International Education (INTE-GE)

Course provides an intensive introduction to qualitative methods used in comparative education & the social sciences in international settings. It includes training in research design (e.g., ethnography, case studies), data collection methods (e.g., semi-structured interviews; observations), & analysis most commonly associated with qualitative research.

Course serves as an introduction to the analytic & empirical methodologies employed in contemporary quantitative analyses of international, comparative, & US education. Covering various sub-fields & topics, this course emphasizes a basic understanding of the statistics & theory behind different methods, a thoughtful consumption of literature that uses quantitative methods, & application of common statistical techniques.

Course examines the practice of education abroad and international student services in higher education. Topics include the historical development and current state of the field, an analysis of various types of study abroad programs and innovative programs that involve “outbound” student mobility, assessment of study abroad programs, international student flows into the United States, international student recruitment, visa and immigration services, support structures for international students, and the transition from education to work for international students.

Additionally, its description should be updated to: Examines the interrelationships across society, culture, economics and education in policy and practice globally and locally. Focusing on democracy, representation and belonging in pluralistic communities, students explore how power in economic, cultural and social relations shape education and influence, norms and values, as well as how these shape relationships between individuals, communities and society.

This course explores the relationship between peacebuilding and cultural exchange and learning about and engaging with the arts. It focuses on the use of arts education, broadly defined, for the purposes of promoting peace, cultural diplomacy, and human rights. Through participatory practice in the classroom involving a range of guest artists and art forms, students explore and engage in individual and collective arts-based approaches to peacebuilding and cultural exchange. Students examine and apply artistic learning and expression for the purposes of humanizing the other and building understanding across differences and divides through case studies and collaborative arts-based projects.

Drawing from contemporary issues in education, this course analyzes the ways in which education contributes to attitudes and behaviors, which in turn influence social processes such as democratization, peace, conflict, and development around the world. Using current events as a point of departure, the course explores the different ways that education can contribute to social change.

This hands-on course explores the ways politics, migration, and education intersect in Italy and in western Europe more broadly. Worldwide, politics and immigration are upending long held beliefs about borders, integration, citizenship, and education systems. Through lectures, readings, discussions with experts, and site visits with NGOs, students learn about key challenges and promising interventions that support newcomers in Italy. Students hone their interview, observation, writing, and analysis skills to create a final paper or multimedia project in the process.

This course explores the politics of civil conflict, peacebuilding, and the role of education in promoting violence or peace. Specifically it explores the humanitarian efforts of international actors (international organizations, bilateral donors, NGOs), local actors (civil society associations, nationalist and ideological factions), and their influence on education systems during war and emerging peace. Case studies may include Afghanistan, Colombia, Sierra Leone, Pakistan, and West Bank/Gaza.

Today, some of the most interesting, dynamic and relevant learning spaces in education are generative in-between spaces or what we are calling “third spaces” that allow us to imagine new ways of learning and working together, relating to each other, and imagining an alternative humane and just world. This course explores these third spaces through a multisensory, interdisciplinary and experiential way of learning in order to capture their embodied nature: readings, artworks, creative workshops, field trips, art projects, and guest lectures.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

"Contemporary (im)migration is a global phenomenon that shapes populations and nations of inequality. Each semester will focus on a different national context of schooling and education. This course serves as an introduction to different theoretical and empirical scholarship on the role of education in the social adaptation on (im)migrants, and how race/ethnicity, social class,and gender matter.

Look behind the curtain of study abroad and international exchange at the world’s leading global university: NYU. In this experiential course students examine the processes underlying international student exchange and study abroad across NYU’s global academic centers. Students meet and work with leadership and staff at NYU’s global programming offices and explore the extensive strategizing, coordination, and logistics involved with creating, managing, and executing international education experiences within NYU’s Global Network University.

Today, some of the most interesting, dynamic and relevant learning spaces in education are generative in-between spaces or what we are calling “third spaces” that allow us to imagine new ways of learning and working together, relating to each other, and imagining an alternative humane and just world. This course explores these third spaces through a multisensory, interdisciplinary and experiential way of learning in order to capture their embodied nature: readings, artworks, creative workshops, field trips, art projects, and guest lectures.

Designed for graduate students who wish to serve as interns in international and intercultural settings. Permission to register is based on evaluation of student’s internship placement by Internship Coordinator. Through course meetings and assignments, along with working in a professional setting, students develop the necessary skills to later use in their job search and career. Open by special permission to other Steinhardt students.

Multidisciplinary examination of seminal concepts of modernization, development and global analysis and their application to education. Students explore the mission of international education in different cultural, social and economic contexts and the underlying theoretical assumptions and models that inform development projects undertaken by international and regional development organizations.

Examines theoretical and empirical work on the social, cultural and economic aspects of globalization and their implications for education. Students explore education in light of the emergence of global governance of and markets in the production and distribution of goods, services and labor; new information and communication technologies reshaping the structure and meaning of education, belonging and community; and unprecedented population movements and worldwide migration.

Practices and applications of the various areas of international education at the tertiary level of the United States. Examines key areas in the field: international student and scholar services; study abroad; international recruitment and admissions; institutional linkages; and governance, development, leadership, and protocol.

Examination of international human rights standards and principals, using case studies to analyze violations of basic human rights programs. Emphasis is on the role of international and local NGOs (non-governmental organizations) in the human rights movement, and the role of education in promoting human rights. Considers different approaches to teaching human rights in both formal and non-formal educational settings.

This course examines historical & contemporary issues surrounding the internationalization of higher education in the United States, focusing on how the production of knowledge about international issues changes according to transformations in global political, economic, social, & cultural contexts. The course first establishes a theoretical foundation in issues related to the production of knowledge, national interests, universities, & globalization & education & then turns to the history of university internationalization in the U.S. Readings & discussion will trace the early “borrowing” of educational models from Europe, the historical development of the U.S. research university, the establishment of area studies centers after World War II, the explosion of student interest in study abroad, & the increasing establishment of satellite campuses & university partnerships in places such as the Persian Gulf & Singapore.

A series of short courses designed to develop specific skills for students in international education and other fields.

Students learn key writing skills required for conveying meaning and arguments clearly, directly, and concisely. Students learn how to get started on any project, organize their thoughts, confront writing anxieties, and dispel myths about writing.

Delivering effective presentations and leading group discussions are essential skills for professional life. In this performance-oriented course, students examine key ingredients for great speech-making and develop skills for delivering messages that influence audiences. This course examines public speaking concepts such as storytelling and persuasive communication alongside performance concepts such as vocal drills and gestural/nonverbal techniques. Students explore public speaking through a combination of improv exercises, role play, and formal presentations.

Introduces students to the most pressing normative, theoretical, empirical and practical questions in international development. Topics may include development challenges; theories of development; international development aid; development actors and institutions; the role of education; education interventions; local approaches to development; policy and program implementation; program and impact evaluation; and theory-practice questions. Variants of the course, that build upon one another, are offered on Washington Square and at NYU study away sites.

Focuses on developing familiarity, engagement, and critical reflection with some of the most pressing questions in international development today, including definitions and theories of development; international development aid and actors; local and international priorities; and the future of international development. Education - a key of intervention to improve living conditions for many of the world’s poor and politically and socially excluded - is a common thread across the course.

Focuses on the connection between international development and education scholarship and on-the-ground practice. Topics include the role of education in international development, translation from theory to practice, challenges and opportunities for education in developing contexts, best practices, and lived experiences. Course emphasizes Field available for additional information in footer Ghanaian education, as approached by local, national, and international development actors, and site visits and interactions with schools, state agencies, and non-governmental organizations.

Focuses on practical questions of international development and explores how relationships, respect and reciprocity are cornerstones of socially engaged research and practice. Students examine how local and international actors think about the role of education in international development; challenges and opportunities of implementing programming and why some programs and approaches are successful; and how local experiences can inform our broader understanding of or alternative approaches to international development.

Learning-through-doing on a faculty-led research project to map international engagement at NYU Steinhardt, this experiential learning course is designed for students who want to gain experience in project scoping and planning, collecting and analyzing quantitative and/or qualitative data, working as a member of a research team, producing different forms of data visualization, and communicating findings to stakeholders. Students leave with marketable research skills, insights into international higher education, and valuable experience in the consulting profession.

A culminating and integrating experience designed to provide doctoral students writing their dissertations the opportunity to discuss and probe the broader aspects of international development education, global and cross-cultural education, and public diplomacy.

A culminating and integrating experience designed to provide doctoral students writing their dissertations the opportunity to discuss and probe the broader aspects of international development education, global and cross-cultural education, and public diplomacy.

A review of current research and the development of research projects based on previous training and course work. Focus on evaluating research in such areas as education in other cultures, global communications, modernization, educational transfer, and international cultural relations.

A review of current research and the development of research projects based on previous training and course work. Focus on evaluating research in such areas as education in other cultures, global communications, modernization, educational transfer, and international cultural relations.