international comparative education phd programs

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Ph.D. in Education - Comparative and International Education Concentration

Make an impact on a global scale.

The Comparative and International Education PhD concentration examines education in global contexts. Education is viewed as a way to develop the capabilities of individuals, communities, nations, and the world, and to build institutions that support educational improvement and the common good. Faculty research focuses on issues of migration, forced displacement and refugees, under-developed capacities of historically marginalized groups, education for global competence and global citizenship, international higher and K-12 education, and the complexities of action at local, nation, and global levels.

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International Perspectives Engage in active learning opportunities to confront challenges in education globally through linkages with international communities within and outside the United States.

Hands-On Experiential Learning Take part in our larger inclusive cross-disciplinary team as well as a more focused research project. You’ll bring your experience in education to the design, development, data collection, and analyses of a research project.

Principles of Research Gain a deeper understanding of designing and conducting ethical and culturally relevant research with human subjects and considering the social impact of the work.

The GW Advantage

As a Carnegie R1 institution (very high research activity), the George Washington University is home to world-class faculty that are leading cutting-edge research, along with diverse research labs, cross-collaborative initiatives between schools and local organizations, and unparalleled educational and employment opportunities.

Benefit by examining education reform in the policymaking capital of the world, plus gain a wealth of hands-on experiential learning opportunities at nearby diverse school settings.

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 Program at a Glance

Doctor of Philosophy (PhD) in Education, Comparative and International Education Concentration

course delivery:

Main Campus

Program entry:

The aims of the PhD are to:

•  Use multiple modes of scholarly inquiry to conduct rigorous research and develop new theory related to problems that require the integration of multiple disciplines and fields of study, in which education and/or human development play a major role.
• Build theoretical and conceptual foundations of key fields of study within the larger domain of education and human development.
• Contribute to the improvement of policy and practice.
• Create “research hubs” of recognized experts and communities of learners within GSEHD and the George Washington University (GW).
• Promote research in partnership with other organizations (e.g., think tanks, research institutes, both in the U.S. and abroad).
• Attract expertise and funding to GSEHD and GW.
• Attract and retain exceptional students.
• Create a highly valued educational experience at GSEHD through innovation, increased collaboration, and research.

• To what extent does storytelling enable young people with refugee and immigrant experiences to navigate their sense of self and community?
• How are U.S. higher education institutions responding to increasingly restrictive anti-migration policies and a growing wave of xenophobic activity?
• Does student and teacher participation in international education programs lead to positive youth, racial, and intercultural identity development?
• How have education for sustainable development policies been advanced at regional and national levels?
• How does civic education vary in schools with more and less cosmopolitan-oriented student bodies?
• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master’s degree in a field relevant to teaching and learning
• Curriculum Vitae
• Transcripts from all previously attended colleges or universities
• Statement of Purpose: An essay of 1200 words or less, through which the candidate clearly identifies the purpose in undertaking cross-disciplinary graduate study in teaching and learning that includes: (a) rationale for seeking a Ph.D. in Comparative and International Education; (b) articulation of academic objectives, personal research interests and how those align with what Washington, DC, GW as an institution, GSEHD as an education school offers, how the applicant feels they will benefit from training with the faculty in the program and across the university; and (c) how the applicant’s background and related qualifications prepared for this work and align with long-term goals.
• 3 Letters of Recommendation , with one preferred from a professor in the applicant’s Master’s degree program
• Interview with Faculty: Interviews may be required. Applicants should be prepared to discuss the alignment of their research interests with those of the program faculty.
• Writing Sample: Candidates are required to submit a current writing sample. The sample should reflect the candidate’s abilities to articulate complex ideas and to utilize evidence in support of his/her arguments. The writing sample should also provide evidence of the candidate’s research skills and engagement with scholarship.

Please note: The GRE is not required.

*Additional application requirements may exist for international applicants .

The deadline for Fall 2024 has passed, but applications may be accepted on a case-by-case basis . For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283. We encourage you to apply as early as possible. 

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid    

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate for the PhD in Education - Comparative and International Education Concentration program is $1,905 per credit hour . This program requires 60 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024 and Spring 2025

View the current fee chart    

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

My academic pursuit has become clearer: To ensure equitable and quality education for children in urban slums and children with refugee backgrounds. Such pursuit and endeavor of mine were driven by my advisor, faculty members, and colleagues/classmates, who are my dream team continuing to motivate me to stride forward with confidence, perseverance, and will.

InJung Cho Current Student, PhD in Education, Comparative and International Education Concentration

 Career Outlook

A PhD in Education with a concentration in Comparative and International Education opens up various career opportunities in the field of education, research, policy analysis, and international development.

Examples of potential career paths include:

• University Professor/Researcher: Become a professor, researcher, or lecturer at a university, conducting research, teaching, and contributing to the academic community.
• Education Policy Analyst/Advisor: Policy analysts and advisors may work for government agencies, think tanks, or international organizations to inform and shape education policies. Policy analysts research and evaluate education policies at the local, national, or international level.
• Researcher for NGOs and International Organizations: Work for non-governmental organizations (NGOs) or international bodies focusing on education-related research and projects. This could involve addressing global education challenges, promoting access to quality education, and advocating for policy changes.
• International Education Consultant: Provide insights, recommendations, and strategies for improving educational systems on a global scale to organizations, schools, or governments.
• Curriculum Developer: Design educational curricula and culturally responsive learning materials that considers international perspectives and best practices.
• Global Education Program Manager: Manage and coordinate international education programs for schools, universities, or organizations. This role may involve overseeing study abroad programs, exchange initiatives, or collaborative projects with institutions from different countries.
• Cross-Cultural Training Specialist: Assist individuals or organizations in navigating cross-cultural challenges, especially in the context of education. This role may be beneficial for international schools, businesses, or organizations working in diverse environments.
• Education Diplomacy: Engage in diplomatic efforts related to education on an international scale. This could involve representing a country's educational interests in diplomatic negotiations, fostering collaborations, and participating in international forums.

Comparative and International Education (PhD) Faculty

Associate Professor, Educational Research

Assistant Professor, International Education and International Affairs

Professor, International Education and International Affairs

Associate Professor, Curriculum and Pedagogy

Research Professor, Education Policy

Associate Professor, International Education and International Affairs

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 international education in the news.

ETS-GW Research Summer Internship Program is Underway

July 3, 2024

The ETS-George Washington University Research Summer Interns started their program at the ETS Campus in Princeton at the beginning of June.

GSEHD Faculty and Alumna Organize First International Inclusive Education Symposium in Ghana

May 3, 2024

Drs. Gresham and Engel collaborated with GSEHD alumna Elaine Walton to organize the inaugural International Inclusive Education Symposium in Ghana.

Drs. Cha and Nakamura Receive GW Sigur Center for Asian Studies Summer Research Grants

April 10, 2024

Dr. Jihae Cha and Dr. Yoshie Nakamura were each awarded a GW Sigur Center for Asian Studies Summer Research Grant for proposed research studies.

GSEHD Student, Nina Balandina, Awarded GW Presidential Fellowship

April 4, 2024

International Education master's student (and incoming Ph.D. candidate), Nina Balandina, has been awarded a GW Presidential Fellowship.

Doctoral Students Attend Curriculum Camp

March 5, 2024

Six GSEHD students shared their work in the areas of curriculum theory, studies, and education at the annual "Curriculum Camp" Conference at LSU.

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Comparative and international development education PhD

This Comparative and International Development Education (CIDE) track program prepares you to conduct research and provide sophisticated consultation into how schools and educational systems across the world reflect varied cultural, economic, and political contexts, and how forces like globalization, internationalization, and intercultural and educational exchanges influence individual and community learning and experiences.

Your contributions to research will help policymakers, scholars, and school systems all over the world to understand more deeply how education can aid in the creation of equitable and just communities through the design of policies and programs that support authentic learning and development.

A unique feature of this program is its cohort approach to doctoral education. Students in both the on-campus program and in the blended Leadership in Intercultural and International Education (LIIE) cohort form life-long professional relationships with their peers through common courses designed to build community and establish supportive networks. Although the curriculum allows students to select many of their own classes, our graduates consistently note the beneficial nature of the common core courses for their professional development.

Doctoral students in Comparative and International Development Education gain the capacity to:

• Articulate and analyze historical and contemporary challenges in education across international and intercultural contexts.
• Design meaningful, relevant research projects; collect, analyze, and interpret qualitative and quantitative data; and provide clear and actionable insights for policymakers and practitioners.
• Develop and teach courses in comparative, international, and intercultural education; research methods; and allied fields (e.g., applied linguistics, inclusive education, leadership, and teacher education).
• Become faculty members in top internationally-oriented academic programs across the nation and globe who apply theory to practice and use practice to build theory in addressing some of our most challenging educational issues and problems.
• Become leaders in international development, international education, and intercultural education institutions who use their expertise to improve policy, school organization, classroom practices, and formal and informal learning in international and intercultural contexts.

Here are some career paths taken by recent PhD alumni:

• Professor in the areas of education, education policy, and sociology
• Associate provost for international programs
• Chief of party, US Agency for International Development
• Fellow in the Center for Universal Education at The Brookings Institution
• Grants manager at The Ford Foundation
• Reconceptualizing Social Capital Theory: Life Stories of Kazakhstani Youth from Rural or Lower Socioeconomic Backgrounds
• The Influence of Intercultural Sensitivity on the Adaptive Leadership of US Army Civil Affairs Officers Serving in International Post-Conflict Contexts
• Claiming Space: Older Adult Students’ Lived Experience and Sense of Belonging on an Age-Friendly University Campus
• Aspirational Meaning Making: A Qualitative Case Study of Education for Global Citizenship in U.S. Higher Education
• Intergenerational Identity, Poverty, and Maternal Voices of Color in a Breathing World Wrestling with Whiteness: Complexities and Contexts of White Educator Identities
• Contending Purposes of Pre-Kindergarten: A Comparative Case Study of Early Childhood Education Policy in Minnesota Predicting Fundraising Performance in International Schools
• Kneading our daughters: Pedagogies of nation-building and girls’ schooling in (post)colonial Bahrain
• “Stories as Theories”: Illuminating Human Rights Education Through the Narratives of Human Rights Educators
• (Dis)Covering Routes: Affective Turnover and Black American Teachers’ Transnational Migration to the United Arab Emirates
• Teach Me Too: The Educational Realities of Children with Disabilities in Morocco
• Higher Education Participation Inequities for Giay and Hmong Vietnamese Thirty Years after Doi Moi 
• International Internships: A Stepping Stone to Employment?
• Imagining and Navigating the Future: Educational Aspirations and Agency of Economically Disadvantaged Ethiopian Secondary School Students
• Chinese National Applicants’ Perceptions of the Fairness of Undergraduate Admission Methods Used by U.S. Higher Education Institutions

About our students

Quote from obafemi ogunleye.

In thinking of what it will take to develop African countries for the 21st century and beyond, the most effective solution, I see, is quality education. Specifically, quality higher education is key due to its ability to produce a pool of working professionals while supporting the development of growing industries. My role as a scholar is to observe and critically analyze how institutions might benefit, or be harmed, by the effects of an increasingly globalized higher education system. Obafemi Ogunleye

72 credits (48 coursework / 24 thesis) completed in 3-5 years for full time students. 

Departmental core (16 credits)

Professional socialization seminar

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]

Research courses

• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative methods course (3 cr inside or outside of department; with approval of advisor)
• Qualitative methods course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

Program core

Includes the OLPD 8121 series, specialization courses for one of the two CIDE specializations, and CIDE electives; courses not specifically listed below should have advisor approval.

Doctoral seminars in CIDE

Take 9 credits; 3 credits in each of 3 semesters starting in the spring term of the first year.

• OLPD 8121-section 002—Doctoral Seminar: CIDE I (3 cr)
• OLPD 8121-section 003—Doctoral Seminar: CIDE II (3 cr)
• OLPD 8121-section 004—Doctoral Seminar: CIDE III (3 cr)

Additional coursework (12 or more credits)

Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the CIDE track or for a minor. Courses not specifically listed should have advisor approval.

Take at least 5 credits from the following list. Any specialization core course not being used as core class can become an elective.

• OLPD 5044—Introduction to the Economics of Education (3 cr)
• OLPD 5056—Case Studies for Policy Research (3 cr)
• OLPD 5061—Ethnographic Research Methods (3 cr)
• OLPD 5080—Special Topics [various]
• OLPD 5107—Gender, Education, and International Development (3 cr)
• OLPD 5128—Anthropology of Education (3 cr)
• OLPD 8022—Education and Globalization: Anthropological Perspectives (3 cr)
• OLPD 8087—Seminar [various topics]
• OLPD 8102-Dynamics of Intercultural Communication (3 cr)
• OLPD 8104—Innovative Systems Thinking in Education and Culture (3 cr)
• OLPD 8302—Educational Policy Perspectives (3 cr)

Specialization courses

Take 6 credits in a specialization; at least one course must be at 8xxx level.

Specialization: Comparative and International Development Education

• OLPD 5103—Comparative Education (3 cr)
• OLPD 5104—Strategies for International Development of Education Systems (3 cr)
• OLPD 5121—Educational Reform in International Context (3 cr)
• OLPD 5702-Global Higher Edcuation (3 cr)
• OLPD 8101—International Education and Development (3 cr)
• OLPD 8103—Comparative Education (3 cr)

Specialization: Intercultural/international education

• OLPD 5048—Cross-Cultural Perspectives on Leadership (3 cr)
• OLPD 5124—Critical Issues in International Education and Educational Exchange (3 cr)
• OLPD 5132—Intercultural Education and Training: Theory and Application (3 cr)

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.

• OLPD 8888—Thesis Credits: Doctoral

How to apply

Admission deadline.

December 1 for a Fall semester start. Fall semester start only.

Applicants may only apply to one OLPD track.

Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered until the next review date the following year. It is strongly recommended to apply at least two weeks before any submission deadlines.

Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.  

Admission Requirements

Degree: Master's degree or equivalent

GPA: Undergraduate 3.0; Graduate 3.5

Note: Applicants should not submit GRE scores, as they will not be considered in the review process.

TOEFL/IELTS Scores (Not required for U.S. students):

• TOEFL: Internet based = 79 or above (21 writing/19 reading)
• IELTS = 6.5

Online application and instructions

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

We’re here to help. Simply complete this form and a member of our department will be in touch.

Search NYU Steinhardt

Doctor of Philosophy International Education

Prepare for a faculty position in comparative and international education, or for a career as a professional educator in international and multinational settings. Develop a course of study that concentrates on a cultural area of the world, with options to study abroad, and take courses in specialized research methods, social science or humanities disciplines, globalization, and educational policy.

Degree Details

Official degree title.

PhD in International Education

The International Education doctoral program will not be accepting applications in Fall of 2024 for full-time students with Steinhardt Fellowships who would start their studies in Fall of 2025. Applications for students who would enroll in studies part time are still encouraged, but note that, as always, part-time students are not eligible to receive Steinhardt Fellowship funding.

This short-term admissions adjustment has been implemented to focus efforts on launching a new doctoral program in Statistics and Computational Social Science in our department. The International Education doctoral program intends to return to accepting full-time applications and offering Steinhardt Fellowships during the cycle opening in Fall 2025 for intended enrollment in Fall of 2026. For more information about applying to this program as a full-time student in the future, please contact the Program Director Dana Burde by email [email protected] .

Your Academic Experience

Alumni placements, funding for full-time phd students.

Our curriculum includes doctoral seminars, core courses in international education, specialized research methods, areas studies courses, and course work in your area of interest.

You can tailor your program of study by choosing one of the following concentrations:

• Cross-Cultural Exchange and Training prepares you to conduct research, teach, and work in educational and cultural organizations that facilitate international exchanges and cross-cultural training
• Global Education  prepares you to conduct research; teach; and work in colleges, universities, schools, publishing houses, and educational agencies that design, develop, and implement global education programs
• International Development Education  prepares you to conduct research, teach, and work in government agencies, private voluntary organizations, and foundations that provide educational assistance to underdeveloped countries to achieve sustainable economic growth

The list below includes initial or current positions for graduates of the International Education doctoral program in the past decade.

• Research Director, Global Coalition to Protect Education from Attack
• Project Director, Pen America
• Assistant Dean, Academic Affairs, NYU Shanghai
• Vice President for Academic Affairs, Council on International Educational Exchange (CIEE)
• Assistant Professor (tenure track), University of Virginia
• Senior Program Advisor, International Programs at University of Illinois at Urbana Champaign
• Director of Study Abroad, DePaul University
• Academic Director, Global Institute for Secondary Educators
• Assistant Professor (tenure track), Seton Hall University
• Director, Office of International Programs, Boston College
• Director, International Programs and Services, SUNY Purchase
• Community Manager, Hand in Hand: Center for Jewish-Arab Education in Israel
• Associate Professor, American University
• Director, Office of International Affairs, Stanford University

NYU Steinhardt  offers a competitive funding package for PhD students who study full time.   Learn more about Steinhardt's funding opportunities .

Drawing mainly from the fields of cultural and organizational sociology, I ask questions about how educational practices and institutions are shaped, how they undergo change, and how this varies across comparative contexts. Jonathan Z. Friedman, International Education PhD

Associate Professor and Director of International Education

Elisabeth King

Vice dean for faculty affairs and professor of international education & politics.

Carol Anne Spreen

Associate professor of international education.

Hua-Yu Sebastian Cherng (程華宇）

Vice dean for research and equity; associate professor of international education.

Heddy Lahmann

Clinical assistant professor and deputy director of international education, associated and affiliated faculty.

Erich Dietrich

Clinical professor of higher education and international education.

Ritty Lukose

Associate professor, questions .

If you have any additional questions about our degree, please feel free to contact us at [email protected] .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

International Education Policy Ph.D. Program

Program Philosophy

The International Education Policy (IEP) program offers M.A. and Ph.D. degrees designed to provide an interdisciplinary understanding of today's educational policy and practice. The focus is on the relation of education to economic, political, and social development in both developing and developed countries at local, national, regional, and global levels. The IEP program offers comprehensive treatment of all levels of education, from formal schooling—pre-school to higher education—to non-formal, adult, and community-based education.

In the 21st century, marked by the rapid pace of global change, comparative and international education has become of paramount importance. Needed improvements in equity, social justice, and our ability to promote sustainable development and international peace at a global level require transforming our educational and social institutions. New actors in these processes, notably non-governmental organizations and coalitions of civil society, have gained much greater importance. By understanding and critically reflecting on current policies, practices, and conditions, the goal of the IEP program is to contribute to progressive educational and social change. The IEP program aims at creating a community of faculty, students, and development professionals that strives to further cross-cultural and multicultural understanding and bridge the gap between scholars and practitioners. The IEP program is one of the top programs of its kind in the country. One of the biggest strenghts of our program is our students. Meet some of them here . 

IEP courses give students knowledge of the foundations of educational theory and practice, the nature of comparative and international education, and the application of cultural, economic, political, and sociological perspectives to gain an understanding of education and its contribution to development. Beyond the core courses, an individually tailored program is designed for each student that uniquely reflects their background and career goals. Students are encouraged to draw upon the entire range of resources the University of Maryland has to offer and to choose courses appropriate to their interests in the social sciences, the humanities, cross-cutting areas (e.g., focusing on gender or race issues), professional educational specializations (e.g., early childhood, international exchange, or higher education), and regional emphases (e.g., Africa, Asia, or Latin America). The University of Maryland has made a specific and strong commitment to internationalization throughout its programs and policies.

Advantages of Washington, D. C. The University of Maryland is located a few miles from the Washington, D.C. border, is a stop on Washington’s green metro line, and therefore provides easy access to everywhere in the District. Our geographic proximity to Washington, D.C. offers unique advantages to the IEP program in terms of internships, employment possibilities, and access to seminars, workshops, and internationally renowned speakers. Cooperative arrangements with universities in the area, such as American University and George Washington University, give students access to courses and seminars offered by other strong programs in related areas.

Ph. D. Program The Ph.D. program in International Education Policy (IEP) is looking for first-rate students with an interest in the field of comparative and international education. We especially welcome applications from underrepresented minority groups. This degree seeks to form professionals with a deep understanding of the complex array of issues concerning educational policies and practices in developing as well as industrialized countries. It also seeks to form professionals who will either join institutions working on national development efforts in which education is a main sector or who will work in academic settings and international institutions conducting research or helping develop public policies in education for all levels and types. 

The Ph.D. requires a minimum of 90 credits beyond the B.A. Twenty-four credits are usually accepted for transfer from a previous M.A. degree and 12 credits are awarded for dissertation research, which means the degree generally requires 54 credits of coursework which can be completed in 2 to 3 years. The program is distinguished by the development of a unique program of study to suit the needs of each student. Initial program plans are flexible and are usually revised throughout a student's graduate work as particular directions and their implications for coursework develop. The Ph.D. program allows a student to specialize in one or multiple areas, as will be illustrated below.

Core Courses: 9-12 credits EDHI605 — Comparative Education EDHI606 — Political Economy of Education in a Global Context EDHI607 — Education and Culture in a Global Context EDHI750— International Higher Education  PROSEMINAR—Attendance required in at least 4 proseminars per academic year for first and second year students (0 credits)

Research Methods: 15 credits EDHI 672 — Modes of Inquiry Plus one quantitative course, one qualitative course, and two others in the methodological approaches most relevant to the student’s research interests.

International Education Specialization Course Electives: 12 credits Select four of the following or equivalents: EDHI 608—Gender and Education EDHI 680—Gender, Education, and Development EDHI 681—Education for Global Peace EDHI 682—Ecological Ethics and Education EDHI 683—World Religions and Implications for Education EDHI 684—Alternative Education, Alternative Development EDHI 788—International Education and Cultural Exchange: Policies and Practices EDHI788—Contemplative Inquiry and Holistic Education EDHI 805––Seminar in Comparative Education EDPS 624––Culture in Education Policy and Practice

Disciplinary and Professional Course Electives: 12 credits For example, courses may be selected in the areas of public policy, communications, anthropology, economics, sociology, gender studies, higher education, early childhood education, or from elsewhere in the College of Education, the University, or the Washington Regional Consortium.

Internship -- Optional: 3 credits   EDHI889 — Internship in Education

Transfer from previous master’s program: Maximum of 24 credits

Comprehensive Exam: 3 credits EDHI 898 — Pre-Candidacy Research

Doctoral Dissertation: Minimum of 12 credits  EDHI 899 — Dissertation Research

Total:  90 credits

Specializations:

All IEP students are expected to take both disciplinary courses and professional specialty courses. Disciplinary courses refer to those in the social sciences and humanities, such as Anthropology, Economics, or History. While some courses in these areas are offered within the Department, it is expected that doctoral students will also take coursework outside the Department and College of Education. Professional specialty courses refer to those that develop expertise in areas relevant to working in education. For example, students may want to specialize in higher education, early childhood education, curriculum development, or distance education. Courses in a variety of departments and colleges provide specializations in these areas.

This division between disciplinary and professional courses is not meant to be interpreted rigidly. Some of the areas in which students wish to develop expertise may not be easily classified as one or another, for example, gender studies, public policy, Latin American studies, and others. The division above should therefore not be seen as constraining, but interpreted in a way that allows students to develop the best program of study for their own needs.

While graduate degrees have traditionally encouraged high levels of specialization, the field of comparative and international education comprises many researchers and practitioners who are generalists or have multiple areas of specialization. This is especially important in our field, as over a person’s career they will likely work across considerable substantive and geographical diversity. The flexibility built into the IEP program structure is designed specifically to prepare students for this kind of diversity.

Both MA and PhD students may pursue specializations, although the longer period of study for PhD students gives them more options. For example, a PhD student could decide to become a specialist in the economics of international higher education. As part of their PhD program in IEP they could take substantial coursework both in the College’s offerings in higher education and in the Department of Economics or School of Public Policy. If desired they could even pursue M.A. degrees in one or both of these areas as part of their PhD program in IEP.

A much more generalist approach is also possible. An IEP student may want to have a primary focus on distance education in developing countries, for example. While this could be combined with a disciplinary specialty it could also be combined with an interdisciplinary strength in issues of development, honed through coursework in anthropology, economics, and sociology. The student's interest in distance education might for instance be focused on secondary and higher education with appropriate coursework in these areas.

There are five organized specializations in the IEP program. These are listed below, with example courses.

Education in Conflict and Emergencies:  This specialization examines educational issues in contexts of conflict and emergencies, such as under conditions of war, forced migration, epidemic and pandemic, and climate disaster. Students gain familiarity with global humanitarian frameworks and interventions in Education in Emergencies, as well as national, local, and school-based responses in different parts of the world. Through critical and reflective exploration of theoretical, conceptual, and practical dimensions, students work to advance their contributions to related research, institutions, and educational contexts. Possible courses include:

Education in Conflict and Emergencies (EDHI788J) Education for Global Peace (EDHI 681) Global Climate Change and Education: Policy and Practice (EDHI788F)

Intercultural Education and International Student Exchange.  Intercultural education is of paramount importance in today’s world where contact across cultures is increasing exponentially. This specialization offers an examination of the fundamental issues that combines culture, education, and development. These issues have recently been gaining importance to universities as they respond to globalization through internationalization initiatives, programming, and policy.  This specialization offers an examination of the higher education context in which those initiatives take place.  Possible courses include:

Education and Culture in a Global Context (EDHI607) International Higher Education (EDHI750) International Education and Cultural Exchange: Policies and Practices (EDHI788T) International Investigations in Cuban Education (EDHI788X)

Gender and Development.  Though attention to class, gender, race, and ethnicity permeates the courses in the IEP program, students can develop a specialization in gender and development which seeks to enhance their understanding of how gender operates in society and thus influences a variety of educational outcomes. Students are prepared to draw policy implications and design concrete practices to diminish the negative impact of gender and to increase individual and collective action toward its transformation.  Possible courses include

Gender, Development and Education (EDHI680) Approaches to Women’s Studies (WMST602) Gender and Development (WMST698R)

Peace and Environmental Education.  This specialization provides students with an understanding of conditions, global and local, that lead to wars, conflicts, environmental destruction and climate change. It informs students of theories and practices in peace and sustainability education for peace building and preservation of nature. Also emphasized are understanding of political, economic, cultural, religious, and educational contexts for peace and sustainability. Peace is defined as a deep respect for each other as human beings, and for nature with sustainable ecological ethics. Further, peace is seen as being achieved through both external efforts and internal endeavors to cultivate wisdom and equanimity. Through coursework, students study alternative and transformative paradigms and acquire practical knowledge for peace and sustainability education.  Possible courses include:

Education for Global Peace (EDHI681) World Religions and Implication for Education (EDHI683) Global Climate Change and Education: Policy and Practice (EDHI788F) Contemplative Inquiry and Holistic Education (EDHI788)

Political Economy of Education and Development.  The term “political economy” is a contested one but generally has to do with a broad and integrated understanding of the politics and economics of issues. This specialization offers students an understanding of the debates about the theory and practice of political economy, current educational policies, and their relationship to development.  Possible courses include:

Political Economy of Education and Development (EDHI606) Alternative Education, Alternative Development (EDHI684) International Investigations in Cuban Education (EDHI788X)

NOTE:  In addition to the above specializations, others are possible. For example, students have developed specializations in professional areas such as Early Childhood Education, Special Education, Primary and Secondary Education, Teacher Education, Education Leadership, Education Policy, Higher Education, and Public Health Education. Specializations have also been developed in social science disciplines and applied areas such as Anthropology, Economics, Public Policy, Sociology, and Women’s Studies. The University of Maryland is a strong multiversity, offering many specializations, and we strongly encourage students to take additional courses outside of the IEP program from elsewhere in the Department, the College, the University, and the Region. (See the  UMD DC Consortium webpage  for details on schools where UMD students can enroll in classes.) A SAMPLE OF POSITIONS HELD BY IEP PH. D. GRADUATES

• General Secretary of Education International
• Chief of Staff to the United Nations Special Envoy for Global Education
• Head of Programs & Partnerships, the U.N. Sustainable Development Goals Academy
• Professor and Chair, Education Department, Kenya Methodist University
• Vice President at World Learning
• Professor, Western University, Canada
• Associate Professor, UMass at Amherst
• Director of Institutional Research, Simon College
• Senior Education Advisor, USAID
• Senior Program Officer, Global Education Partnership
• US Cultural Ambassador to India and Bosnia and Herzegovina
• Program Officer, Critical Language Scholarship Program, U. S. Department of State
• Senior Program Officer, United States Institute of Peace
• Senior Director, US Census Bureau  
• Program Manager, USAID/Regional Development Mission for Asia  
• Chairwoman, Society for International Development, Creative Associates
• Associate Professor, Universidad de los Andes
• Assistant Professor, School of Education, Universidad Catolica de Chile
• Assistant Professor at the University of Newcastle, Australia
• Assistant Professor, University of Hawaii
• Senior Research Education, Analyst at Research Triangle Institute
• Executive Director, Global Teacher Education/Educator, Smithsonian
• Program Officer, Kenya
• Program Officer, Open Society Foundation
• Program Coordinator, Action for Healthy Communities
• CFO, Dream Corps International, Beijing, China
• Director of Education and Literacy, Nascent Solutions, Inc.
• Director, Creative Associates International
• Executive Director, the Board of Trustees, Sogang University.
• Director of International Education, College Board, NY
• Associate Director of Capital Giving, Swarthmore College
• Assistant Principal at Howard County Public School
• Executive Officer for Diversity & Equity, MNPS, Nashville, TN

UMass Boston

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PhD concentration in Comparative and International Education (CIE)

The IICE is closely aligned with the newly-formed PhD concentration in Comparative and International Education (CIE) offered through the Leadership in Education Department in the College of Education and Human Development. The CIE concentration is designed to develop leaders concerned with global urban education issues and the interrelationships between our local and global educational contexts.

The CIE concentration will appeal to leaders seeking to expand their work to address international and transnational problems related to urban education, and will prepare students considering careers in the following areas:

• academic and research institutions both in the US and internationally;
• policy-oriented leadership roles in a variety of institutions with educational mandates, including international non-governmental organizations, private foundations and United Nations-affiliated agencies;
• US K-12 schools working with, for instance, immigrant students, multi-ethnic communities and global citizenship education; and
• leadership positions in K-12 schools and Ministries of Education outside the US.

MEd Program in Educational Administration

The MEd Program in Educational Administration – China Cohort is designed for Chinese applicants who are interested in studying educational leadership in schools or related institutions. The program also serves as a foundation for further graduate study.

All students in the program enroll in core courses providing a comprehensive view of educational leadership, which includes classes in leadership, organizations and change, as well as courses in curriculum, personnel supervision, school law, budgeting, multicultural perspectives in education, and how to use data for school improvement.

The program uses a cohort model and accepts students once a year.

Institute for International and Comparative Education

100 Morrissey Blvd. Boston, MA 02125 617.287.4873 [email protected]

This institute is part of the College of Education and Human Development.

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School of Education

M.s.ed in international and comparative education (online asynchronous), international and comparative education, m.s.ed. in international and comparative education (online).

This asynchronous online master's program is designed to develop budding scholars’ and practitioners’ abilities to research and understand the relationship between education and the economic, social, political, and cultural developments that shape national and regional systems of schooling. Issues of access, opportunity, and equity provide a common focus in the program.

Professionals can take this degree to broaden their intellectual outlook and develop important analytic and research skills. Other students can take this degree as a first step toward a Ph.D. program. Depending on course availability, the concentration requirement provides the ability to specialize in practical areas like higher education administration or educational leadership; or in thematic areas like literacy and language education, development studies, or public policy.

In addition, students may receive credit for relevant international travel and study as well as research and practicum experiences tailored to students’ individual circumstances and learning needs. The degree requires 30 hours of coursework.

Application Deadlines

Admission Requirements

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Two letters of recommendation
• GRE scores are required only if applicant does not have a degree from an accredited U.S. institution
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• M.S.Ed. in International and Comparative Education (Online) Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 Academic Year

Find more information and calculate your expected costs at Student Central .

Below is a list of potential resources for graduate students. Note: graduate assistantships are generally intended for students studying and working on the Bloomington campus.

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
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for applicants with a degree from an accredited U.S. institution

Serafín Coronel-Molina

Patricia Kubow

Professor, international and comparative education program chair.

Christopher Lubienski

Professor; director, center for evaluation and education policy (ceep).

David Rutkowski

Beth Lewis Samuelson

Associate professor.

Patricia Kubow ED 3210 (812) 855-0172 pkubow@indiana.edu

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Toward an Improved Shared Understanding of TNE

• Janet B. Ilieva Education Insight
• Eduardo Ramos Quality Assurance Agency
• Michael Peak British Council

Transnational education (TNE) has experienced significant growth recently, with more students enrolling in TNE programs and more institutions involved in TNE. This article develops a framework that captures the impacts of TNE on local education systems and explores the host country’s perspective on TNE. TNE is crucial in bridging the gap between supply and demand for higher education, supporting access for disadvantaged groups, and capacity building. It supports nations’ aspirations for an international student hub.

Author Biographies

Janet b. ilieva, education insight.

Janet B. Ilieva is the founder and director of Education Insight, a research consultancy specialising in international higher education, Bristol, United Kingdom. E-mail: [email protected].

Eduardo Ramos, Quality Assurance Agency

Eduardo Ramos is director of international and professional services at the Quality Assurance Agency, Gloucester, United Kingdom. E-mail: [email protected].

Michael Peak, British Council

Michael Peak is head of education research at the British Council, the United Kingdom’s international cultural relations organization. E-mail: Michael. [email protected].

How to Cite

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Copyright (c) 2024 International Higher Education

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Most read articles by the same author(s)

• Janet Ilieva, Transnational Pathways to English Higher Education , International Higher Education: No. 81: Summer 2015
• Janet Ilieva, Five Little-Known Facts about International Student Mobility to the United Kingdom , International Higher Education: No. 98 (2019)
• Janet Ilieva, Vangelis Tsiligiris, The Future of UK Universities’ Transnational Education Engagement , International Higher Education: No. 115 (2023): Summer Issue
• Janet Ilieva, Vangelis Tsiligiris, Globally Engaged and Locally Relevant , International Higher Education: No. 106 (2021): Spring Issue

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International Higher Education  is sponsored by the  Boston College Center for International  Higher Education .

The Center for International Higher Education has a close partnership with  University World News  (UWN) , the global online publication that provides its readers with a free newspaper on higher education. UWN links its readers to  International Higher E ducation  ( IHE ).

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Master's Handbook

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• International Comparative Education (ICE) / International Educational Administration and Policy Analysis (IEAPA)
• International Comparative Education (ICE) / International Education Policy Analysis (IEPA)

Program Requirements

Students must complete at least 48 units at Stanford to receive a Master's degree in ICE or IEPA. The following constraints are placed on those 48 units:

• All courses must be at or above the 100 level – courses numbered below 100 do not count toward the MA degree.
• At least 24 units must be at or above the 200 level (EDUC 180 or 190 count toward this requirement).
• At least 30 units must be from courses offered by the Graduate School of Education (EDUC units).
• At least 16 units must be taken for a letter grade (as opposed to Credit/No Credit).
• A 3.0 GPA must be maintained for all courses applied to the master's degree.
• Students must enroll in a minimum of 8 units during Autumn, Winter, and Spring Quarters, and cannot exceed 18 units in any quarter.
• Enroll in at least 11 units Autumn and Winter quarter, at least 8 units Spring quarter and exactly 6 units in Summer quarter OR
• Enroll in at least 11 units Autumn, Winter, and Spring quarter and exactly 3 units in Summer quarter
• English for Foreign Students (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied towards the master's degree.
• All courses taken outside the GSE must be approved by the Program Director.
• See the " Coterminal Degree ” section for unit requirements applying to students admitted through the coterminal degree program.

Required Courses

Note: All course information is subject to change. Please consult ExploreCourses and Axess for final course offerings.

• EDUC 202: Introduction to International and Comparative Education Offered in Autumn 2023-2024 (Carnoy, M.; Loyalka, P.) (3)
• EDUC 206A: Applied Research Methods in International and Comparative Education I: Introduction Offered in Autumn 2023-2024 (Santos, H.) Offered in Autumn 2023-2024 (Song, J.) Offered in Autumn 2023-2024 (Wotipka, C.; Santos, H.; Song, J.) (1-3)
• EDUC 206B: Applied Research Methods in International and Comparative Education II: Master's Paper Proposal Offered in Winter 2023-2024 (Wotipka, C.; Santos, H.; Song, J.) (1-3) Offered in Winter 2023-2024 (Song, J.) Offered in Winter 2023-2024 (Santos, H.)
• EDUC 206C: Applied Research Methods in ICE III: Data Collection and Analysis Offered in Spring 2023-2024 (Santos, H.; Song, J.) (1-3) Offered in Spring 2023-2024 (Santos, H.) Offered in Spring 2023-2024 (Song, J.)
• EDUC 206D: Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop Offered in Summer 2023-2024 (Santos, H.) Offered in Summer 2023-2024 (Wotipka, C.; Santos, H.; Song, J.) (3) Offered in Summer 2023-2024 (Song, J.)

*EDUC 206D will be offered in Summer 2023-24 (Wotipka, C.; Santos, H.; Song, J.) (3)

Students in the program are required to take the EDUC 206 series to complete their Master's (MA) Paper requirement. By enrolling in EDUC 206A, B, C and D, students are advised through the process of developing their projects through to the completion of their papers at the end of Summer Quarter. To make satisfactory academic progress in the ICE/IEPA program, students must have their MA Paper proposals approved by the start of Spring quarter. Failure to do so means that the student is not making satisfactory progress and will trigger an academic review.

Research Methods

Choose two from the following:

• ECON 102B: Applied Econometrics Offered in Winter 2023-2024 (McKeon, S.) (5) Offered in Winter 2023-2024 Offered in Winter 2023-2024 Offered in Winter 2023-2024 Offered in Winter 2023-2024 (Walter, J.) Offered in Winter 2023-2024 (Francisco Pugliese, J.) Offered in Winter 2023-2024 (Francisco Pugliese, J.) Offered in Winter 2023-2024 (Yan, N.) Offered in Winter 2023-2024 (Yan, N.) Offered in Winter 2023-2024 (Walter, J.) Offered in Spring 2023-2024 (Huang, Z.) Offered in Spring 2023-2024 (Huang, Z.) Offered in Spring 2023-2024 (Warnick, M.) Offered in Spring 2023-2024 (Warnick, M.) Offered in Spring 2023-2024 (Yan, N.) Offered in Spring 2023-2024 (Yan, N.) Offered in Spring 2023-2024 (Walter, J.) Offered in Spring 2023-2024 (Walter, J.) Offered in Spring 2023-2024 (McKeon, S.) (5)
• EDUC 200A: Introduction to Data Analysis and Interpretation Offered in Autumn 2023-2024 (Thille, C.; Siebert, J.) (3-4) Offered in Autumn 2023-2024 (Solano-Flores, G.; Gamboa Zapatel, D.) (3-4)
• EDUC 200B: Introduction to Qualitative Research Methods Offered in Autumn 2023-2024 (Pope, D.; Leshin, M.; Massengale, C.) (4) Offered in Winter 2023-2024 (Jaquith, A.; Luqueno, L.; Massengale, C.) (4)
• EDUC 326: Advanced Regression Analysis (SOC 384) Offered in Spring 2023-2024 (Smith, S.; Bhat, K.) (3-5)
• EDUC 400A: Introduction to Statistical Methods in Education Offered in Autumn 2023-2024 (Domingue, B.; Joshi, M.) (3-4)
• EDUC 400B: Statistical Analysis in Education: Regression Offered in Spring 2023-2024 (Darling-Hammond, S.; Edmonds, L.) (5)
• EDUC 423A: Introduction to Education Data Science: Data Processing (SOC 302A) Offered in Autumn 2023-2024 (Smith, S.; Hardy, M.) (3-4)
• EDUC 423B: Introduction to Education Data Science: Data Analysis (SOC 302B) Offered in Winter 2023-2024 (Smith, S.) (3-4)
• EDUC 430A: Experimental Research Design and Analysis Offered in Autumn 2023-2024 (Bettinger, E.; Novicoff, S.) (3-5)
• EDUC 430B: Quasi-Experimental Research Design & Analysis (SOC 258B) Offered in Winter 2023-2024 (Dee, T.) (3-5)
• EDUC 430C: Using Data to Describe the World: Descriptive Social Science Research Techniques (SOC 258C) Course not offered this year
• EDUC 450A: Qualitative Analysis in Education Offered in Spring 2023-2024 (Martinez, R.; Massengale, C.) (4)
• EDUC 450C: Qualitative Interviewing Offered in Winter 2023-2024 (Park, E.; Kwon, F.) (3)
• MED 247: Methods in Community Assessment, Evaluation, and Research (CHPR 247) Offered in Spring 2023-2024 (Kiernan, M.) (3)

Other Research Methods courses with program director’s approval.

Students who plan to collect their own data for their MA Papers are required to enroll in EDUC 206B for 3 units and take no more than three additional courses in both Winter and Spring quarters. In addition, in Spring quarter, they must enroll in a Directed Reading or Directed Research with one of their advisors.

Students who plan to use qualitative methods for their MA Papers must take both EDUC 200A (or the equivalent) and EDUC 200B.

For those who plan to conduct quantitative data analyses, in addition to (or in place of) EDUC 200A, students have the option of enrolling in one or more the following courses: EDUC 326, 400B, 423A, 423B, 430A, 430B, 430C, ECON 102B, or an equivalent with approval from the program director. Students often take more than one of these courses and are highly encouraged to take a mini course in methodology (e.g., Stata). 

Students who plan to collect their own quantitative data using survey methods (interviews, questionnaires) for their MA Papers are required to take EDUC 399A: Designing Surveys.

Students enrolling in EDUC 215: Education Internship Workshop are eligible to apply up to 6 units toward their degree; students are allowed to enroll up to 3 units per quarter.

ICE-specific requirements

Enroll in two of the following:

• EDUC 220C: Education and Society (EDUC 120C, SOC 130, SOC 230) Offered in Winter 2023-2024 (Salia, R.) Offered in Winter 2023-2024 (Ramirez, F.; Chharan, N.; Salia, R.) (4-5) Offered in Winter 2023-2024 (Chharan, N.)
• EDUC 306A: Economics of Education in the Global Economy Offered in Autumn 2023-2024 (Loyalka, P.; Koraicho, G.) (5)
• EDUC 306B: Global Education Policy & Organization (PUBLPOL 316) Offered in Winter 2023-2024 (Carnoy, M.; Santos, H.) (3-5)

Students are encouraged to enroll in one of the following policy courses:

• EDUC 202I: International Education Policy Workshop (EDUC 102I) Offered in Spring 2023-2024 (Arribas Layton, L.) (2-4)
• EDUC 479: Entering the Backstage of Education Policy Making (PUBLPOL 379) Offered in Spring 2023-2024 (Lichand, G.) (3-4)

IEPA-specific requirements

Choose one of the following (students are encouraged to enroll in at least two): 

Enroll in one of the following:

Additional ICE-Related Courses Offered by the GSE in 2023-2024 (Recommended)

• EDUC 203: Using International Test Results in Educational Research Offered in Winter 2023-2024 (Solano-Flores, G.) (4)
• EDUC 265: History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C) Offered in Winter 2023-2024 (Levine, E.; Bates, D.) (3-5)
• EDUC 273: Gender and Higher Education: National and International Perspectives (EDUC 173, FEMGEN 173, SOC 173, SOC 273) Offered in Spring 2023-2024 (Wotipka, C.; Chharan, N.) (3-4)
• EDUC 278: Introduction to Program Evaluation Offered in Spring 2023-2024 (Ruiz-Primo, M.) (2-3)
• EDUC 306Y: Economic Support Seminar for Education and Economic Development Offered in Autumn 2023-2024 (Joshi, M.) (1)
• EDUC 349: Globalization and Higher Education (SOC 297) Offered in Autumn 2023-2024 (Ramirez, F.; Chharan, N.) (3-4) Offered in Autumn 2023-2024 (Chharan, N.)
• EDUC 404: Topics in Brazilian Education: Public Policy and Innovation for the 21st Century Offered in Autumn 2023-2024 (Bettinger, E.) (1-2) Offered in Winter 2023-2024 (Carnoy, M.) (1-2) Offered in Spring 2023-2024 (Amaral Carnauba, F.; Lichand, G.) (1-2)

English for Foreign Students

Non-fluent speakers of English are strongly encouraged to take one of the following writing courses:

• EFSLANG 698A: Writing Academic English Offered in Autumn 2023-2024 (Geda, K.) (1-3) Offered in Autumn 2023-2024 (Silveira, A.) (1-3) Offered in Winter 2023-2024 (Geda, K.) (1-3) Offered in Winter 2023-2024 (Streichler, S.) (1-3) Offered in Winter 2023-2024 (Dodick, D.) (1-3) Offered in Spring 2023-2024 (Silveira, A.) (1-3) Offered in Spring 2023-2024 (Dodick, D.) (1-3)
• EFSLANG 698B: Advanced Graduate Writing Offered in Winter 2023-2024 (Geda, K.) (1-3)

Project: MA Paper (Due Friday, August 2, 2024)

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The george w. perkins memorial scholarship, the carmela and marie f. volpe fellowship, financial support for doctoral students, doctoral fellowship, tc office of financial aid, the matilda levy paper award on environmental sustainability.

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Olympics-bound Bearcats

University of cincinnati well-represented in 2024 paris summer games.

Bearcats are heading to Paris.

A number of past, present and future University of Cincinnati athletes will represent countries across the globe in a variety of sports at the 2024 Paris Summer Olympic Games.

Meet the newest class of UC Olympic athletes.

Jordan Thompson at UC in 2017. Photo/Andrew Higley/UC Marketing + Brand

UC’s 2024 Olympians

Jordan thompson.

Sport : Women’s volleyball Country : USA Hometown : Edina, Minnesota UC connection : Alumna (CECH ’18, M ’19)

More to know : Already an Olympic champion, Thompson competed in the Tokyo 2020 Games (which took place in 2021), where she made history as part of Team USA’s first indoor volleyball team to win gold. Thompson was the sixth Bearcat to bring home a gold medal and started her professional career in Turkey in 2020.

Annette Echikunwoke

Sport : Women’s track and field — hammer throw Country : USA Hometown : Pickerington, Ohio UC connection : Alumna (A&S ’18, Bus ’19)

More to know : Echikunwoke is UC’s first national champion in track and field. She originally qualified for the 2020 Summer Olympics, representing Nigeria, but due to an error by the country, she did not compete. Four years later, she’s back at the Olympics, this time for Team USA. Echikunwoke is the 2023 recipient of the Outstanding Alumni Awards - UC Athletics.

Annette Echikunwoke in 2017. Photo/Andrew Higley/UC Marketing + Brand

Vanessa Gilles

Sport : Women’s soccer Country : Canada Hometown : Ottawa, Ontario UC connection : Alumna (CECH ’18)

More to know :  Like Thompson, Gilles also competed in the last Summer Olympics — and brought home gold, becoming the fifth UC Bearcat to do so. She was a 2022 recipient of the Outstanding Alumni Awards - UC Athletics. Gilles was originally a competitive tennis player, but switched to soccer at age 16.

Chris Borzor

Sport : Men’s track — 100-meter dash Country : Haiti UC connection : Alumnus (A&S '22)

Naquille Harris

Sport : Men’s track — 100-meter dash Country : St. Kitts & Nevis UC connection : Current graduate student

Sport : Men’s diving — 10-meter dive Country : Egypt UC connection : Incoming first-year student

When are the Olympics?

The Summer Games run Friday, July 26 to Sunday, Aug. 11.

The 2024 Paris games kick off with the opening ceremony on the Seine River July 26.

How to watch

The Summer Games will be broadcast on NBC and Telemundo and streaming on Peacock, Hulu and other platforms.

The opening and closing ceremonies will be available on the NBC Olympics website .

Follow UC Olympics and other athletics coverage at gobearcats.com .

More UC Olympians

Oscar Robertson/UC Archives

UC Medalists

Mary Wineberg (Ed ’02) Year : 2008 Country : USA Sport : Track — 4x400-meter relay

Jenny Kemp (att ’75) Year : 1972 Country : USA Sport : Swimming — 4x100 freestyle relay George Wilson (Ed ’64) Year : 1964 Country : USA Sport : Basketball Oscar Robertson (Bus ’60, HonDoc ’07) Year : 1960 Country : USA Sport : Basketball

David Payne (att ’04) Year : 2008 Country : USA Sport : Track — 110-meter hurdles Tina Gustafsson (att ’82) Year : 1980 Country : Sweden Sport : Swimming — 4x100 freestyle relay

Michelle MacPherson (Ed ’90) Year : 1984 Country : Canada Sport : Swimming — 4x100 medley relay 1980 Canadian Olympic team

Ted Corbitt at the 1952 Olympics/UC Archives

Ted Corbitt (Ed ’42) Year : 1952 Country : USA Sport : Track First black U.S. marathoner in Olympic history Kelly Salchow MacArthur (DAAP ’96) Year : 2000, 2004 Country : USA Sport : Rowing — Quadruple sculls Becky Ruehl (DAAP ’00) Year : 1996 Country : USA Sport : Diving — Platform Finished fourth place Nicole Hayes (A&S ’07) Year : 2000 Country : Palau Sport : Swimming — 100-meter freestyle Carlo Piccio (Bus ’05) Year : 2000 Country : Philippines Sport : Swimming — 400-meter individual medley; 1,500-meter freestyle Jeppe Nielsen (A&S ’98) Year : 2000 Country : Denmark Sport : Swimming — 800 freestyle relay Honza Vitazka (Bus ’99) Year : 2000 Country : Czech Republic Sport : Swimming — 100 butterfly, 200 and 400 individual medley Pelle Wikstrom (att ’82) Year : 1980 Country : Sweden Sport : Swimming — 100 and 200 freestyle Joe Morris (Eng ’17) Year : 1912 Country : USA Sport : Swimming — 100-meter freestyle

Nearly Olympians

Sharon Moore Furlong (A&S ’74) qualified for the 1980 U.S Olympic volleyball team but never got to compete because the U.S. boycotted the Moscow Games.

Cheryl Cook (Ed ’85) helped the U.S. basketball team win gold at the 1983 Pan American Games and silver at world championships, but an ankle injury during Olympic tryouts stopped her from making the 1984 team.

While UC Hall of Famer and track star Lewis Johnson (A&S ’92, HonDoc ’17) never made it to the Olympics as an athlete, he’s covered the games as a broadcaster for NBC since 2000. Paris will mark his 13th Olympics.

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Related Stories

Uc student athlete alum spends career paying it forward.

June 3, 2021

Maggie McKinley-Maric, A&S ’00, was running hurdles for the University of Cincinnati track and field team when life placed different types of hurdles in her path. She was a rising sophomore when her mother was diagnosed with breast cancer. And she was a gay woman striving to find her way in a pre-enlightened world while sometimes feeling that she and her gay friends were “part of a secret society.”

UC’s Olympic poetry in motion

July 22, 2021

Five former University of Cincinnati athletes and one current second-year student prepare to compete in the 2021 Tokyo Olympics in July and August, representing four nations in five athletic competitions. Former Bearcats include Annette Echikunwoke, hammer throw (Nigeria); Vanessa Gilles, women's soccer (Canada); Nate Fish, baseball (Israel); Jordan Thompson, volleyball (U.S.) and Lewis Johnson (NBC Sports TV broadcaster). Lawrence Sapp, second-year UC student will compete in the Paralympic swim competition in late August.

UC alum Jordan Thompson selected for U.S. Olympic Team

June 11, 2021

Former University of Cincinnati volleyball player Jordan Thompson was selected for the 2020 U.S. Olympic Women's Indoor Volleyball Team which will compete at the Summer Olympics in Tokyo, Japan.