International & Transcultural Studies

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The Department of International & Transcultural Studies

Our Mission

The Department of International and Transcultural Studies

In recognition of the interconnectedness of all human beings around the globe, Teachers College has a long-standing commitment to the international arena. 

New technologies have led to a rapidly increasing flow of people, information, goods, and services within and across national boundaries. As these boundaries become more permeable, modern societies are characterized by greater diversification of people and resources. Such diversification introduces complex forces that can be best understood as transcultural. As individual and institutional identities increasingly reflect diverse cultural traditions and values, a major challenge to education is to promote new ways of understanding and negotiating these identities. 

The United States is a powerful example of an international and transcultural society, and the metropolitan area in which Teachers College is located is a particularly vivid expression of such a society. New York City and the United States are, in many ways, harbingers of what the 21st century will bring to cities and countries around the world. 

International and transcultural forces will be increasingly present in all societies, and these forces will be crucial in understanding education in every domain of human experience—family, community, school, the workplace. Such education will take place not only in schools, colleges, and universities, but in all societal institutions—families; churches, synagogues, mosques, and temples; libraries, museums, and parks; mass media such as newspapers, magazines, radio, television, and computer networks; and the various kinds of workplaces that are emerging in our technological era.

Our department prepares professionals to provide leadership in the educative configurations emerging in the new century. To do so, we offer a range of disciplinary and professional programs and concentrations with distinct emphases within the collective mission. The programs in Anthropology and Comparative and International Education emphasize research on the social, cultural, economic, and political aspects of global processes. The program in International Educational Development prepares professionals across the whole range of educational practice to gain a global perspective. 

Students work with faculty within the department on a variety of topics including AIDS education, civic education, drugs and society, and language and literacy. Students can concentrate within the department in such areas as African education, family and community education, international humanitarian issues, international educational policy studies, language, literacy, technology, and peace education. We work with other departments at the College to provide our students additional concentrations in such areas as adult education, conflict resolution, curriculum and teaching, educational leadership, health education, and policy studies. In addition, we cooperate with the School of International and Public Affairs at Columbia University to develop regional areas of expertise (e.g., Latin American Studies, African Studies, Eastern European Studies, Middle East Studies, Russian Studies, East Asian Studies, South Asian Studies). Students in Comparative and International Education who select academic disciplines other than anthropology (e.g., economics, sociology, political science, history, or philosophy) also work closely with faculty outside the department. Degrees are offered by programs only, not in concentrations.



  • Faculty

    • Carolyn J. Benson Associate Professor of International & Comparative Education
    • Regina Cortina Professor of Education
    • Hope Leichter Elbenwood Professor of Education
    • Nicholas Limerick Assistant Professor of Anthropology and Education
    • Mary Anne Mendenhall Associate Professor of Practice
    • Oren Pizmony-Levy Associate Professor of International and Comparative Education
    • Susan Garnett Russell Associate Professor of International and Comparative Education
    • Gita Steiner-Khamsi Professor of Education
    • Herve H Varenne Professor of Education
  • Visiting Faculty

    • Emily Sarah Marguerite Goldberg Adj/PTVisiting Prof/PTLecturer
    • Marlana Elizabeth Salmon-Letelier Adj/PTVisiting Prof/PTLecturer
  • Lecturers

    • Amina UmAmir Tawasil Lecturer
    • Felisa L. Tibbitts Lecturer
  • Adjunct Faculty

    • Fenot Berhan Aklog Director of Research and Development
    • Leigh Lllewellyn Graham Adjunct Assistant Professor
    • Nancy L. Green Saraisky Adjunct Assistant Professor
    • Constanza Estefania Lafuente Adjunct Assistant Professor
    • Ruth K Westheimer Adjunct Professor
    • Portia G. Williams Executive Director
  • Instructors

    • Michelle Yang Zhang Postdoctoral Fellow


  • ITSF 4005 - Education in Emergencies and Reconstruction
    This course provides students with a comprehensive introduction to the growing and increasingly complex field of education in emergencies, one which encompasses crises caused by natural disasters and armed conflict and which spans the relief-development spectrum.
  • ITSF 4009 - Introduction to Research Methods in International and Comparative Education
    This course is designed to serve as an introduction to the concepts, methods, and applications of empirical research in international and comparative education. The course readings, lectures, class discussion, activities, and course assignments will examine fundamental issues and processes of research design and practice from a variety of methodological perspectives —qualitative, quantitative, and mixed methods.
  • ITSF 4010 - Cultural & Social Bases-Eductn
    Analyses of basic anthropological concepts, with particular reference to the sociocultural context of education and the role of educational institutions in community, national, and regional development.
  • ITSF 4011 - Contexts of education
    The exploration of fundamental anthropological concepts for the analysis of educational, cultural, and social institutions, organizations, and processes of different peoples of the world.
  • ITSF 4012 - Cross-cultural studies of learning
    Analyses of basic anthropological concepts, with particular reference to the influence of cultures and subcultures on the learning process, to education in multicultural classrooms, and to the relevance of psychological anthropology to educational issues. Four-point enrollment requires attendance at film showings before or after class and additional discussion sessions held at hours to be arranged.
  • ITSF 4013 - Literacy and International Development
    This course problematizes common assumptions about the relationship between literacy and cognitive, social, political and economic development. A sociocultural approach to languages and literacies is taken, while critical studies of international development are examined, applying a gender lens throughout.
  • ITSF 4014 - Urban situations and education
    An introduction to the anthropological study of cities and how larger-scale urban relationships affect schooling. Emphasis is placed on understanding urban inequality.
  • ITSF 4016 - Culture and society in Africa
    A general survey of sub-Saharan Africa, using contributions from theoretical approaches to anthropological research in the area. Emphasis on socioeconomic, ideological and religious, educational, and political analysis of African communities.
  • ITSF 4018 - Anthropology and development in Africa
    This seminar considers issues and problems of development in sub-Saharan Africa. It examines specific development projects from different theoretical and empirical perspectives.
  • ITSF 4025 - Languages, Societies, and Schools
    This course examines the role that languages play in societal and educational contexts from an interdisciplinary perspective, incorporating economic, cultural, political and historical analyses. Diverse language ideologies are considered, along with how language policies are enacted by stakeholders at different levels, with a focus on multilingual contexts.
  • ITSF 4026 - Technology and culture
    An exploration of the impact of technology broadly defined upon cultural evolution as currently discussed in anthropology and related disciplines.
  • ITSF 4030 - ITSF 4030: Education for social change: comparative and international perspectives
    What is education for social change? What is popular education? How is it implemented internationally? Using a comparative and international perspective, this course explores theories and practices of popular education, a pedagogical-political approach based on participatory methodologies that are committed to schooling for social justice. In this course, we will examine theoretical debates on popular education. We will also compare historical and contemporary examples of popular education practices (including critical pedagogy), research methods (such as participatory action research), and techniques.
  • ITSF 4034 - Dynamics of family interaction
  • ITSF 4038 - Monitoring and Evaluation in International Educational Development
    This course explores small- and large-scale research and evaluation methods and their potential for valid, reliable, efficient evaluation of educational outcomes as well as project outcomes. Needs assessment, capacity assessment, project evaluations (mid-term and final), performance appraisals and impact evaluations done for a range of agencies and organizations are analyzed for diverse educational programs (including formal and non-formal education) in low-income country contexts.
  • ITSF 4060 - Latinxs in Urban Schools
    Students will be introduced to theories and research explaining why Latinos in the United States are least likely of all major social groups to be enrolled in school and, as adults, are most likely to lack a high school diploma. The course will explore the racial/ethnic differences that exist between and within recent immigrant groups, drawing especially on research that shows the diversity of cultural backgrounds within Latino subgroups. Topics will include assimilation of new immigrants, educational achievement and persistence in school, language and schooling, the interplay of race and gender and class with educational attainment, and transnational communities.
  • ITSF 4090 - Issues and Institutions in International Educational Development
    This course explores theoretical approaches to the study of education in international development and uses these approaches to consider current topics and debates in the fields of international and comparative education. This course also introduces students to institutions involved with educational development in diverse global settings, such as the United Nations and the World Bank. This course is also offered at the doctoral level (ITSF 6581).
  • ITSF 4091 - Comparative Education
    This course introduces theories in comparative and international education, along with comparative methods and current issues in the field related to cross-national assessment, educational development indicators, educational transfer and borrowing, gender analysis and linguistic and cultural issues. This course is also listed at the doctoral level (ITSF 6580).
  • ITSF 4092 - Qualitative Research Methods
    The study of qualitative methodologies appropriate to various kinds of educational programs, issues, and problems in diverse research settings.
  • ITSF 4093 - Curriculum and Pedagogy in International Contexts
    This course explores the problems, issues, and approaches in the development of curricula, preparation of instructional materials, and training of educators internationally.
  • ITSF 4094 - Educational Planning in International Educational Development
    The course explores educational planning and policy analysis in developing countries. A special focus is placed on aid effectiveness, aid modalities, and the aid architecture in countries where educational reforms are sometimes funded by multilateral organizations, development banks, and non-governmental organizations. Critical issues, such as global benchmarking, target setting, and monitoring by the World Bank, OECD, and other international organizations are examined. Students learn about current debates and controversies in international educational development and reflect on the impact of externally funded projects on educational planning and reform in developing countries.
  • ITSF 4098 - Educational Development and Policies in China
    Historical and national development contexts of educational development in China. Key policy issues in education by level and across levels.
  • ITSF 4101 - Quantitative Analysis in Comparative and International Education
    This course serves as an introduction to quantitative analysis as applied to the field of Comparative International Education. The course covers fundamental concepts of quantitative analysis, inferential statistics, and introduces the assumptions and mechanics of the classical normal linear regression model.
  • ITSF 4160 - Human Rights Education in Africa: Politics, Policies, and Pedagogies
    Students examine the historical conditions that give rise to human rights violations and the efforts to protect rights through policy and education. They explore different approaches to human rights education, apply them to case studies of specific African countries, and develop human rights education curricula.
  • ITSF 4195 - Integrative Project Writing Seminar
    This course is designed to help students develop the professional knowledge and skills necessary for effective written communication through their Integrative Projects.
  • ITSF 4200 - Integrative Project Research & Writing Practicum
    The Integrative Project (IP) Research & Writing Practicum will provide an opportunity for students to spend time developing and conducting their integrative project plans. For the IP requirement in the IED and CIE majors, students typically take one of four approaches for completing their IPs: 1) empirical research paper or proposal; 2) theoretical exploration; 3) policy study; or 4) curriculum design and development. Other types of writing projects may also be accepted pending consultation and approval from the student’s faculty advisor. The Practicum represents 36 weekly hours of work to reflect the time spent designing projects, collecting data, reviewing literature, analyzing data, and writing up project findings, among other related tasks. Students will have the option of taking the course for 0-3 credits and will consult with their academic advisors to ensure the best approach for their overall program plan.
  • ITSF 4603 - Human and Social Dimensions of Peace
    This course focuses on issues of human rights, global ethics, and various aspects of structural and cultural violence. Students explore notions of identity, diversity and reflexive narrative in relation to the concepts of (positive and negative) peace and human dignity. Students are then introduced to examples of nonviolent social movements and reflect on the process of peaceful transformation.
  • ITSF 4613 - International Perspectives on Peace and Human Rights Education
    This course provides a grounding in the theory, pedagogy, and practice of peace and human rights education. It draws from the international literature of the field as it has been developed over the past three decades, and reviews teaching practices relevant to various cultures and learning settings.
  • ITSF 4614 - International Organizations, Civil Society and Peace Education
    Peace Education is concerned with the prevention of violence, but this theoretical framework also draws on diverse practices, or co-disciplines, including Global Citizenship Education, Human Rights Education and Education for Sustainable Development. This course explores key governmental and non-governmental actors, processes, curriculum and issues in these peace education areas.
  • ITSF 4900 - Research independent study anthropology and education
    Advanced students may register for intensive individual study of some aspect of their concentration. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • ITSF 4902 - Research Independent Study:International Transcultural
    Research Independent Study:International Transcultural
  • ITSF 5000 - Introductory methods of ethnography and participant observation
    This course examines the methods of the social sciences as they relate to ethnography and participant observation. The course emphasizes the role of theory, characteristics of various research techniques, and the importance of integrated research design. The course provides opportunities to practice ethnographic research techniques, including developing a research question, designing a study, interviewing, conducting observations, and analyzing data. There are no prerequisites.
  • ITSF 5001 - Advanced methods of ethnography and participant observation: fieldwork, analysis, reporting
    Permission required. ITSF 5000, 4902, or equivalent required. This course examines methods to analyze ethnographic and, more broadly, qualitative data. Students who enroll are expected to be writing a proposal or to have already completed a significant amount of data collection. The course considers the role of theory in ethnography, different analytical traditions and techniques, and how to write up ethnographic data.
  • ITSF 5003 - Communication and culture
    An advanced and critical introduction to major theories of culture, language, and expression as they have proven relevant to the study of education. The focus is on interpersonal processes, the structuring of interaction, the organization of larger groupings (race, gender, etc.), and the personal and institutional consequences of all symbolic processes.
  • ITSF 5006 - Comparative Policy Studies: Tools & Techniques
    The course is designed to help students to understand foundations and techniques of policy analysis underlying education sector strategies of low-income countries. Part 1 will review critical debates over the role of donors and aid recipients in development contexts and introduce students to tools and techniques for producing education sector strategies. Part 2 will provide an overview of theories of the policy process from an international comparative perspective and therefore also include theories of global education policy, "traveling reforms," and transnational policy borrowing and lending. Part 3 will discuss trends in various sub-sectors that international agencies tend to frame as "best practices" and for which they provide technical assistance and external financial support.
  • ITSF 5007 - Race, class and schooling: Ethnographic approaches
    This course examines the role of schooling in the formation of race and class structures across the Americas, including Latin America, the Caribbean, and the United States.
  • ITSF 5008 - Gender, Education, and International Development
    This seminar examines the field of international education development from the standpoint of feminist and gender studies. We will read and discuss relevant studies in anthropology, economics, history, political science, and sociology, as well as interdisciplinary research in the fields of development studies and gender studies. We will begin by considering the political and legal advances in women’s rights within the daily reality of people’s lives in developing countries through the multiple lenses of democratic theory, neoliberal policies, and multiculturalism.
  • ITSF 5012 - The anthropology of the Caribbean and postcolonial society
    Detailed survey, utilizing contributions from theoretical approaches to anthropological research on post-colonial societies. Emphasis on socioeconomics, community studies, and sociopolitical analysis.
  • ITSF 5013 - Psychological anthropology
    The concepts, theories, and methods of psychological anthropology. Cross-cultural studies of learning processes. Emphasis on recent work in the field, problems of cross-cultural methodology, and the study of socialization.
  • ITSF 5015 - Political anthropology: Labor, race, and belief
    This course considers the theories and concepts used by anthropologists and other social scientists in the analysis of political behavior and institutions. It analyzes contemporary theories for the study of power and their use in ethnographies of education.
  • ITSF 5016 - Anthropology and education
    Introduction to the ethno-graphic investigation of educative institutions (villages, neighborhoods, families, peer groups, schools, etc.) and to the policy issues it addresses.
  • ITSF 5018 - Drugs and Society
    Utilizing theoretical and methodological perspectives from social and cultural anthropology, this course is designed to explore the contextual dimensions of illicit drug use as well as other drug-related issues. A comparative, cross-cultural approach will be utilized and case material drawn from traditional as well as modern settings.
  • ITSF 5020 - Practicum in anthropological field techniques
    For anthropologists and non-anthropologists contemplating independent, qualitative research, this course provides hands-on experience in basic techniques for generating, recording, and managing anthropological data in the field.
  • ITSF 5023 - The Family As Educator
    Permission required. Analysis of the family as educator and its interrelations with schools and other educational institutions. Emphasis on inquiry deriving from educational practice and behavioral science theory.
  • ITSF 5026 - The Family and Television
    Permission required. An analysis of the impact of television on the family's educative functions, with special attention to the process by which the family mediates television.
  • ITSF 5029 - Education, Conflict and Peacebuilding
    This course examines the politics of armed conflict and peace building and the role of education in promoting peace or exacerbating violence in conflict-affected and post-conflict contexts. We will investigate several of the most pressing challenges facing the various stakeholders (external actors such as international organizations, bilateral donors, and NGOs; local actors, such as governments, civil societies, and nationalist/ideological state factions) and the influence of those stakeholders on education systems in times of war and emerging peace and on educational practices, policies, and curricula in conflict and post-conflict situations.
  • ITSF 5031 - Education and Sustainable Development: Comparative and International Perspectives
    This course critically examines ESD-related policies and practices within a variety of contexts and perspectives. Beginning with an overview of the foundations of ESD, we will explore key issues in the field: (a) the development of ESD policy in different levels (e.g., supranational, national, and subnational); (b) the links between ESD and other curricular movements (e.g., environmental education, human rights education and peace education); (c) drivers and barriers that shape ESD policy/practice (e.g., environmental NGOs); and, (d) ESD "best practices" and their impact on teaching and learning.
  • ITSF 5035 - Social Analysis of International Large-Scale Assessments
    The course provides students with an introduction to international large-scale assessment of student achievement (such as TIMSS, PIRLS, and PISA). The first section of the course is dedicated to the history of international assessments and to conditions that facilitated their emergence and diffusion. The second section is focused on the methodology behind global and regional projects. The third section is focused on critical analysis of the ways in which scholars, media, and policy makers use data from international assessments. Prerequisite: ITSF 4090 (Issues and Institutions in International Educational Development) or ITSF 4091 (Comparative Education) or by permission of instructor.
  • ITSF 5037 - Global Literacies
    This course draws upon the sociology of language, sociolinguistics, applied linguistics, and the anthropology of literacy to consider current debates in the field as well as trends in language and literacy in international contexts, specifically in regards to evaluation, teacher training, and curriculum development.
  • ITSF 5040 - Mixed Methods in International Comparative Education
    The course is designed to develop students' ability to critically consume and produce research in their specialized field within International and Comparative Education or other programs in the department, college and university. Students will be oriented to the epistemological and other assumptions and methodological practices of quantitative and qualitative methods including experimental, survey research, ethnographic, and historical approaches to disciplined inquiry. Students will be exposed to positivist, interpretive, and critical/feminist traditions or paradigms associated with these approaches as well as ethical dilemmas encountered in planning, conducting, reporting, and consuming research.
  • ITSF 5043 - Decolonial Theories in Comparative Education
    In this graduate seminar, we will explore the application of Decolonial Theories to advance new perspectives and knowledge in comparative education. We will read the work of Walter Mignolo, Arturo Escobar and Boaventura de Sousa Santos. We will frame the discussion within relevant theories, such as Critical Thinking (Pensamiento Crítico), Dependency Theory, Internal Colonialism, Liberation Theory, and Indigenous ways of knowing. Among the issues to be discussed are the rights of Indigenous peoples to education and the preservation of cultural and linguistic diversity of people in the developing world in parallel with the struggles of immigrant students in the United States to improve their educational opportunity at the high school and postsecondary levels. Topics include the right to education, the nature of citizenship, intercultural and bilingual education, transnational networks in support of Indigenous movements, Indigenous resistance, and internal colonialism in the United States. An overarching theme is national policies to improve access, teacher training, and intercultural understanding within education systems.
  • ITSF 5045 - Globalization, Mobility & Education
    Drawing on the anthropology of globalization and sociology of immigration, this course reviews major theories of immigrant incorporation and exclusion processes, examines case studies of im/migrants, refugees, and displaced persons and their adaptation process in countries in the North and South, and considers educational practices and policies that develop to address mobility in diverse contexts.
  • ITSF 5050 - Language, Cultural Politics, and Education
    Over recent decades, discourses of multiculturalism and multilingualism have become standard in the educational initiatives of nation-states, multinational corporations, and nongovernmental organizations. In much of the world, practitioners no longer ask whether they should educate for diversity but rather how they should carry out such efforts within many existing alternatives. This course covers historical moments in which different types of multicultural and multilingual education have arisen; social theories about social inequality, language, and education that help us understand them; and examples of educational initiatives that reinforce or change inequity. Students are encouraged to consider radical possibilities for educational change.
  • ITSF 5107 - Comparative Policy Studies: Case Studies
    This seminar examines issues related to teacher policy and explores topics such as teacher education curriculum, work conditions, salaries, promotion, management, gender, qualification of teachers in developed as well as developing countries including fragile states. It is a course with a primarily international comparative orientation, that is, domestic US issues are not directly addressed.
  • ITSF 5120 - Education in Community Settings: Museums
    Permission required. A review and an analysis of educational issues and opportunities in various community settings.
  • ITSF 5430 - Internship
    Permission required. Supervised experiences in diverse settings designed to develop skills in research, development, planning, and evaluation.
  • ITSF 5500 - Education Across the Americas
    In this seminar, students will be introduced to education and social issues in Latin America and the Caribbean since the consolidation of national systems of public education during the twentieth century. Using theoretical perspectives drawn from development studies, globalization and comparative education, the course will include case studies of individual nations as well as issues embracing the region as a whole. Topics will include social and political dimensions of education, ethnicity and academic achievement, women’s education and social change, teacher preparation, student movements and patterns of migration. Moreover, the effects of projects financed by international organizations will be evaluated in terms of improved access, teacher training and intercultural understanding within the education systems of Latin America and the Caribbean.
  • ITSF 5509 - Comp Ed Polc Stds & Globlztn
    The seminar guides students in the Advanced Masters and doctoral programs in their endeavor to review, understand, critically reflect, and apply relevant social theories that lend themselves for understanding the policy process from an international comparative perspective. Several sessions deal with key concepts used in sociological systems theory, neo-institutionalist theory, political economy, historical institutionalism, and briefly also science and technology studies. There are no prerequisites for this course. Each session starts out with a structured, interactive lecture, followed by discussion. The theory discussions will be applied, that is, they will be explained against the backdrop of current debates on globalization and education.
  • ITSF 5610 - First-year colloquium in applied anthropology
    Permission required. This is a year-long critical review of important works in anthropology and education and applied anthropology. During the spring semester, students present proposals for their summer fieldwork before the members of both programs. Required of, and open only to, first-year doctoral students. Meets concurrently with ITSF 5611 during the spring semester.
  • ITSF 5611 - Second-year colloquium in anthropological method
    Permission required. This is a year-long review of the methods of field research and data analysis in anthropology, with special reference to educational systems and processes. Network analysis, systematic observation, quantification procedures, participant observation, ethnographic interview, use of film and videotape, cross-cultural survey techniques, and testing and experimental design. During the spring semester, students report on their completed summer fieldwork before the members of both programs. Required of, and open only to, second-year doctoral students. Meets concurrently with ITSF 5610 during the spring semester.
  • ITSF 6200 - Field research outside the United States
    Permission required. Required of doctoral students when choice of doctoral research necessitates data generation in other countries. Students will engage in 36 hours per week, for a minimum of 15 weeks, during their research outside of the United States. Students are able to take this course no more than two times during their doctoral studies. Field experiences will be conducted under faculty supervision in an approved geographical and institutional site. Students secure approval of department chair and principal advisor in advance and render periodic reports.
  • ITSF 6510 - Education and cultural production
    Seminar reviewing theoretical developments in culture theory as it focuses on education as the foundation of cultural production.
  • ITSF 6520 - Seminar in Families and Communities as Educators
    Permission required. A research seminar in the family and the community as educational systems.
  • ITSF 6580 - Advanced Doctoral Seminar in International and Comparative Education I
    This course will focus on the history, methods and theories in the field of international and comparative education.
  • ITSF 6581 - Advanced Doctoral Seminar in International and Comparative Education II
    This course will focus on issues, institutions, and applications in the practice of international and comparative education.
  • ITSF 6590 - Doctoral Seminar in International and Transcultural Studies
    Permission required. Presentation of research in progress and examination of professional roles.
  • ITSF 6900 - Research independent study anthropology and education
    Advanced students may register for intensive individual study of some aspect of their concentration. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • ITSF 6902 - Studies in International and Transcultural Studies
    Advanced students may register for intensive individual study of some aspect of their concentration. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • ITSF 6910 - Studies in anthropology and education
    Advanced students may register for intensive individual study of some aspect of their concentration. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • ITSF 6911 - Workgroup in psychological anthropology
    This workgroup meets every other week to discuss current issues in psychological anthropology. It also discusses and reviews current research and proposals for research of workgroup members, including faculty, alumni, and doctoral students concentrating in psychological anthropology.
  • ITSF 6990 - Studies in International Educational Development
    In each of the areas within the department, advanced students may register for intensive individual study of some aspect of their specialization. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • ITSF 6991 - Studies in Comparative Education
    In each of the areas within the department, advanced students may register for intensive individual study of some aspect of their specialization. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • ITSF 7500 - Dissertation Seminar in International and Transcultural Studies
    Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations.
  • ITSF 8900 - Dissertation Advisement in International and Transcultural Studies
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
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