract with the United Nations to evaluate a national project: *Coordinated Support to Young People's Health and Development* (where all the long hours spent on program evaluation in Prof. Alberto Arena's classes became in handy).
In 2004, life brought me back to the US and I had an opportunity to join a team as a research analyst at Kellogg School of Management at Northwestern University in Illinois. We have just moved to be closer to friends and family and to start life anew in the Wild West (i.e., Berkeley, CA). While I miss dearly all of my former colleagues and stomping grounds in Chicago, I am ecstatic to be living near my great friends and former classmates at CIE, Phoebe and Mary. [12-08]
It’s been already three years since I graduated from CIE. Amazing! Time flies so fast!
As a Muskie fellow I graduated from CIE in 2005 and returned to Uzbekistan to start a teaching position at a public school. While at CIE, I developed interest in HIV/AIDS and health education, thus, with great enthusiasm I started teaching health education classes to high school students. This was a great experience starting with developing my own curriculum to seeing how my students were developing confidence in discussing various health issues. Additionally, I was
working with elementary school students on their conversational English skills, which was also a
wonderful experience. I couldn’t stop admiring how easily little kids picked up every new language unit and how grateful they were for every new thing they learned.
This year I accepted a new teaching position at the English language teacher training department of the university in my hometown. Besides teaching, I am working closely with students applying to various exchange programs, advising on the program choices, working on their writing skills for academic purposes, preparing for TOEFL and other tests. Also, together with my colleagues we have just received and administrated a grant for a workshop on a research-based education for educational professionals in HE sector targeted at exchange programs alumni in Uzbekistan. In every kind of work I do, I am using the tools and experiences I received during my years at CIE, which I am very grateful for. [6-08]
I hope things are well there. I think of you all often. Since finishing my Masters, I've been settling back in to life in Australia and traveling in the region. Big news is that my brand new niece is doing well, as is her mum.
I've kept up links with CIE through our contract with Unicef to do a desk review on non-formal education equivalance and skills training for out-of-school adolescents in East Asia and the Pacific. It's great to be working
with friends and colleagues.
I've been doing research work for the Australasian Curriculum, Assessment and Certification Authorities on the study of Asian languages in Australia. The new federal government has provided additional funding for the study of Mandarin, Japanese, Korean and Bahasa Indonesia in senior secondary schools. I'm also doing some work for the Australian Development Gateway to identify and summarize education research and materials for use by field practitioners.
David and I have set up our place and there is a spare room ready for you when you visit! [9-08]
Halona wrote recently about her new job after graduation.
I have taken a job as
the Local Programs Trainer/Case Manager at Wider Opportunities for Women in
Washington, DC. This position is a continuation of my love for adult
education. I will be working on 3 programs that assist women and men alike
with becoming self sufficient. First, I will be conducting trainings on the DC
Metro Area Self Sufficiency Calculator. In short, it's a financial planning
tool that I will be training adult ed instructors and other case managers to
incorporate in their day to day work with adults with low income. Second,
there is the Adult Connections to Careers Workshop. This is a curriculum
designed to assist low income adults with developing career plans that pay more
than poverty level wages. I am currently revising the curriculum to reach out
to female ex-offenders. Last, I am a case manager for the Women in Protective
Services program where I will provide guidance to women in completing training
programs that lead to careers in law enforcement.
I am very lucky to have been a student at CIE and am very happy to have landed
in the exact career I set out to pursue upon entrance! [8-08]
Dwaine Lee has been with USAID/Macedonia since
2006. He started out as the Director of the Education Office and in
June 2008 became the Director of a merged Democracy, Governance and
Education Office. He and his family - Naoma and boys Connor (6) and
Erik (4) - will be there through 2010.
The work is extremely interesting and diverse...ranging from judicial
reform and decentralization activities, to anti-corruption, to primary
education reform and workforce development. Dwaine loves working in the
Balkans - despite its many frustrations - and is grateful for this
unique opportunity to support Macedonia's aspirations for EU and NATO
After carrying his dissertation data around for years - from Amherst, to
Uganda, to Washington DC, and then to Macedonia - he finally completed
his degree in 2007.
Macedonia is a wonderful, beautiful, friendly country. His home is
always open if anyone is in the neighborhood. [7/08]
Barbara joined IDG’s CMMR group as a business development specialist in March 2008. Barbara works with CMMR staff to develop and implement its expanded strategic plan, innovations in conflict mitigation, and IDG’s impact in Pakistan, Afghanistan, and Nigeria. She previously assisted CMMR as a consultant in 2007.
Barbara comes to RTI after spending 3.5 years with the United States Agency for International Development (USAID)/ Kabul Mission, where she served as senior advisor for community education, youth, and social development; and as a senior gender advisor. From 2002–2003, she provided project design, evaluation, and management of alternative education programs for various NGOs and the University of Massachusetts. During the Taliban regime, Barbara managed the United Nations Human Settlements Program’s (UNHABITAT’s) northern Afghanistan program. Prior to her service in Afghanistan, she worked for 12 years in microfinance and community development, primarily in Latin America, including as executive director of FINCA International for 2 years.
Her primary interests are fitness, cooking, hiking, and her family—two daughters, two sons, and four small grandchildren. Her passionate concern is for greater equity and justice in a sustainable world. [5-08]
Hello to the CIE community. In December 2007, I returned to Kabul after
almost two years in Chicago. From 2004 to 2006, I worked for Management
Sciences for Health and with CIE on the development of an integrated health
and literacy program for Afghan women. I'm back in Kabul as Institutional
Development Advisor with UN-HABITAT for phase 2 of the Learning for
Community Empowerment Program. It's an exciting time to be working in
literacy education in Afghanistan. Under LCEP-2, we are offering a
community based economic empowerment and educational program, integrating
literacy, productive skills and savings and investment and helping to build
the capacity of the Literacy Department.[5-08]
I can’t believe it's been two years since I left Amherst. It seems like just yesterday.
After graduation from CIE, I decided to continue on the academic path. I was accepted to the Master’s program in Project Management at the School of Business, George Washington University. Having enrolled as a part-time student, it takes me longer than usual to finish the degree but I’m happy since I can both work and study at the same time. I’ve changed a couple of jobs (Barbara would know) and World Learning is my most recent stop.
I am currently working as a Program Associate for the Global UGRAD program in the Capacity-Building Services Office of World Learning in Washington DC. This is a scholarship program initiated and funded by the US Department of State to bring undergraduate students from 18 countries in East Asia, the Pacific and Western Hemisphere to America. Scholarship holders will spend a semester or an academic year at different institutions across the nation, based on their major of interest. As a contractor, World Learning has administered and monitored the program. We are looking forward to the first student arrivals this July.
I am very excited to attend CIE's 40th anniversary and revisit Amherst. Hope to see some old and new faces.[5-08]
After graduating from CIE I was employed by the
Cancer House of Hope in Westfield Mass, as the Director of Development. I
worked there for a year and then took some time off to reflect on my
next journey. I spent some time in North Carolina and also at my cabin in
Shelburne Massachusetts. I became an avid road bicyclist for 2 years until
my near fatal accident in August 2007. As of November 2007, I have accepted
a position with the Western Mass Training Consortium's RECOVER Project in
Greenfield, Massachusetts. This is a perfect match
for my professional and personal values and my CIE education. This project
is conducted by and embodies true "participatory" methods within a poor
rural community with some of the most stigmatized and/or disenfranchised
In 1982, after getting married to Rob, another CIE grad, Toon traveled to the US with Rob to teach at a Navajo Reservation, at Rock, Arizona. In 1985 Toon came to UMass to pursue a master degree in counseling psychology (family therapy and school guidance counseling). After completing her degree, Toon worked as a school guidance counselor at one of Amherst elementary schools and outreach counselor for Cambodian refugees in Amherst. In 1988, Toon accompanied Rob to Baluchistan where Rob worked with EIL and UNESCO respectively. During the four years of living there Toon took a primary role in raising the two young sons and worked with AED/USAID funded program as a teacher trainer and curriculum development specialist to provide technical assistance to the Baluchistan Bureau of Education.
In 1992, Toon returned to UMass to pursue a doctoral degree in international education. After finishing her comprehensive exam and field research in 1995 she packed up again and left for Croatia initially and then Switzerland where the family lived for nine years. In Geneva, Toon worked at an international school teaching 6th grade. In August of 2006 Toon felt compelled to put an end to her ABD status and returned to CIE. After sustaining considerable pressure from her guru, DRE, for 9 months she finally completed her dissertation. Her research explores factor influencing psychological resilience among adult Cambodian refuges who survived the Pol Pot regime as children and implications for educational intervention in conflict and post conflict settings. Toon is currently trying to figure out her next moves. She is interested in working as a consultant in the line of work that will allow her to combine her teaching, training, managing, and counseling backgrounds. [2-08]
Fan Yihong is currently a professor at the Institute of Education Research, Xiamen University, P.R. CHINA. She is also responsible for developing international cooperation for the institute and chairing the Section for European Higher Education Studies. Recently, she received a Ministry of Education grant for a comparative study on Faculty Development between Chinese and European Universities. During the past four years since she returned to China from UMass, she has published 8 books, two in English and 6 translated from English to Chinese, the themes of which ranging from Holistic Education, Assuring University Learning Quality, Managing Successful University, Innovation Theory and Methodology and the Future of Higher Education.
She has a broad interest of study from the smallest microbial and atomic world to the biggest cosmos and its implications for human development and the evolution of humanity. Her passion is to bring a holistic educational vision and practice to higher education, especially by designing and implementing strategic, systematic and innovative educational programs at universities and colleges in China and beyond. [12-07]
Tamari Nduaguibe has moved to Hong Kong with her family.
My husband Henry, and I have accepted two year teaching contracts at the International Christian School in Hong Kong. Our two children, Alex age 10, is a fifth grader, while Chika, age 8, is a fourth grader at this school with us. After two years of living and teaching in Maine, with all of us spread out in 4 different schools, it is a blessing to all be back together at one school. This is the first time we have all been at the same Christian school together and it is an excellent experience thus far.
Hong Kong is truly an interesting, busy, and crowded place, but the standard of living is very high for most people. What an amazing and well-functioning public transportation system. This is different for us as we have been used to working in developing countries where the resources leave a lot to be desired both professiopnally and personally. Here, however, the school is very well stocked and equiped. My biggest learning curve is with all of the technology I am having to learn and keep on top of here. EVERYTHING is on computer at our school - from Rubicon for curriculum, to Grade Quick for report cards and assessment, to eClass for daily attendance, weekly parent communication, and posting homework assignments, not to mention the school email which I am expected to check a few times each day- it's all a new world for me! I have a wonderful class of 25 second graders, while Henry is teaching middle school science. We are looking forward to all that the Lord will bring our way over the next two years! [10-07]
Time passes so fast, I do not believe that I left CIE two and half years ago!
My first year back in China was kind of busy. My daughter was born at the end of 2006 and I started my work at the beginning of 2007. I work for the Department of Research and Development, National Education Examinations Authority in the Ministry of Education. The task I am engaged in is to manage the research projects and communications in the field of educational evaluation. In recent years, there have been curriculum innovations in the high school level all over the country to improve the quality of teaching and learning. The consequences bring the reforms for college entrance examination. So, the topics we are interested in are how to evaluate education and tests in China.
I am happy to see CIE members are working for the 40th birthday. I really miss the time that I was in CIE. Please let me know what I can do for CIE 40th celebration in China. [12-07]
Tigran recently wrote: I wanted to add that I have some changes in my work. I moved to UNICEF Armenia office and work as a Programme Officer for the Disaster Risk Reduction in Education project. [11-10]
Tigran is working as an Education Consultant at International Research and Exchanges Board (IREX) Armenia office since 2005. During the last two years, he oversaw the completion of five teacher training projects in Armenia: Elementary Level Curriculum Development and Teacher Training Program, Middle School Social Studies Curriculum Development and Teacher Training Program, High School Social Studies Curriculum Development and Teacher Training Program, Pre-Service Education, and Leadership Training for School Administrators. Currently, Tigran is involved in the implementation of the Eurasia/South Asia Teaching Excellence and Achievement (TEA) Program, Muskie and Global UGRAD programs.
As a curriculum development specialist, he has been involved in the “Education Quality and Relevance” project by the World Bank and Ministry of Education and Science of Armenia. Finally, in Spring 2007 Tigran with two colleagues finished the “Social Studies” Textbook and Teachers Guide that are currently mandatory readings for 8th grade students and teachers. Previously, they had published “Fundamental Principles of Democracy: Civic Education” alternative textbook and teachers’ guide for 8th and 9th grades.
As a part of EU TACIS Support to the Development of an Integrated Vocational Education and Training System Program Team, Tigran developed a Master level modular curriculum for the Armenian State Pedagogical University (ASPU). Additionally, Tigran coauthored "Pedagogy for Teachers of Artisan (preliminary) and College-based Vocational Education Institutions" manual that is close to launching by UNDP
In addition to his professional achievements, Tigran’s family welcomed a new member last year: Tatev Tovmasyan. Tigran has also agreed to serve as the communicator for the Muskies group in preparation for CIE's 40th Celebratory Conference. [11-07]
We recently heard from Josephine. She has left her post in Ministry of Education and joined an NGO. She describes her new post below.
I'm working as Program Officer. BRIDGE Project is an
HIV prevention project and is designed to energize
change in the way we Malawians think and speak about
HIV/AIDS and more importantly, in how we act. Its
principles and values which guide all our
B= Belief in a better future (Hope);
R= Risk is shared by everyone (Personalized risk);
I= I can STOP AIDS ( Personal responsibility, Action,
D= Discussion about HIV/AIDS (Openeness,
G= Gender equity;
E= Emphasing the positive( Action orientation,
Community assets, Positive role modeling).
Since I joined BRIDGE I was assigned to work as
Program officer for Life Savings Partnership project,
CORE Initiative and now am coordinating Hope kit
activities. A Hope Kit is an HIV prevention tool
developed by BRIDGE. [11-07]
After I graduated from the Center for International Education, I went back home to Russia and chose a career in public health and development. I was hired by Johns Hopkins University as a project assistant for its USAID-sponsored project "Healthy Russia 2020." I worked in Moscow for Healthy Russia, first assisting the Chief of Party in daily program management and planning, and then I was promoted to a position of a project manager responsible for youth communication programs. In 2005, I applied for a Doctoral program in communication at the University of Massachusetts, and now I am back to UMass working on my PhD in communication.
My research endeavors are devoted to studying health as a cultural practice; I am trying to find the best ways to develop health communication campaigns based on cultural beliefs and community values. I am still working with Johns Hopkins University as a consultant on various public health projects and also collaborate with the recently created Institute for Global Health at UMass on its Russian project.
Svetlana has written several times about changes in her life since getting married and moving to Kiev.
In May of 2005 my husband and I returned to Ukraine. I had to terminate my contract with UNDP in Moscow though it was really hard for me to do because I enjoyed my position there. Right now I am staying at home with my daughter. Her name is Lada (this is the name of the Slavic goddess of love). [12/05]
I started working in January 2007 after spending a year and a half at home. Well, I think it was really worth it and I really enjoyed spending all my time with my daughter. But, honestly, I really missed communication with my colleagues and just the mere joy of learning something new at work every day.
Also, after working in UNDP I understood that I missed teaching and students a lot. So when I started looking for a job after my long maternity leave, I decided I would opt for a teaching position. Now I am working as a TOEFL and cross-cultural trainer in a US company based in Kiev, Ukraine. I am really enjoying the training format and I am using a lot of stuff from Sally's class on training and the cross-cultural management class. I am even rereading some parts from Hofstede to prepare for my classes. I am very thankful to CIE for these wonderful classes we had. [3-07]
A winner of the competition for the Edmund S. Muskie/Freedom Support Act Graduate Fellowship Program, Askarbek Mambetaliev came from the Kyrgyz Republic in 2002 to pursue his Master of Education degree in the Center for International Education of the University of Massachusetts at Amherst. Back home, Askarbek coordinated educational projects aimed at introducing values of a free society in the post soviet Central Asia. He served as a liaison person and cultural expert for pioneer international organizations in the early stages of independence of his country from the Soviet Union and published numerous articles in local languages concerning the issues of democracy and freedom. He is a strong supporter of open society ideas, an aggressive opponent of oppression, and a passionate promoter of mutual international relationships.
In early 2007 Askar approached the Rector of the
Kyrgyz State University and he suggested that we launch a Center for International Education. Askar would like to create a Center like CIE-UMASS and would welcome suggestions and help. To get started he has created a blog. Add a comment or a suggestion.Welcome to his website. [3-07]
A recent update from Askar says:
I am now a Faculty Development Fellow of OSI-New York and will be at NYU for
the spring semesters during 2008-2010. I am also a vice-rector of the
Arabaev Kyrgyz State University and responsible for coordinating
International Programs, Civic Education and Career Development Center. [11-07]
God has been merciful towards me. Besides my main job as a Case Manager of a Partial Care Program at a private psychiatry institution, I’m also teaching as an Adjunct Professor of Sociology at the Essex County College of New Jersey; and again as a permanent part-timer for the Department of Human Services of the State of New Jersey. Call me a busy man but not a workaholic. [1-07]
Sam recently published a novel - Coincidence: Life's Fashion Designer. The publisher's abstract says in part:
Joe Bayden, the immigrant, has been on a death row over a year for the murder of Mr. Tom Fauze, a prominent politician and an ex-U.S. diplomat. The two had met in Africa, but the murder occurred in Virginia, USA. What circumstances brought the two together? Were the two destined to suffer a similar fate as they tried to improve their conditions on earth? Nat Bradford, Joe’s defense attorney, has now stumbled onto a golden opportunity to propel him into the limelight as a renowned investigative and legal practitioner. Does he know how to utilize the enormous opportunities? What was his motive of sending development projects to Joe’s tiny village in Africa? A classic story of inexplicable coincidences and circumstances, loaded with adventures, romance, greed, investigations and suspense. At the end of it all the fact still remains that coincidences we face daily fashion our lives, either for better or for worse.
I cannot believe that it is already December. I am not sure where the
months have gone. I returned to Afghanistan in late August 2006 to take up a new
challenge. I have become the Chief of Party for CARE heading a large,
five-year community-based education project called PACE-A: Partnership for Advancing Community-based education in Afghanistan. Not bad for a start after a
masters degree! The community-based education project
includes support to primary education, accelerated primary education for
out-of-school youth, adult literacy and early childhood education. Our
partners are IRC, CRS and the Aga Khan Foundation. CARE and IRC have been
running community-based schools for a number of years. CRS has implemented
Accelerated Learning classes since the fall of the Taliban, thanks to
another CIE-student, Barbara Rodey. Other CIE fellows such as Fritz
Affolter, Monica Gomes and Chris Gamm also worked on the CRS program. AKF brought in
their expertise in supporting teacher training and formal schools. Current CIE student Amina Davlatshoeva came from that program via CIE's Learning for Life program. The CIE world is small, isn't it?
Afghanistan has a new Minister of Education who is smart, active and knows
the language of the international community. Just this week the Minister
launched the first ever written 5-year education strategy for Afghanistan, a
"very ambitious" strategy requesting about 1 billion for the next five
years. Community-based education is one that the Ministry finally
recognizes as an important mechanism to expand access and quality to
education. Major steps still lie ahead. One of them is that our
community-based teachers need to be recognized and accredited
teachers in Afghanistan. For those of you working on similar issue I would love to connect! [12-06]
I'm working for American Institutes for Research (AIR)as the Learning Resource Coordinator for the Malawi Teacher Training Activity (MTTA). For the most part, I love my new job. I am involved in everything from administration to conducting training workshops to going out and to monitoring activities. My primary responsibility is to develop learning materials, which can be anything from resource manuals to handbooks for training workshops, or, last week, t-shirts for our new Mphamvu Kwa Achinyamata clubs--power to the youth clubs. These new clubs are supposed to replace the stagnant and unproductive primary school AIDS clubs. They are supposed to be student run with a focus on community action projects, instead of a teacher teaching a lesson. I'm encouraging my co-workers to be more creative in the way we do things, the clubs are an example. Though, it often takes some convincing to try new things, and many times I have to let things go on as before, sometimes I am able to convince others to make some changes in the way we faciliate and the content of our training workshops. I feel that the people with whom I work are benefiting from my time at UMass.
I also work regularly with Fritz Kadyoma. In fact, he and I are leaving today to monitor training workshop that the Minitry of Education is conducting for the new primary school curriculum. We'll be in two districts for the rest of the week and making a stop over in Lilongwe to make a presentation to Peace Corps educators about the new AIDS clubs, because they will be helping us with them in the spring.[12-06]
After his doctoral studies at the University of Massachusetts, Dafter returned to Malawi to continue his work in Research and Test Development at the Malawi National Examinations Board. Dafter has since resigned from his position and joined Family Health International (FHI) in Malawi, a nonprofit organization, as a Monitoring and Evaluation (M&E) Officer.
FHI runs a number of programs which aim at improving lives worldwide through research, education, and services in family health. In Malawi, the focus of FHI programs is to assist households cope with HIV/AIDS by providing care and support to the chronically ill patients and orphans and other vulnerable children. Dafter’s task as M&E Officer is to evaluate the implementation and performance of these programs. It was fortunate that CIE offered an M&E course, which has become my main tool for my work, and Professor Rossman handled the course very well .[6-06]
Since graduating in May, 2002, I’ve been teaching at both Rhode Island College and The University of Rhode Island. At RIC, I’ve taught sections of required Foundations of Education courses for undergraduate teacher education students. These courses all focus significantly on the dynamics of cultural and human diversity in public education. At URI, I designed and offered a course, in the Department of Communication Studies, on “Cultural Conflict in Global Perspective.” This course has focused primarily on the rights of indigenous peoples and their struggles to maintain their lands, languages, and cultures in the face of overwhelming pressure to change and adapt to the modern world system. A second course, on the role of communication in fostering an ethic of environmentally sustainable living, is in preparation. Throughout this process, I’ve had the pleasure of getting to know well over 400 students, of both typical college age and older.
I’ve also had the honor to serve on the board of the Apeiron Institute for Environmental Living, an environmental education organization whose goal is to make Rhode Island the first environmentally sustainable state. I’ve served on several committees at my daughters’ school, a public charter school with a vision of instilling values of environmentally sustainable living and social responsibility in all students.
In Fall, 2006, I’ll be taking a break from college teaching to complete the Rhode Island teacher certification process by student teaching at a public high school. Finally, and perhaps most importantly, I’ve been coaching my daughters’ softball teams and acting as their full-time chauffeur to numerous enrichment activities. [5-06]
In spring of 2006, Hatsue began working for KRI International which has a contract from JICA to implement a literacy program in Afghanistan. Starting in April, Hatsue was in Kabul for several months and thereafter will spend about half her time in Kabul and half in Japan. Her assignment is to develop a database to monitor the progress of the literacy program. She will be working to develop the local capacity to collect and manage data generated by the various literacy classes.
Hatsue is eager to make contact with the vibrant CIE community in Kabul, which will increase with CIE’s new Higher Education project which also began in the spring of 2006. She is also hoping to draw upon CIE's experience with the recently completed Learning for Life project that trained over 8,000 women in basic literacy and health. [5-06]
I still work for IFES as a Civic Education Project Coordinator. Along with discussion groups for the target groups (youth, women, IDPs, people with disabilities) on different civic related issues, summer Democracy Camps, I am also coordinating a school-based project entitled "Student Action Committee". The idea is to reinforce extracurricular activities at schools by increasing teachers' interactive teaching techniques and mentorship skills, by enhancing students' practical skills - problem solving, self-initiative, team building, leadership, decision -making, communication - and by producing small but meaningful changes in school community through the leadership of the children. However, IFES will unfortunately downsize some of its programs very soon, therefore I restarted "job hunting" and was successful: I have just been
offered a position of Children's Education Project Coordinator position at the Save the Children. This is a regional project involving South Caucasus region. I am more than sure that the course I took at CIE "Learning in Post-Conflict Settings" will be useful for me, the issue of peace education will be important for the implementation of this particular project. Hope to see you all one day With love form Baku. [4-06]
Karen is currently working with the Indonesian National Commission on Violence Against Women to set up a program to monitor violence and discrimination against women in Aceh, Indonesia. Over the years, political and religious factors, and natural disasters in the territory have displaced women, limited their freedom of movement and association, and have, generally, contributed to violence and discrimination against them. These realities include: armed conflict between the Indonesian military and the Gerakan Aceh Merdeka (GAM); imposition of Islamic Law; and, the recent tsunami, which has resulted in many women being widowed, and some older daughters becoming head of household when both parents were killed. Karen is helping to train monitors of violence and discrimination against women - all of them displaced women with varying levels of literacy - and set up a documentation system.
Before this, Karen was seconded from the Christian University to work with the East Timor Reception, Truth-Seeking and Reconciliation Commission (CAVR). She coordinated the women’s research team that collected testimonies from women about their experiences of violence during the Indonesian occupation and the East Timor inter-party conflict prior to it. The completed Truth Commission report has been handed over (October, 2005) to the Timor Leste Parliament.
Along with her husband, John, Karen continues to support community development in Timor. Recently, John and Karen have been facilitating an informal “library” out of their home for the children of their village; they have purchased a number of children’s books for kids in their community, and are encouraging frequent exchanges of these reading materials. [12-05]
Leticia recently send us a holiday greeting from Bogota and reported on her current work.
I`m now working hard in the mayor’s office of Bogota for a program called: The Urban Poverty or New Poverty. This has been a very
interesting job and I think this is a very important experience for me.
My current position gives me the opportunity to learn many things related to my interests in family & poverty. Since I joined the Welfare Institute for Bogota, I have been working with issues of people in poverty and exclusion conditions (homeless, displacement, sexual workers, elderly people, etc). There is a Family Department inside the
Institute and they deal with changes in family structure for unemployment, lay off situations, and of course forced displacement. [12/05]
Since graduating from CIE, I have worked at the Karuna Center for Peacebuilding in Leverett. For the past three years I have worked as an Assistant Professor of International Development and Social Change in the Department of International Development, Community and Environment (IDCE) at Clark University in Worcester.
My scholarly work and research interests remain focused on Southern Africa and on South Africa in particular on the process of education transformation, policy and neocolonialism. I recently conducted an assessment of Child Labor and Education in South Africa for the US Department of Labor and I continue to work as a consultant doing evaluation work for the University of Johannesburg that focuses on the role of Service Learning in National Community Higher Education Partnership Project (CHESP). I also taught Introduction to International Education at CIE in the 04-05 Academic year. [9/05]
Thanh returned to Amherst for the summer to be with her family and dropped in at CIE to visit with old friends. Her family has a house in Belchertowm where her husband and her two children are living. She will be home during the summer time and for winter break.
She is currently the Academic Director for the School of International Training's study abroad program in the Mekong Delta – which includes Cambodia, Viet Nam. The program focuses on Natural and Cultural Ecology. This is a brand-new program in a new place for SIT. During Spring Semester 2005, Thanh ran the first course there for undergraduate American students. This 16-credit training course provides American students with exposure to different environmental and cultural sites of Viet Nam and Cambodia. Because the underlying philosophy of SIT is rooted in experiential learning, she travels with the students to a variety of cultural and ecologically important sites in the Mekong Delta region.. Thanh is actively working to promote educational exchanges between US and countries in Southeast Asia.
She has a chapter entitled “Educating hard-to-reach children in Viet Nam” in the book From Bullets to Blackboards recently published by the Inter-American Development Bank [6/05]
Janna has been a visiting junior scholar in the Dept. of Sociology at UCLA for the past 2 years where she was able to finish the writing of her dissertation, titled, Here I am Now! Community Service-learning with Immigrant and Refugee Undergraduate Students and Youth: The Use of Critical Pedagogy, Situated Learning and Funds of Knowledge. The dissertation looked at the experiences of 10 first generation students who were part of CIRCLE (Center for Immigrant and Refugee Community Leadership and Empowerment) that was housed within CIE from 1994-2000. Janna came to CIE in 1994 to do her Master's degree and continued on with doctoral work, graduating in May 2005
Before returning to working on her dissertation, Janna had been the National Director for Immigrant and Refugee Rights with the American Friends Service Committee in Philadelphia where she coordinated national and international projects related to immigration, displacement and global migration. During her tenure (1999-2002) at AFSC she co-produced an educational video and curriculum guide with Third World News Reel. The video is titled, Echando Raices/Taking Root: Immigrant and Refugee Communities in California, Texas and Iowa.
This coming fall and spring Janna will be teaching two courses in the World Arts and Culture Department at UCLA. Each has to do with an aspect of her doctoral work that she is very interested in: the application of the arts in community organizing and community development processes. The courses are titled, Community and the Arts and Visual Arts and Immigration. Post-dissertation, Janna is looking for different employment opportunities related to her interests in education, community development, the arts and immigration. She lives with her husband, Ruben Hernandez-Leon (professor at UCLA) and their two daughters Olin (6) and Paloma (4) in Los Angeles, truly an exciting global immigrant city. [6/05]
After getting his doctorate, Samson came back to Malawi and joined the University of Malawi, Chancellor College as lecturer in Educational Policy and Leadership, and Sociology of Education. In January 2005, he was appointed Head of Educational Foundations Department at Chancellor College, the University of Malawi. As head, he is responsible for coordinating all academic activities and provide leadership in the department. He is also a member of board of trustees for two non-governmental organizations (NGOs) in Malawi. In addition, he is an external examiner for two colleges and has acted as internal examiner and supervisor/advisor for graduate theses at Chancellor College. Furthermore, He is a member of the editorial board for the Journal of Development Education. With his colleague, Ken Ndala, who is also a graduate of UMASS, he has conducted an in-service training in Educational Policy and Planning for sixteen officials from Malawi National Examination Board. The training was successful and the college, through the Faculty of Education, recognized it by offering certificates of attendance to the participants.
My vision now is to provide more training courses in Educational Policy, Planning and Leadership to more officials in different institutions that deal with education in Malawi apart from the normal graduate program we are offering at Chancellor College. The aim is to help improve education in Malawi both at primary and secondary levels. I also want to help market the PPL program at Chancellor College to other countries so that we should serve people in the SADC region. Furthermore, I want to pursue a post-doctoral study where I will
have time to sit down and reflect on the educational issues that I have confronted in Malawi and design a research project that will deal with such issues. So the journey is still on.
Samson has also been busy publishing work that he started during his doctoral studies. He has published versions of both his comprehensive papers and one paper from the Education Policy course - references below. [6/05]
After completing his Masters degree, Jack returned to his job at the Malawi National Examination board where he continues to be responsible for examinations logistics.
In May of 2005 he attended a Sub Regional conference on Assessment which was held in Malawi and was attended by delegates from Zambia, Zimbabwe, South Africa, Mozambique, and the host country. He presented a paper that was a critique of script checking as done by MANEB. In August he will attend an Association of Educational Assessment in Africa (AEAA) meeeting in Uganda where he will be presenting on the theme of "the role of research in assessment practice."
My studies at UMASS helped to make me more able to write and present papers that deal with real measurement and testing issues [June 2005]
The Genges are proud to announce the birth of their second son Nicolas Daniel Genge Pérez on November 23 rd . To add to the excitement they are moving to La Paz (in the highlands, around 13,000 ft) around the 20th of Dec. after a year and a half in Santa Cruz (in the lowlands, around 1,200 ft.). Cole recently changed jobs and now works at The Nature Conservancy in the Southern Andes Conservation Program as Conservation Projects Coordinator for Bolivia. Basically he manages 3 projects (Parks in Peril - which provides assistance to 2 national parks in a highly conflictive area; Multisites - mostly financial support for the national system of protected areas and cross border conservation efforts between Bolivia and Argentina, Chile, Paraguay; and the Noel Kempff Climate Action Project - a greenhouse gas effect mitigation project via conservation, the largest in the world of its kind). Cole says:
I love the work I am doing, to the point that even on the longest and hardest days of work I come home exhausted but fulfilled and satisfied that I have accomplished something worth working for. It's a great feeling! Jenny was teaching a master's level course on Curriculum Development at a private Bolivian university until about a month ago when it got too uncomfortable to even move around because of the pregnancy. She loves teaching and does a fantastic job at it, but the systems in place are often times so counter productive that we wonder if it is worth going against the grain to provide a quality education. In any event, she is not planning to teach any time soon, motherhood is more than a full-time job, and one she also loves and does very well.
We look forward to living in La Paz and escaping from the perpetual heat and moisture that is so characteristic of the Amazon basin. After all both Jenny and I are from the mountains - the Andes at that! Going back to the mountains will be a nice change.
After working 2 years with CIE on the Guatemala project as Research and Training Coordinator, Joanie returned to Western MA and spent two years as Executive Director of The Brick House Community Resource Center in Turners Falls, MA. While at The Brick House, Joanie developed a variety of community development initiatives including a women's empowerment and economic development program, a community technology collaborative, a youth arts program and an ESOL program for immigrants. After having Noah in July 2002, Joanie began consulting with the state DOE providing technical assistance and acting as an evaluator for family literacy programs throughout Western MA. She also works with Resource Economics Department at UMass on an exchange program in Colombia.In June 2004, Joanie, Tim and Noah moved to a rambling 1899 home in Orange, MA (October 2004)
I graduated from CIE with a Masters in Int'l
Ed. Prior to CIE, I taught ESOL in Korea for
4 years, then non-formal adult basic ed/ ESOL
in Syracuse for two years. Currently, I am
the Management Development Educator in charge
of adult/ leadership education for an 8000
employee, not for profit hospital/ health
provider system in Buffalo, NY. I try to still stay involved
in development. I recently volunteered and
went as a team leader for 10 days with Global
Health Ministry to Kingston, Jamaica. I led
a team of doctors and nurses and we provided
free healthcare in the shantytowns. It was
a wonderful experience and I hope to go again
and work in development. (July
my name is Roya. I graduated from CIE in 2001. I am Austrian of Iranian
background, married to a German (Fritz Affolter) who also graduated from
CIE. After having lived in Latin America, Africa and Eastern Europe, I
am now representing CIE in Afghanistan. I also work partly for the Foundation
for Culture and Civil Society as a Music Consultant, and I manage the
Ustad-Shagird project for the Agha Khan Foundation. Before I came to CIE,
I used to be a teacher and musician but I have to be very careful about
performing in Afghanistan. I have written a proposal, which to give Afghan
girls a chance to learn musical instruments, hoping that one day they
will be allowed to perform. My main interests are literacy and gender. In order
to understand better the problems of illiterate Afghan women I have started
my own literacy project for Afghan women. After having to learn to speak
five different languages, I have come back here to my mother tongue Farsi,
which is spoken in Afghanistan. Here, people think that I am Afghan, which
means that I am getting to feel the advantages and disadvantages of being
an Afghan woman.Last not least I am mother of three small girls
who are living with us here in Kabul; they are my long-term 'development
projects'. (January 2004)
returned to CIE in May of 2003 and successfully defended her dissertation
after having worked in Washington D.C. for the past few years. She
writes about her recent activities:
When I moved to DC I worked at
several internships, including the World Bank, Refugee Policy Group, Bread
for the World, and FAIR. I also taught evening classes at Montgomery College
and the Montgomery County Public Schools, Adult Education Program in Maryland,
and then accepted a two-year assignment as Monitoring Coordinator with
the D.C Public Library's, Literacy Resources Division. It was in this
position that I coordinated a monitoring activity involving some of the
major adult education programs in the District. The contract lasted for
two years and at its conclusion in September 2002, the monitoring team
won two new contracts under two separate RFP's to continue monitoring
adult education programs in the District. My dissertation was based on
my activities in this position.
More recently I have accepted a position at DC Public Schools as a Federal
Compliance Monitor. As part of this role, I have had an opportunity to
design a monitoring survey instrument that is now being used to monitor
300 public, non-public and charter schools throughout the District.
now works as a counselor at the Community Residences: Arlington Virginia
Mental Retardation Program. He trains and works as an advisor with clients
with mental or physical disabilities. He assists his clients with their
education as well as helping to manage their finances. Hassan says that
he enjoys his work very much.In addition he serves as a Senior
Deacon in his church and also volunteers as a literacy tutor with the
Northern Virginia Literacy Council. He is a member of the Virginia Adult
Institute for Lifelong Learning which is responsible for providing basic
literacy in English for new immigrants to the area.
Hassan is happily married to his
wife Christina and they own their own home in Woodbridge Virginia. [April
Nancy wrote to us recently to report on what she
doing a consulting job with EDC in Boston. I'm working for a three-part
project involving implementation of project-based learning in social studies
with the New Bedford Global Charter School and the Eindhoven school in
the Netherlands. We will be going live (video teleconferencing) with two
presentations from the students related to commercial fishing and the
environment in April and May that will involve outside media as well.
In addition, I'm evaluating the social studies curriculum for grades 6-8
and I'm developing a social studies template for teachers that integrates
the curriculum standards, assessment, instructional materials, integrated
global and cross cultural themes (whew!) It's a bit complicated and will
involve much analysis and hard work. The contract is for so many days
until June and it is a very good job that will provide excellent experience.
So I'm happy about that. I'm finally getting my first check for professional
work as Dr. Nancy! [March 2003]
graduated from SOE, UMass/Amherst with an Ed.D. in May 2001 with a specialization
in English as a second language, literacy and cultural acquisition in
formal and non-formal educational settings. My invaluable mentors in graduate
school were professors (the late) David Kinsey, Sally H. Hafner, and Jerri
Willett. The faculty and students at CIE and LLC Doctoral Program provided
me with a stimulating environment for pedagogy, praxis and professional
Currently, I am working as a Senior Program Associate
at the English Language Fellow Program in the Dept. of Language and Teacher
Education at the School for International Training in Brattleboro, VT.
I enjoy the work of recruiting at national and regional TESOL conferences,
and advising and supporting EL Fellows posted overseas via internet communications.
My long-term professional goal is to pursue my interest in English language
teaching, teacher education and teacher research in formal and non-formal
settings in the U.S., and in central and southeast Asia. Currently I am doing TEFL teacher training at Muhammadiyah
University in Malang, E. Java for 10-11 months from September 2002 on
a Fulbright Scholar/Lecturing grant! I'm am enjoying this professional
development experience, the Muslim, Hindu and Buddhist culture in East
Java, and looking forward to finding out what nearby Bali may offer! (7/02)