Program Overview:
*Pending NYSED Approval
The Master of Arts Degree program in Global and Comparative Education is a humanities-oriented education program designed for those who have an interest in working in education-related occupations, in the US or abroad, that engage international populations. The program understands “education” to refer not only to those practices that take place in the classroom, but also in its broader sense as referring to all cultural acts by which individuals are enabled to reconsider their everyday orientation to the self, others, the environment, and the histories, cultures, institutions, and global social relations in which people participate. By requiring coursework and an internship that provide for such reconsideration, the program enables candidates to accomplish the overarching and primary aim of the program: development of a global historical understanding by which they resituate themselves as purposeful and reflective actors in global dynamics, capable of principled critique and the implementation of practices designed to open possibilities that, to quote the Thelma P. Lally School of Education Conceptual Framework, “promote the intellectual and human development of people in a diverse, global society.”
The program serves two groups with two different goals:
Group 1: Candidates from the US and abroad whose goal is to earn a Master’s Degree in education in the US that does not require or lead to certification.
Group 2: Candidates from the US whose goal is to earn a Master’s Degree that leads to professional certification in New York State and reciprocal states.
Candidates in Group 1 must successfully complete the Program Requirements detailed below.
Candidates in Group 2 must hold initial certification* and successfully complete both the Program Requirements as detailed below and the following:
EDU 501
Candidates must register for EDU 501 concurrently with the first course in the Program.
EDU 556
Candidates must register for EDU 556 during the semester in which they plan to complete the Portfolio, usually in the last semester of coursework.
Graduates of the program who seek a Master’s Degree that leads to professional certification in New York State and reciprocal states may pursue careers in teaching. All graduates of the program may also pursue a wide range of additional professional positions, such as:
- International educator
- Exchange program manager
- International community educator
- International student recruiter
- Advisor in “education abroad” programs for high school students
- Associate in refugee educational programming and community outreach
- Youth program coordinators for international refugee and rescue groups
- Fundraising and membership outreach associate for international societies
- Asia Society associate
- Private industry outreach and community service coordinators
- Learning conference organizers for international societies
*Initial certification must be in one of the following: early childhood education, childhood education, or adolescence education. Adolescence education candidates must hold initial certification in one of the following content areas: biology, business and marketing, chemistry, earth science, English, mathematics, social studies, or Spanish. Applicants who are not initially or provisionally certified in a teaching area, but wish to be, should apply for admission to one of the following master’s level programs that leads to initial certification: Early Childhood Education, Childhood (Elementary) Education, Childhood/Special Education, Adolescence (Secondary) Education, or Adolescence/Special Education, described in other sections of this catalog.
Program Outcomes
Consistent with the Conceptual Framework of the School of Education and The College of Saint Rose, all graduates of the Global and Comparative Education program must demonstrate:
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Development of global historical understanding and of the self as a purposeful and reflective actor in global dynamics who is capable of critiquing relations in global society and, using the principled knowledge gained through such critique, implementing practices designed to open possibilities that, to quote the Conceptual Framework, “promote the intellectual and human development of people in a diverse, global society.”
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Knowledge of and ability to use global and comparative (e.g., East/West; North/South; center/periphery) philosophies, theories, and sociologies to produce humanities-oriented research.
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Ability to select, analyze, design and/or justify principles, policies, and/or practices that enable, in the context of global society, the creation of culturally, economically, and/or environmentally responsive or transformative relationships within a particular community or site of practice, or between an institution, agency, or organization and a particular population.
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Strong presentation skills that integrate technology.
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Knowledge of and ability to use humanities-oriented and/or empirical social science (qualitative and/or quantitative) research to analyze an issue or practice related to a particular community or site of practice.
Program Contacts:
To email the Program Contact faculty member for Global and Comparative Education,
Dr. Christina Pfister, Teacher Education
Program Requirements:
Requirements for Degree and College Recommendation for New York State Certification
The program in Global and Comparative Education requires a minimum of 33 graduate credits and related colloquia (non-credit bearing required courses) of study. The program has five core areas: the Theory, Philosophy, and Sociology Core (6 credits); the Research Core (6 credits); the Regional Concentration (6 credits); the Education Concentration (9-12 credits); and the Internship and Internship Seminar (6 credits). A minimum of 36 graduate credits and related colloquia are required for the degree in order to earn the 12-credit Advanced Certificate in Program Evaluation (ACPE) or the 12-credit Advanced Certificate in Instructional Technology (ACIT); the 12 credits for either certificate meet the Education Concentration requirement.
Candidates seeking professional certification in a teaching certification area in New York State and reciprocal states must select courses in the Education Concentration requirement whose course descriptions include language that explicitly reflects a link between pedagogy and content or that include the following notation: “For students in the Professional Teacher Education and Global and Comparative Education programs, assignments will accommodate students needing to integrate content and pedagogy.” Candidates should consult with the advisor to ensure that courses selected to meet the Education Concentration requirement are appropriate. Upon fulfilling the academic requirements of the program, candidates from the US holding initial certification qualify for professional certification in a teaching certification area in New York State and reciprocal states.
Course work may include course-embedded field experience hours that must be completed during the normal school day. Students must obtain fingerprint clearance from the New York State Department of Education or an equivalent level of security clearance prior to the beginning of all field experiences.
Final Evaluation
Final evaluation of candidates in the program will be based on the following criteria:
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Satisfactory performance in course work;
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Satisfactory performance in the Integrative Research Seminar;
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Satisfactory performance in the Internship and Internship Seminar;
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Satisfactory completion of the required colloquia and course work and, for candidates seeking professional certification, required portfolio course work.
The 33-36 credits of graduate study include:
Theory, Philosophy, and Sociology Core (6 Credits)
| GCE 520 | Global & Comparative Theories and Philosophies of Education | 3 |
| EDU 515 | Global and Comparative Sociology of Education | 3 |
| GCE 500 | Inaugural Colloquium | 0 |
| GCE 530 | Intermediate Colloquium | 0 |
Candidates must register for GCE 500 concurrently with the first course in the program.
Candidates must register for GCE 530 after the first 9 credits and before the last 15 credits.
Candidates seeking professional certification must also take the following two courses:
| EDU 501 | Introduction to Portfolio for Professional Certification | 0 |
| EDU 556 | Developmental Professional Portfolio | 0 |
Candidates must register for EDU 501 concurrently with the first course in the Program.
Candidates must register for EDU 556 during the semester in which they plan to complete the Portfolio, usually in the last semester of coursework.
Research Core (6 Credits)
| GCE 510 | Understanding Research in Global and Comparative Education | 3 |
| | GCE 510 must be completed within the first 9 credits | |
| | | |
| EDU 590 | Integrative Research Seminar | 3 |
| | Pre-requisites: All coursework or concurrent completion thereof; may be taken prior or subsequent to Internship and Internship Seminar. | |
Regional Concentration (6 Credits)
Students who wish to take one or more graduate courses in the Department of English or the Department of History and Political Science must first secure approval from the designated faculty member in the relevant department (e.g., the Graduate Advisor of the Department of History and Political Science); see your advisor to initiate the required approval process.
For veterans enrolled in the program, experiential learning credit of a maximum of 3 credits may be granted, consistent with the policies and procedures detailed in the current Catalog of Graduate Studies, constituting a course substitution for one 3-credit course in the Regional Concentration requirement; see your advisor to initiate the required approval process.
| EDU 512 | Education in the Americas | 3 |
| GCE 540 | Special Topics in Global and Comparative Education | 3 |
| HIS 510 | Approach to Modern European History | 3 |
| HIS 536 | Gender, Colonialism, and the Family Economy in West Africa, 1860-Present | 3 |
| HIS 551 | Origins of Modern China | 3 |
| ENG 537 | Modern Drama | 3 |
| ENG 539 | Irish Literature | 3 |
| ENG 541 | Native American Literature | 3 |
| ENG 542 | Asian American Literature and Cultural Production | 3 |
| ENG 543 | African American Literature | 3 |
| ENG 575 | Postcolonial Studies | 3 |
| ENG 579 | Literatures of the Early Atlantic World | 3 |
| ENG 581 | The Modernist Era | 3 |
| ENG 584 | 19th Century American Literature | 3 |
| ENG 589 | Topics in Literary Theory | 3 |
Education Concentration (9-12 Credits)
In consultation with your advisor, select at least nine (9) credits of coursework from the categories noted below. Sample courses are listed, and all are 3 credits unless otherwise noted. Candidates seeking professional certification must choose 9-12 credits that link content and pedagogy. All courses that link content and pedagogy include language that explicitly reflects a link between pedagogy and content, or they include the following notation: “For students in the Professional Teacher Education and Global and Comparative Education programs, assignments will accommodate students needing to integrate content and pedagogy.” Candidates should consult with the advisor to ensure that courses selected to meet the Education Concentration requirement are appropriate. Some of the courses require a field experience that must be completed during the normal school day. Candidates taking such courses are required to be available to complete the necessary field experience hours during the school day. Four (4) TED courses, chosen in consultation with the advisor, are required for the 12-credit Advanced Certificate in Instructional Technology (ACIT). Four specific courses (12 credits as noted below) are required in order to earn the Advanced Certificate in Program Evaluation (ACPE).
Curriculum and Instruction
| EDU 503 | Curriculum Theory & Development | 3 |
| EDU 540 | Informal Student-based Assessment | 3 |
| EDU 530 | Middle School Education: Theory and Practice | 3 |
| EDU 550 | Advanced Instructional Design (PK-12) | 3 |
| ELE 580 | Curriculum and Instruction for Grades 1-6 | 3 |
| ELE 585 | Methods of Teaching Language Arts and Social Studies 1-6 | 3 |
| ELE 586 | Methods of Teaching Science and Math 1-6 | 3 |
| SEC 515 | Curriculum and Instruction in Secondary Schools | 3 |
| SEC 520 | Methods of Teaching English in the Secondary School | 3 |
| SEC 521 | Methods of Teaching Foreign Language in the Secondary School | 3 |
| SEC 522 | Methods of Teaching Mathematics in the Secondary School | 3 |
| SEC 523 | Methods of Teaching Science in the Secondary School | 3 |
| SEC 524 | Methods of Teaching Social Studies in the Secondary School | 3 |
| SEC 525 | Methods of Teaching Business and Marketing in the Secondary School | 3 |
Educational Leadership
| EDA 503 | Leadership in Curriculum Development & Revision | 3 |
| EDA 505 | Introduction to Educational Leadership & Administration | 3 |
| EDA 510 | Supervision & Teacher Development | 3 |
| EDA 590 | Seminar: Critical Issues in Educational Leadership/Administration | 3 |
Counseling
Educational Psychology
| EPY 502 | Survey of Educational Psychology | 3 |
| EPY 522 | Child Psychology and Development | 3 |
| EPY 523 | Adolescent Psychology and Development | 3 |
The Advanced Certificate in Program Evaluation (ACPE) requires successful completion of all four (4) of the following courses (12 credits):
| EPY 540 | Introduction to Program Evaluation | 3 |
| EPY 541 | Program Evaluation: Theories, Instrument Development, and Evaluation Utilization | 3 |
| EPY 544 | Grant Writing and Program Development | 3 |
| EPY 529 | Measurement, Statistics, and Appraisal | 3 |
Literacy
| ELE 515 | Early Literacy Development in the Classroom | 3 |
| ELE 516 | Literacy in the Intermediate Grades | 3 |
| ELE 563 | Literature for Literacy Development, Grades 1-6 | 3 |
| LRC 520 | Advanced Developmental Literacy (Birth-Grade 6) | 3 |
| LRC 521 | Advanced Literacy Improvement Grades 5-12 | 3 |
| LRC 580 | Special Topics in Literacy | 3 |
| SEC 514 | Literature for Secondary Education | 1 |
| SEC 518 | Literacy Improvement: Secondary Schools | 3 |
Higher Education Leadership
| HLA 501 | ProSeminar on Critical Issues and Challenges Facing Colleges and Universities | 3 |
| HLA 510 | Quality Control in Higher Education: Assessment, Evaluation, and Accreditation | 3 |
| HLA 520 | Leadership in Higher Education | 3 |
| HLA 530 | Ethical Foundations and Decision-Making in Higher Education | 3 |
| HLA 540 | Strategic Financial Planning and Management in Higher Education | 3 |
| HLA 560 | Law and Higher Education | 3 |
Special Education
| SED 501 | Introduction to Children with Disabilities in Educational Settings | 3 |
| SED 511 | Organization and Collaboration in Education | 3 |
| SED 515 | Including Students with Disabilities in General Education Classrooms | 3 |
| SED 512 | Approaches to Classroom Management and Individualized Behavior Support | 3 |
| SED 522 | Autism Spectrum Disorders | 3 |
| SED 528 | Fostering Family-School Participation | 3 |
| SED 544 | Social Interventions for Individuals with Autism Spectrum Disorders | 3 |
| SED 567 | Teaching Student with Emotional/Behavioral Problems | 3 |
| SED 580 | Topics in Special Education | 3 |
Technology in Education
| TED 500 | Introduction to Education Technology for Teachers | 3 |
| TED 503 | Assistive Technology: Integrating Technology for Students with Special Needs | 3 |
| TED 506 | Foundations of Educational Technology | 3 |
| TED 510 | Integrating Technology in Instructional Settings | 3 |
| TED 520 | Multimedia Instructional Design | 3 |
| TED 530 | Internet & WWW in Education | 3 |
| TED 532 | Designing Web-based Curriculum | 3 |
| TED 550 | Technology Project-Based and Collaborative Learning | 3 |
Internship and Internship Seminar (6 Credits)
| GCE 550 | Internship Seminar: Global and Comparative Education | 3 |
ONE of the following:
| GCE 560 | Internship in Global and Comparative Education | 3 |
| | or | |
| EPY 546 | Practicum: Program Evaluation | 3 |
EPY 546: ONLY for students completing the 12-credit Advanced Certificate in Program Evaluation
Internship in any one of the following:
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Public or private educational institutions
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Community Action Agencies (CAAs)
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Local social services organizations
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Government Departments and Agencies
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Nonprofit organizations (NPOs)
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Advocacy Groups
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Non-governmental organizations (NGOs)
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Private industries
Internship/Field Experience/Service:
As noted above, some courses that may be selected to meet the Education Concentration requirement include a field experience that must be completed during the normal school day.
As noted above, an Internship is required.
Internship (3 Credits)
EPY 546: ONLY for students completing the 12-credit Advanced Certificate in Program Evaluation
GCE XXX Internship in any area of the following:
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Public or private educational institutions
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Community Action Agencies (CAAs)
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Local social services organizations
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Government Departments and Agencies
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Nonprofit organizations (NPOs)
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Advocacy Groups
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Non-governmental organizations (NGOs)
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Private industries
Culminating Academic Experiences:
Required Course:
| EDU 590 | Integrative Research Seminar | 3 |
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs are fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. http://www.msche.org.
The specialized accrediting agencies noted below are recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation: Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education.
Admissions and Financial Aid Information:
General Admission Information
Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements:
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Submission of a completed application and a Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
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Evidence of the possession of a baccalaureate degree from an accredited institution through submission of official transcripts from all undergraduate and graduate institutions attended
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Academic and professional qualifications for graduate study, as indicated by two letters of recommendation.
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A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
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Other admission criteria specified by academic programs such as submission of resumes, writing samples, portfolios, test scores, and participation in interviews or admissions workshops.
Applicants to The College of Saint Rose are responsible for completing their applications by submitting all required components. Prospective students may wish to visit our website for online application options and downloadable forms.
See Graduate Admissions section for more information.
Financial Aid
The College of Saint Rose has long been committed to the premise that a quality education should be within the reach of qualified students. To this end, the College serves its student body through a comprehensive program of federal, state, and institutional financial aid. While the basic responsibility for financing education lies with the students and their families, scholarships, loans, and/or assistantships can supplement insufficient family resources. The amount of aid available through the College is limited and is awarded on the basis of academic merit. All financial assistance from the College is subject to adjustment if the recipients are later granted aid from other sources. Financial aid awards are contingent upon students’ maintaining good academic standing and satisfactory academic progress.
See Financial Aid section for more information.
Additional Global and Comparative Education Admission Information
Consistent with current admissions standards and practices, applicants must submit full details of qualifications (transcripts of diplomas, degrees, and certificates) from accredited institutions. The minimum GPA is 3.0 for US applicants and its equivalent for prospective international students. In addition, all applicants must submit two reference letters supporting the applicant’s intellectual ability, academic achievement, and willingness to learn in a global environment. As part of the application, all applicants must submit a personal statement indicating the reason(s) why the applicant seeks a degree in Global and Comparative Education, as well as pertinent academic and professional experience. All prospective international student applicants must be competent and proficient in written and spoken English as determined by a TOEFL score (or equivalent) of 80 (on the iBT version), per current Admission of International Student guidelines detailed in the current Catalog of Graduate Studies. Applicants may be required to have a personal (phone) interview with a representative from the Department of Teacher Education. In addition, to qualify for admission:
- Candidates seeking professional certification must meet the following certification requirement: initial certification in a teaching area: early childhood education, childhood education, or adolescence education. A copy of the initial certification or certificate of qualification must be included with the application.
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