Elena V. (Khatskevich) Nuciforo (M.Ed. 2002)

Elena received her Master of Education degree at the UMass Center for International Education through an Edmund Muskie Fellowship provided by the US Department of State to the countries of the former Soviet Union. Elena came to CIE in 2000 from the city of Ulan-Ude in Eastern Siberia where she was a lecturer of English at Buryat State University.


After completing her Master of Education, Elena returned to Russia to work as a program manager at the Center for Communication Programs of Johns Hopkins School of Public Health in Moscow.


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David Bell (Ed.D. 2001)

David Bell is Associate Professor of International Development and Social Change in the Department of International Development, Community and Environment (IDCE) at Clark University in Worcester, MA. He is also currently IDCE Coordinator of Experiential Learning and IDCE Interim Director. [2/17]


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Saida Nabiyeva (M.Ed. 2003)

First, I have to say that my academic background in International Education gained during my graduate study at UMass Amherst considerably broadened my knowledge and expertise in education. The courses that I took at the UMASS School of Education, particularly in the Center for International Education (CIE), contributed tremendously to my professional growth and helped me acquire advanced practical and research skills, as well as strategies necessary for successfully “navigating” in the job market.

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Hassan Ali Mohamed (M.Ed. 1992; Ed.D. 2001)

Dr. Hassan Ali Mohamed is a development practitioner specialized in education program planning and management in both humanitarian and development settings with over 25 years of field experience in North America, South Asia, Middle East and Africa. Hassan holds a Doctorate and Master’s degrees from the Center for International Education at the University of Massachusetts Amherst.


In his work he sometimes meets up with other CIE graduates. 


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Silva Kurtisa (M. Ed. 2001)

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.

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Mbarou Gassama Mbaye (Ed.D. 2004)

Mbarou Gassama will retire from UN Women in April 2017. The USAID-funded Senegal reading program implemented by Chemonics and Cambridge offered her an advising position starting in March. She will be doing advocacy for policy change and supporting their research.


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Mary Lugton (M. Ed. 2001)

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.


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Phoebe McKinney (M. Ed. 2001)

I recently completed a three-year assignment in Liberia, where I worked for FHI 360 as the Senior Director for Teacher Education for the USAID-funded Liberian Teacher Training Program (LTTP).  Prior to that, I consulted for FHI 360 as a Fragility/Conflict Education Specialist for Educate a Child in Doha, Qatar for five months.


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Azat Myradov (M. Ed. 2001)

A recent update from Azat:

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.


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Stephanie Pirroni (M.Ed. 2003)

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.

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