Middlebury Institute of International Studies at Monterey. Formerly the Monterey Institute of International Studies.

Clinton Bullock

First Name
Clinton
Last Name
Bullock
Clinton.Bullock.GSIPM
Job Title
Special Programs Manager
Location
McCone 220A
Phone
831.647.3560
Language(s)
Español
日本語
português

Clinton Bullock is the Special Programs Manager for the Graduate School of International Policy and Management (GSIPM). He earned his MA in International Policy Studies with a specialization in International Negotiations/Conflict Resolution from MIIS in 2006. He has 11 years of language/cross-cultural communication/leadership teaching experience that has taken him to Venezuela, Chile, Japan, the Defense Language Institute (DLI) and now back to MIIS.

Faculty Program Tags

Christopher McShane

First Name
Christopher
Last Name
McShane
Christopher McShane, Picture
Job Title
Adjunct Professor in International Education Management
Location
Casa Fuente, 3rd Floor
City, State, ZIP
Monterey, CA
Phone
202-713-8634

1.       What is it that you are most passionate about? 

Expertise

International Management, Cross-Cultural Communication, Public Diplomacy/Citizen Diplomacy, and International Relations

Faculty Program Tags
Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

IEMG 8540 - Staff Managmnt in Intl Context      

Examining the complexities of staff management in international and multinational contexts, this course will include discussion of job description development, advertisement, selection processes, salary setting and negotiation, ethics, workers’ rights, and managing remote teams. Establishing trust, staff motivation, communication skills and leadership styles will also be studied in both organizational and cross-cultural contexts.

Fall 2014 - MIIS, Spring 2015 - MIIS, Fall 2015 - MIIS

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IEMG 8632 - Citizen Diplomacy      

This course will examine how “Citizen Diplomacy,” or people to people exchanges that operate outside traditional diplomatic channels, can be utilized to enhance international education programs. The course will look at best practices in designing, running and evaluating citizen diplomacy programs with relevant case studies and class exercises. Topical areas including English teaching, academic and professional exchanges, homestays, and internships will be explored within the citizen diplomacy context. Readings and discussions on the related fields of public diplomacy and corporate diplomacy/CSR will explore the interplay of government and non-government entities with citizen diplomats.

Spring 2015 - MIIS, Fall 2015 - MIIS

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Extra Information

Recent Accomplishments

  • Guest Lecturer, International Affairs, Claremont McKenna College, Claremont, CA
  • Consultant, Collaborative Brain Trust (CBT), Sacramento, CA -- advise on projects bringing international students to the U.S. for undergraduate and graduate study
  • Editor, An Introduction to Modern Arab Culture, by Bassam K. Frangieh, Chair, Department of History and Modern Languages, Claremont McKenna College, publication autumn, 2015

Previous Work

Expert in global studies, international management and cross-cultural communication with experience at U.S. embassies, the Department of State, and the White House.  25-year career as a Foreign Service Officer in Africa, Europe, Latin America and the Middle East.  Public diplomacy specialist with background in academic and professional exchanges, public affairs and educational outreach programs.

Education
MSc, International Relations, London School of Economics, London, UK; BA, International Relations, Claremont McKenna College, Claremont, CA; Graduate Coursework, School of Advances International Studies, Johns Hopkins University, Washington, DC

Faculty Type
Adjunct Faculty
Dynamic Features
Course Catalog

Douglas R. Garrison

First Name
Douglas R.
Last Name
Garrison
Doug Garrison, Professor, Image
Job Title
Adjunct Professor in International Education Management
Location
McCone Building
City, State, ZIP
Monterey, CA 93940
Phone
(831) 647-4155

What I am most passionate about: I am passionate about building successful organizations and helping practitioners develop the skills necessary to succeed as leaders.

Faculty Program Tags
Expertise

Budget management and fiscal planning; organizational communication; change management; educational leadership

Meggan Madden

First Name
Meggan
Last Name
Madden
Meggan Madden, Professor, Image
Job Title
Assistant Professor, International Education Management
Location
Casa Fuente 300 G
City, State, ZIP
Monterey, CA 93940
Phone
(831) 647-4176
Language(s)
日本語

I am passionate about how international education promotes intercultural dialogue and social change.

What excites me about being a professor at MIIS is working with internationally-minded and socially-conscious students who are committed to honing their professional skills in international education.

Expertise

International Education Policy, Higher Education Administration, International Recruiting, Marketing & Enrollment, Comparative and International Education, International Admissions, Quality Assurance of Higher Education

MIIS Tags
Faculty Program Tags
Extra Information

Recent Accomplishments

  • Awarded a Presidential Fellowship to attend a Salzburg Seminar Series on "Students at the Margins and the Institutions that Serve Them:"
  • Mentored two MIIS students through the process of presenting an academic paper at the Annual Conference of the Comparative and International Education Society in Toronto, ON, Canada. 

Education

Ph.D. University of Toronto (2012)

M.A. University of Toronto (2007)

B.A. Principia College (1993)

Publications

Shahjahan, R. A. & Madden, M. (2014). Uncovering the images and meanings of international organizations (IOs) in higher education research. Higher Education. Available online.

Madden, M. (2014). Walking the line: Quality assurance policy development and implementation in Việt NamHigher Education.67(1):91-104. Available online.

Knight, J. & Madden, M. (2010). The International Mobility of Canadian Social Science and Humanities Doctoral Students. Canadian Journal of Higher Education. 40 (2).

Mundy, K., Bickmore, K., Hayhoe, R., Madden, M. & Madjidi, K. (2008). Comparative and International Education: Issues for Teachers. New York: Teachers College Press Inc.

Faculty Type
Regular Faculty

Peter Fordos

First Name
Peter
Last Name
Fordos
Peter Fordos, Picture
Location
460 Pierce St, McCone 216
City, State, ZIP
Monterey, CA 93940
Phone
831-647-4155
Language(s)
Русский
Expertise

Global Talent & Leadership Development, Coaching Executives and Managers for Global Performance, Team Effectiveness & Performance Across Cultures, Multicultural Team-Building, Building Effective Global Teams

Faculty Program Tags
Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

ICCO 8520 - Intercultural Group Dynamics      

Spring 2015 - MIIS, Fall 2015 - MIIS

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ICCO 8560 - Dvlp Intrcultrl TrainingInOrgs      

Fall 2014 - MIIS, Fall 2015 - MIIS

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ICCO 9515 - Env Sustnablty Across Cultures      

Environmental sustainability is a global issue - one of the biggest challenges humanity is facing - and no one country can solve it alone. This workshop will focus on how to harness intercultural skills in order to achieve environmental goals domestically or across the globe. If you find yourself working in different countries or domestically with people from different cultures: Germany, Brazil, Egypt, China, India, Thailand etc., how do you get their environmental sustainability “buy in” via an understanding of their cultural behaviors, what they value and the habits that effect their belief system?

To get things done in our global village we need to take into consideration the countries and cultures of the individuals with whom we are dealing. In addition to politics, economics, policies and business practices, what are the cultural values, beliefs, habits and worldviews of one individual vs. another – eg: a Swiss person has a certain attitude when it comes to environment – and it is quite distinct from the environmental attitudes of someone from Egypt, Brazil, China, India or Thailand. What are the social norms of these cultures? Why is it that the Swiss are so strict as regards recycling policies, and how come their attitudes towards nature are different from countries where it is OK to throw trash into the natural environment and pollute? If you are asked to work with environmental issues around the world, how can you achieve your initiative through understanding the culture of the people you are dealing with?

This is a practical workshop where participants will work on a specific case of their choice to develop an initiative, taking into consideration the country and culture of the people with whom they are dealing. Students will walk away with a practical skill set immediately applicable in their work whether domestic or international. The skills learned are applicable in many settings and situations where participants find themselves dealing with sensitive and important issues across cultures.

Spring 2014 - MIIS

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ICCO 9560 - Dvlp Intrcultrl TrainingInOrgs      

The workshop is a comprehensive, hands-on introduction on how to design intercultural training programs and gain the knowledge needed to design and deliver cross cultural awareness programs within organizations - whether they are educational, governmental, not-for-profit or for-profit. This workshop is designed for anyone working in domestic or global settings. Designing any training program requires specific sequencing, skills and techniques. Participants will learn methodologies of cross-cultural training design, how to analyze an audience, structure and deliver an effective cross-cultural training program. Students will have the opportunity to learn practical skills immediately applicable and increase their cross-cultural training capabilities. By learning these skills, students will expand their toolbox and become a greater asset to any organization.

Fall 2013 - MIIS

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IEMG 8560 - Dvlp Intrcultrl TrainingInOrgs      

The workshop is a comprehensive, hands-on introduction on how to design intercultural training programs and gain the knowledge needed to design and deliver cross cultural awareness programs within organizations - whether they are educational, governmental, not-for-profit or for-profit. This workshop is designed for anyone working in domestic or global settings. Designing any training program requires specific sequencing, skills and techniques. Participants will learn methodologies of cross-cultural training design, how to analyze an audience, structure and deliver an effective cross-cultural training program. Students will have the opportunity to learn practical skills immediately applicable and increase their cross-cultural training capabilities. By learning these skills, students will expand their toolbox and become a greater asset to any organization.

Fall 2013 - MIIS

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IEMG 9560 - Dvlp Intrcultrl TrainingInOrgs      

Fall 2014 - MIIS, Fall 2015 - MIIS

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IEPG 8515 - Env Sustnablty Across Cultures      

Environmental sustainability is a global issue - one of the biggest challenges humanity is facing - and no one country can solve it alone. This workshop will focus on how to harness intercultural skills in order to achieve environmental goals domestically or across the globe. If you find yourself working in different countries or domestically with people from different cultures: Germany, Brazil, Egypt, China, India, Thailand etc., how do you get their environmental sustainability “buy in” via an understanding of their cultural behaviors, what they value and the habits that effect their belief system?

To get things done in our global village we need to take into consideration the countries and cultures of the individuals with whom we are dealing. In addition to politics, economics, policies and business practices, what are the cultural values, beliefs, habits and worldviews of one individual vs. another – eg: a Swiss person has a certain attitude when it comes to environment – and it is quite distinct from the environmental attitudes of someone from Egypt, Brazil, China, India or Thailand. What are the social norms of these cultures? Why is it that the Swiss are so strict as regards recycling policies, and how come their attitudes towards nature are different from countries where it is OK to throw trash into the natural environment and pollute? If you are asked to work with environmental issues around the world, how can you achieve your initiative through understanding the culture of the people you are dealing with?

This is a practical workshop where participants will work on a specific case of their choice to develop an initiative, taking into consideration the country and culture of the people with whom they are dealing. Students will walk away with a practical skill set immediately applicable in their work whether domestic or international. The skills learned are applicable in many settings and situations where participants find themselves dealing with sensitive and important issues across cultures.

Spring 2014 - MIIS

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Extra Information

Education

  • M.A. IPS – Specialization International Negotiations & Conflict Resolution, Monterey Institute of International Studies
  • M.A. IPS – International Trade Policy, Monterey Institute of International Studies

Languages Spoken:

Czech, Hungarian, Slovak, English, Basic Russian

Faculty Type
Adjunct Faculty
Dynamic Features
Course Catalog

Jill Stoffers

First Name
Jill
Last Name
Stoffers
Jill Stoffers, Picture
Job Title
Adjunct Professor in International Education Management.
Location
Student Affairs Building
City, State, ZIP
Monterey, CA 93940
Phone
831.647.6571
Language(s)
Français
Jill first became interested in working with people from different countries during high school when she was part of the AFS club and participated in Model UN. In college she spent part of her sophomore year in Sheffield, England and part of her senior year in Brussels, Belgium.
 
Faculty Program Tags
Expertise

International education management, recruitment, admissions, and enrollment.

Extra Information
Jill earned her Master’s degree in Commercial Diplomacy at the Monterey Institute of International Studies and a Bachelor’s degree in International Studies from Portland State University. As an undergraduate she studied at Sheffield College in England and at the Université  Libre de Bruxelles in Belgium. She speaks French and is a Truman Scholar.
 
When not working, Jill loves gardening and cooking, riding her bike and roller skating and working on her family’s farm in Oregon.
 
Faculty Type
Adjunct Faculty

Thomas Roe

First Name
Thomas
Last Name
Roe
Thomas Roe, Professor, Image
Job Title
Adjunct Professor in International Education Management
Location
460 Pierce St. McCone Building
City, State, ZIP
Monterey, CA 93940
Phone
831.647.4155

Dr. Thomas Roe is a clinical psychologist who currently specializes working with students and particularly students from underrepresented groups. He is the Coordinator for Graduate Student Counseling Services at University of California, Davis. Dr. Roe has hands on experience working closely with international students in a variety of contexts including mental health counseling, academic advising, and consultation. He also currently facilitates an international graduate student counseling group and works with members to be successful both in academics and in life.

MIIS Tags
Expertise

Counseling, therapy, students, social justice, intersections of identity, conflict resolution, and adjustment.

Faculty Program Tags
Extra Information

 

Argosy University, Seattle- Doctor of Psychology (Clinical)

Argosy University, Seattle- Master of Psychology (Clinical)

University of Puget- Bachelor of Arts (Psychology)

Faculty Type
Adjunct Faculty

Beryl Levinger

First Name
Beryl
Last Name
Levinger
Beryl Levinger Profile
Job Title
Distinguished Professor and Program Chair
Location
212 McCone
City, State, ZIP
Monterey,CA 93940
Phone
831.233.3340
Language(s)
Español
Français
português

I believe that people learn and grow when they work together to solve problems that hold meaning and significance for their lives. While experts are important, they are never smarter than a group of committed individuals working together in pursuit of social justice.

Here are seven short videos that offer my perspective on Social Change.

Faculty Program Tags
Expertise

Beryl Levinger is a highly regarded development professional who focuses on five issues: evaluationcapacity developmentstrategic planningeducation; and health

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

DPMI 8650 - DPMI Development Practicum      

The Development Project Practicum is an academic and professional program in which students complete professional assignments (typically three to seven months) with an organization that they have helped identify. The practicum is designed to afford students the opportunity to utilize DPMI skills in the field. Participants develop a set of negotiated deliverables which are reviewed and approved by the faculty program director and the Center for Advising and Career Services. Credit is offered on a pass/fail basis. The Development Project Practicum may be completed in conjunction with DPMI 8698 for 12 credits in any given semester, or at any time after a DPMI Certificate of Completion has been earned. Please visit http:miis.edu/dpmi">go.miis.edu/dpmi or contact dpmi@miis.edu for more information.

Summer 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Summer 2014 - MIIS, Fall 2014 - MIIS, Spring 2015 - MIIS, Summer 2015 - MIIS, Fall 2015 - MIIS

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DPMI 8684 - Kenya:NGO Capacity & Education      

The Development Planning, Management and Innovation Institute/Kenya program combines instruction, field visits, team-designed projects for client organizations (the Omega Foundation and a group of its NGO grantees), and readings. These elements are blended together to give program participants an in-depth understanding of the complexities of designing, delivering and monitoring projects that address the challenges that development organizations face in expanding educational opportunities for the populations they serve. Participants will work side-by-side with Kenyan professionals from leading NGOs to design innovative solutions that address local priorities. Learners will gain skills in fostering participatory development (with a thematic focus on education), leading change, measuring progress, crafting attractive funding proposals, and using monitoring data to communicate results.

By the program's conclusion, participants will be able to:

• Use a professionally recognized set of tools, techniques, and approaches to design a funding proposal that incorporates best practices for addressing a priority challenge related to education or general well-being

• Design a simple monitoring framework for this project

• Create a facilitated event plan to engage stakeholders

• Create an exit strategy, sustainability plan and implementation plan the project

• Incorporate a design thinking perspective into the project

• Create a working environment that builds social capital

Summer 2014 - MIIS

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DPMI 8686 - DPMI:Health,Educ,GendrInRWANDA      

Credit: course can be taken for no credit or for 4 units on a Pass/Fail basis. A certificate of completion will be awarded to participants who successfully complete all assignments.

Instructor of record: Dr. Beryl Levinger

The program will focus on use and mastery of tools and frameworks that represent “embedded theory.” Tool mastery will prepare participants to foster sustainable development. The tools to be featured in the program are widely used by bilateral and multinational organizations including USAID, the World Bank, and UNDP.
Note: While there may be some content overlap with current DPMI offerings, the examples and projects will all be Rwanda-specific and focused on HIV/AIDS, education or gender.

Students who enroll will be eligible to participate in DPMI8650A (DPMI+). Students who have already completed DPMI 8698 A and/or 8698 B are also eligible to enroll. For students who have previously participated in a DPMI session, this program will allow them to hone their skills further with more elaborate assignments.

Spring 2014 - MIIS, Spring 2015 - MIIS

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DPMI 8698 - Directed Study      

DPMI 8698A Foundations of Development Project Management

Participants will learn the necessary components of project design. Implementation of strategies to ensure sustainable benefits and alternative evaluation methods will also be discussed. At the module's completion, participants will create an overall evaluation plan for a project along with a detailed project implementation plan using the results framework (RF), an approach to project development that is widely used in bilateral and multinational organizations including USAID, the World Bank and UNDP.

DPMI 8698B Applied Development Project Management

This course features two modules. Participants master tools and skills needed to effectively assume the roles of facilitator, trainer, and change agent. Local human resource development is an important component in every development project. The module focuses on transferring skills to participants so they can conduct their own training programs. Topics covered include needs assessments, adult learning practices, community mobilization, stakeholder negotiation, conflict mediation, and the training of trainers. In the other module, participants, working within a context of social entrepreneurship, become proficient in the use of tools and techniques to conduct an analysis of vision and mission; identify core competencies; and forge strategic partnerships to enhance organizational effectiveness. Innovative software applications are introduced to support a simulation.

DPMI Directed Study Courses (DPMI 698):

DPMI participants may enroll in either one or two DPMI directed study courses. Although both courses carry the same number (DPMI 698), the course titles that appear on a student's transcript differ. The first DPMI 698 course (Foundations of Development Project Management) is a prerequisite for the second DPMI 698 offering (Applied Development Project Management). In other words, students may not enroll in Applied Development Project Management unless they have already completed Foundations of Development Project Management or are concurrently enrolled in it.

DPMI 698-Foundations of Development Project Management (3 credits)
Requires completion and submission of deliverables for Module I and the 5-page Statement of Development Philosophy. Students enrolled in this course during the Summer should submit their notebook link to Beryl and dpmi@miis.edu">miis.edu by August 27. Students registered in the Fall semester should submit their notebook link by November 15. The submission due date to post your week one deliverables online for students registered in the Spring semester is March 31. The development philosophy statement for January DPMI Monterey participants is due to dpmi@miis.edu by May 1. The development philosophy statement deadline for summer DPMI training participants is October 31.

DPMI 698-Applied Development Project Management (3 credits)
Requires completion and submission of deliverables for Modules II and III in the same presentation site used for Module I. Due dates are the same as above.

Summer 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Summer 2014 - MIIS, Fall 2014 - MIIS, Spring 2015 - MIIS, Summer 2015 - MIIS, Fall 2015 - MIIS

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DPPG 8533 - Intro to Program Evaluation      

Fall 2015 - MIIS

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DPPG 8537 - GatherHighQualInfo:SelectMthds      

Fall 2015 - MIIS

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DPPG 8541 - Leading Capacity Development      

Organizational capacity development is considered a cornerstone of all sustainable development strategies. It entails enabling major development actors (e.g., civil society organizations, government entities, networks, and partnerships) to acquire and act on new knowledge and skills as well as to adopt new forms of interaction and reflection. Capacity development initiatives have traditionally focused on training and short-term technical assistance. Through a systematic introduction of tools and frameworks, we will present and critique the major capacity development paradigms over the last 30 years. The focus of the course, however, is the creation of new tools that support the most cutting edge thinking in capacity development. We will examine capacity development as behavior change and lead a “design lab” to create a comprehensive capacity development support approach (with associated tools) that reflects an ecosystems-based theory of change. Course activities will be packaged, with the participation of students, for online consumption by local development practitioners. Prior to our first meeting, students will be expected to complete a small individual assignment that includes readings and application of content to a real world problem.

Fall 2015 - MIIS

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DPPG 8644 - Sem:ProgramEvaluation for SCOs      

Fall 2015 - MIIS

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ICCO 9686 - DPMI:Health,Educ,GendrInRWANDA      

Credit: course can be taken for no credit or for 4 units on a Pass/Fail basis. A certificate of completion will be awarded to participants who successfully complete all assignments.

Instructor of record: Dr. Beryl Levinger

The program will focus on use and mastery of tools and frameworks that represent “embedded theory.” Tool mastery will prepare participants to foster sustainable development. The tools to be featured in the program are widely used by bilateral and multinational organizations including USAID, the World Bank, and UNDP.
Note: While there may be some content overlap with current DPMI offerings, the examples and projects will all be Rwanda-specific and focused on HIV/AIDS, education or gender.

Students who enroll will be eligible to participate in DPMI8650A (DPMI+). Students who have already completed DPMI 8698 A and/or 8698 B are also eligible to enroll. For students who have previously participated in a DPMI session, this program will allow them to hone their skills further with more elaborate assignments.

Spring 2015 - MIIS

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ICCO 9690 - Kenya:FoundationsOfDevelopment      

Summer 2015 - MIIS, Fall 2015 - MIIS

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IPSS 8530 - High-Value Org Consulting      

This workshop will be taught by organizational expert and successful government, nonprofit, and private-sector consultant, Dr. Beryl Levinger.  Participants will learn tools for analyzing an organization, its culture, its approach to meeting mission, and ecosystem analysis.  They will also master key skills for effective organizational consulting including client reconnaissance; client relationship management; and the creation of value-added consultant deliverables. The 15 contact hour workshop in January will be worth 1 credits. Students wishing to earn 2 credits for this workshop will turn additional deliverables during their internship applying the tools they have learned in this workshop to better understand their host organizations.

Spring 2014 - MIIS, Spring 2015 - MIIS

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IPSS 8531 - Designing/EvaluatngInterventns      

This two-day course will take participants through the process of designing an intervention with an accompanying monitoring and evaluation (M&E) system. Using a combination of presentations, discussions and participatory exercises, participants will gain practical experience. By the end of the course, participants will have mapped a project or program design and defined all the critical parts of the M&E System. This basic set of skills will be useful across sectors and specializations such as human rights, environment, education, trade, migration, conflict management, and security.

Spring 2014 - MIIS

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IPSS 8670 - High-ValueOrgCnsltingFieldWrk      

Students who take IPSS 8530A workshop may submit deliverables in the first month of their internship for one additional credit. These deliverables will help students apply the tools they have learned in the IPSS 8530 workshop to better understand their host organizations.

Spring 2015 - MIIS

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MPAG 8644 - Sem:ProgramEvaluation for SCOs      

This course will introduce different aspects of Program Evaluation in the first half of the semester. In the second half, students will conduct an evaluation in the field. Students will evaluate selected programs in organizations in the Monterey Bay area. The goals of the course include: a) understanding the process of evaluation; b) gaining familiarity with evaluation concepts, techniques and issues; c) choosing among different alternatives for conducting development evaluations, including data collection, analysis and reporting; and, d) designing an evaluation. We will have specific sessions on the following topics: a) evaluation models; b) new development evaluation approaches; c) impact, descriptive and normative evaluation designs; d) data collection and sampling; e) data analysis and interpretation; e) building a performance-based evaluation; and f) political, social and economic contexts of evaluation.

Fall 2014 - MIIS, Spring 2015 - MIIS

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Extra Information

Last year alone, she worked in eleven countries with such organizations as the World Bank, UNHCR, USAID, Save the Children, the Carter Center, the International Committee of the Red Cross, Freedom from Hunger, Project Concern International, Partners in Health, the Packard Foundation, the Inter-American Development Bank, and Stanford University’s Center for Ocean Solutions. With a career that includes senior positions at  AFS Intercultural Programs (president),  CARE (senior vice president) and Save the Children (vice president), Beryl draws on a rich array of experiences and intense interaction with students to enliven her classes. A former vice chair of both Pact and InterAction, Beryl has worked in nearly 90 countries. For the past 15 years, she been research director or co-director of Save the Children's State of the World's Mothers Report, a publication that offers a comparative perspective on the health, education and gender issues faced by girls and women throughout the world. Beryl has won numerous international awards for the quality of her contributions to the field of development.

Beryl's Teaching Philosophy

Here's what Beryl says about her teaching:

 "Research clearly demonstrates that learning a skill in one setting or around one particular challenge does not guarantee that the learner will automatically transfer that knowledge to a new setting or problem. To address the “learning transfer challenge," I use a cognitive apprentice approach to teaching and learning. This involves authentic problem-solving and the subsequent delinking of problem-solving skills from specific contexts in order to facilitate knowledge transfer. To help learners recognize the content  that they should be able to apply across settings and contexts, I close every class with a set of student-generated Big Ideas. I also liberally sprinkle my teaching with the introduction and application of “tools” that are designed to help students apply new knowledge to a wide variety of issues and places."

 "Collaboration is critical for an era where no single individual can have all the skills and knowledge needed to solve complex, wicked problems. Accordingly, I strive to be a facilitator and choreographer of diverse learning experiences that enable our students to work brilliantly with and learn from others."

Education

PhD, Educational Planning, University of Alabama; MA, Educational Administration, University of Alabama; BS, Social Sciences, Cornell University

Careers in Organizational Capacity Development

Students with this concentration will be ready to help social organizations become more effective as partners, implementers and public policy advocates. They will also be able to serve as internal or external consultants on projects designed to improve institutional effectiveness. Anyone with this concentration would be well prepared to assume a leadership role within an organization. They would know how to work with a governance structure; how to shape organizational culture; and how to help stakeholders set a direction and engage in activities that lead to mission fulfillment.

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Lynn Goldstein

First Name
Lynn
Last Name
Goldstein
Lynn Goldstein, Picture
Job Title
Professor and Program Chair, TESOL/TFL
Location
McCone Building 207
Phone
831.647.4184

Professor Goldstein has taught at San Francisco State University, the University of Pittsburgh, LaGuardia Community College, Hunter College, Columbia University, Dominican University, and the Regional Language Centre in Singapore.

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDUC 8515 - WritingFor Applied Linguistics      

• This course is designed to help you with the types of writing you will be doing in your courses this semester and subsequent semesters. Class time will focus specifically on literature reviews (as part of research papers), position philosophy statements, and using sources (for example, to situate research results or to provide rationales for pedagogical choices). We will also focus on individual needs as determined by the writing you are doing.

Spring 2015 - MIIS

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EDUC 8560 - Teaching of Writing      

Surverys theories and research in first and second language composition. Explores various types of written texts and discusses means of responding effectively to student writing.

Fall 2014 - MIIS

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EDUC 8650 - Portfolio Seminar      

Consists of a series of workshops leading to the integration of issues and ideas in the MA program, and to the development of a portfolio of work.

Spring 2014 - MIIS

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ICCO 8570 - Comm in Multicultural Settings      

This course examines the social, cultural and linguistic factors that play a role in how intercultural communication is accomplished in multilingual/ multicultural settings and will enable students to gain the knowledge and tools needed for effective participation in multilingual/multicultural communication. The course is designed for students in all programs (T&I, business, policy, and TESOL/TFL), who will find themselves interacting with people across varied linguistic and cultural backgrounds .

The goals of this course are to:

(1) gain the knowledge needed to understand and interact effectively in multilingual/multicultural settings. This includes knowledge about social, cultural, and linguistic factors in terms of how they interact with each other and how they affect and are affected by interactions in multilingual/multicultural settings;

(2) develop an understanding of the roles linguistic and cultural attitudes play in interactions across multilingual and multicultural settings and how they influence the success of such interactions;

(3) develop the awareness needed to successfully participate in multilingual/multicultural interactions. This addresses not only the knowledge and attitudes discussed above but also how communication/interaction is structured across cultures and languages, how communication is monitored while in interaction, and what factors support or hinder successful interactions;

(4) develop "tools" for understanding our own and others' ways of interacting in order to be able to participate effectively in multilingual/multicultural interactions across a range of languages and cultures.

Spring 2014 - MIIS, Spring 2015 - MIIS

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IPMG 9570 - Comm in Multicultural Settings      

Spring 2014 - MIIS, Spring 2015 - MIIS

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LING 8510 - Intro to Sociolinguistics      

Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.

Fall 2013 - MIIS, Fall 2014 - MIIS, Fall 2015 - MIIS

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LING 8670 - Applied Linguistics Capstone      

Fall 2015 - MIIS

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LING 9570 - Comm in Multicultural Settings      

This course examines the social, cultural and linguistic factors that play a role in how intercultural communication is accomplished in multilingual/ multicultural settings and will enable students to gain the knowledge and tools needed for effective participation in multilingual/multicultural communication. The course is designed for students in all programs (T&I, business, policy, and TESOL/TFL), who will find themselves interacting with people across varied linguistic and cultural backgrounds . The goals of this course are to: (1) gain the knowledge needed to understand and interact effectively in multilingual/multicultural settings. This includes knowledge about social, cultural, and linguistic factors in terms of how they interact with each other and how they affect and are affected by interactions in multilingual/multicultural settings; (2) develop an understanding of the roles linguistic and cultural attitudes play in interactions across multilingual and multicultural settings and how they influence the success of such interactions; (3) develop the awareness needed to successfully participate in multilingual/multicultural interactions. This addresses not only the knowledge and attitudes discussed above but also how communication/interaction is structured across cultures and languages, how communication is monitored while in interaction, and what factors support or hinder successful interactions; (4) develop "tools" for understanding our own and others' ways of interacting in order to be able to participate effectively in multilingual/multicultural interactions across a range of languages and cultures.

Spring 2014 - MIIS, Spring 2015 - MIIS

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TIAG 9570 - Comm in Multicultural Settings      

This course examines the social, cultural and linguistic factors that play a role in how intercultural communication is accomplished in multilingual/ multicultural settings and will enable students to gain the knowledge and tools needed for effective participation in multilingual/multicultural communication. The course is designed for students in all programs (T&I, business, policy, and TESOL/TFL), who will find themselves interacting with people across varied linguistic and cultural backgrounds . The goals of this course are to: (1) gain the knowledge needed to understand and interact effectively in multilingual/multicultural settings. This includes knowledge about social, cultural, and linguistic factors in terms of how they interact with each other and how they affect and are affected by interactions in multilingual/multicultural settings; (2) develop an understanding of the roles linguistic and cultural attitudes play in interactions across multilingual and multicultural settings and how they influence the success of such interactions; (3) develop the awareness needed to successfully participate in multilingual/multicultural interactions. This addresses not only the knowledge and attitudes discussed above but also how communication/interaction is structured across cultures and languages, how communication is monitored while in interaction, and what factors support or hinder successful interactions; (4) develop "tools" for understanding our own and others' ways of interacting in order to be able to participate effectively in multilingual/multicultural interactions across a range of languages and cultures.

Spring 2014 - MIIS, Spring 2015 - MIIS

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Expertise

Sociolinguistics, English discourse and grammar, applied linguistics research, second language composition, second language acquisition, writing for publication, distance learning, web design, writing program administration, writing assessment, intercultural communication

Faculty Program Tags
Extra Information

Education

EdD, Applied Linguistics, and MEd, TESOL, Teachers College, Columbia University; MA, Linguistics and TESOL Certificate, University of Pittsburgh; BA Linguistics, SUNY Buffalo.

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Kathleen M. Bailey

First Name
Kathleen
Last Name
Bailey
Kathleen Bailey, Professor of International Education Management, IEM, Image
Job Title
Professor
Location
McCone Building 208
Phone
831.647.4181

Professor Bailey is currently serving as President and Chair of The International Research Foundation for English Language Education (TIRF). With her work for TIRF, Professor Bailey and the TIRF Board of Trustees are seeking to promote effective practices in the use of English in the emerging global knowledge economy of the 21st century. She has conducted teacher training activities, including leading workshops and teaching courses, in thirty different countries.

Faculty Program Tags
MIIS Tags
Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDUC 8505 - Intro to Classroom Observation      

Develops skills in classroom observation and an understanding of observation as a fundamental professional development and research activity.

Spring 2015 - MIIS

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EDUC 8540 - Language Assessment      

Considers issues in language assessment including reliability, validity, test bias, and authenticity. Examines differences and similarities among placement, proficiency, achievement, aptitude, and performance testing. Explores alternative evaluation procedures. Prepares students to evaluate tests and to develop original language tests. Prerequisites: Language Analysis and Educational Research Methods.

Fall 2013 - MIIS, Spring 2014 - MIIS, Fall 2014 - MIIS, Fall 2015 - MIIS

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EDUC 8660 - Intro to Language Prog Admin      

Presents a practical overview of problems, situations and issues occurring in the management of language programs. Provides participants with an opportunity to shadow a language program administrator and later to complete an administrative internship.

Spring 2014 - MIIS, Spring 2015 - MIIS

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EDUC 8661 - Language Teacher Supervision      

Provides language teachers with the skills and knowledge necessary to meet the challenges of supervision. Examines current models of, and research on, language teacher supervision. Students practice observing teachers and conducting post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts.

Fall 2013 - MIIS, Fall 2014 - MIIS, Fall 2015 - MIIS

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EDUC 8662 - Language Teacher Education      

Investigates issues related to teacher training, education and development. Examines various philosophies and models of pre-service and in-service programs for training language teachers, thus building professional skills for students to be competent and confident teacher educators. Participants examine their own language learning and teaching histories to determine the influence of those histories on their future roles as teacher educators. Each participant also designs an original teacher training program.

Spring 2014 - MIIS, Spring 2015 - MIIS

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LING 8640 - Applied Linguistics Research      

Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.

Fall 2013 - MIIS, Fall 2014 - MIIS, Spring 2015 - MIIS, Fall 2015 - MIIS

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Expertise

Applied linguistics research, assessment, teacher education, language program administration, language teacher supervision

Extra Information

Education

PhD, Applied Linguistics; MA, TESOL, University of California, Los Angeles

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog