Cultural Studies, International Education, & Multicultural Education (CSIEME)

Welcome to CSIEME!

CSIEME banner

The emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME) presented a unique challenge: How do we refer to it in a shorthand way? Looking at the acronym, CSIEME, and reading the letters phonetically, "See Me" emerged from CSIE and ME. In addition to being easy to say and, hopefully, to remember, "See Me" also references the Zulu notion of "Sawubona," which literally translates to, "We see you," but more conceptually conveys intentional collective acknowledgement of each other's human presence, particularly the value and importance of that presence: "Good to see you," and "Good to be seen." Here's a link to a short video that describes this concept much more beautifully and complexly: Sawubona. Clearly, the concept of Sawubona, of seeing and being seen, is foundational to the work done in the Cultural Studies, International Education, and Multicultural Education emphasis area.

Welcome! We See YOU! We hope you decide to join our academic community!

Sincerely,
Christine Clark, Ed.D. and Norma A. Marrun, Ph.D.
Professor & Senior Scholar in Multicultural Education/Assistant Professor of CSIEME
Co-Coordinators of Undergraduate and Master's Level Courses/Programs in Multicultural Education
Co-Coordinators of Doctoral Level Courses/Programs in Cultural Studies, International Education, and Multicultural Education (CSIEME)
Co-Academic Partners for the Graduate Certificate in Chief Diversity Officer in Higher Education (CDOHE)
Co-Lead Academic Partners for the Graduate Certificate in Social Justice Studies (SJS)

Welcome to CSIEME!

CSIEME banner

The emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME) presented a unique challenge: How do we refer to it in a shorthand way? Looking at the acronym, CSIEME, and reading the letters phonetically, "See Me" emerged from CSIE and ME. In addition to being easy to say and, hopefully, to remember, "See Me" also references the Zulu notion of "Sawubona," which literally translates to, "We see you," but more conceptually conveys intentional collective acknowledgement of each other's human presence, particularly the value and importance of that presence: "Good to see you," and "Good to be seen." Here's a link to a short video that describes this concept much more beautifully and complexly: Sawubona. Clearly, the concept of Sawubona, of seeing and being seen, is foundational to the work done in the Cultural Studies, International Education, and Multicultural Education emphasis area.

Welcome! We See YOU! We hope you decide to join our academic community!

Sincerely,
Christine Clark, Ed.D. and Norma A. Marrun, Ph.D.
Professor & Senior Scholar in Multicultural Education/Assistant Professor of CSIEME
Co-Coordinators of Undergraduate and Master's Level Courses/Programs in Multicultural Education
Co-Coordinators of Doctoral Level Courses/Programs in Cultural Studies, International Education, and Multicultural Education (CSIEME)
Co-Academic Partners for the Graduate Certificate in Chief Diversity Officer in Higher Education (CDOHE)
Co-Lead Academic Partners for the Graduate Certificate in Social Justice Studies (SJS)


Program

Cultural Studies, International Education, and Multicultural Education (CSIEME)

Inquire≈Educate≈Innovate

Improving education opportunities and outcomes for all students in Southern Nevada, especially students from underserved communities.

≈Recognize the full educational potential of each student and provide the scaffolded supports and challenges necessary for them to achieve that potential≈

≈Work closely with families to achieve a high level of complementary educational expectations between home and school≈

Cultivating critically conscious communities of educator-scholars by advancing inquiry and praxis that fosters equitable, just, and pluralistic solutions to societal problems for current and future generations.

≈Use the local environment and community resources on a regular basis to link research and practice to the everyday lives of the students and families≈

≈Engage evidence-based approaches that incorporate and build upon long-standing and contemporary local ways of being, knowing, and doing, especially in teaching≈

CSIEME logo

CSIEME Program Description
The Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis is comprised of three related disciplinary strands that promote interdisciplinary and decolonizing approaches to research and teaching. Multicultural Education is the emphasis' core strand. Multicultural Education engages critical pedagogy as the basis for social change through promotion of the democratic principles of social justice. Through enactment of critical pedagogy focused on knowledge, reflection, and action (praxis), Multicultural Education accepts and affirms—through radical transformation of interpersonal interactions, curricula, and instructional strategies—the pluralism that students, their families and communities, and educators represent. Through the core Multicultural Education strand, CSIEME students critically re/consider the Eurocentric canon in re/claiming educational processes that challenge and reject white supremacy, predatory capitalism, racism, sexism, and other forms of discrimination in PK-12 and higher education and society. Through the International Education strand CSIEME students engage critical views of comparative, international, global, inter-nation, and related diaspora educational constructs, in particular challenging the global north-south binary that perpetuates the belief that Westernization and Western approaches to education/educational systems are superior and, thus, should continue to drive education around the world. Through the Cultural Studies strand, CSIEME students critically examine factors fostering the emergence and proliferation of critical consciousness about social structures and systems that oppress, marginalize, minoritize, and/or discriminate, as well as of critical action leading to emancipation, solidarity, liberation, and freedom from these structures and systems.

CSIEME Program History
The CSIEME program evolved from the interests and commitments of departmental faculty beginning in 1997. Four faculty (Harper, Bean, Wang, and Lin), with expertise in Cultural Studies and International Education, joined together to form a doctoral program emphasis area within the Ph.D./Ed.D. in Curriculum and Instruction degree programs called Cultural and International Studies in Education (CISE). In 2004, three other departmental faculty (Troutman, Ramírez, and Levitt), with aptitude in Language, Literacy, Culture, and Social Studies, collaborated to establish a Master's concentration within the M.S./M.Ed. Curriculum and Instruction degree programs called Multicultural Education. Between 2009-2012, the seven originating faculty had either passed away, retired, took on other departmental responsibilities/roles, or left UNLV. Concomitantly, a new departmental faculty (Clark), with varied knowledge in Multicultural Education, Cultural Studies, and International Education, assumed oversight for both the doctoral program emphasis area and the Master's program concentration. Shortly thereafter, Multicultural Education was integrated into the doctoral program emphasis area to form what, in 2015, became formally known as the CSIEME ("See Me") program. Bridging the Master's and doctoral degree programs (symbolized through the bolding of the ME portion of the CSIEME acronym), the Multicultural Education component of the CSIEME program serves as the theoretical and practical foundation of the program, on which the Cultural Studies and International Education components are built, enabling the program's epistemological and axiomatic scope to extend from the local to the global and back again. In 2016, another new departmental faculty (Marrun), also with varied knowledge in in Multicultural Education, Cultural Studies, and International Education, joined the CSIEME program. Also in 2016, and again in 2019, additional faculty-from within the department, from other departments within the college, and from other departments across campus, all with broad and deep capacity in myriad content areas that include, inform, and support Multicultural Education, Cultural Studies, and International Education, joined the CSIEME program as Affiliate Faculty.

Multicultural Education theory and practice traverse a more than forty-year history in the United States and, more recently, around the world. In 1990, members of the Association of Teacher Educators' (ATE) Multicultural Special Interest Group founded the National Association for Multicultural Education (NAME) to address, at the national policy level, the lack of meaningful attention being given to issues of diversity in teacher training.

Multicultural Education is an instructional and pedagogical paradigm that integrates the history, cultural traditions, social norms, life experiences, and learned contributions that members of non-dominant groups have made to all aspects of local and global society, especially those aspects that are typically codified in PK-12 and higher education courses of study in the United States. Multicultural education scholar, Sonia Nieto, defines multicultural education as: a process of comprehensive school reform and basic education for all students that challenges and rejects racism and other forms of discrimination in schools and society, and accepts and affirms the pluralism (ethnic, linguistic, religious, economic, and gender, among many others) that students, their communities, and teachers represent; it permeates the curriculum and instructional strategies used in schools, it pervades the interactions among teachers, students, and parents, and the very way that schools conceptualize the nature of teaching and learning; it uses critical pedagogy as its underlying philosophy and focuses on knowledge, reflection, and action (praxis) as the basis for social change in order to promote the democratic principles of social justice.

Cultural Studies is a relatively recent phenomenon in intellectual and academic circles. Established in Britain during the 1960s, Cultural Studies has been incorporated into the study of American education only since the 1980s, but has developed a broad following, and continues to gain significance as an area of specialization. Cultural Studies departments, programs, courses, as well as academic journals and conferences have been established in Europe, Australia, Canada, Africa, and Latin America, as well as the United States. It is an area referenced in the popular media and in the established press, as well as in public and academic bookstores and libraries.

Cultural Studies is a highly interdisciplinary field, drawing on philosophy, literature, the arts, sociology, psychology, political science, technology, and media. According to critical cultural studies scholar, Henry Giroux, Cultural Studies connects those scholars interested in examining and challenging relationships of power, culture, and knowledge. In education, Cultural Studies focuses on these relationships with a particular reference to issues of individual and collective identity formation in pedagogical contexts.

International Education as a field of study in education has a one hundred-year history. Accordingly, International Education has played a central role in shaping American educational policy, both at the federal and state level. As a result, mathematics curriculum reform scholar, Thomas Romberg, notes that International Education had a powerful influence over educational practice, especially with respect to standards-based curricula, as well as teaching and teacher education reforms. International and/or Comparative Education departments, programs, and/or courses have been developed at most major research universities in the United States, and have been promoted through related academic organizations, journals, and conferences across the United States and abroad.

International Education is an umbrella term encompassing comparative education, transnational education, and pan-global indigenous studies. Included in these studies are a series of large-scale, cross-nation comparisons in student achievement, teaching practice, curriculum, and educational policy. Of note in this field is the largest on-going educational research project, The Third International Mathematics and Science Study.

CSIEME Disciplinary Intersections
There are significant intersections between and across the fields of Multicultural Education, Cultural Studies, and International Education. They share interest in issues of power, culture, epistemology, axiomatics, rhetoric, comparative analysis, sociopolitical analysis, educational reform, identity, diversity, and agency, among others. Accordingly, they have been aligned with each other in number of ways in an array of higher education institutions, including the University of California, Los Angeles, the University of Wisconsin, Madison, and the University of Maryland, College Park. Such an alignment in UNLV's Department of Teaching and Learning plays an important role in moving all three fields in productive, interdisciplinary directions.

Graduate students in the CSIEME program are engaged in developing academic knowledge and practical expertise in the cultural, international, and multicultural dimensions of educational praxis including, but not limited to, inquiry into student learning; pedagogy; curriculum development, design, and implementation; teaching and learning reciprocity; educational assessment and evaluation; media and visual arts; popular culture; literacy, new literacies (technology), and textuality; locality, transnationalism, and globalization; and, equity and social justice in relationship to both individual/self and collective/social formation. This specialization requires student engagement with issues of race; color; ethnicity; geographic origin; immigration status; language; caste; socioeconomic class background; employment status; sex; gender; gender identity and expression; family configuration; sexual orientation; physical, developmental, or psychological ability; age or generation; religious, spiritual, faith-based, or secular belief; among other dimensions of difference as these manifest in educational contexts. Research in this emphasis area requires students to develop comprehensive understanding of-among other interpretive stances, frameworks, and communities-critical theory, critical race theory, post-positivist paradigms, constructivist and constructionist theory, postmodern theory (e.g., post-structuralism and deconstructionism), post-colonial theory, advocacy and participatory paradigms, feminist theory, Queer theory, and disability theory in education.

CSIEME Program Objectives
Upon completion of the CSIEME program, graduates will:

  • Demonstrate a comprehensive and complex understanding of sociohistorical, sociopolitical, and sociocultural concerns at focus in cultural studies, international education, and multicultural education theory and practice;
  • Be able to conduct research and apply findings to advance knowledge and action within the education, broadly conceptualized, in service to historically marginalized students/communities in manners that support their agency and justice;
  • Be prepared to assume positions/roles/postures with teaching, research, service, administrative and other restorative/transformative responsibilities in the areas of cultural studies, international education, and/or multicultural education.

Admissions

Thank you for your interest in the CSIEME program's Master's degrees (M.Ed. and M.S.) in Curriculum and Instruction with a concentration Multicultural Education (ME), and our Doctoral degrees (Ed.D. and Ph.D.) in Curriculum and Instruction with an emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME). We would love to have you join our very caring, passionate, collaborative, talented, and committed, highly diverse, academic community!

Application Timeline

  1. Master's degree program applications are accepted three times a year as follows: for a Fall admission by June 1, for a Spring admission by November 1, and for a Summer admission by March 15.
  2. Doctoral degree program applications are accepted once a year by December 1, for admission the following fall semester. Doctoral program interviews are typically scheduled before the end of March, and doctoral program acceptances are usually announced before the end of April.

How to Apply

Please note, these degree programs are housed in the Department of Teaching and Learning within the College of Education. Masters and Doctoral applicants, domestic and international, apply for admission through UNLV's Graduate College Admissions "Gateway." To gain login access to the Gateway, applicants must create an account.

In completing your application, be sure to select the appropriate option from the dropdown menus within the Gateway interface:

  1. M.Ed. (culminating experience-option) in Curriculum and Instruction (NOTE: You will indicate your interest in the Multicultural Education (ME) emphasis in your Statement (or Letter) of Intent, see additional details below)
  2. M.S. (thesis-option) in Curriculum and Instruction (NOTE: You will indicate your interest in the Multicultural Education (ME) emphasis in your Statement (or Letter) of Intent, see additional details below)
  3. M.S. to Ph.D. (research focus) in Curriculum and Instruction (NOTE: There will be a drop-down menu in the Gateway interface where you will select the Cultural Studies, International Education, Multicultural Education (CSIEME) emphasis, however, you should also indicate your interest in the CSIEME emphasis in your Statement (or Letter) of Intent, see additional details below)
  4. Ph.D. (research focus) in Curriculum and Instruction (NOTE: There will be a drop-down menu in the Gateway interface where you will select the Cultural Studies, International Education, Multicultural Education (CSIEME) emphasis, however, you should also indicate your interest in the CSIEME emphasis in your Statement (or Letter) of Intent, see additional details below)
  5. Ed.D. (engagement focus) in Curriculum and Instruction (NOTE: You will indicate your sole or lead/primary interest in the Cultural Studies, International Education, Multicultural Education (CSIEME) emphasis in you Statement (or Letter) of Intent, see additional details below)

Application Checklists

PLEASE NOTE: ALL APPLICATION MATERIALS MUST BE SUBMITTED BY THE DEADLINES LISTED BELOW IN ORDER FOR THE APPLICANT TO BE CONSIDERED FOR ADMISSION

(Applications with Missing Materials will be Deferred for Admission Consideration to the Subsequent Admission Deadline)

    Master's Degrees [M.Ed. and M.S.]

    1. $60 Application Fee
    2. Statement of Intent (250-750 words)
      • Please note, that when you apply for either the M.Ed. or the M.S. in Curriculum and Instruction in the Multicultural Education (ME) emphasis through the Graduate College Gateway interface, there will NOT be a drop-down menu that enables you to select the Multicultural Education (ME) emphasis—to ensure that your application is routed to the Multicultural Education (ME) emphasis area for admission consideration, you must explicitly state your interest in pursuing the M.Ed. or the M.S. in Curriculum and Instruction in the Multicultural Education (ME) emphasis in your Statement (or Letter) of Intent. See additional details about the Statement of Intent below.
      • Your Statement of Intent for the M.Ed. should: 1) Explicitly state your interest in pursuing the M.Ed. Curriculum and Instruction in the Multicultural Education (ME) emphasis; 2) Explain your reason(s) for pursuing an M.Ed. in Curriculum and Instruction with an emphasis in Multicultural Education (ME); 3) Define Multicultural Education in your own words and why it interests you; 4) Describe your prior experiences in any kind of educational role (as a parent, tutor, informal or formal advisor, coach, teacher, counselor, community activist, etc.) and how these experiences relate to Multicultural Education; and, 5) Discuss what you hope to do with your degree once you complete it (in a current or aspirational job, in additional advanced education, in community-engaged action, etc.).
      • Your Statement of Intent for the M.S. should: 1) Explicitly state your interest in pursuing the M.S. in Curriculum and Instruction in the Multicultural Education (ME) emphasis; 2) Explain your reason(s) for pursuing an M.S. in Curriculum and Instruction with an emphasis in Multicultural Education (ME); 3) Define Multicultural Education in your own words and why it interests you; 4) Describe your research ideas for the thesis and how they are related to Multicultural Education; and, 5) Discuss what you hope to do with your degree once you complete it (in a current or aspirational job, in additional advanced education, in community-engaged action, etc.).
    3. Writing Sample (750-1500 words)
      • There is no specific topic focus for the writing sample; we recommend that you share something that is thoughtfully structured and well organized. For example, you can share a published work (e.g., an article, book chapter, extensive blog post), something you are preparing to submit for publication, an already-graded or soon-to-be graded assignment from an academic course, like a research paper (inclusive of a literature review) or a critical essay (where you are making a specific case or argument which you support with some form of evidence), or even a funded grant proposal or technical report. Regardless of what you share, it should, once again, be thoughtfully structured and well organized, whether traditionally or non-traditionally so; don’t be afraid to share something that is unusual or uniquely creative so long as it accomplishes the goal of demonstrating your scholarly writing and critical thinking capacities.
    4. Three Letters of Recommendation
    5. Official Transcripts
    6. Résumé

    Please note: When you are preparing your application within the Gateway system, if there is not an available information field (attachment port) through which to submit any of the checklist items noted above, please email them to Ms. Nanette Meyer at: Nanette.Meyer@unlv.edu

    Master's Degree to Doctoral Degree [M.S. to Ph.D.] AND Doctoral Degrees [Ph.D. and Ed.D.]

    1. $60 Application Fee
    2. Statement of Intent (250-750 words)
      • Please note, that when you apply for either the M.S. to Ph.D. or the Ph.D. in Curriculum and Instruction in the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis through the Graduate College Gateway interface, there WILL be a drop-down menu that enables you to select the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis. However, to ensure that your application is routed to the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis area for admission consideration, you should also explicitly state your interest in pursuing the M.S. or the M.S. to Ph.D. in Curriculum and Instruction in the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis in your Statement (or Letter) of Intent. See additional details about the Statement of Intent below.
      • The M.S. to Ph.D. in Curriculum and Instruction degree program with an Emphasis in Cultural Studies, International Education, Multicultural Education (CSIEME) is geared for scholar-practitioner-activists primarily interested in advancing understanding of complex, persistent, and pervasive concern(s) in educational practice through restorative and transformative academic research. Your Statement of Intent for the M.S. to Ph.D. in Curriculum and Instruction should: 1) Explicitly state your interest in pursuing the M.S. to Ph.D. in Curriculum and Instruction in the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis; 2) Explain your reason(s) for pursuing an M.S. to Ph.D. in Curriculum and Instruction with an emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME); 3) Describe the concern(s) in educational practice on which you would like to focus your program of study; 4) Explicate which content area within the CSIEME specialization (Cultural Studies, International Education, or Multicultural Education) is your primary area of interest, why, and how that content area might inform your research focus; and, 5) Define/delineate how the research focus is restorative and transformative.
      • The Ph.D. in Curriculum and Instruction degree program with an Emphasis in Cultural Studies, International Education, Multicultural Education (CSIEME) is geared for scholar-practitioner-activists primarily interested in advancing understanding of complex, persistent, and pervasive concern(s) in educational practice through restorative and transformative academic research. Your Statement of Intent for the Ph.D. should: 1) Explicitly state your interest in pursuing the M.S. or the M.S. to Ph.D. in Curriculum and Instruction in the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis; 2) Explain your reason(s) for pursuing a Ph.D.; 3) Describe the concern(s) in educational practice on which you would like to focus your program of study; 4) Explicate which content area within the CSIEME specialization (Cultural Studies, International Education, or Multicultural Education) is your primary area of interest, why, and how that content area might inform your research focus; and, 5) Define/delineate how the research focus is restorative and transformative.
      • Please note, that when you apply for the Ed.D. in Curriculum and Instruction in the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis through the Graduate College Gateway interface, there will NOT be a drop-down menu that enables you to select the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis as your sole or primary/lead emphasis—to ensure that your application is routed to the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis area for admission consideration, you must explicitly state your interest in pursuing the Ed.D. in Curriculum and Instruction in the Cultural Studies, International Education, and Multicultural Education (CSIEME) emphasis as your sole or primary/lead emphasis in your Statement (or Letter) of Intent. See additional details about the Statement of Intent below.
      • The Ed.D. in Curriculum and Instruction degree program is geared for scholar-practitioner-activists primarily interested in developing imaginative and durable community-embedded, action-oriented solutions to complex, persistent, and pervasive concern(s) in educational practice. Your Statement of Intent for the Ed.D. should: 1) Describe the concern(s) in educational practice on which you would like to focus your degree program; 2) Delineate the relevant internship sites (anywhere in the country and/or around the world) that might support your solution(s) development; 3) Discuss how the CSIEME content area (alone or interdisciplinarily with other content areas—Literacy, Teacher Education, CTPE, Mathematics, Science, and/or IMS) will support your solution development; 4) Define/delineate how the solution(s) development is imaginative, durable, community-embedded and action-oriented.
    3. Writing Sample (750-1500 words)
      • There is no specific topic focus for the writing sample; we recommend that you share something that is thoughtfully structured and well organized. For example, you can share a published work (e.g., an article, book chapter, extensive blog post), something you are preparing to submit for publication, an already-graded or soon-to-be graded assignment from an academic course, like a research paper (inclusive of a literature review) or a critical essay (where you are making a specific case or argument which you support with some form of evidence), or even a funded grant proposal or technical report. Regardless of what you share, it should, once again, be thoughtfully structured and well organized, whether traditionally or non-traditionally so; don’t be afraid to share something that is unusual or uniquely creative so long as it accomplishes the goal of demonstrating your scholarly writing and critical thinking capacities.
    4. Three Letters of Recommendation
    5. GRE (no specific minimum GRE score required for admissions to CSIEME)
    6. Official Transcripts
    7. Résumé/Curriculum Vitae

    Please note: When you are preparing your application within the Gateway system, if there is not an available information field (attachment port) through which to submit any of the checklist items noted above, please email them to Ms. Nanette Meyer at: Nanette.Meyer@unlv.edu

    Additional Information for International Applicants can be found on the Office of International Students and Scholars site.

    For Questions

    Please feel free to contact us anytime for further assistance:

    Christine Clark, Ed.D.
    Email: chris.clark.unlv@me.com
    Phone: 702-895-3888 (office)
    Phone: 702-985-6979 (cell)

    Norma A. Marrun, Ph.D.
    Email: norma.marrun@unlv.edu
    Phone: 702-895-1176 (office)


Degrees


Certificate Programs


Core Faculty, Graduate Assistants, Affiliated Faculty, & CRiTS Cluster

CSIEME Core Faculty

CSIEME Core Faculty CV

Christine Clark, Ed.D.
Professor and Senior Scholar in Multicultural Education
Department of Teaching and Learning

Norma A. Marrun, Ph.D.
Assistant Professor of Cultural Studies, International Education, and Multicultural Education
Department of Teaching & Learning

 

CSIEME Graduate Assistants

Alfred Acquah, Ph.D. Student
Instructor, Multicultural Education & Researcher, Educational Equity
Department of Teaching and Learning

Rosnidar Arshad, Ph.D. Student
Instructor, Multicultural Education & Researcher, Educational Equity
Department of Teaching & Learning

De'Ana Mauldin, Ph.D. Student
Instructor, Multicultural Education & Researcher, Educational Equity
Department of Teaching and Learning

Marcela Rodríguez-Campo, Ph.D. Candidate
Instructor, Multicultural Education & Researcher, Educational Equity
Department of Teaching & Learning

 

CSIEME Affiliated Faculty

Erika Abad, Ph.D.
Assistant Professor in Residence, Latinx Studies
Department of Interdisciplinary, Gender, and Ethnic Studies
College of Liberal Arts

Constancio Arnaldo, Ph.D.
Assistant Professor, Asian American Studies
Department of Interdisciplinary, Gender, and Ethnic Studies
College of Liberal Arts

Jori Beck, Ph.D.
Assistant Professor, Secondary Education
Department of Teaching and Learning
Old Dominion University

Lisa Bendixen, Ph.D.
Associate Professor, Educational Psychology
Department of Educational Psychology and Higher Education

Alain Bengochea, Ph.D.
Assistant Professor, Teaching English as a Second Language
Department of Early Childhood, Multilingual, and Special Education

Neffisatu Dambo, Ph.D.
Assistant Professor, Counseling Core Faculty
Department of Education, School Psychology, and Human Services

Kenneth Fasching-Varner, Ph.D.
Associate Professor, Literacy
Department of Teaching and Learning

Tiberio Garza, Ph.D.
Assistant Professor in Residence, Educational Pyschology
Department of Educational Psychology and Higher Education

Katrina Harris, Ph.D.
Assistant Professor in Residence, Counselor Education
Department of Counselor Education, School Psychology, and Human Services

Margarita Huerta, Ph.D.
Assistant Professor, Teaching English as a Second Language
Department of Early Childhood, Multilingual, and Special Education

Iesha Jackson, Ph.D.
Assistant Professor, Teacher Education
Department of Teaching and Learning

Emily Lin, Ph.D.
Professor, Teacher Education and Associate Dean, Graduate College
Department of Teaching and Learning

Federick Ngo, Ph.D.
Assistant Professor, Higher Education
Department of Educational Psychology and Higher Education

Anita Tijerina Revilla, Ph.D.
Professor, Chicanx and Latinx Studies
Department of Chicana(o) and Latina(o) Studies
California State University, Los Angeles

Blanca Rincón, Ph.D.
Assistant Professor, Higher Education
Department of Educational Psychology and Higher Education

Anne Stevens, Ph.D.
Professor, English and Chair
Department of Interdisciplinary, Gender, and Ethnic Studies
College of Liberal Arts

Valerie Taylor, Ph.D.
Assistant Professor, African American Studies and Women’s Studies
Department of Interdisciplinary, Gender, and Ethnic Studies
College of Liberal Arts

Doris Watson, Ph.D.
Professor, Higher Education
Department of Educational Psychology and Higher Education

A.B. Wilkinson, Ph.D.
Assistant Professor, History
Department of History
College of Liberal Arts

Xin Zhang, Ph.D.
Visiting Assistant Professor, Multilingual Education
Department of Early Childhood, Multilingual, and Special Education

 

CRiTS Cluster


Courses

Course textbooks

CSIEME Core Courses Schedule

Examples of CSIEME Course Syllabi

(also see Course Prefix and Number Changes Information further below)

Fall EVEN (2018, 2020, 2022, 2024)

  • CME 705 Multicultural Education (taught every semester)
  • CME 730 Intersectional Analysis in Multicultural Education (taught every OTHER fall (Even Years) starting 2018)
  • CME 750 Critical Multicultural Education
  • CME 760 Critical Race Theory in Education
  • CME 775 Multicultural Organizational Development (taught every OTHER fall (Even Years) starting 2020)

Spring EVEN (2018, 2020, 2022, 2024)

  • CME 705 Multicultural Education (taught every semester)
  • CME 700 Social Justice Education (taught every OTHER spring (Even Years) starting 2022)
  • CME 720 International and Comparative Studies in Education
  • CME 740 Intergroup Dialogue Facilitation NEW! (taught every OTHER spring (Even Years) starting 2020)

Fall ODD (2019, 2021, 2023, 2025)

  • CME 705 Multicultural Education (taught every semester)
  • CME 710 Cultural Studies in Education
  • CME 765 Analysis of the School-to-Prison Pipeline
  • CME 770 Critical Inquiry and Praxis (Indigenous Methodologies) (taught every OTHER fall (Odd Years) starting 2021)
  • CME 780 Critical Whiteness Studies NEW! (taught every OTHER fall (Odd Years) starting 2023)

Spring ODD (2019, 2021)

  • CME 700 Social Justice Education (taught every OTHER spring (Odd Years) starting 2019)
  • CME 705 Multicultural Education (taught every semester)
  • CME 735 Multicultural Curriculum Transformation (taught every OTHER spring (Odd Years) starting 2021)
  • CME 745 Theory and Research in Multicultural Education
  • CME 755 Teaching about Latina/Latino Experiences in Education

Summer (2017 Forward)

  • CME 700 Social Justice Education (taught every OTHER Summer Session II (Even Years) starting 2020, Face-to-Face Intensive (over 2 weeks, 6 days (Tu, W, Th), 8 hours/day)
  • CME 705 Multicultural Education (for Non-CSIEME students) (taught Online every Summer Session I)

Course Prefix and Number Changes Information (Changes Implemented Fall 2017 and Fall 2020)

  • CIG 660 to CME 600 to CME 705 Multicultural Education
  • CIG 665 to CME 610 to CME 715 Multicultural Education for Teacher License Recertification
  • CIG 661 to CME 620 to CME 725 Current Topics in Multicultural Education
  • CIG 663 to CME 630 to CME 735 Multicultural Curriculum Transformation
  • CIG 662 to CME 640 to CME 745 Theory and Research in Multicultural Education
  • CIG 667 to CME 650 to CME 755 Teaching about Latina/Latino Experiences in Education
  • CIG 664 to CME 660 to CME 775 Multicultural Organizational Development
  • CIG 774 to CME 700 Social Justice Education
  • CIG 772 to CME 710 Cultural Studies in Education
  • CIG 771 to CME 720 International and Comparative Studies in Education
  • CIG 745 to CME 730 Intersectional Analysis in Multicultural Education
  • CIG 778 to CME 740 Intergroup Dialogue Facilitation
  • CIG 740 to CME 750 Critical Multicultural Education
  • CIG 793 to CME 770 Critical Inquiry and Praxis (Indigenous Methodologies)

Unchanged Course Prefixes and Numbers

  • CIG 697: Curriculum and Instruction Culminating Experience
  • CIG 699: Thesis
  • CIG 689: Curriculum and Instruction Seminar
  • CIG 786: Individual Instruction in Education
  • CIG 791: Internship in Curriculum and Instruction
  • CIG 799: Dissertation

Suggested Course Sequencing

Students in the CSIEME program should consider the follow course sequencing suggestions:

At the Master's Level (M.Ed.):

  1. Complete at least nine (of ten) required research, foundation, curriculum and instruction, and core/elective courses;
  2. Complete at least one (of two) cognate elective courses;
  3. Complete the culminating experience course in tandem with at least one course from #1 or #2 above.

At the Master's Level (M.S.):

  1. Complete at least nine (of ten) required research, foundation, curriculum and instruction, and core/elective courses;
  2. Complete at least one (of two) cognate elective courses;
  3. Complete the thesis proposal and IRB in tandem with at least one course from #1 or #2 above;
  4. Defend the thesis proposal, implement thesis research, complete three thesis credits;
  5. Write up thesis research, complete three thesis credits (six total), defend thesis.

At the Doctoral Level:

  1. Complete at least seven (of nine) required teaching and learning, research, specialization, and internship courses;
  2. Complete at least five (of seven) research and specialization elective courses;
  3. Complete qualifying or comprehensive examinations in tandem with at least one course from #1 or #2, above;
  4. Complete the dissertation proposal and IRB in tandem with at least one course from #1 or #2 above;
  5. Defend the dissertation proposal, implement dissertation research, complete three-to-six dissertation credits;
  6. Write up dissertation research, complete six-to-nine dissertation credits (twelve total), defend dissertation.

Internship Credits (CIG 791)

The CSIEME program teaching internship requirement (3 credits) can be met in a variety of ways through dialogue and negotiation between the student and her/his advisor. For example, through shadowing a professor teaching a graduate level course in a CSIEME-relevant content area in tandem with post-class debriefing sessions to discuss curricular and instructional decision making; or through conducting classroom-based inquiry (e.g., participant observation, ethnography, case study) of a professor teaching a graduate level course in a CSIEME-relevant content area and formally reporting inquiry findings and related critical analysis.

Likewise, the CSIEME program research internship requirement (3 credits) can be completed in myriad manners through dialogic exchange and interchange between the student and her/his advisor. For instance, students may prepare and submit: a manuscript to a CSIEME-relevant refereed journal (e.g., Equity & Excellence in Education, Cultural Studies, Journal of Studies in International Education (JSIE), Multicultural Perspectives, Multicultural Education Review (MER), Lateral, International Journal of Multicultural Education (IJIE), Journal of Research in International Education (JRIE), etc.), or a conference proposal to a CSIEME-related national organization with a juried annual conference proposal review process (e.g., the Association for Cultural Studies Conference (ACS), the Comparative and International Education Conference (CIES), the National Association for Multicultural Education Conference (NAME) annual international conference, the National Conference on Race and Ethnicity (NCORE), the Annual Conference of the National Association for Diversity Officers in Higher Education (NADOHE, affiliated with the American Council on Education (ACE)), a cultural studies-, international education-, or multicultural education-related division/section or committee/special interest group of the American Education Research Association (AERA), etc.).


For Current Students

Master's Degree Programs

Doctoral Degree Programs: General Information and Forms

Doctoral Programs: Doctoral Benchmark and Academic Job Search Resources

Certificate Programs: General Information (see also Certificate Programs section)

Advanced Academic Writing, Research, and Presentation Resources

Teaching Resources

Funding

Key Conferences, Journals, & Additional Resources