png
 

Overview
Read More

*Accreditation is in progress for programs in the Global Master’s model with a start date in 2020

Today’s world is faced with a wide range of challenges that have one commonality: the need for problem-solvers able to function across difference. International educators work in formal and nonformal systems helping all age groups learn to work interculturally.

In the Global Master’s in International Education, students will spend one semester each in Santiago, Chile, and Ho Chi Minh City, Vietnam, before completing a practicum. Each location offers a unique history, culture, and economic and educational systems so that students will be able to learn more intimately about various theories, policies, and practices in the field. You will learn intercultural communication, program management skills, and how education contributes to post-conflict development. You will visit nonprofit organizations, teachers’ unions, youth exchange programs, government ministries, embassies, and program providers. During brief excursions in each locale, you’ll learn about indigenous education at a regional capital (in Chile), and national education policy (in Vietnam’s capital, Hanoi).

You will then spend two semesters in the location of your choice (options include both Chile and Vietnam, the United States, or a different location of interest to you; requires valid visa) during which time you will complete a practicum and conduct independent research. At the completion of this Reflective Practice, you will spend one week participating in a culminating Capstone Seminar (currently planned to take place at SIT’s scenic Vermont campus). By the completion of your studies, your will be familiar with educational policies and practices in three or more nations (including the United States) and will have the skills required to successfully serve as new and mid-level professionals in the field of IE.

This program is targeted toward aspiring and new professionals with up to five years of related experience. Professionals with more experience are invited to talk with the Degree Chair about how the program can best serve their professional development goals as well.

Academics

International Education professionals are most effective if they understand the context, issues, skills, and possible paths forward of their field first-hand. SIT’s Global Master’s in International Education will help students to practice what it preaches: that the intercultural partnerships and understanding necessary to facilitate quality international education programs can be personally understood when one is willing to move to a new location, to interact with one’s partners, to study the culture and history and systems of their partners, and to live with and learn from them in an “up close and personal” way.

Read More

Knowledge

Upon completion of the IE degree program, students will be able to:

  • Understand and articulate how the historical context and social, political, economic, and cultural forces shape education around the world
  • Articulate their critical understanding of education systems around the world with emphases on social justice, equity, inclusion, and diversity
  • Demonstrate their knowledge of influential theories in the international education field
  • Understand the perspectives, relationships, roles, and influences of the stakeholders in the International Education field
  • Articulate how power, privilege, and oppression mediate educational practices around the world
  • Articulate how international education policy is developed and implemented at the institutional, local, state, regional, national, and international levels

Skills

Upon completion of the IE degree program, students will be able to:

  • Apply fundamental research skills including conceptualizing, designing, conducting, and presenting original research in the IE field
  • Design, deliver, and evaluate international education programs (including proposal preparation, needs assessment, curriculum design, budgeting, human resource management, health and safety, crisis management, marketing, recruitment, and evaluation)
  • Create and implement IE-education related content through writing, facilitation, and public speaking

Attitudes

Upon completion of the IE degree program, students will commit to:

  • Promote equity, inclusion, diversity, and social justice in education
  • Uphold high ethical standards and critical reflexivity in all aspects of one’s professional work
  • Value reciprocity in knowledge - and skills-sharing

Courses

Semester 1: Chile (13 credits + language study)

  • Foundations in Intercultural Service, Leadership, and Management (3 credits): This course introduces students to intercultural communication, effective multicultural team management, and organizational leadership and change. The course begins with a one-week, face-to-face intensive seminar just after orientation, and will continue on-line for an additional 8 weeks.
  • Educational Practice and Policy in Chile (3 credits): This course explores the historical, social, political (post-conflict), and economic (neoliberal) contexts of Chilean education. It includes field trips within Santiago to visit educational programs and associations and a four-day excursion to Temuco for students to learn about models of and issues related to indigenous education, bilingual education, autonomous education, decolonization of education, and Mapuche values and educational practices.
  • Educational Theory and Practice (3 credits): This course introduces students to educational theories including neo-Marxist and conflict theories, communist theory, structural functionalism, human capital theory, post-colonialism, and feminist theory; why they are important; and how they are used to frame learning and work in the field. The course also explores advocacy and citizen/public diplomacy within the Chilean, Vietnamese, and U.S. contexts.
  • Practitioner Inquiry (3 credits): This course introduces principles of qualitative research methods for ethical research and inquiry.
  • Reflective Practice (1 credit): This course provides the academic frame for orientation, student Learning Plans, reflections about your intercultural experiences/learning, professional development, and planning for the upcoming practicum and capstone.
  • Spanish: Students will take a placement test at the start of the program, the results of which will determine the appropriate placement level for a conversational Spanish course. Note: undergraduate credit does not count toward the master’s degree.

Semester 2: Vietnam (9 credits + language study, allows more time for practicum search)

  • Educational Practice and Policy in Vietnam (3 credits): This course explores the historical, social, political (post-war), and economic (communist) contexts of Vietnamese education. It includes field trips within Ho Chi Minh City to visit educational programs and associations.
  • IE Program Planning & Design (5 credits): This course walks students through the program development and implementation process. Topics include proposal writing, needs assessment and evaluation, curriculum development, student learning/development theory, internationalization, marketing and recruitment, logistics and staffing, budget preparation, risk assessment, health and safety, and crisis management. This course also features a 3-day homestay over the Tet holiday in which students experience a first-hand case study in how programs promote intercultural learning through immersion.
  • Reflective Practice (1 credit): This course provides the academic frame for ongoing orientation, student Learning Plans, and reflections about their intercultural experiences/learning. In the spring term, the curriculum is focused on helping students identify and secure a practicum.
  • Vietnamese: Students will take a placement test at the start of the program, the results of which will determine the appropriate placement level for a conversational Vietnamese course. Note: undergraduate credit does not count toward the master’s degree.

Semesters 3 and 4: Practicum and Capstone Research in Location of Student Choice; Capstone Seminar on Vermont campus (8 credits each semester)

See details under “Professional Practicum” just below.

Professional Practicum

In the third and fourth semesters of the program, students conduct their independent practicum and complete a capstone paper. You may elect to remain in Vietnam, return to Chile, or complete your practicum in another location of your choice. Students may be asked by their practicum site to work up to 40 hours per week. However, the number of credits earned will not fluctuate.

Read More

Semesters 3 and 4: Practicum and Capstone Research in Location of Student Choice; Capstone Seminar on Vermont campus (8 credits each semester)

Semester 3 (8 credits, 360 contact hours)

Reflective Practice includes:

  • 12-week practicum (minimum of 25 hours/week = 300 contact hours)
  • 2 Reflective Practice Question essays (15 hours)
  • Capstone proposal (25 hours)
  • Human Subjects Review (HSR) application (20 hours)

Semester 4 (8 credits total, 360 contact hours)

Reflective Practice includes:

  • 10-week practicum (minimum of 25 hours/week = 250 contact hours)
  • 2 Reflective Practice Question essays (15 hours)
  • Capstone paper (60 hours)
  • Capstone seminar (tentatively planned to take place in Vermont; 35 hours)
Faculty

SIT’s faculty are practitioners in their fields. Our diverse, multicultural faculty have worked across the world as leaders, trainers, and developers in the business, nonprofit, education, and public sectors.

Read More
Sora Friedman
Sora Friedman

Professor and Chair

Degrees

PhD, George Mason University
Distance Education Certificate, University of West Georgia
MIA, School for International Training
BA, University of Maryland

Dr. Sora Friedman has worked in international education (IE) for 35 years, focusing on the preparation of new professionals in the field, IE management training, exchange program management, public diplomacy, and international policy advocacy.

Read More
Roberto Villaseca (Chile)

Academic Director

Degrees

MA, Universidad Metropolitana de Ciencias de la Educación

Roberto graduated from the Universidad de Santiago de Chile with a degree in industrial management. He earned two postgraduate degrees, in university pedagogy and college management, from the Universidad Metropolitana de Ciencias de la Educación in Chile; he also has a master’s degree in education from the same university. Roberto did his doctoral studies in education at the Aconcagua University in Santiago, Chile, specializing in assessment and accreditation, and is currently pursuing a doctorate in Latin American culture and education at Arcis University in Santiago, Chile. 

Read More
Duong Van Thanh (Vietnam)
Duong Van Thanh (Vietnam)

Academic Director

Degrees

EdD, University of Massachusetts Amherst
MA, University of Minnesota

Thanh earned an MA in public affairs at the Humphrey Institute of University of Minnesota and a EdD  degree in International Education from the University of Massachusetts Amherst. At Vietnam’s Ministry of Education in Hanoi, she developed alternative educational models for rural students, led cross-cultural professional exchanges in Vietnam and the US, and worked with officials on public policy development.

Read More
Alla Korzh
Alla Korzh

Assistant Professor
International Education (low residency)

Degrees

EdD, International Educational Development, Columbia University, USA
MEd, Instructional Leadership, University of Illinois at Chicago, USA
BA with Honors, Teaching English as a Second Language, Nizhyn State Pedagogical University, Ukraine

Dr. Alla Korzh is an educator, researcher, and practitioner in the field of international education with a regional focus on Eastern Europe. She holds a doctorate in international educational development from Teachers College, Columbia University.

Read More
Alumni Careers

Students in this program go on to work in the field in a variety of areas including study abroad, international student and scholar advising, educational development, advising, NGO/nonprofit administration, teaching, intercultural training, diversity training, youth program administration, needs assessment, and evaluation.

Read More

Positions held by alumni of the international education program include:

  • Study abroad advisor
  • Director of international student services
  • US embassy education specialist
  • Program designer
  • Country development officer
  • International student recruiter
  • Exchange program manager
  • Community educator
  • Admissions director
  • Consultant
  • Director of ESL programs
  • International partnership manager
  • High school completion program manager
Admissions Criteria

We strive to create a diverse and experienced student body to enhance the learning experience both inside and outside the classroom.

Read More

To be considered for admission to the global MA in International Education program, an applicant must meet the following criteria:

  • US bachelor’s degree or an equivalent that demonstrates academic ability
  • Demonstrated English language ability (see details below)
  • Intercultural and professional experience
  • Demonstrated ability to use experience as a source of learning

SIT Graduate Institute’s Selection Process

Our admissions staff work one-on-one with every applicant to facilitate a highly informed and multidimensional admissions experience: applicants are encouraged to talk with SIT faculty and staff and hear from current students and alumni. As applicants become familiar with the attributes of an SIT education — grounded in the experiential learning model and focused on social justice and leadership skills in intercultural environments — they determine for themselves in what ways SIT can help them meet their educational and career objectives.

English Language Ability

Applicants whose first language is not English and who did not graduate from an English-speaking institution in a country whose official language is English submit test scores for the TOEFL (Test of English as a Foreign Language), the IELTS (International English Language Testing System), or the PTE (Pearson Test of English). (Applicants can access free TOEFL and IELTS  practice tests online.)

  • Applicants taking the TOEFL must receive a minimum score of
  • 600 on the paper-based test (PBT)
  • 250 on the computer-based test (CBT), or
  • 100 on the internet-based iBT.

Applicants taking the IELTS must receive a score of Band 7.0 or higher. Applicants taking the PTE must receive a minimum score of 68.

These scores are considered the minimum proficiency needed to undertake graduate-level work. Scores must be dated within two years of the start date of your academic program at SIT.

Tuition/Costs

See a breakdown of the costs for this program.

Read More

Direct Costs

Semester 1

  • Tuition: $10,875

Semester 2

  • Tuition: $10,875

Semester 3 (Reflective Practice)

  • Tuition: $10,875

Semester 4 (Reflective Practice continued)

  • Tuition: $10,875

Total MA degree tuition and fees (all terms combined): $43,500

Indirect Costs

Semester 1

  • Room and board: TBD
  • Books: TBD
  • Visas: TBD
  • Personal expenses: $1,500
  • Transportation costs: TBD
  • Contingency: TBD

Semester 2

  • Room and board: TBD
  • Books: TBD
  • Visas: TBD
  • Personal expenses: $1,500
  • Transportation costs: TBD
  • Contingency; TBD

Semester 3 (Reflective Practice)

  • Room and board: TBD
  • Books: TBD
  • Visas: TBD
  • Personal expenses: $1,500
  • Transportation costs: TBD
  • Contingency; TBD

Semester 4 (Reflective Practice continued)

  • Room and board: TBD
  • Books: TBD
  • Visas: TBD
  • Personal expenses: $1,500
  • Transportation costs: TBD
  • Contingency: TBD

Additional Costs

Estimated Student Loan Fees

  • Semester 1: $500
  • Semester 2: $500
  • Semester 3: $500
  • Semester 4: $500

Estimated fees are based on the average amount borrowed by SIT Graduate Institute students. See details on student loan options.