Student IPs

An Integrative Project (IP) is required for the completion of the master’s degree (both M.A. and Ed.M.), and represents an extraordinary opportunity for students to apply the knowledge base they have developed during their time within the program. The IP allows students to deepen their skills, and advance knowledge in their area of study and interest. There are four types of IPs: empirical research paper or proposal, theoretical exploration, policy study or curriculum design and development.

For more guidelines about the IP guidelines, refer to this handout: IP Guidelines 2020-21

Hyunji Lim

Mindfulness as Peace Education: A case study of Buddhist resettlement programs for North Korean defectors in South Korea

This study explores how Buddhist values, mindfulness as the main focus, play a pivotal role for the resettlement of North Korean defectors in South Korea, and analyzes how those values are connected to the principles of Peace Education.

Nina Bramberg

The Future of Implementing Education for Sustainable Development in Teacher Education in Thailand

For this qualitative study I spoke with teacher educators at various institutions across Thailand about their perceptions of the implementation of Education for Sustainable Development (ESD), how they define their role in implementing ESD, current activities and projects, and the main barriers to implementing ESD at higher education institutions in Thailand.

Marissa Wong

Bridging the Implementation Gap: Bringing a Backwards Design and Experiential Learning Approach to Peace Education -- A Teacher Training Curriculum for Educators in the West Bank

Drawing from a pilot teacher professional development program in the West Bank, this project introduces a training curriculum for teachers from Tomorrow’s Youth Organization (TYO) that aims to address a discrepancy in conceptual and applied learning of prosocial behaviors in a conflict setting.

Elizabeth Mignon

Global Human Rights Curriculum for the LBLD and Dyslexic Students at The Windward School

I created a Human Rights curriculum that targeted the content gaps within the Humanities curriculum at the Windward School, a school for Dyslexic and Language-Based Learning Disabled (LBLD) students.