The Master's Degree program in International Education requires a capstone project or research study. The program encourages and supports a wide variety of projects. They include small-scale field research projects, library studies of a topic, designing and implementing a training program, analysis of social media, doing a participatory action project, or analyzing nonformal education programs.
Projects are rooted in the professional experience of the students and reflect the wide range of educational contexts that CIE has been involved in.
Nearly 300 Master's projects have been completed in the history of the program. Many of them can be found here.
Submissions from 2018
Aid Fragmentation, Commitments and Progress: A textbook provision case study from Afghanistan, Zia Andar
Apprenticeship and Literacy Model for Women in Afghanistan: A Grounded Narrative, Mohammad Iqbal Halimi
Mother tongue literacy in a refugee setting: A Sourcebook for the Massalit literacy program, Eunice Kua
Submissions from 2017
Jordanian Teachers' Opinions of Effective Peace Education with Syrian Refugees, Michael Acosta
Responding to Complexity: A Case Study on the Use of "Developmental Evaluation for Managing Adaptively", Kayla Boisvert
A Review of the Literature on Civil Society Funding for Education: Models for Zimbabwe, Vongaishe Changamire
Problematizing Entrepreneurship (Education) in International Development: A Case Study of a Youth Program in Burkina Faso, Nolizwe Mhlaba
Perceptions of Quality in Higher Education in Afghanistan: A Case Study of Shaheed Rabbani Education University, Homayoon Taheryar
Submissions from 2016
Engaging Influential Network Members in the Community to Advocate for Health and Aspirations of Unmarried Adolescent Girls in Kolkata, India, Evangeline Ambat
Experiences of Religious Minorities in Public High Schools in the Pioneer Valley: The Case of Jehovah's Witnesses, Foster Kamanga
Sources of Influence on Perceptions of South Korean Youths about Unification of North and South Korea, Surl Hee Kim
Digital Media Training for Pre-Service Teachers: A Comparison from a TTC in Malawi and a University in Massachusetts, Lusayo Mwenifumbo
The Thai-Lao Mother Tongue: Teacher Needs, Competencies, and Conditions for Effective Instruction, Lukas Winfield
Submissions from 2015
Digital Storytelling with Refugee Youth: A Tool for Promoting Literacy and Youth Empowerment And a Catalyst for Social Action, Christina Chen
Cultural Diversity and Non-formal Health Education in Dzaleka Refugee Camp, Promise Mchenga
Submissions from 2014
Negotiating Invisibility: Addressing LGBT Prejudice in China, Hong Kong, and Thailand, Hunter Gray
Through the Camera Lens of Development: An Exploration of NGOS' Representations of Africa, Sebastian Lindstrom
INGOs in the Mirror: Critical Reflections of Practitioners Implementing Psychosocial Support Programs, Stephen M. Richardson
Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala, Yaëlle Stempfelet
Submissions from 2013
Teacher Attrition: Why Secondary School Teachers Leave the Profession in Afghanistan, Hassan Aslami
Students’ Perceptions of Factors Influencing Choice of Science Streams in Tanzania Secondary Schools, Mjege Kinyota
The Problem with Problem Identification in the Process of Educational Reforms in the Kyrgyz Republic, Gulzat Kochorova
The Voices of First Generation, Donna Lopp
Resilience in School, Milka Ndura