Skip to navigation menu

Skip to main content

Programs in International and Comparative Education
Teachers College, Columbia University
Teachers College
Columbia University
Current Student Information > MA/EdM Students: IP Workshops

MA/EdM Students: IP Workshops

(Downloads from this page require Adobe Acrobat)
  • Download handouts from Workshops for MA/EdM Students
  • Information on the Integrative Project
  • If you have any questions contact the Peer Advisors

Workshops for IED/CIE MA/EdM Students

IP Workshop Introduction: An overview of the IP process and requirements - How to plan and what to expect
Workshop PowerPoint, Fall 2012

IP Skills and Sharing Workshop I: Brainstorming and Outlining
Workshop PowerPoint, Fall 2012
Handout: Brainstorming IP Topics
Handout: Freewriting and Concept Mapping

IP Skills and Sharing Workshop II: Outline exchange & Reviewing the literature review and methods sections
Literature Review and Research Methods, Fall 2012

IP Skills and Sharing Workshop III: Literature review exchange & discussing your findings
Workshop PowerPoint, Fall 2011

Guide to APA Citation, Fall 2012

Information on the Integrative Project

The purpose of the integrative project (IP) is to provide the opportunity to demonstrate what you have learned by the end of your master’s program.  Teachers College requires each department and/or program to select one form of presentation for their students from among three alternatives.  In the case of the CIE/IED programs, the choice was made to require students to write an integrative paper highlighting what they have learned during their master's program.  The followings are four types of writing projects that have been accepted for this purpose:

(1) Application of a relevant literature to a specific problem: For example, in a paper on “Adult Literacy Program Development in Country X”, the student may draw upon the findings of the literature on adult learning theory to inform the development of a literacy program to combat the high incidence of adult illiteracy in Country X.

(2) Application of course material to experience: For example, in a paper on “The Financing of an Education Program for Girls in Country Y”, the student may apply the lessons learned in a course on education financing to identify feasible strategies for mobilizing additional resources to support a primary-education program for girls in order to expand girls’ access to schooling in Country Y.

(3) Journal presentation of learning experiences: For example, in a paper on “Internship Experience in a Non-Governmental Organization”, the student may first describe his/her internship experience in a NGO, and then critically reflect or assess to what extent the experience confirm or contradict the general findings in the literature regarding the role of NGOs in international educational development.

(4) Documenting the process of designing electronic instructional materials: For example, in a paper on “Web-based Learning of College English”, the student may explain the conception of the Internet as a medium for learning college English and document the lessons learned in developing materials used on the Internet for learning college English.

Please download the Guidelines for Master’s Integrative Project for the Comparative and International Education programs (CIE/IED).

Integrative Projects of Recent IED/CIE MA and EdM Graduates

Preventing Children from Commercial Sexual Exploitation in Thailand: The Role of Education by Yaeko Higo

Creating a Foundation of Confidence: Rethinking Effective HIV/AIDS Prevention Strategies for Zimbabwe's Orphans and Vulnerable Children by Tricia M. Johnson

Paradigm Shift in Financing Higher Education: Does Privatization offer a Solution to the Challenges of Equity, Efficiency and Social Mobility? A Case of Mongolia by Otgo Okhidoi

IGO vs. INGO: A Comparative Study of Higher Education Programs in Russia by Hadija Gipeava

Waging an Effective "War on Terror": Implications for International Development Assistance and Policy in Pakistan by Nadya Habib

On Lessons Learned at the Renaissance University for Community Education (TRUCE) by Nicole Angotti

Resegregation: A Social Phenomenon Examining Latino School Segregation from the Social Justice Perspective by Chip Khamvongsa

Computer Technology Learning in Transitional Mexican Communities by Nanda Warren