Office of International Programs
College of Education
Course Descriptions: Globalization & Educational Change
Section I: Core Courses* (Minimum of 18 credit hours)
*CIE 400 Comparative and International Education (3)
The goal of this course is to introduce students to the origins and development of the field of international and comparative education and to explore how both scholars and educational policymakers have engaged some of the debates that characterize policy and research in education around the world. Special attention is devoted to similarities and differences in educational policy and practice between advanced and developing capitalist, socialist and “transitional” societies. At the end of this course, students should be able to think about their school or educational system within a global context, and have some idea how to make meaningful comparisons.
*CIE 401 Globalization & Contextualization (3)
Theoretical The goal of the course is clarify what globalization is and to consider the impact of globalizing ideas, structures, and cultures on education, and how educators and other stakeholders respond given their school’s or system’s unique global context. Through case studies and discussions with real-world school leaders, students explore ways that policies are “borrowed” and both educational cultures and structures are “institutionalized.”
*CIE 402 Development and Evaluation of International Educational Projects (3)
This course is an introductory exercise for students new to educational research, program evaluation and related areas (e.g., quality improvement, enhancing organizational performance, methods of social change, management training). Students will develop and conduct a professional on-site project evaluation of existing national and international projects, including initiatives undertaken by different international organizations (e.g., UNICEF, UNESCO, USAID), educational institutions, and schools (both public and private). Students will be accompanied and supervised throughout all stages of the research and evaluation process. No previous experience with evaluation research and empirical or qualitative data analysis is required.
*CIE 403 Globalization and Curriculum Implications (3)
This course investigates the impact of globalization on curriculum. In particular, it discusses how curriculum has historically been utilized in nation building; how tensions between the global and the local are inherent in curriculum; and how curriculum is a site of construction of national as well as global/cosmopolitan identities. Global citizenship is one of the major curricula themes spanning this dynamic intersection between the global and the local. This course will present several theoretical perspectives on this phenomenon and compare curricula across nations to understand how globalizing the curricula differs according to culture and language.
CIE 404 Issues & Institutions in International Educational Development (3)
Explores theoretical approaches to understanding the role of education in international development by introducing students to institutions involved in international educational development in diverse global settings (e.g., United Nations, World Bank, NGOs, and state agencies). Discussions are framed by current debates in the fields of international and comparative education.
CIE 405 Experiencing the United Nations: NGOs in Education Policy and Practice (3)
Building on the Lehigh University/United Nations partnership initiative, this course provides a structured practical experience for students to learn about the dynamics of NGO/UN relationships by representing one of the underrepresented international NGOs at the United Nations. Equips students with necessary experience, understanding, and skills in international education development such as policy brief writing and education sector analysis.
CIE 406 International Education Policy (3)
Focuses on how policy is created, implemented, and evaluated in schools and educational systems from a comparative and international perspective. Provides a framework for a comprehensive analysis of the education “sector” in order to inform regional, national, or multinational educational policymaking. Students will apply this understanding to an analysis of education policy in a specific region or district (e.g., Pennsylvania) from a global policymaking perspective.
CIE 407 Grant Writing and Fund Raising in International Education Development (3)
Addresses NGO issues and needs and will develop leadership, problem solving, and practical grant writing skills focused on international education development. The course is designed for individuals working in international NGOs and schools and is designed to work in conjunction with a local or international NGO. Teams of students will develop a project proposal related to the agency’s primary service mission, articulate a fund-raising strategy, and raise capital on the basis of proposals developed in class.
CIE 408 Thesis Writing (3)
Capstone course requiring intensive research and writing with the supervision of Comparative & International Education program faculty. The result is a master’s-level thesis reporting the investigation, analysis and results related to a relevant topic in the field of comparative and international education.
*Educ 403 Educational Research (3)
Basic principles of research; techniques of gathering and analyzing data; design of studies in education. Emphasis on critical reviews of research reports representing various methodologies. Research report required.
*Educ 471 (CPsy 471) Diversity and Multicultural Perspectives (3)
Examination of the influence of culture, gender, and disabilities on behavior and attitudes. Historical and current perspectives on race, culture, gender, and minority group issues in education and psychology. Lecture/small group discussion. Course is restricted to graduate students in the College of Education only.
Section II: Concentration (Minimum of 12 credit hours)
Students take a minimum of 12 credits in this section. Concentration coursework is designed by each student and faculty advisor in close collaboration to fit the interests and situation of the student's current and/or potential needs.
In addition, students may choose to concentrate in one of the following areas exclusively, which then leads to concurrent receipt of the M.Ed. in Globalization and Educational Change plus a Post-Baccalaureate Certificate in the specified area.
Students may select to take these twelve credits in the following manner:
- Option 1: Take four courses from one specialty area (Counseling, Special Education or TESOL) and be awarded a Post-Baccalaureate Certificate and a Master's Degree in GEC.
- Option 2: Take a total of four courses from across the specialty areas and be awarded a Master's Degree only.