Political Development

‘Political development’ is a generic concept that refers to the development of institutions, social structures and civic values that form the basis of a society's political organisation. Contrary to what was believed in the recent past, it is by no means the result of a universal model of historical evolution that applies to all societies. It takes shape as a result of a combination of changes brought about by national, transnational and international factors. Some transformations may occur over the long term: they can be analysed by observing structural changes, such as the development of colonialism, economic and financial globalisation, the system of international relations, demographic shifts or climate change, among many other factors. Other transformations may be triggered by specific events, such as civil wars, revolutions, international conflicts, economic crises, natural disasters and global pandemics. Nor should we underestimate the role of political leaders, active minorities or broader social movements in changes to the political organisation of societies.

Analysis of political development requires exploring the multifaceted changes in societies throughout national and global history, highlighting the diversity of political experiences and the multiple aspirations of peoples. It also requires avoiding interpretations biased by ideology and false assumptions, stereotypes and beliefs that are not based on evidence.

Each session of the course focuses on a specific topic and is structured in three parts. First, the instructor introduces the topic by outlining key analytical perspectives, guiding questions, and relevant controversies or debates. This is followed by a student group presentation. Finally, the session opens up to the class for a collective discussion. One of the main objectives of the course is to foster critical thinking, grounded in the solid foundations of the social sciences and a clear-eyed observation of current world events. The aim is to cultivate individuals with independent and discerning minds, capable of making fair, balanced, and well-reasoned decisions.

• M 3:10 p.m.-5 p.m.
• Instructor: Olivier Nay
  Info
• 3 points

Persistent Problems in the Global South

Global South Challenges

This course examines the politics of persistent policy challenges in the Global South, a term that traditionally refers to developing nations but also encompasses marginalized communities in wealthier countries affected by globalization.Poverty, inequality, hunger, communicable diseases, water scarcity, political and financial instability, and corruption are among the most persistent challenges in the Global South. While policymakers have invested significant resources to address these issues, their global roots often make them more complex and difficult to resolve. Responses to these problems vary across the Global South, shaped by each country’s unique historical and political context. This variation highlights that developing countries are not uniform and provides valuable opportunities for comparative analysis of policies and outcomes.

This course takes a comparative approach, drawing on the histories and experiences of developing countries worldwide. Each week, we will focus on a key challenge in the Global South using an empirically grounded, case-based method, supported by relevant theoretical frameworks and policy literature. While recognizing country-specific differences, we will also examine common constraints—such as colonial legacies, resource scarcity, and institutional barriers—that set these nations apart from wealthier Global North countries.

• W 1:10 p.m.-3 p.m.
• Instructor: Rumela Sen
  CULPA: 1 Info
• 3 points

Topics in Financial Inclusion: Enhancing

Financial Inclusion Topic

Research shows that countries with deeper levels of financial inclusion -- defined as access to affordable, appropriate financial services -- have stronger GDP growth rates and lower income inequality. In recent years, research around the financial habits and needs of poor households has yielded rich information on how they manage their financial lives, allowing for the design of financial solutions that better meet their needs, boosting financial inclusion. Nevertheless, an estimated 1.3 billion people globally remain underserved by financial services. 

While microfinance institutions remain a leading model for providing financial services to the poor, new models and technology developments have provided opportunities for scaling outreach, improving the range of products and services, deepening penetration and moving beyond brick-and-mortar delivery channels. The course will provide an overview of selected topics in financial inclusion, with a focus on several foundational areas and select topics of current interest, including leading-edge digital financial services, gender, and innovative financial product design.

The course will be highly interactive, with leading industry experts as guest speakers and group assignments.

• T 5:10 p.m.-7 p.m.
• 1.5 points

Innovation Driving Development Impact

Innovation Driving Devt I

This course focuses on innovation in low and middle-income countries and how international development organisations and governments can drive better development processes and outcomes. Sessions will cover the role of innovation in fostering inclusive digital transformation, economic growth as well as practical applications of innovation in development policies and programmes. The course will feature a number of case studies from diverse low and middle-income countries as well as frameworks to help students gain a practical and conceptual understanding of innovation at various levels: macro, meso and micro. 
 
The course is designed to help students sharpen their critical thinking skills related to development cooperation policies and programming writ-large, and specifically as they pertain to innovation and digital transformation efforts. Students will gain an understanding of the history of investments in science, technology and innovation (STI) systems in low and middle-income countries and in fields of digital transformation and mission-oriented innovation. Students will work individually and in groups on practical exercises related to innovation policies, local innovation ecosystems, grassroots and frugal innovation, and more. The practical exercises will be anchored in conceptual frameworks and case studies from across low and middle-income countries. Case studies include innovation efforts led by international development organisations as well as by Global South government entities and by local grassroots innovators. 
 
Students will gain practical insights on how to advance inclusive innovation in the context of international development cooperation policies and programmes.

• SUSU 11 a.m.-4 p.m.
• Instructor: Benjamin Kumpf
  Info
• 1.5 points

Migration and Economic Development

Economics of Migration

This course equips students with economic tools to analyze the impacts of international migration on destination and origin countries. Emphasizing migration between low-, middle-, and high-income economies, it explores the effects of migration restrictions, remittances, diaspora networks, and labor market outcomes. Students will review key economic models, assess policy debates, and engage with empirical research. The course combines lectures, case discussions, and applied assignments to strengthen analytical skills and inform policy recommendations in migration and development.

• R 3:10 p.m.-5 p.m.
• Instructor: Limon B Rodriguez
  Info
• 1.5 points

Impact Evaluations in Practice

This course will be useful for students who are committed to evidence-based operations, programming, strategy, and overall effectiveness. Impact evaluations, combined with strong data systems, are integral tools for this evidence-driven work. At the end of the course, students will understand why and when to conduct impact evaluations, how to manage one, and how to recognize and differentiate a good impact evaluation from a non-rigorous one.

Spring 2026 Course Dates: March 27-28 & April 3-4

• FS 1:15 p.m.-4:30 p.m.
• Instructor: Jyotsna Puri
  Info
• 1.5 points

Emerging AI and MERL: Responsible Use of

This seven-week course examines the intersection of artificial intelligence (AI) and monitoring, evaluation, research and learning (MERL) in international development and humanitarian contexts. Students will explore two critical dimensions: using MERL approaches to assess AI systems (MERL of AI) and leveraging AI tools to conduct MERL activities (AI for MERL). The course situates AI technologies within current US and global geopolitical contexts, emphasizing both practical applications and ethical challenges that influence decisions about AI use in different development and humanitarian contexts.

Through a combination of theoretical frameworks, case studies, discussions, and hands-on exercises, students will develop knowledge and competencies in evaluating AI tools, understanding their limitations and biases, and making informed decisions about their appropriate use in development and humanitarian settings. The course addresses key ethical concepts (including data privacy, bias and inclusion, climate impacts), and helps students build their practical technical skills in AI for MERL. It also supports managerial level skills such as assessing AI vendors and developing AI policies. Special attention is given to critical perspectives on both AI and MERL, examining how power dynamics and resource inequities affect AI development and deployment in low and middle-income countries.

Students will engage with practical AI tools throughout the course, developing skills in critical assessment while maintaining awareness of ethical boundaries and professional responsibilities. The course culminates in students developing an AI use policy, integrating technical knowledge with ethical frameworks and contextual considerations relevant to their future work in international development or humanitarian assistance. This course does not have prerequisites, but you will benefit more (as well as contribute more to discussions with your colleagues) if you have at least 2 years of professional experience in international development or humanitarian aid, or if you have taken Methods for Sustainable Development Practice (DVGO8000I), Evaluation in International Organizations (DVGO7092), Impact Measurement and Evaluation for Sustainable Development (TPIN7315), or a comparable course.

• W 5:10 p.m.-7 p.m.
• 1.5 points

Economic Development for International A

The course has two broad objectives: 1) to explore how economics can be used to understand various facets of development and 2) to provide tools and skills useful in policy work. In the course, we will describe the basic facts surrounding the development process and use economic theory to make sense of these facts and to identify gaps in our understanding. We will also learn about the tools that development economists use to fill in those gaps. These will include analyzing real-world data and thinking in terms of causality and its relevance for policy. Specific modules/topics in the class include: 1) What is Development, 2) Distribution of Income and Human Resources, 3) Randomized Controlled Trials, 4) Growth Models, 5) Trade and Development, 6) Sustainability Topics

• R 1:10 p.m.-3 p.m.
• Instructor: Andrew Simons
  Info
• 3 points

Economic Development for International A

Recitation

The course has two broad objectives: 1) to explore how economics can be used to understand various facets of development and 2) to provide tools and skills useful in policy work. In the course, we will describe the basic facts surrounding the development process and use economic theory to make sense of these facts and to identify gaps in our understanding. We will also learn about the tools that development economists use to fill in those gaps. These will include analyzing real-world data and thinking in terms of causality and its relevance for policy. Specific modules/topics in the class include: 1) What is Development, 2) Distribution of Income and Human Resources, 3) Randomized Controlled Trials, 4) Growth Models, 5) Trade and Development, 6) Sustainability Topics

• R 7:10 p.m.-9 p.m.
• 0 points

Economic Development in Latin America

Econ Dev in Latin America

This course aims at familiarizing students with historical and contemporary debates on Latin American economic development and its social effects. The focus of the course is comparative in perspective. Most of the readings deal, therefore, with Latin America as a region, not with individual countries.

The first five classes are historical. After an initial overview of long-term historical trends and debates on institutional development in Latin America, we consider the four distinctive periods of economic development: the “lost decades” after independence, the export age from the late nineteenth century to 1929, the era of state-led industrialization, and the recent period of market reforms. The last topic should be viewed as an introduction to the second part of the course, which deals with major contemporary issues: macroeconomic management, trade policies, production sector trends and policies, income distribution and social policy. The course will end with a session on the effects of recent crises on Latin America (Covid-19 and the 2022-23 world crisis), and the ongoing debate on the region’s future economic and social development.

• M 10 a.m.-11:50 a.m.
• Instructor: Jose A Ocampo
  Wikipedia h-index: 77 Info
• 3 points

Inequality, Poverty, and Politics

Inequality, Poverty, & Po

The course provides students with a theoretical and empirical overview of the policies designed to address poverty and inequality in the developing world, as well as the political context in which these policies are chosen and implemented, with a particular (though not exclusive) focus on the Brazilian experience. The first meetings focus on normative perspectives and the general political implications of poverty and inequality. We then briefly examine differences in social policies between developed and developing countries and proceed to discuss various practical approaches to the issue. By the end of the course, students should have enhanced their understanding of the theoretical underpinnings of poverty- and inequality-reducing policies, as well as how politics shapes their implementation.

• T 3:10 p.m.-5 p.m.
• Instructor: Cesar Zucco
  Info
• 3 points

Advanced Economic Development for Intern

Pre-requisites:
A calculus-based micro-economics course (SIPA IA6400) or equivalent. This is an advanced course in development economics, designed for SIPA students interested in rigorous, applied training. Coursework includes extensive empirical exercises, requiring programming in Stata. The treatment of theoretical models presumes knowledge of calculus. Topics include: the economics of growth; the relationship between growth and poverty and inequality; rural-urban migration; the interaction between agrarian institutions in land, labor, credit, and insurance markets; prisoners’ dilemmas and the environment; and policy debates around development strategies. Recurrent questions include: Are markets efficient, and if not, in what specific ways are they inefficient? What are the forces driving development and underdevelopment? What are the causal links between poverty and inequality and economic performance? What is the role of interventions by states or civil organizations in bringing about development? The course will integrate theoretical ideas and empirical analysis, with an emphasis on questions relevant for economic policy.

• T 1:10 p.m.-3 p.m.
• T 3:10 p.m.-5 p.m.
• Instructor: Eric A Verhoogen
  Info
• 3 points

Advanced Economic Development for Intern

Recitation

Pre-requisites:
A calculus-based micro-economics course (SIPA IA6400) or equivalent. This is an advanced course in development economics, designed for SIPA students interested in rigorous, applied training. Coursework includes extensive empirical exercises, requiring programming in Stata. The treatment of theoretical models presumes knowledge of calculus. Topics include: the economics of growth; the relationship between growth and poverty and inequality; rural-urban migration; the interaction between agrarian institutions in land, labor, credit, and insurance markets; prisoners’ dilemmas and the environment; and policy debates around development strategies. Recurrent questions include: Are markets efficient, and if not, in what specific ways are they inefficient? What are the forces driving development and underdevelopment? What are the causal links between poverty and inequality and economic performance? What is the role of interventions by states or civil organizations in bringing about development? The course will integrate theoretical ideas and empirical analysis, with an emphasis on questions relevant for economic policy.

• R 1:10 p.m.-3 p.m.
• R 5:10 p.m.-7 p.m.
• 0 points

Innovations in Development Finance

Innovations-Development F

The aspirations outlined in the 2030 Agenda for Sustainable Development are in jeopardy as the world faces cascading and interrelated global crises and conflicts. It has become increasingly apparent that traditional funding modalities are falling tragically short to meet the financing requirements in addressing the SDGs - currently estimated to be around US$4.2 trillion per year. Hence, there is an urgent need to leverage alternative and innovative sources for financing development initiatives.

This course will explore the intersection of development finance, strategy, and policy. It will examine the landscape of traditional development financing, provide an overview of the various innovative development financing mechanisms, and reflect on the process to design them. The course will be highly interactive, involving six classes taking place over three weekends. It will have leading experts as guest speakers, and practical activities including an individual opinion piece, a group project and presentation, and a simulation exercise on partnership building.The course objectives include: (1) examining tradition and innovative approaches to financing of development initiatives and their relevant advantages and disadvantages; (2) reflecting on the process of designing innovative financing mechanisms and (3) developing practical skills necessary such as, writing clearly and persuasively for different audiences, developing proposals for innovative financing, and building partnerships with diverse stakeholders.

Spring 2026 Course Dates: April 10-25

• FS 12:40 p.m.-3 p.m.
• Instructor: Radha S Kulkarni
  Info
• 1.5 points

Accelerating Small and Growing Businesse

Accel Small & Growing Biz

The objective of this course is to learn and apply practical approaches to leveraging business innovation to spur socially and environmentally sustainable development, based on an understanding of the role of enterprises—especially small and growing businesses (SBGs)—in emerging markets and developing economies (EMDEs). Students will learn—from the course professors, as well as a group of guest lecturers specialized in a range of economic sectors, social or environmental priorities, and types of client—about the leading approaches to enterprise development and their foundations in systems thinking, political science, innovation theory, complexity science, and institutional, ecological, and business economics. Over the years, enterprise development has grown from implementing organizations directly providing services to businesses to the use of more systems-aware, facilitative approaches that include work with larger private sector companies, communities, local governments, and civil-society, and use tactics like business incubators and blended finance in ways that break away from a traditional grant-led donor paradigm and align commercial incentives with social and environmental priorities.

 

The ten-session course will begin with understanding market systems and their context in the surrounding socio-ecological system, then cover the financial systems, business enabling environment, and ‘knowledge’ systems of data and decision-making that make healthy market systems thrive. Students will learn fundamental market systems development concepts like facilitation and complexity-aware programming as well as concrete skills like market systems analysis, public-private partnership design, and incubator–accelerator tactics. Students will complete a semester-long project—including mid-term feedback from a simulated client—in market systems analysis and intervention design oriented to one of five types of client: traditional bilateral or multilateral institutions; impact investors; private philanthropy; multinational companies; and the governments of developing countries. Interventions will harness business growth to accelerate equitable economic development that achieves both social and environmental outcomes. A group of active professionals in the field will provide guidance on the semester-long projects to help demystify ‘development consulting’ and prepare students with the skills and mindsets to enter a rapidly evolving field. Fol

• M noon-3 p.m.
• 3 points

Education in Humanitarian Emergencies

Education in Emergencies

Education is often the first casualty of crisis—and the cornerstone of recovery.

This course examines how education systems sustain continuity of learning amid conflict, displacement, and climate-related shocks. As crises intensify worldwide, understanding how to keep children learning under disruption has become one of the defining challenges of our generation. Students analyze the principles and practice of Education in Emergencies (EiE), including the legal and policy frameworks that protect the right to learn, the minimum standards guiding education responses, and coordination and financing within the evolving global aid architecture. Cross-cutting barriers—gender inequality, gender-based violence, early marriage, child recruitment, and disability inclusion—are addressed throughout.  Students will explore how education can drive equity, peacebuilding, and climate resilience in crisis contexts, gaining the analytical and practical tools to design and lead responses in global organizations. Methods include case studies, simulations, and interactive sessions with humanitarian leaders. Applied projects may focus on aid and finance, emergency response, policy design, or education system resilience, or other topics of interest for students, supporting clear pathways to professional impact.

• T 10 a.m.-11:50 a.m.
• Instructor: Ingrid Sanchez
  Info
• 3 points

Managing Humanitarian Emergencies

According to the 2025 Global Humanitarian Overview, humanitarian partners are seeking over $47 billion to assist nearly 190 million people facing life-threatening and urgent needs across 72 countries. These alarming figures are driven by various factors, including conflicts, political instability, climate change, disease outbreaks, poverty, and natural disasters. Additionally, a rise in nationalism is impacting multilateral cooperation, which is essential for the effective functioning of the humanitarian system. Together, these issues have exacerbated pre-existing vulnerabilities, leading to unprecedented levels of need. 

Relief work is crucial; it saves lives and, when executed effectively, can protect livelihoods, alleviate human suffering, and help communities rebuild. The adaptability and flexibility of humanitarian organizations and workers have demonstrated their capacity to adjust to new realities. The current obstacles also present opportunities for humanitarian actors to strive for a long-term goal: the decentralization and localization of the humanitarian system.

This course focuses on the management of humanitarian operations, offering students the opportunity to explore the strategic and day-to-day work of humanitarian organizations, including various UN agencies, as well as international and local organizations. It aims to help students develop an analytical framework that can be applied in both headquarters and field settings, along with a tools to evaluate populations' needs, write successful grants, and monitor the impact of humanitarian assistance. This practical course will appeal to those interested in working with an aid agency, whether directly with disaster-affected populations or indirectly, as well as to those who seek to gain a deeper understanding of the humanitarian system and the opportunities and challenges it presents.

• W 1:10 p.m.-3 p.m.
• Instructor: Pierrette Quintiliani
  Info
• 3 points

Humanitarian Crisis Simulation

This short course is designed to enable participating students to weigh and apply humanitarian principles, concepts, best practices, and minimum standards to a simulated humanitarian emergency response. The simulation exercise challenges student participants with issues and dilemmas confronting humanitarian practitioners when responding to a complex emergency, and inspires them to work within the humanitarian system and architecture to solve problems in creative ways.

In their roles as staff of humanitarian response agencies charged with responding to a large-scale crisis, student participants will analyze a dynamic stream of assessment data, prioritize key humanitarian needs, and make critical decisions about the appropriate type and scale of needed interventions. Participants will also be introduced to the importance and mechanisms of international humanitarian coordination in assembling the response. 

The simulation will include a day-long exercise followed by a day of debriefing, analysis, and identification of key challenges and lessons. The Humanitarian Crisis Simulation focuses on humanitarian operations from the perspective of humanitarian assistance agencies operating in the field. The course should, therefore, be of interest to those wishing to work with humanitarian agencies responsible for planning and conducting responses to vulnerable populations affected by disaster, or to those who want to better understand the humanitarian assistance system and the challenges confronting humanitarian decision-makers.

• US 9 a.m.-5 p.m.
• Instructor: Jeffrey Klenk
  Info
• 1 points

Fighting Corruption: Concepts and Strate

Corruption undermines governance, saps resources and undermines development.  It is also exceptionally difficult to identify, address, and resolve due to the intrinsic opacity of its operative mechanisms, endemic nature inside systems, and persistence.

This course will teach:


How to identify corruption, both in general and in its particular manifestations;

Current strategies to respond to corruption, particularly within developing countries; and,

Expected/possible future trends in corruption.


This course will also focus on practical problem-solving and policy-making solutions, including through classroom debate, scenario assessment, simulation, and paper-writing.

• T 10 a.m.-11:50 a.m.
• Instructor: Richard Nephew
  Wikipedia Info
• 3 points

Negotiation & Conflict Resolution

This highly participatory course equips students with the tools and frameworks to negotiate effectively, resolve conflict, and build consensus in public and international affairs contexts. Through simulations, students learn to navigate a range of scenarios, including environmental disputes, diplomatic negotiations, and organizational conflicts, using both distributive and interest-based strategies. Core topics include preparation and strategy, cross-cultural communication, power dynamics, consensus building, and coalition management. Students will also explore measures of negotiation success and practice applying concepts to real-world challenges. The course emphasizes experiential learning, reflective writing, and practical skill-building to prepare students for high-stakes negotiations in diverse professional settings.

• W 1:10 p.m.-3 p.m.
• Instructor: Seth Freeman
  Info
• 3 points

User Experience (UX) in Digital Developm

UX in Digital Development

Drawing on the co-instructors' experience at MERL Tech Initiative and Dalberg Design, this course challenges the notion that technology alone can solve complex development problems and that a human-centered ecosystem approach is critical. While innovations like mobile money and AI are often hailed as silver bullets, history shows that their impact depends on context, users, and systems. Drawing on lessons from decades of “tech for good” — from community radio to drones — we encourage students to question technological determinism and instead focus on the lived realities and needs of users.

To do so, the course adopts a human-centered design (HCD) and systems-thinking approach. We start the course with UX principles and how they are applied in digital development, and follow this with weekly case studies in class, e.g., designing a digital ID for refugee camps, AI chatbots for low-income women entrepreneurs, participatory digital campaigns, capacity building in communities, community health worker tablets/iPads and so on. 

Students will learn how to design relevant solutions by understanding users — such as  refugees, entrepreneurs, or health workers — within their social, cultural, and institutional contexts. Emphasizing empathy, participation, and sustainability, the course moves from abstract theory to practical, user-driven design methods, supported by tools and case studies from Savita’s experience in digital development with clients including Mastercard Foundation, Gates Foundation and many others, and Claudia’s experience at Dalberg Design. Assessment is through a combination of participation in class, case study design and a group project.

• R 5:10 p.m.-7 p.m.
• 3 points

Gender, Politics, and Development

Gender, Politics, & Devel

Gender equality, and women’s and girls’ empowerment, are now widely accepted as development goals in their own right, and essential to inclusive and sustainable development.    But despite progress in many areas, gender gaps and discrimination persist.  How did gender equality move from the periphery to the center of development discourse, and what difference has this made? Is gender equality a human right, an essential aspect of human development, or “smart economics”?    What are the implications of a gender equality agenda for men and boys, and for broader understandings of gender identities and sexualities? What policies, strategies and practices have been effective – or ineffective – in narrowing gender gaps and improving outcomes for both women and men in particular development settings?  And what are possible responses to the "gender backlash" that has emerged in some countries and institutions?

In this course, we approach gender, politics and development in terms of theory, policy and practice.  We explore multiple constructions of gender in development discourse; the intersection of gender with race, ethnicity, caste, class, sexual orientation, disability and other social categories, and with dominant economic and political trends; and the ways in which gender norms inform the different approaches of governments, development agencies, civil society organizations, and the private sector.  We apply a critical gender lens to a wide range of development sectors and issue areas, including economic development, political participation, education and health, environment and climate change, and conflict and displacement.  We also consider current debates and approaches related to gender mainstreaming and gender metrics in development practice.  Students engage with the course material through class discussion, exercises and case studies, and the development of a gender-related project proposal.  Guest speakers share practical strategies for advancing gender equality in the current environment.

• T 1:10 p.m.-3 p.m.
• 3 points

Global Constitutionalism

Instructor permission required. Join the waitlist in Vergil to request registration.
The class compares a variety of proposals that have been advanced to promote constitutional world order.  We begin with traditional conceptions of the balance of power among independent “Westphalian” states and then explore arrangements designed to produce alternative forms of constituted international and world order.  These include liberal and authoritarian internationalism, collective security through the League Covenant and the United Nations Charter, John Rawls’s
Law of Peoples
and various other contemporary models of international law, global governance networks and global democratization.

In addition to assessing the particular merits and limitations of these visions of world order, we will examine the underlying principles of international politics, ethics and constitutional design that characterize these efforts to establish rules for the globe.

• W 1:20 p.m.-3:10 p.m.
• Instructor: Michael Doyle
  Info
• 3 points

Capstone Workshop in Sustainable Develop

Capstone: Sustainable Dev

The Capstone Workshop in Sustainable Development Practice is one of the most exciting opportunities within the Development and Governance concentration, and is also open to a limited number of students in other concentrations. Officially, it is a spring-semester course for second-year master's degree students, but workshop activities begin in the fall semester through the course on Methods for Sustainable Development Practice. Through the workshop, students gain practical experience by engaging in on-going cutting-edge sustainable development efforts aligned with the 2030 Agenda for Sustainable Development and the Sustainable Development Goals, and often involving in-country work. Working in teams with a faculty supervisor, students assist a variety of clients on a wide range of assignments related to sustainable development. Students take a multidisciplinary approach to their work, learning extensively from each other as well as from the hands-on tasks of the workshop itself. Another key strength of the workshop is that it allows students to explore the intersection of development concerns with human rights, corporate social responsibility, humanitarian affairs, gender, public health, and environmental policy.  Reflecting the utility of workshop assignments, several workshop reports are available on client websites and have been published. Past clients have included UNDP, UNFPA, UNICEF, UNIFEM, and WFP; the World Bank and IDB; national and local governments; NGOs such as Catholic Relief Services, Endeavor, FilmAid International, International Institute for Rural Reconstruction, International Rescue Committee, Seva Mandir, Trickle Up, WaterAid, and Women's Refugee Commission; and development advisors such as DAI and Technoserve. The precise scope of the workshop project and outputs that the students will deliver are negotiated with each client.

• F 10 a.m.-11:50 a.m.
• R 8 a.m.-9:50 a.m.
• W 7:10 p.m.-9 p.m.
• R 3:10 p.m.-5 p.m.
• R 1:10 p.m.-3 p.m.
• M 10 a.m.-11:50 a.m.
• M 1:10 p.m.-3 p.m.
• T 8 a.m.-9:50 a.m.
• M 3:10 p.m.-5 p.m.
• W 3:10 p.m.-5 p.m.
• W 8 a.m.-9:50 a.m.
• W 3:10 p.m.-5 p.m.
• R 5:10 p.m.-7 p.m.
• W 3:10 p.m.-5 p.m.
• W 1:10 p.m.-3 p.m.
• R 10 a.m.-11:50 a.m.
• T 3:10 p.m.-5 p.m.
• Instructor: Savita Bailur
  h-index: 16 Info
• Instructor: Kristina R Eberbach
  Info
• Instructor: Brian Gurski
  Info
• Instructor: Debra A Jones
  Info
• 3 points