David Wick

IEM Program Design

Students apply conceptual frameworks for program design, with an emphasis on utilizing logic models to guide program planning. Learn how to build and test program design ideas, identify models of good practice, and link to assessment for quality assurance. Examine human-centered approaches to program design, such as design thinking and universal design for learning. Practice iterative program development approaches individually and with peers to create a research-based program plan aligning activities with desired impact.

Optional synchronous activities are offered Mon/Wed, 2-3 pm Pacific Time.

IEM Assessment

Assessment in the international education context prioritizes learning outcomes, with an emphasis on global and intercultural learning. Students examine approaches to assessment, draft and evaluate learning outcomes, and write assessment plans. You will critique existing assessment tools and practice creating new assessment tools. This course supports the development of essential assessment skills for practitioners.

Optional synchronous activities are offered Mon/Wed, 8-9am Pacific Time.

Services for Student Development

This course uses student development theories related to intrapersonal, psychosocial, and cognitive growth as frameworks for examining professional practice in the U.S. higher education context. An emphasis on theories related to identity and interpersonal development centers the course on student support practices related to diversity, inclusion, and equity. Course work is designed as applied practice for holistic development of all students in the higher education student service domains including; Records, Financial Aid, Admissions/Enrollment Management, Academic Advising, Career Services, Health Center, Counseling Center, Residential Life, Student Affairs, Employment Office, Judicial Affairs, Alumni Relations, etc.

Global Education for the Future

This course explores the future of global education by examining new approaches to facilitating international exchange and intercultural learning through technology. We will study models ranging from virtual exchange and connected classes to training programs and Collaborative Online International Learning (COIL) programs. We will review the scholarship and practice literature to identify the opportunities and challenges with advancing global learning through technology, including implications for sustainability, diversity, equity, inclusion and access. Through mini-lessons, students will practice design, facilitation, assessment, and evaluation of learning with selected technologies.

This project-based course provides students with an opportunity to apply international education theory and research to solve problems of practice using inclusive design in global education. Students identify, design, and prepare implementation and assessment of a global education project in partnership with an external learning partner. Project work draws comprehensively from core and elective IEM classes, specifically demonstrating good practices in international education program design and assessment. Students work individually or in small groups to develop an applied project with advisement from the course professor. Projects demonstrate human-centered design reflecting key needs, good practices, ethics and standards, and equity-minded approaches with feedback from field experts.

Optional synchronous activities are offered Tues/Thurs 8-9am Pacific Time.

In this project-based course, assess a project in partnership with an international education organization. Project work expands upon Design courses and allows students to draw comprehensively from core and elective IEM classes. Students examine approaches to assessment, draft and evaluate learning outcomes, and write assessment plans. You will critique existing assessment tools and practice creating new assessment tools. This course supports the development of essential assessment skills for practitioners.

Seminar: International Education, Equity and Social Justice

Students in this advanced seminar course will work collectively and individually to examine the latest research and practice related to equity and social justice in the international education field from a range of narrative, scholarly, and professional sources. The course will deeply examine issues of power, identity, and ethics in individual interactions and institutional structures. We will adopt the MIIS ICC Steering Committee’s broad approach to understanding culture as including ethnicity, nationality, religious, gender, socio-economic, regional, and organizational cultures, among others.  With this framework in mind, we will explore inclusion broadly, identifying specific structures and policies that advance equity and promote social justice.  Students will engage in individual or pair research as well as a full class curriculum development project. Student learning will focus on both learning with this vital topics and applied practice with facilitating this learning in others. Note: IEM anticipates offering a core course on this topic beginning in the 2020-2021 academic year. Student work in this Spring 2020 course will be used to inform and shape the content of the core course, leaving a lasting legacy in the IEM program.

A Thesis alternative is available to students with extensive professional experience in the international education management field. Students interested in this option should consult with the IEM Advisor and Program Chair. Registration will be accomplished with an ADD/DROP slip and IEM Thesis Proposal form, signed by the faculty supervisor, program chair, and Associate Dean of Academic Operations.