The University of Minnesota’s education program in the College of Education and Human Development ranks #3 in the world, according to the Academic Ranking of World Universities (ARWU) 2017 report. Only prestigious private universities Harvard and Stanford are ranked higher, making CEHD the highest rated public education program in the world.
CEHD is a comprehensively international college, with global aspects integrated into teaching, research, and outreach efforts. Our most recent data indicates:
Driven by the desire to stimulate economic growth via industrial diversification and innovation the government of Kazakhstan has been putting much effort in increasing the country’s research capacity. Some of the key government initiatives focus on the promotion of international mobility schemes supporting post-graduate training, research visits, and professional development of researchers abroad. Government-sponsored international mobility schemes are expected to have a positive effect on the development of research capacity of Kazakhstani scholars, while the scholars themselves are expected to be able to become highly productive and internationally competitive researchers upon their return to Kazakhstan. Meanwhile, extensive literature on international mobility suggests that the effects of international mobility might be moderated by the re-adjustment experiences of a returnee. Most of the literature focuses on the exploration of the process of home country reintegration of returning undergraduate students and faculty. In this presentation, we will share the results of an interview based study, which explored the process of readjustment of foreign doctoral program graduates upon their return to Kazakhstan, with special attention given to the process of transition of the scholars to Kazakhstani research environment.
Dr. Aliya Kuzhabekova is an alumna of OLPD, who is currently employed as an Associate Professor in Higher Education at the Graduate School of Education, Nazarbayev University. Aliya conducts research on international mobility, research capacity building in transitional contexts, researcher development and women in higher education leadership.
Thursday, November 29, 2018
Burton Hall, Room 240
12:00 PM - 1:00 PM
No RSVP required
Our global initiatives staff and leadership bring timely and relevant speakers from around the world to address pressing, interconnected topics. For more information, contact the Office of International Initiatives and Relations at firstname.lastname@example.org
The Mary Tjovold ("Mary T.") Scholars program is one of the few study abroad programs at the University of Minnesota that provides graduate students an opportunity to engage in graduate-level professional development through community-based work in a foreign country. With airfare and most living expenses included in the program, this is not only a unique opportunity to build cultural awareness, but one of the most affordable opportunities for graduate student participation.
All CEHD graduate students are eligible to apply for this program. Learn more about the program, and the 2018 work in Chiang Khong, Thailand.
We partner with institutions from across the globe in exchanges, teaching, and research. See some of our program partnerships.
If you're interested in a partnership between your institution and CEHD, contact Marina Alexio at email@example.com.
Our Global Teacher Education Program (GTEP) is a professional development program for educators. This intensive program provides participants the opportunity to learn about innovative teaching strategies and assessments used in U.S. schools, develop further their English language proficiency, and engage in experiential learning through classroom observations and school internships.
Scholars from around the world join our college community each year to further our research and teaching. Read profiles of our 2017 scholars.
Marina B. Aleixo is Program Director of International Initiatives and Relations at the College of Education and Human Development (CEHD) at the University of Minnesota. Her work involves developing and negotiating global partnerships on behalf of CEHD with institutions from around the world. As program director, her focus is on developing new opportunities for international collaboration, research, and worldwide partnerships, particularly in the area of teacher and faculty education and training. Dr. Aleixo also leads the Global Teacher Education Program (GTEP) initiative, a short-term professional development program designed for international educators.
Dr. Aleixo’s research and scholarship explores the experiences of immigrant students and families. Currently she is involved in two international research projects. Multi-national Exploration of the School Experience of Somali Immigrant and Refugee Students examines the experience of Somali youth in Sweden, Netherlands, and England. The study explores how immigration policies in each country impact these school experiences. Supporting Refugees through Family Separation: Ambiguous Loss for Cambodian American Minnesotans documents the experience of recently deported Cambodian refugees in Cambodia, and their families left behind in Minnesota. Domestically, Dr. Aleixo has been involved in a collaborative multi-institutional research study that documents the college experiences of immigrant students.
Dr. Aleixo teaches courses that explore immigration policy and its impact on student school and community experiences. Her course, Borderland, Education Policy, and the Immigrant Student Experience examines the historical marginalization of immigrant and underrepresented students and families in the US educational system. This spring semester course also includes a one-week experience over spring break to Tucson, Arizona where students work with organizations that support migrants during the border crossing process. Dr. Aleixo also teaches Taste of South Korea: Culture, Language, and Education, a comparative international education course that evaluates and compares current US and Korean educational systems. The course also explores the historical background of Korean education, and its impact on current social, political and educational policies.
Stebleton, M. & Aleixo, M. (2016). Black African Immigrant College Students' Perceptions of Belonging at a Predominately White Institution (PWI). Journal of The First-Year Experience & Students in Transition.
Stebleton, M. & Aleixo, M. (2015). Examining undocumented Latino/a student interactions with faculty and institutional agents. Journal of Hispanic Higher Education, 1-18.
Aleixo, M., Hansen, S., Horii, S. & Un, S. (2014). Theory ain’t practice: Four novice researchers navigate dilemmas of representation within immigrant populations. Diaspora, Indigenous and Minority Education, 8, 32-43.