Professor
Katherine Punteney, EdD, is a professor in the MA in International Education Management program. Punteney has over 20 years’ experience in the field of international education. Her experience spans sectors including public and private higher education, and for-profit and non-profit organizations. Punteney came to MIIS from California State University, Chico, where she was Coordinator of International Student Services and Campus Internationalization. In this role, she was actively involved in the recruitment, admissions, orientation, and advising of international students. In addition, she developed and managed the campus-wide strategy for internationalization.
Punteney’s international experience includes three years teaching English in Japan and four years in India running exchange programs for the World Association of Girl Guides and Girl Scouts. While in India, Katherine managed an international staff team and incorporated intercultural workshops into the Girl Scout programs. A highlight of her tenure in India was conceptualizing, developing, and facilitating an international service-learning program in cooperation with local community organizations.
Professionally, Punteney is actively involved in NAFSA: Association of International Educators where she holds two volunteer positions. As the NAFSA Teaching, Learning, and Scholarship representative for California, Nevada and Hawaii, she promotes research and works to ensure that the association meets the needs of graduate students. She has also been selected as a NAFSA Trainer Corps member, offering international student advising and intercultural communication training workshops for professionals.
IEMG 8500 Current
Principles & Practices Intl EdCourse Description
Principles and Practices of International Education
This foundational course will introduce students to the breadth of the international education field. Course content will emphasize fundamental principles of international education through a focus on seminal literature in the field. Additionally, the course will emphasize exploration of career specializations through interactions with practitioners and individual course assignments.
Optional synchronous activities are offered Mon/Wed, 8-9am Pacific Time.
Terms Taught
IEMG 8505
IE Program DesignCourse Description
IEM Program Design
Students apply conceptual frameworks for program design, with an emphasis on utilizing logic models to guide program planning. Learn how to build and test program design ideas, identify models of good practice, and link to assessment for quality assurance. Examine human-centered approaches to program design, such as design thinking and universal design for learning. Practice iterative program development approaches individually and with peers to create a research-based program plan aligning activities with desired impact.
Optional synchronous activities are offered Mon/Wed, 2-3 pm Pacific Time.
Terms Taught
IEMG 8530
Comparative Intl EducationCourse Description
This course offers an introduction to the breadth of educational systems and structures around the world, and the cultural, historical, philosophical, and economic forces that shape these systems. Additional topics to be studied include the effects of globalization on education systems; the role of international organizations and NGOs in the provision of formal and non-formal education; and issues of diversity, access, and inclusion as they manifest internationally.
Terms Taught
IEMG 8620
Intl Student/Scholar ServicesCourse Description
Exploring the role of international student and school services (ISSS) offices in U.S. higher education, this course will explore the research and best practices in relation to orientation programs; academic and social integration of international students, scholars, and their families; ISSS office structures; U.S. visa types and immigrations regulations; restrictions on employment; and the role of the international student and scholar advisor.
Terms Taught
IEMG 8635
Higher Education AdministratnCourse Description
Viewing higher education administration through the lenses of campus business offices, student services, and academic programs, systems theory will be used to examine the impact of university culture upon higher education administration practices. This course also investigates how management and leadership styles have an impact on higher education administration practices.
Terms Taught
IEMG 8645
IEM ProjectCourse Description
This project-based course provides students with an opportunity to apply international education theory and research to solve problems of practice using inclusive design in global education. Students identify, design, and prepare implementation and assessment of a global education project in partnership with an external learning partner. Project work draws comprehensively from core and elective IEM classes, specifically demonstrating good practices in international education program design and assessment. Students work individually or in small groups to develop an applied project with advisement from the course professor. Projects demonstrate human-centered design reflecting key needs, good practices, ethics and standards, and equity-minded approaches with feedback from field experts.
Optional synchronous activities are offered Tues/Thurs 8-9am Pacific Time.
Terms Taught
If she wasn’t an international educator, Dr. Punteney says that she would be a career counselor. Her dedication to career advising is evident in her teaching and interaction with students. In the introductory course that she teaches, Principles and Practices of International Education, she helps students explore a wide range of international education specialties, network with professionals, craft their resumes, and build professional websites showcasing their work. In addition to advising students individually and in class, her research focuses on how graduate education is developing international education scholar-practitioners and how the internationalization of higher education prepares students at all education levels for careers and lives in an intercultural world.
Punteney, K. (2019). The International Education Handbook: Principles and Practices of the Field. Washington, D.C.: NAFSA: Association of International Educators
Punteney, K. & Wei, Y. (2018). Dynamics of internationalization in U.S. and Chinese higher education. In C. Johnstone & L. L. Ji (Eds.), The rise of US-China international cooperation in higher education: Views from the field. Leiden, The Netherlands: Brill.
Punteney, K. & Butler, P. (2017). The international education framework of practitioner archetypes: History and development. NAFSA Research Symposium Series.
Punteney, K. (2017). Social psychology in intercultural context. In I. Steglitz & B. K. Mikk (Eds.), Learning across cultures. Washington D.C.: NAFSA
Punteney, K. (2016). Deliberations on the development of an intercultural competence curriculum. Intercultural Education, 27(3).
Punteney, K. (2016). Blog: Choosing a Graduate Degree Program in International Education. Washington, D.C.: NAFSA: Association of International Educators.
Woodman, T., & Punteney, K. (2016). Graduate education in context: Preparing scholar-practitioners as the future international education leaders. In B. Streitwieser & A. C. Ogden (Eds.), International higher education’s scholar-practitioners: Bridging research and practice. Oxford, UK: Symposium Books.
Punteney, K. (2016). International careers: U.S. undergraduates’ motivations and concerns. Journal of International Students, 6(2). 301-315.
Punteney, K. (2012). International careers: The gap between student interest and knowledge. Journal of Studies in International Education 14(4). 390-407.
| by Jason Warburg
International education organization Diversity Abroad recognized Professor David Wick at its recent conference with an award for excellence in inclusive teaching.
| by Sierra Abukins
As the Middlebury Institute expands its online programs, several faculty have been leading the way in adapting our interactive, rigorous, and hands-on courses to innovative new formats.
| by Jason Warburg
Two Middlebury Institute students will receive Boren Awards providing up to $25,000 for intensive language and research study abroad.
