Program Information

Candidates must complete a minimum of 31-33 semester hours of graduate coursework:

  • Core Educational Component (12 credit hours total)
  • Interdisciplinary Component (9 credit hours total)
  • Research and Inquiry Component (6 credit hours total)
  • Cross-Cultural, International Internship (3 credit hours total)
  • Master's Capstone Component: choose either Plan I or Plan II (1-3 credit hours total)
    • Plan I: 33 minimal hour program culminating in a Master's thesis
    • Plan II: 31 minimal hour program culminating in a comprehensive examination OR a final applied project

Please go to the Office of the Bursar page, Graduate students - Calculate your cost of attendance for information about the cost of graduate courses at BGSU. Check the General MACIE Questions in the FAQ tab for more information. 

  • An interdisciplinary introduction to the concept of culture and its relation to education; cross-cultural and international education; globalization; text and language; immigration and displacement; human possibility, subjectivity and identity.
  • Comparative study and critique of the role of education in national and global development. Emphasis on the interrelationship between cultural, economic, and political factors and the roles of education in selected developed and developing nations.
  • Study of theories of human development and perspectives on learning from a cross-cultural approach. Special emphasis placed on the contextual nature of human development and its relation to sociocultural contexts.
  • Critical examination of the historical, cultural, economic, social and political forces shaping education policy from an international and global perspective.
  • Topics vary depending on academic year. Contact the program coordinator for more information.

The Cognate Component of the MACIE program requires students to take nine credits typically outside the traditional education field bringing an interdisciplinary perspective to the degree. Students should design their cognate together with their advisor, putting together the best elective courses that fit the students professional and academic interests. All cognate classes must be approved by the student’s advisor.

Note on Course Selection:

Because many cognates take students outside of the College of Education & Human Development, course schedules are out of the control of MACIE faculty. Students should check the course listings on-line for the most up to date list of course names and schedules. Some courses are offered once per semester, per year, or on demand.  Check with department for planned offering.

Optionally, students may pursue a Graduate Certificate to fulfill their cognate credit hours. Most Graduate Certificates have additional course requirements that go above and beyond the nine credit hours required by the MACIE cognate. Please consider these requirements when selecting your cognate. Students completing a certificate instead of a Student-Designed cognate will have this noted on their official BGSU transcripts (Master of Arts + Certificate).
Below are some of the most common certificates selected by MACIE alumni.

TESOL Graduate Certificate (12 credits)

Women's Studies Graduate Certificate (16 credits)

Ethnic Studies Graduate Certificate (15 credits)

Browse the Graduate College programs for additional certificate options.

Note on Course Selection:

Because many cognates take students outside of the College of Education & Human Development, course schedules are out of the control of MACIE faculty. Students should check the course listings on-line for the most up to date list of course names and schedules. Some courses are offered once per semester, per year, or on demand.  Check with department for planned offering.

  • Identification and evaluation of research problems, research designs, use of library resources, data gathering, and writing research reports.
  • Statistics as a tool in education and research, descriptive statistics, transformation of scores, sampling and probability, linear correlation and regression, introduction to statistical inference, basic tests of significance, and effect size.
  • Examines the history and theoretical underpinnings of qualitative research in education. Students will review a variety of qualitative studies and apply fundamental methods of data collection and analysis in conducting a small qualitative case study.
  • Students will spend a minimum of 120 contact hours at the field site and and enroll in a minimum of 3 credit hours for EDFI 6890.
  • All students must complete a supervised internship (and EDFI 6890 course) in a setting which provides a unique opportunity for the individual to learn and participate in a professional environment different from the participant’s own cultural perspective. This internship can be in an international setting or in an under-served cultural population within the United States. 
    • (As part of Goal #3, Coverdell Peace Corps Fellows must complete their internship in the United States or its Territories.) 
    • In this course, students apply academic learning to the practice of educational development. The academic portion of this class consists of reflection and synthesis of the internship and academic courses in structured, online discussions. For students completing Option I (thesis), this internship may also serve as the location and preparation for the thesis research. 
  • Check out the selected MACIE internship sites, in the MACIE Internships Page.

Students can complete this requirement in one of three ways:

  • Students can enter the program with a prerequisite of at least two semesters of a foreign language (undergraduate or graduate).
  • Students may demonstrate proficiency in a foreign language through an exam process. (Coverdell Peace Corps Fellows demonstrate proficiency by submitting their Description of Service showing training in a foreign language related to their PC service.)
  • Students may take 4-6 credit hours of a foreign language. (Possibilities include at least 6 credits of an undergraduate foreign language or 4 credits in a graduate level intensive language course.)
  • Students who select to complete Plan I will conduct a student led major research project
  • This is the most common and traditional capstone experience (for a list of theses that have been completed by past MACIE students see the MACIE Thesis page)
  • A minimum of three (3) thesis credit hours is required. Enrollment hours may exceed three (3) credits but no more than 3 hours are creditable toward degree
  • It is expected that MACIE students will work with a Thesis Committee Chair, at least one additional MACIE faculty member, and at least one faculty member from outside the MACIE program, as part of their MA Thesis Committee
  • Check the BGSU Thesis/Dissertation Handbook for more detailed requirements and information
  • Students selecting Plan II who choose to take the comprehensive examination, will do so at the end of their final semester in the program
  • Students must be enrolled in at least one (1) credit hour at the University when taking the comprehensive exam.
  • Students selecting Plan II who choose to complete an Applied Project will create and develop a finished product (described in more detail below), write an accompanying research-based academic paper and give a final presentation upon completion

Applied Project Description

The applied project is a capstone experience that helps the student develop skills, knowledge and materials relevant to the student’s work/career/post-graduate goals. The applied project includes a project proposal, a research-based academic paper that contextualizes the project, a product, and a final presentation upon completion. Applied projects may be conducted with a community partner, university partner, NGO, or other organization, or may be an individual project. Suggested topics may include developing/leading one of the following:

  • Curriculum Proposal/Project (for example, a proposed curriculum for a charter school focused on environmental education, second language acquisition)
  • Grant application (completion of a grant proposal, with faculty approval)
  • Summer Youth Program
  • Professional Development Project for Teachers
  • Development of a Non-Governmental Organization (NGO)
  • Program Evaluation
  • Film/Extended Video
  • Study Abroad/Experiential Education Trip/Project
  • On-Campus Program/Project
  • Another professionally relevant project with a focus on cross-cultural and international education, as approved by the Applied Project Team
Project Paper:

All projects will include a research-based academic paper that includes an introduction, justification for the project, and a literature review. The total length of the Project Paper is at the discretion of the student’s Project Committee Chair.

Project Presentation:

Students will provide a final presentation of their project to members of their project faculty team (see below), and to any member of the university or wider community interested in attending.

The Applied Project Team:

It is expected that MACIE Project students will work with a Project Committee Chair, one additional MACIE faculty member, and one faculty member from outside the MACIE program throughout all phases of the project as articulated above.

Updated: 04/24/2023 03:31PM