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International Educational Development & Comparative & International Education Programs
Teachers College, Columbia University
Teachers College
Columbia University
Resources for IED/CIE Students > For MA/EdM Students

For MA/EdM Students

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  • Contact information and office hours for the IED/CIE MA/EdM Peer Advisor, Tammy Arnstein
  • Download handouts from Workshops for MA/EdM Students
  • Information on the Integrative Project


Peer Advisor Contact Information and Office Hours:
Office: 372 Grace Dodge Hall
Telephone: (212) 678-6679
E-mail: arnstein@tc.edu
Office hours (by appointment only):
Mondays 9:00am - 5:00pm
Wednesdays 1:00 - 7:00pm


Workshops for IED/CIE MA/EdM Students

IP Workshop Introduction: Brainstorming and Outlining
Workshop Outline

IP Skills and Sharing Workshop I: An overview of the IP process and requirements - How to plan and what to expect
Workshop Outline

IP Skills and Sharing Workshop II: Outline exchange & Reviewing the literature review and methods sections
Workshop Outline

IP Skills and Sharing Workshop III: Literature review exchange & discussing your findings
Workshop Outline

Information on the Integrative Project

The purpose of the Master's Integrative Project (IP) is to provide an opportunity for the student to demonstrate what he/she has learned in the program. TC requires that each program select one form of presentation for their students from among three alternatives. In the case of the IED/CIE programs, students are required to write an integrative project highlighting what they have learned during their Master's program. The IP is typically between 30-50 pages long and should be technically perfect. There are examples of IPs on file with the Peer Advisor in the IED/CIE program office, 372/4 GDH. Each student should begin to discuss ideas for the IP with his/her advisor at least one semester BEFORE the intended graduation date. Because many advisors are away from campus during the summer months, students who intend to write the IP over the summer and graduate in October need to map out a timeline with the advisor early in the previous spring semester.

Every Masters student is required to discuss his/her IP with his/her advisor and obtain approval before undertaking the project. The advisor is required to review the IP outline before signing the student's  degree application form (available from the Registrar's office). A final draft of the IP must be submitted to the advisor one month BEFORE the pink supplementary degree application form is due, in order to allow enough time for revisions. (Note: The pink supplementary form is only for M.A. students, not for EdM students). The deadlines are all listed below.

Each graduating student must submit a hard copy of the final approved IP to the Peer Advisor in the IED/CIE Program Office in 372 GDH. At this time, the student will be asked to sign a release form indicating whether or not the IP can be made available for future students to look at.

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

Important Dates

Degree to be Awarded in:

Approval of IP by Advisor*:

 (Green) Degree Application Due**: First Final Draft of IP Due***: (Pink) Supplementary Form Due**:
May February 1 February 1 April 1 April 30
October May 1 August 1 August 1 September 1
February October 1 November 1 b/n Nov 15 - Dec 1 January 2

* If this date falls on a weekend, please hand in the Friday BEFORE.
** Consult the Registrar's Academic Calendar for the exact date each year.Do NOT follow dates on the Registrar's Academic Calendar for "Master's Essay."
*** Please consult with your advisor as to when s/he needs the final draft of the IP.

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