Thinking Big About How to Close The

Inside 3 No. 14, Volume 2008-09 Winter The source for news and events at Teachers College, Columbia University Inside Inside

Thinking Big About TC builds community and diversity...... 6-9 TC speech pathology goes global...... 10-14 How to Close the Gap Translating for peace: student Naira Musallam...... 24 At TC’s Annual Equity Symposium, a call for combatting poverty and its attendant ills Daring to Change ournalists tend to be cynics, but when Paul Tough talks about the Harlem U.S. Education Children’s Zone (HCZ)—the massive effort to provide educational, social and community support services to more than 7,400 children and 4,100 TC Press book tells of Levin, J adults in a 100-square-block area of central Harlem—he leaves no doubt he’s a believer. Comer and other visionaries “My own journalistic investigation into the questions of poverty and n Those Who Dared: Five Visionaries education started a little more than five years ago, not far from here, when I Who Changed American Education, The New first visited [HCZ Founder] Geoffrey Canada,” Tough, an editor at published by Teachers College Press York Times Magazine, told an audience at Teachers College’s fourth annual I (2008), a group of path-breaking education Symposium on Education Equity in November. “By the end of our first reformers—including two with direct ties Continued on page 2 to TC—recount their efforts to change the way American schools work. The volume CONSENSUS FOR CHANGE At TC’s Equity Symposium was edited by Carl Glickman, President of in November (from left) the Institute for Schools, Education, and Chicago Schools Chief Democracy. Arne Duncan; Harlem James Comer, a TC Trustee, physician, Children’s Zone CEO and Maurice Falk Professor of Child Geoffrey Canada; Pedro Psychiatry at Yale’s School of Medicine, Noguera of NYU and SUNY ponders the question of why he did so Board Chair Carl Hayden Continued on page 23 Education Symposium Continued from page 1 conversation, I knew I wanted to write an article about hosted the symposium, argued that access for children Geoff’s work, and by the time that article came out in The and families to what he calls “comprehensive educational New York Times Magazine in 2004, I knew I wanted to equity”—in essence, the range of services outlined by go further and write a book.” Tough—should be viewed as a moral, statutory and Tough, author of the recently published Whatever It constitutional right. Takes: Geoffrey Canada’s Quest to Change Harlem and “This is how we bring about social change,” Rebell America, concluded that, “a true solution to the problem said. “I think what we’ve got to do is establish a political of underachievement in inner-city schools is going to platform and a legal platform that says we can no longer require more nurturing have limited, sporadic and families and safer neigh- unstable services in these borhoods, as well as bet- We’ve got to have a right areas. We’ve got to have ter teachers and more “ a right to comprehensive accountable schools. It’s to comprehensive educational educational opportunity.” not only possible to fix opportunity. Rebell announced both problems at the that he is working to form same time, it’s essential.” ~Michael Rebell, Equity Ca”mpaign Director a legislative campaign Those sentiments to provide necessary stood as the near-consensus view of the large cast of comprehensive resources and services on “a stable, researchers, educators and policymakers who spoke at statutory basis” to all children in New York State who the two-day TC symposium titled, “Comprehensive require them. Educational Equity: Overcoming the Socioeconomic Meanwhile, several researchers at the symposium Barriers to School Success.” documented existing gaps in specific areas of comprehensive Michael A. Rebell, Executive Director of TC’s equity and outlined current or future interventions that Campaign for Educational Equity, which organized and could make a difference in educational outcomes.

From left: Former Prime Minister of England Tony Blair by videocast; TC’s Richard March Hoe Professor Emeritus of TC Trustee Laurie Tisch waiting to comment with other audience members; TC’s Campaign for Educational Equity Director Psychology and Education Edmund Gordon; TC’s William H. Kilpatrick Professor of Economics and Education Henry Levin; Michael Rebell; Panelists Helen Ladd, Sharon Lynn Kagan, Heather Weiss, Jeanne Brooks Gunn and Chuck Basch

Inside teachers college Columbia university Equity

“Healthier students make better learners,” said TC children living in poverty,” Basch said. Richard March Hoe Professor of Health Education Charles TC faculty member Jeanne Brooks-Gunn informed Basch. “Yet health issues have mostly neglected in school the audience that only 13 percent of low-income youth reform issues. But we now have a track record of programs participate in after-school programs, compared to 20 and policies that have been demonstrated to favorably percent of youth from the highest income bracket. If the influence these factors and help reduce the achievement percent of participation among low-income youth were to gap.” rise to 100 percent, said Brooks-Gunn, it could decrease Basch identified six health disparities—vision, asthma, the achievement gap by four to five percentage points. teen pregnancy, aggression and violence, physical activity “Even population-wide participation in after- and breakfast—that disproportionately affect inner-city school programs among poor youth is highly unlikely youth and negatively affect their educational achievement. to completely eliminate existing achievement gaps, but For example, during 2001 to 2003, annual prevalence for it may be an important part of a multifaceted approach asthma for black children ages 5 to 14 was 45 percent toward achieving this goal,” Brooks-Gunn said. higher than for whites, as were asthma attacks. Asthma And TC’s Sharon Lynn Kagan, noting the wealth is highly correlated with school absenteeism and also of data showing that pre-K education can improve with disturbed sleep, which has a major impact on school children’s subsequent school performance and life chances, performance. Teen pregnancy rates are also far higher for applauded the fact that “a movement toward universalizing black and Hispanic females ages 15 to 17 than for whites. early learning services for all prekindergarten children is The education impact is clear: teen mothers are 10 to taking root in the nation.” But, Kagan said, access to 12 percent less likely to complete high school and 14 to quality pre-K programs is income-stratified in the United 29 percent less likely to attend college than their female States. “Without equitable access to quality services early peers. childhood faces the challenges of doing more but doing Even small reductions in the rate of non-marital teen it poorly.” births would have “substantial effects on the numbers of What’s the price tag for providing access to such Equity Symposium Continued on page 4 From left: Former Prime Minister of England Tony Blair by videocast; TC’s Richard March Hoe Professor Emeritus of TC Trustee Laurie Tisch waiting to comment with other audience members; TC’s Campaign for Educational Equity Director Psychology and Education Edmund Gordon; TC’s William H. Kilpatrick Professor of Economics and Education Henry Levin; Michael Rebell; Panelists Helen Ladd, Sharon Lynn Kagan, Heather Weiss, Jeanne Brooks Gunn and Chuck Basch

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 Equity

Education Symposium Continued from page 3 services to the children who need them most? Richard Steinhardt School: “It’s more expensive and more difficult Rothstein, a research associate at the Economic Policy the longer we wait, but the price never approaches the Institute and The Campaign for Educational Equity, price we pay when we lock kids up.” presented research demonstrating that a comprehensive The recent election to the U.S. Presidency of Barack program of pre-natal care, parent education, literacy sup- Obama—whom Teachers College President Susan Fuhrman port, health care and teacher salary incentives could be described as “a strong believer in education and its power provided to 1 million of the nation’s neediest children at a to transform lives”—was taken as a sign of hope by many cost of $15,000 annually per child. By spending that sum, at the symposium that the ideas under discussion at the Rothstein said, “the United States could substantially nar- event could eventually be acted on. Indeed, as Fuhrman row its education noted, during the achievement gap” recent campaign, and achieve signifi- Without equitable access to Obama pledged to cant savings down create 20 “Promise the road in health quality“ services, early childhood N e i g h b o r h o o d s ” care, crime, welfare, modeled after the worker productivity faces the challenges of doing more Harlem Children’s and tax revenue. Zone, in cities across Or, as Geoffrey but doing it poorly. America. Canada himself “This is in many ~Sharon Lynn Kagan, Virginia ”and Leonard Marx put it during an Professor of Early Childhood and Family Policy ways a propitious afternoon session moment to consider at which he shared the findings and the stage with Arne Duncan, Chief Executive Officer of proposals that will be put forth here today,” Fuhrman said. Chicago Public Schools, and Pedro Noguera, Professor “Clearly, intervening, on a mass scale, to provide such of Teaching and Learning at New York University’s services and programs is not something that can happen

From left: Randi Hewit, President of the Community Foundation of Elmira-Corning and the Finger Lakes; Julie Higson, Director Roberto Rodriguez, Education Advisor in the Office of U.S. Senator Ted Kennedy; the Economic Policy Institute’s Lawrence Mishel of Parental Support & Family Learning at ContinYou, one of the United Kingdom’s leading community learning organizations; and Richard Rothstein, Lori Connors-Tadros of the Finance Project, and Charles Brecher of the Citizens Budget Commission

Inside teachers college Columbia university overnight. It will take years, and the twin challenges it participants on the evening of the first day, Chicago poses of devising programs that work and mobilizing the Schools CEO Duncan said he believed that education will political will to support them, are equally daunting.” remain a top priority on the national agenda, even despite She added that “the bottom line is that America has the current economic outlook. been wrestling, since its beginnings, with the question of “I have a friend back in Chicago—he lives in how to enable all children to receive an education that my neighborhood,” said Duncan, who has led the equips them to become full and productive citizens in our development in Chicago of 150 “community schools” society. It may be that we have now reached a point in that offer comprehensive services. “His children attend our history when, to paraphrase Sherlock Holmes, having the same school I attended. We play basketball together. eliminated the impossible, we are ready to recognize that And whenever we have a few minutes alone, we often what we are left with, however seemingly improbable, just end up talking about education. He is a passionate might be the solution.” believer in public education—he attributes his personal Nevertheless, the reality of the country’s current success to education—and throughout his life he has used economic crisis hovered like a dark cloud over the Equity his position to advance the cause of public education. Symposium’s ambitious agenda. As it turns out, my friend was just elected President of New York Governor David Paterson, in a videotaped the United States, so I’m feeling pretty hopeful about address, pledged his ideological support for educational the prospects of a more progressive national education equity and acknowledged the need for additional resources policy.” v to help disadvantaged students. However, he said that New York’s current $1.5 billion budget deficit—a figure  To view or download all papers and summaries he projected to balloon exponentially over the next few of findings presented at the Equity Symposium, visit: years—was forcing him to take the harsh step of cutting www.tc.edu/Symposium/Resources. education spending at mid-year, as governors in some To access full text remarks by Arne Duncan vist: other states also are doing. www.tc.edu/news/6782. Still, in remarks at a special dinner for symposium

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 Community Teaching The Levees at TC Applying lessons from Hurricane Katrina and its aftermath to build a stronger sense of community within the College

he “Teaching The Levees” curriculum created by the local and federal government and TC faculty, students, staff and alumni in 2006 has deprived of their citizenship, and T been hailed as a powerful tool for getting not only the inescapable sense many had middle and high-school students, but adults as well, to talk that they were abandoned about issues of race, social stratification and the rights and specifically because responsibilities of citizenship. Keyed to the massive Spike they were poor and Lee documentary “When the Levees Broke: A Requiem in Four black. Acts,” which chronicles the events of Hurricane Katrina and A fter wards, its aftermath on the Gulf Coast, the 100-page teaching tool, facilitators from TC’s pro- at its core, asks the question, “What kind of country do we gram in Adult Learning and want to be?” Leadership mediated discus- Last spring, as TC’s Management Network—leaders sions in which breakout groups of non-academic departments and other functions—pon- reflected on what they’d seen dered ways of creating a stronger sense of community and shifted the lens back to the at TC itself, they hit on the idea of using “Teaching The world of the College. Guided Levees” to get group dialogues going. A special commit- by the theme of “What Kind of tee in collaboration with the Office of Diversity and Community Do We Want TC Community Affairs has since put together two events, to Be?,” the discussions focused one on June 19 that attracted about 65 employees from on what’s working at TC—and all areas of the College and another on October 15 that what could be working better— registered nearly double that number. Each event began to build a stronger, more nurturing community; what with employees viewing a different excerpt from the support from management and the administration could film in which residents from New Orleans speak can- change the picture; and employees’ grass-roots suggestions didly about their feelings of having been abandoned by for improving community functioning.

Inside teachers college Columbia university “The Management Network took President Fuhrman “TC is an institution that professes to be a leader seriously when she said, in essence, ‘You are the community, in knowing how to promote inclusivity, but too often you’re empowered to do something to help us become we do our work with an eye to the external community the community we profess and aspire to be—one that’s and not to the community within these walls,” she respectful, inclusive and service-oriented,’” says Jeanne says. “Obviously, if we can’t figure out how to create Bitterman, a faculty member in TC’s Adult Learning and community here, we have no business trying to help Leadership Program who created sections of The Levees others solve these issues. But the really encouraging thing curriculum that serve adult audiences, and who has helped is that I believe that the senior leadership of the College, guide The Levees-inspired employee forums. “Through inclusive of President Fuhrman, believes in this effort— using the ‘Teaching The Levees’ curriculum, we’re turning and that TC really is the kind of place where people are a lens on our own lived community of employment and sincere about pondering these questions and trying to asking, ‘What kind of community are we? And what kind make life better and more just. And I think we’re taking of community do we want to be?’” steps to do that.” The first and most important step, Bitterman believes, “While the Office for Diversity and Community has been to bring together people from different areas of Affairs has been working on TC’s systemic community the College who rarely engage with one another. Equally challenges over the recent years, sustaining improvements important has been to ensure a safe space in which people cannot be done without everyone’s consistent participa- at all job levels can voice their feelings—a concern that led tion,” says Janice Robinson, Vice President for Diversity to the specific choice of “vulnerability” as the theme for the and Community Affairs. “It is President Fuhrman’s sup- second gathering. “People are feeling especially vulnerable port and public recognition of the importance of diver- given the state of the economy,” says Bitterman. “So what sity, inclusion and community that helped initiate these are the kinds of supports they would like our community dialogues.” Robinson herself is a believer that change does to offer in such a time?” come and that educational institutions should never cease Suggestions for change that have grown out of the to work for it. meetings include holding “fear of retribution workshops” One result of the October event is that focus groups are for supervisors and managers—an idea that reflects some planned in December and January. The purpose is to seek the employees’ feeling that they may be penalized for voicing participants’ thoughts for action steps and ideas for the spring concerns about how they are treated or even for attending Community Building event. The next Community Building gatherings like the “Community Building” forums event for employees is tentatively scheduled for March 10, themselves. 2009. Bitterman says the October event report to the commu- Another suggestion is for the College to make its nity will follow shortly after the focus groups meet. v resources in TESOL (the teaching of English to students The committee that organized the “Community Building” events of other languages) available to union employees, many of consists of Bitterman; Robinson; Jolene Lane, Director for Diversity and whom do not speak English as a first language. Community Affairs; Jacquie Spano, Director of Administration in the There is a request that a similar community-building Office of the President; Stephanie Straffi, Director of Principal Gifts in event be hosted for students. That event is in the planning the Department of Development and External Affairs; Ena Haines, stages now for the early spring semester and is tentatively Director of Information Technology; and Mark Noizumi, Director set for March 4. of Finance and Administration for TC’s Campaign for Educational Bitterman, who has written a report to the commu- Equity. The events are co-sponsored by the President’s Office for nity on the outcome of the first meeting, says response to Diversity and Community Affairs and TC’s Management Network. the first two meetings has been overwhelmingly positive, Copies of the report from the organizing committee can be obtained at but that much work remains to be done. www.tc.columbia.edu/news/article.htm?id=6764.

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 TC Works to Increase Minority Enrollment A new recruitment initiative broadens the College’s efforts to ensure a diverse student body hen she began thinking about graduate minority groups. This fall, TC launched a wide-ranging school four years ago, Melissa Black had initiative to boost minority student enrollment even W Teachers College firmly on her radar. higher across all of its programs. Certainly Black was more than aware of TC’s The plan calls for an aggressive outreach and marketing prodigious reputation and accomplished faculty. But as effort focused on a broad range of institutions that an undergraduate at Howard University in 2004, Black, serve large numbers of minority students, and it targets who is African American, had also met Melba Remice, advertising in various publications and Web sites. TC’s Associate Director of Admission, at a minority “Teachers College has always had an appreciation for graduate recruitment fair. Remarkably, that relationship diversity and for making sure our student body and appli- persisted even as Black went on to graduate school at cant pool is as diverse as Temple University. When she decided to pursue a second possible,” said Thomas P. master’s degree in developmental psychology, the stage Rock, Executive Director was set for her to come to TC. With Remice’s advice and of Enrollment Services. support, she applied, was admitted and enrolled this fall. “This year, however, “Personal relationships matter,” Black said. “It’s nice we’re being much more to feel like someone is paying attention to your progress, proactive in putting and I’ve always felt that way about Columbia. Compared together some strategic to the other places I’ve gone to school, which I love outreach initiatives that dearly, it’s no comparison. I don’t know if it is an Ivy will allow us to make Student Melissa Black League thing or not, but Columbia is very different than sure we’re at events, other places.” we’re building those relationships, and we’re talking to Welcome to the fiercely competitive world of student students and stakeholders who can help us in connecting recruiting, especially when it comes to minority students. with various groups. We want to make sure we’re casting It is that kind of persistence and care that has made TC the net as wide as possible.” one of the most diverse graduate schools of education in The effort to increase minority enrollment comes on the country, with nearly one-third of its students from the heels of an entering class that helped push the overall

Inside teachers college Columbia university Community

New Degree Students Fall 2008 by Race/Ethnicity/International % TC Works to Increase Native American...... 0.3 Other...... 0.4 Two or More...... 2.9 Hispanic...... 6.3 African American...... 9.5 Minority Enrollment Asian American...... 10.8 A new recruitment initiative broadens the College’s International ...... 19.6 efforts to ensure a diverse student body White...... 50.2 number of minority students to nearly 32 percent, the enrolled. In fact, it was Remice who called Black to tell her highest in the institution’s history. In fact, TC’s minority she had been admitted. enrollment has been steadily increasing over the years. “Melba is great,” Black said. “She is very honest and is In 1985, for example, total minority enrollment was at always there to answer a question or solve any problems. 18.1 percent. By 2000, the percentage had increased to I saw her in the hallway last month, and she wanted to 29.5 percent. This fall, minority enrollment reached 31.7 know how my classes were going and how I was doing.” percent excluding international students (who make up In addition to national recruiting, the Office of an additional 14.2 percent). Admissions has also focused on New York state universities. As part of the new plan, admissions officers have The office analyzed TC’s top feeder schools of minority crisscrossed the country, visiting Historically Black students and found that a number of City University of Colleges and Universities (HBCUs) large and small, as New York and State University of New York schools made well as Hispanic-Serving Institutions (HSIs). They have the list. attended minority graduate recruitment fairs and made And earlier this year, the Office of Admissions and their way into individual classes to tout TC to students the Office of the President, Diversity and Community one-on-one and in small groups. Affairs published a “Student of Color Brochure” that “What we’ve been doing is really not only extending highlights TC’s commitment to diversity. It was mailed to our visits to other schools, but also getting more involved department chairs in educational psychology and health- with the schools we are visiting,” Remice said. “We’ve related programs at HBCUs and those that serve large been focused on building relationships, because it’s numbers of Hispanic students. It was also sent to select important that we not just visit a school once and leave. groups of minority students who took the Graduate It’s important to build that relationship and go back Record Exam. and visit every year and try to let students and faculty “In comparison to our competitor institutions, we members know what Teachers College is all about.” are quite diverse,” Remice said. “But it’s a number that we Building relationships is nothing new to Remice. She definitely need to grow, which is why every year we try to makes it a point to keep in touch with the students she is enhance our recruiting initiatives. It’s something that we recruiting and, as it is important to her, those who have definitely need to continue to work on.” v

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 International Hearing Aids TC team delivers speech and language therapy via the Internet to a school for the deaf in Bolivia

ecently at TC’s Edward D. Mysak Speech, No word from Language & Hearing Center, five-year old Sergio Sergio. R appeared on a computer screen through a webcam “The next: ‘dedos’.” connection from Bolivia. “Ded... Ded...” Sergio is a student at Camino de Sordos, a school “Falda.” for the deaf in La Paz. On 120th Street, Ana de la Iglesia “...alda.” and Courtney Van Buskirk, students in TC’s Speech and “Guitarra.” Language Pathology program, were squeezed into the “Gagaga.” tiny lab on the first floor of Zankel Hall with Catherine “Cucillo.” Crowley, Founder and Coordinator of the Bilingual/ “Chi.” Bicultural Emphasis Track at TC, and two visitors. “Lapis.” All are part of a new program at TC that delivers “Dada. Dapi...” aural therapy, over the Internet through Web cameras, “Muy bien, Sergio, very to students at the Camino de Sordos. In fluent Spanish, good. Now let’s sing!” Crowley, Iglesia and Van Buskirk began trying to entice Seven other TC stu- Sergio, who had just recently received a hearing aid, to dents—all with native Spanish repeat some sounds that he will need to begin speaking. proficiency—also were But Sergio, endearingly shy, hid his face from the webcam involved in the remote ther- hooked up to a computer at his school. apy effort including Ileana “Sergio, mi amor, let’s play?” entreated Crowley. Perez, Natalia Martinez, Sergio seemed not to understand the query. He Jennifer Rodriguez, Emily Sweet and Cate Bradford. moved his ear closer to the computer. Thanks to the hear- Remote therapy is the newest globalization effort ing aids provided by the program, Sergio and some his in the Speech and Language Pathology program, which classmates had just begun hearing much at all. For Sergio offers its students international opportunities to provide and the others, the arduous task of learning to speak—and free speech and language services to children with dis- all the complexity that goes with it—lay before them. abilities. “I want you to repeat these words, Sergio,” said “It’s an incredibly valuable, life-changing experience, Iglesia. particularly given the growing Hispanic population in “Vestido.” the U.S.,” said Crowley, also a lecturer in TC’s Speech

10 Inside teachers college Columbia university and Language Pathology program and Director of the offered to help. After Ray Diaz, a technology expert Bilingual Extension Institute. Crowley has taken students whose wife works with Crowley, visited the group in on month-long trips to Bolivia for the past three summers, La Paz, he decided to get the computers and a webcam and she is ramping up an on-site program in Ghana and using Skype for the school. exploring a third in Cambodia (See story on page 12). A defunct financial services company donated three The remote therapy project in Bolivia started at computers to Camino de Sordos and another trio to the Camino de Sordos, where TC students have worked for Mysak Center. The Skype hookup enabled the La Paz stu- three summers. The students attending Camino de Sordos dents to see and hear the therapists in training from New did not have hearing aids, and Crowley wanted to make York and to begin receiving aural habilitation therapy hearing aids and therapy available so they could learn through the Internet. how to use them. With few speech-language pathologists Funded by the Downey Family Foundation, Inniss in Bolivia, the only way to provide these services was via and Diaz returned to La Paz in August 2008. Inniss tested the Internet. TC alumna Melissa Inniss, a Panamanian the hearing of all the students and fitted 11 students, ages a u d i o l o g i s t 4 to 17, with hearing aids. Diaz set up the computers and speech and Skype connection. The students then had to learn l a n g u a g e to detect and differentiate the sounds they now heard, pathologist, and then perceive and produce the sounds of spoken heard about Spanish. the project “Is it like going to a country where you don’t a n d understand their language?” Crowley was asked. “It’s even more challenging than simply learning a second language. These children know sign language, but prior to receiving the hearing aids in August, they never had the capacity to understand any spoken language. “One teenager told us how he had had hearing aids when he was a young but did not use them because he could not make sense out of the sounds. Since receiving a new hearing aid in August, he has made great progress because he already knew a language—sign language. As a SPEAKING result, he has acquired spoken Spanish quickly and now IN TONGUES Lecturer understands his family when they speak Spanish, which Cate Crowley was not possible for him before.” (middle right Of the eight TC students involved in the remote and bottom) therapy effort, five are native Spanish speakers, and the has been others have acquired native-Spanish language skills. working with eight TC students as part of the new Crowley said she believes TC is the first speech program tapping the Internet to help children like and language program to provide students with the Sergio (on screen at top left) at a Bolivian school for the deaf learn to speak Spanish Bolivia Continued on page 14

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 11 International u

Blazing a (Speech) v

“Path.” in Cambodia w TC Faculty members envision jump-starting a field in post-Khmer Cambodia his past summer, two faculty members from TC’s Department T of Biobehavioral Sciences—Karen Froud, Assistant Professor in the Speech- Language Pathology and Neuroscience and Education programs; and Cate Crowley, Distinguished Lecturer and x Coordinator of the Bilingual Extension Institute—visited several health and non-profit organizations in Cambodia. z Their ultimate goal: to develop the Froud and Crowley first generation of Khmer-speaking y met a 2-year-old speech-language pathologists. boy with cerebral { Froud has a long-standing association with Cambodia palsy (4) who sat through her friendship with Karl Balch, currently the British hunched over, with his Consul Warden in Siem Reap Province. Crowley established gaze permanently fixed on and conducts a four-week annual program in Bolivia, the floor due to poor mus- | where graduate students participate in speech pathology cle tone. By showing the mother how to hold his work, study and humanitarian activities. head, change his posture, and use some stimulating mate- Cambodia today is a country struggling back to its feet rials, they were very quickly able to engage his attention after many years of social and educational deprivation so that he was reaching out to turn the pages by himself. following the genocide years under the Khmer Rouge in the Art and dance are among the academic and vocational 1970s. offerings at the Cambodian Center for the Protection of After visiting Angkor Wat (3) and Ta Prohm (1), the over- Children’s Rights (CCPCR), a residential and vocational grown ruins which were made famous by the Tomb Raider center for girls and young women who have been removed movies, Crowley and Froud went to Siem Reap City (6), from abusive or dangerous situations at home that is run where Handicap International provides prostheses and by Family Care Cambodia (8). At Phnom Penh Pediatric rehabilitation for people who have lost limbs in land mine Hospital, Crowley was able to teach the mother and incidents, as well as mobility aids and physiotherapy for aunt of a baby on the verge of cleft lip repair bilabial physically handicapped individuals. Families learn in work- “noises” that would help Farid (7) to start making “front” shops how to alleviate physical and cognitive difficulties. Cambodia Continued on page 14

12 Inside teachers college Columbia university International From the Killing Fields to Golden Bones In a reading at TC, a former U.S. Ambassador recounts his 1976 escape from the Khmer Rouge very now and then, we get a powerful reminder of gency room and asked if I could be the just how America—even with all its problems—can interpreter. I said yes, and spent all E sometimes provide great opportunities, especially day with the medical staff...We all thought, ‘The to foreigners escaping tyranny. war is over, we will now have peace! We are all Cambodians Golden Bones: An Extraordinary Journey from Hell in and will work together to rebuild the country.’” Cambodia to a New Life in America (HarperCollins Publishers, Sadly, they were wrong. The five-year civil war between 2008) is one such reminder. Its author, Sichan Siv, who gave the Khmer Rouge and allied communist forces on one side, a reading at TC on October 28, was a young man during the and the Republican government, supported by the U.S., bloody reign of the Khmer Rouge in Cambodia. The title on the other, ended with the invasion of the Khmer rouge is taken from an old Cambodian saying that a child who into Phnom Penh. But when the Khmer Rouge took power, it is very lucky is born with golden bones. Suspected (cor- forced the evacuation of all civilians into the countryside, rectly) by the Khmer Rouge of being a college graduate where they were relocated to labor camps in rural villages. and a teacher, Siv escaped certain execution by denying “Our family left [Phnom Penh] that evening of April 17, his academic credentials. Still, he was imprisoned and put the darkest night of our lives, with just what we could carry. in a labor camp, as was everyone in Cambodia who was not Three million people were trying to get out at the same a member of the Khmer Rouge. Golden Bones is the story of time. Many died along the roads to nowhere from hardship, his daring escape first to Thailand and then to the United exhaustion and summary execution. States, and his subsequent rise from taxi-cab driver and “It took us 10 days to make it to Tonle Bati, my father’s fast food worker to a high position in the administration native village, usually reached in one hour by car. We were of President George H.W. Bush and as U.S. representative immediately put to forced labor. I planned my escape as to the U.N. General Assembly and Security Council under soon as I realized that as someone who had worked for an George W. Bush. American organization, I was endangering everyone else.” In a clear voice, fluent English and an affable manner, With his mother’s blessing, Siv departed on bicycle, Siv told the TC audience of 79 his story. On April 17, 1975, riding three weeks and some 500 miles across the country. Siv was a young man working for the relief agency CARE in He threw away his glasses, which were a dangerous sign Phnom Penh. On his way to his office, he said he saw “a of being educated; invented a new name for himself; lied group of heavily armed black-clad zombies walking toward about his qualifications and experiences, and faked travel the city center and me. I reversed quickly and went to the passes to avoid detection by the Khmer Rouge. He was Hotel Le Royal, which had been turned into a Red Cross neu- eventually stopped and put into a Khmer Rouge “mobile tral zone. A doctor friend waited inside while I climbed over work unit” (effectively a concentration camp). “Each the locked gate. He and his colleagues had set up an emer- Golden bones Continued on page 14

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 13 Golden bones Continued from page 13 night, after 18 hours of hard labor, I prayed that if my affairs from Columbia University, and, to better understand mother’s milk were dear, I would see freedom.” the presidential electoral process, volunteered for the 1988 In February 1976, Siv escaped again, jumping off a presidential campaign of George H.W. Bush. The latter work logging truck and making a three-day journey through led to Siv’s appointment as Deputy Assistant to the second the heavily mined and patrolled jungle. He was severely President Bush—exactly 13 years after his escape to free- wounded when he fell into a booby trap, but he made his dom began. way to Thailand, where he was jailed for illegal entry and “I came to learn that my mother, along with my older sis- later transferred to a Thai refugee camp. There, he taught ter, brother and their families, had been clubbed to death English to fellow refugees. by the Khmer Rouge. Of the 16 of us who left Phnom Penh Siv left Thailand for the United States under the spon- together on April 17, 1975, I am the only survivor.” sorship of an American family, a common arrangement for Siv’s reading was sponsored by the Biobehavioral Sciences people in refugee camps in Thailand after the war. On June Department, which is developing international service pro- 4, 1976 at age 28, he arrived at the home of his sponsor vision and student training programs in Cambodia and family in Wallingford, Connecticut. “I was full of hope and elsewhere. The Cambodia Project, Inc., was a co-sponsor. eager to start my new life as a free man. I did whatever Golden Bones: An Extraordinary Journey from Hell in came my way,” including apple picking and driving a taxi. Cambodia to a New Life in America can be found at Eventually he earned a master’s degree in international bookstores nationwide. v

Cambodia Continued from page 12 sounds, a difficulty for children born with craniofacial organization founded by Columbia University alumnus abnormalities. Jean-Michel Tijorino) TC hosted a reading by Sichan Siv, Operation Smile (2) hopes to participate in any train- a former U.S. Ambassador to the United Nations, from ing TC might set up, and to put into practice interventions his book Golden Bones—the story of Siv’s escape from the beyond surgery as part of their services. Khmer Rouge in Cambodia and his subsequent inspiring While Froud and Crowley are still in the early stages, adventures in the United States (See story on page 13). several positive developments occurred as an immediate Crowley and Froud believe they can provide helpful inter- result of their trip. One was the discovery by Froud that ventions in speech and language pathology very quickly doctors at Phnom Penh Pediatric Hospital did not know and without needing detailed language-based communi- how to use a 36-channel electroencephalogram (EEG) cation. They are committed to the idea that any program machine donated from Korea. She has promised to pro- they set up in Cambodia must provide information and vide them with instruction upon her return (5). training for people who live and work in the local com- Another is that in late October, through the efforts of munities. A full account of their journey can be found at the Cambodia Project (a humanitarian non-government www.tc.edu/bbs/cambodia. v

Bolivia Continued from page 11 opportunity to provide aural habilitation therapy ingly diverse schools, especially in large urban areas like through the Internet. She is a strong advocate for New York City. Our TC program has a strong com- international and intercultural programs at TC, mitment to educating students so that as professionals particularly in speech and language pathology. “These they work effectively in a multicultural world,” Crowley programs develop the students’ bilingual skills and said. deepen their understanding of how culture can have a Read more about the Telepractice to Bolivia project profound impact on student success,” she said. at www.tc.columbia.edu/bbs/speech-language/. v “These skills are particularly valuable in our increas-

14 Inside teachers college Columbia university Research Talking Chairs In videotaped interviews, four TC heads weigh in online on the work of their faculty, adding to knowledge in their field and their own research

n videotaped interviews conducted this past fall Warner Burke, Chair of the and summer, four TC department chairs talk about Department of Organization I the work of their faculty, trends in their academic and Leadership, says the main fields of discipline and their own research. thread linking all six programs The interviews are posted online (www.tc.edu/ in his wide-ranging depart- news/6781), but some snippets follow here. More inter- ment is the quest to under- views of department chairs will be posted in the future. stand how organizations learn: M argare t Crocco, Chair of “Learning is paramount for organizational survival,” the Department of Arts and Burke says, adding that “We see no organization that’s Humanities, says her depart- not within our domain.” That includes the U.S. Army, ment, the largest at TC, poses with which the department is partnering. and tries to answer the funda- O. Roger Anderson, Chair of the Department of mental questions surrounding Mathematics, Science and Technology, says the depart- education: “Why do we edu- ment is trying to reverse two major, negative trends cate, and what are the earmarks of the educated person?” in American education: the failure to Crocco, who assumed chairmanship of the department prepare a sufficient number of teachers last summer, says she would like to use technology to who can teach inquiry-based science, enhance the department’s work and visibility. involving hands-on experimentation, John S a x m a n, Chair of the at the elementary school level; and the Department of Biobehavioral failure of schools to devote sufficient Sciences, says his department is time to science. “Science is so critical to “interested in the biological and 21st century citizenry,” Anderson says. behavioral underpinnings of some “We’re actually misappropriating our time and effort in fairly important human activity: some cases in the schools, not to have enough science v action and movement, communi- embedded in the other activities of the curriculum.” cation and its disorders in human beings, and the way in which the brain functions to support those activi-  To watch any of the Department Chair ties—and also the activities involved in learning.” videos, please visit: www.tc.edu/news/6781

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 15 Research An Online Primer on Peace Education Monisha Bajaj has developed the Encyclopedia of Peace Education on the College’s Web site that charts the history and new directions of a still-evolving field

uick: Who was Elihu Burritt? If you said print version is an offshoot of the Web publication. a blacksmith-cum-activist from Connecticut What won’t come as a surprise is that such an who was fluent in at least six languages and encyclopedia—print or online—was developed at TC, for Q is believed to have published the nation’s first the institution has a proud history in the field. Indeed, the newspaper devoted to promoting peace, then you deserve College is the only American institution of higher learning a prize. to offer a concentration in peace If you didn’t know, not to worry: There’s now a education, and the first courses in ready reference online for all things peace education that the field were taught at TC by Betty even Wikipedia can’t match—the Encyclopedia of Peace Reardon, Founding Director of TC’s Education. The encyclopedia, which is posted on the TC Peace Education Center. Web site (www.tc.edu/centers/epe), is the brainchild of Because the field is so new, Monisha Bajaj, a faculty member in the Department of scholars and practitioners have been International and Transcultural Studies. engaged in spirited debates about its Betty Reardon “Peace education is a body of scholarship and prac- contours—what is it, what are its founded TC’s Peace tice that has very fluid boundaries,” Bajaj says. “There foundational tenets, what should Education Center really isn’t a space for practitioners, scholars and students it seek to accomplish? It is Reardon and people from all over the world who are claiming who has come closest to defining the field. To her, peace membership in this community to interact and share education encompasses everything from educational poli- ideas, to trace the development of the field, and to look cies to pedagogical practices that provide people the skills at the proposals people are putting forward for the future to work toward comprehensive peace. of the field. I wanted to create that kind of space.” From there, the field can range widely to issues of Given Bajaj’s scholarly background, it might come war and violence, human rights and social justice, and as a surprise that her initial vision was not of an even sustainable development. Peace education has been old-fashioned printed encyclopedia—even though she most shaped by iconic TC philosopher and educator John published one in May. In fact, the opposite is true: The Dewey, influential education theorist Paulo Freire and

16 Inside teachers college Columbia university Translating Peace Continued From back cover Conflict Resolution, Musallam brought obvious assets to the job—including a network of professional contacts in the Middle East who could clue her in on which chapters would be most useful. But her official resume doesn’t tell the half of it. “I’m part of the Palestinians of 1948. An Online Primer on There was a war then, when the state of Israel was established and while many Palestinians were displaced, some stayed and were granted citi- Peace Education zenship under a U.N. resolution,” Professor Monisha Bajaj says Musallam, a youthful-looking Monisha Bajaj has developed the Encyclopedia of Peace Education on the College’s woman with a mega-watt smile. “There are about a million of us today. And growing up in that Web site that charts the history and new directions of a still-evolving field context, it wasn’t easy, because the country you live in and your own people are at war. I have relatives on the West Bank. So, you’re constantly negotiating your iden- Italian educator Maria Montessori. tity.” In 2006, when Bajaj joined the faculty after receiving Where others might have hardened in their out- her doctorate from TC, she saw an opportunity to pin look, Musallam, thanks to her upbringing, embraced down some of the sometimes disparate elements that the complexity. From kindergarten through high school, began to cohere in the middle of the twentieth century she attended the Mar Elias Institutions, an ostensibly into a full-blown field. With the help of graduate students, Catholic school in her home town of Ibillin that had large she fired off e-mails to colleagues who themselves had contingents of Muslims, Druse and even some Jews, and encyclopedic knowledge of some facet of the field asking that preached tolerance as its central message. (She, if they’d be interested in writing an article. herself, comes from a Christian family—“what you’d call Bajaj soon signed on dozens of researchers and Episcopalian in the U.S.”) At practitioners to write short articles (most are between the University of Tel Aviv, she 1,500 and 2,000 words) on the field’s history, core worked at the Adler Research concepts and emerging issues. It was only then that Center under Professor Zahava she decided to cull the articles that dealt with the most Solomon, working with both seminal issues into a printed version that could serve as a Palestinians and Israelis suf- text in peace education courses. fering from Post-Traumatic Currently, the online encyclopedia includes 39 entries Stress Disorder as a result of on everything from the curious, if accomplished, life of the TC’s Professor Emeritus political violence. aforementioned Elihu Burritt to Dewey and his influence Morton Deutsch founded She came to the United ICCCR on peace education. Bajaj herself has an article on “critical” States and Teachers College peace education, as does Lesley Bartlett, Associate Professor in 2003 on a State Department scholarship and not long of Education, who wrote about Freire. afterward met her partner, Roland Minez—a West Point Bajaj had hoped to publish the book and launch graduate who has served 15 months in Iraq. the site at the same time but technical glitches and her All of which has combined to give Musallam a nuanced peace education Continued on page 18 Translating Peace Continued on page 18

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 17 Peace Education Continued From Page 16 own travels (She spent time in India this spring setting various categories. It is for her the beauty of having an up a yearlong research leave supported by the National encyclopedia exist online. “It’s just a more dynamic way Academy of Education and the Spencer Foundation.) of having information available,” she says. “And Teachers made that impossible. The site went live in September, College has been so involved in the development of and as word has spread in the peace education community, peace education that our Web site seems like the perfect scholars and practitioners have begun sending her more place to have a site that lets people learn about the field entries, and she’s even gotten inquiries about the peace and see where it is going.” education concentration. For more information, please visit As for the future, Bajaj can conceive of the www.tc.columbia.edu/PeaceEd. v site having 100 articles or more broken down into

Translating Peace Continued From Page 17 outlook that is all too rare, in the Middle East or anywhere “Naira has put in hundreds of hours on this, pro bono,” else. Coleman says. “It simply wouldn’t be happening without “My life is a constant negotiation among seemingly con- her.” tradictory worlds,” she says. “I hang out with my progres- In addition to overseeing the translation, which com- sive colleagues during the week and get one perspective, prises 10 of The Handbook’s 39 chapters, Musallam has and then I see what the West Pointers are thinking on week- written an introduction in Arabic that discusses the history ends. I say ‘seemingly contradic- of the Middle East, the different ethnic groups there and tory,’ because really, they’re not. the region’s traditions of conflict and cooperation. It’s very easy to say, ‘This is right, “I want people to understand that it’s not that we go and this is wrong.’ It’s probably there and suddenly educate them about conflict nego- the easiest thing to do in life. It tiation—because for centuries people have been doing it saves you a lot of thinking and already,” she says. “In the media, you only get the dark side stress and energy. But then life of the Middle East, but it really has a long history of toler- decides to put you in these other ance and cooperation.” circumstances.” She also is working on distribution. Right now the plan is TC alum Peter Coleman It wasn’t until she was at to make the translated chapters available free of charge directs ICCCR TC, however, earning her mas- via the Internet to mediators working in the Middle East, ter’s in Counseling and Clinical while offering a published volume for a nominal fee to Psychology, that Musallam discovered her true calling. organizations such as the State Department, USAID, the She took Coleman’s course, “Fundamentals of Conflict United Nations and affiliated NGOs. Resolution,” as an elective, and “something just clicked. “We’d like to recover some of our costs and also be able As much as I enjoy helping individuals, I realized I wanted to pay Naira for her time,” Coleman says. to work on a macro level. I took more classes at ICCCR and Musallam is all in favor of that, but as with most of realized, OK, I want to be involved in this.” the challenges she’s undertaken that have to do with Musallam will finish her coursework at the end of the fall negotiation, she has no regrets. semester and is gearing up to write her dissertation on a “Doing this kind of work makes you take a hard look at topic related to peace as seen from a dynamical systems your own assumptions and practices,” she says. “It really perspective. It could be argued, though, that in her work on makes you grow.” v The Handbook of Conflict Resolution, she’s already logged For more information, please visit: www.tc.edu/icccr. the equivalent of a dissertation project—and then some.

18 Inside teachers college Columbia university Around TC Reel Issues Fall films at TC spotlight the changing nature of education and society

has long been known as a locus for Zen, Less Phobia and Revolution ’67, were the result of provocative and insightful films that requests by faculty members. TC probe societal fault lines. But this fall In the case of I Love Hip Hop in Morocco, for exam- the College has been particularly active on the cinema ple, Louis Cristillo, a lecturer in International and front, sponsoring or hosting films that examine everything Transcultural studies and Project Director for the Muslim from hip hop in Morocco to the lives of prominent Youth in New York City Public Schools Study, not only African Americans. requested that the documentary be shown, but also helped The 16th annual African Diaspora Film Festival arrange for the film’s co-director, Joshua Asen, to attend opened on November 28 and runs through December 14. the screening and take part in a discussion. (For more The festival, founded by the husband-wife team of TC information, visit www.ilovehiphopinmorocco.com.) adjunct instructor Reinaldo Barroso-Spech and Diarah “There are no set topics. We are purely responding to N’Daw Spech, Financial Director at the College’s Center the needs of faculty,” Govan said. “Faculty members are for Educational Outreach and Innovation (CEO&I), is very interested in film, which is great because we can help being held in six venues in Manhattan, including the support the courses they are teaching and the research Cowin Center at TC. they are doing by showing these films.” The festival held its centerpiece screening of The In addition, the Gottesman Libraries launched its Black List, a documentary in which well-known African annual Fall Film Series. The library screened Education Americans recount their person- in America and This Brave al stories, at the Cowin Center Nation to prompt discussion on December 6. In addition, the on the history and development festival held a series of panel of schooling. Education in discussions at 179 Grace Dodge America, a series of archival Hall. films made in 1958, has a Meanwhile, the Gottesman strong tie to TC because the Libraries launched two film series films are narrated by Freeman this fall. The newest is designed Butts, the William E. Russell to support faculty research inter- Professor Emeritus who served ests and academic programs. as head of what was then the Senior Librarian Jennifer Govan College’s Department of Social said the films shown so far, I and Philosophical Foundations Love Hip Hop in Morocco, More from 1948 to 1958. v

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 19 TC Campus News

Marion Boultbee sented recommendations for educa- Bids TC Farewell tion reform to advisors to President- elect Barack Obama and Congress. The recommendations were distilled At an emotional farewell party in from a collection of “white papers” November, Marion Boultbee, Director commissioned by NAEd that will be of International Services, called it released later in 2009. Fuhrman, a career after nearly 20 years as a who moderated a panel on educa- fixture at TC. tion accountability, assessment and As TC President Susan Fuhrman standards, is NAEd President-elect described in a letter read aloud by and will become President in fall 2009. Scott Fahey, Secretary of the College, Other panels at the event addressed Boultbee began working in the Office teacher quality, time for learning, of International Services in 1989 when math and science education, reading she came to TC as a doctoral student and literacy education, and equity (she would write her dissertation on ized landscape. But Boultbee’s great- and excellence in American educa- how to improve orientation for interest achievement, Fuhrman said, was tion. national students) and never left. making the College feel like home for On the same day, the Consortium for During her tenure the Office expand- generations of international visitors: Policy Research in Education (CPRE), ed its role to serve faculty and visit- “For our international students, the federally funded organization ing scholars from other countries as you truly have been—to borrow a line that Fuhrman founded in the 1980s well as students, with Boultbee also from TC’s recruiting video—the face and continues to direct, released hosting and conducting workshops of Teachers College.” case studies of the experiences of with visiting faculty delegations from five urban school districts, one state Japan, Russia and other nations. Fuhrman in the and three education entrepreneur Fuhrman praised Boultbee for a Policy Spotlight organizations that offer new insights long list of accomplishments that into the effective recruitment, devel- ranged from deft handling of the November was a busy month for opment and retention of top-quality complex new compliance demands TC President Susan Fuhrman on the teachers. The urban districts studied for homeland security that all univer- national education policy front, as by the project—known as the Strategic sities faced after 9/11 to the scav- two national organizations with which Management of Human Capital—were enger hunts she instituted as part she is closely affiliated released major Boston, Chicago, Fairfax County of orientation day for international research-driven policy findings. (Virginia), Long Beach (California) students—a game that forced the On November 18, the National and New York City. The state studied players to learn how to navigate TC’s Academy of Education (NAEd) pre- was Minnesota, and the organizations sometimes bewilderingly decentral-

20 Inside teachers college Columbia university were Teach For America, New Leaders Geoffrey J. Colvin, a part- community colleges in China. for New Schools, and The New Teacher ner with CEW Partners, a family invest- Levin, who was honored on October Project. ment firm with interests in publicly 14, is the second TC faculty mem- Visit the Teachers College Web site traded securities, private partner- ber to receive the designation. Mun to learn more about the NAEd white ships and companies, and real estate. Tsang, Professor of Economics and paper initiative (www.tc.edu/news/ Colvin, who already serves on the TC Education and Director of TC’s Center article.htm?id=6759) and the CPRE Board’s Investment Committee, holds for Chinese Education, was appointed case studies (www.tc.edu/news/ undergraduate, law and business Honorary Professor at Beijing Normal article.htm?id=6758). degrees from Columbia University and in 2007. is President of the Columbia College Gene R. Carter and Alumni Association. He also serves Geoffrey J. Colvin on the Board of Overseers of the Join Trustee Board International Rescue Committee and the Board of Directors of the American Joint Distribution Committee. Teachers College has added two new members to its Board of Trustees. They are: Levin Appointed Gene R. Carter, CEO and Honorary Executive Director of the Association Professor at for Supervision and Curriculum Chinese University Development (ASCD), an interna- Educational tional, nonprofit, non-governmental Henry Levin, TC’s William H. Kilpatrick Entrepreneurs professional association with more Professor of Economics of Education than 175,000 members in 135 coun- and Director of the National Center Has educational reform produced tries and more than 60 affiliates. for the Study of Privatization in an environment more conducive to Prior to joining ASCD, Carter served Education, received one of the high- educational entrepreneurship? For for nine years as the Superintendent est honors conferred by a leading Frederick Hess (pictured above), of Schools in Norfolk, Virginia, Chinese institution of higher educa- Director of Educational Policy Studies where he succeeded in reducing tion when he was appointed Honorary at the American Enterprise Institute, the dropout rate, built a partner- Professor at Beijing Normal University and Larry Berger, co-founder and CEO ship program with the private sector, in October. of Wireless Generation, the answer implemented a district wide school Levin was recognized for his is—well, not so much. Both men joined improvement program, established enduring contributions to teaching, TC President Susan Fuhrman for a an early education center for three- research and service in education. discussion on the future of educa- year-olds and their parents, and Levin has been active in China, where tional entrepreneurship on November implemented a regional scholarship he has studied projects through 5 in Milbank Chapel. Hess recently foundation for public school stu- which migrants, who leave their rural edited The Future of Educational dents. Carter earned a doctorate in homes to do assembly work in the Entrepreneurship, for which Berger instructional and curricular practice nation’s eastern and southern cities, wrote a chapter on the many barriers from Teachers College in 1973 and receive educational and other ser- startups face in entering the educa- received the College’s Distinguished vices previously unavailable to them. tional marketplace. Alumnus Award in 1991. He has also worked on the design of

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 21 wines that work with nature and Books and FOOD Green Tips for the skip the chemicals: Shinn Estate Holidays Vineyards, Silver Thread Vineyard or Through January 16, TC com- Long Island’s North Fork and Bridge munity members can drop off UNPLUG! Vineyards. Mild allergies to sulfites books for readers of all ages Please remember to turn off in conventional wine can cause (including textbooks, children’s and unplug your computers and pain, so go organic when you can. books, fiction, non-fiction and other electronics before leaving And drink a glass of water for every more) in Whittier Hall Lobby, for the upcoming break. Machines alcoholic drink you knock back! Bancroft Lobby, New Residence like computers, copiers, printers, The new year will bring renewed Hall Lobby, the President’s Office, microwaves and anything you plug life for used Brita® pitcher filters, the Gottesman Libraries, Kappa into the wall consume electricity which will be collected and recycled Delta Pi and The Office of Student just by being plugged in—even if into items such as toothbrushes, Activities and Programs. The effort they are turned off! cups and cutting boards. will culminate on Wednesday, LIGHTEN UP with LED lights! AVOID DISPOSABLES February 4, from 8 a.m. to 7 p.m., Switch to this heavenly little When the Holiday dinner is over, with a TC Community Bookshelf bit of technology to light things recover from your food coma and Exchange in TC’s Grace Dodge up. LED bulbs use 90 percent less store leftovers in healthy contain- Dining Hall. electricity than traditional holi- ers. Disposable storage materials The Bookshelf Project is day bulbs. Burning 10 strands of are piling up in landfills (Disposable sponsored by Kappa Delta Pi lights with 100 lights per strand, 8 plastic baggies can take 1,000 International Education Honor hours per day for a month costs an years to decompose!) and toxins Society, TC Management Network, average of $175 for incandescent in plastic are no fiesta, so reduce Culinart, and the Offices of bulbs vs. about $1 for LED minib- your daily polymer intake by using Student Activities and Programs, ulbs. Incandescent lights give off safer storers. Some plastics, such and Community and Diversity. as much as 90 percent of the energy as PVC (look for #3 inside the recy- People can also give to the City they consume as heat, so they’re cle symbol on the container) and Harvest Holiday Food Drive at more likely to cause fires. LEDs are polystyrene (#6), contain hormone TC. All non-perishable foods will touch-ably cool, and with their 20- disruptors and other chemicals be accepted through December year lifetimes, you don’t have to that can leach into food. Doctors 22. The most needed food items replace LED light strings as often as recommend that you don’t micro- include canned fruits, vegetables conventional ones. wave plastic; ceramic and glass go and beans, and rice and pastas. DRINK LOCAL OR TAP from fridge to microwave and back The drop-off location is on the Drinking locally grown wine con- again without leaching toxins (and first floor of Zankel Hall near the security desk. The food drive serves fuel and cuts CO2. If 10,000 don’t warp or stain like plastic). New Yorkers switch up two bottles is sponsored by TC’s Department of Napa Valley Chard with two bot- of Health and Behavior Studies, tles of Long Island Cab, it’ll have Student Senate, the Rita Gold Early Childhood Center, and the the same CO2–reducing effect as taking nine cars off the road for Offices of the Provost and Dean, a year! If you live in the City, try Diversity and Community, and of these local biodynamic and organic Residential Services. v

22 Inside teachers college Columbia university Those who Dared Continued from page 1 Inside well in school, while some of his educators and local communities classmates, who were also African working together.” Volume 14 • number 3 American and as intelligent as Deborah Meier’s Central Park he, did not. Comer went on to East School and Central Park East NEXT ISSUE: February 2009 DEADLINE: January 15, 2008 create the Child Development Secondary School in Manhattan School Model in New Haven, in were based on the revolutionary

Inside, the newsletter of which, writes Glickman, “Schools notion that schools perpetuated Teachers College, Columbia University, became hubs of caring for students’ class inequali- is produced by the office of developmental needs.” ties in America External Affairs. TC’s William H Kilpatrick and had to be www.tc.edu/inside Professor of Economics and changed in Executive Director, Education, Henry Levin, poses a order to offer a external affairs Joe Levine different question: In a country good education where we guarantee equal access to poor chil- Director of media relations to education but not equal fund- dren. Meier Patricia Lamiell ing to every school, how do we is viewed by deliver a quality (Levin’s emphasis) many as the Web Director Paul Acquaro education to every child, regard- mother of less of the resources available in a what’s come ASSOCIATE DIRECTOR OF particular community? As a pro- to be known as the small schools Publications Lisa A. Farmer fessor at Stanford, Levin saw what movement. was available to children in “gifted Ted Sizer founded the

Senior writer/editor and talented” or “accelerated” pro- Coalition of Essential Schools in Victor Inzunza grams, and he “wanted all children Oakland, California, which has to be treated as gifted and talent- assisted a range of school reform Administrative Assistant Kalena Rosario ed,” he writes. Levin founded the movements across the country. At Accelerated Schools Project, which the heart of Sizer’s credo is the Editorial Assistants proliferated across the nation, and belief that “an idea, or ideas, can Melissa Christy now analyzes the costs and benefits drive reform and the practice that Elise Martingale of investment in education. reflects that reform.” John Goodlad began his This is an inspiring guide Original Design: Nina Ovryn Design education career in a one-room for those wishing to carry on Copyright 2008 by school in Surrey, British Columbia, the important work of renewing Teachers College, Columbia University where he came to believe that America’s public schools. It is Contact Us! children of different ages can learn written by educators who have We want to hear from you! To submit story ideas or other together. The idea that successful the right, after a long career, to information of interest. Visit: schools are “closely tied to the care be discouraged but are not. Each www.tc.edu/newsbureau/newsrequest.htm of our democracy” prompted him explains why they never gave up or e-mail: [email protected] or send via campus mail to: to create the League of Democratic and why they are optimistic about Office of External Affairs, Schools with an agenda that works American education. v Box 306. “only if…advanced by policymakers,

8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside Winter 2008-09 23 Student Profile Translating for Peace in the Middle East Thanks to TC student Naira Mussallam and her mentor, negotiators in the Middle East will have a guiding handbook

he Handbook of Conflict Resolution: Theory and Practice, T is a classic in its field, a nego- tiator’s bible for everything from labor disputes to marital discord. One of its three co-editors is Morton Deutsch, TC’s legendary Professor Emeritus, who more or less founded the field of conflict resolution 50 years ago with his study of competition and cooperation (theo- retical work that was inspired by the creation of the U.N. Security Council). Another is current TC faculty member Peter Coleman, who has pioneered in applying systems theory and computer modeling to long- pursue it on our own.” term, intractable strife. That proved easier said than done. For one thing, there The book has been translated into Polish and Japanese was little money for such a project. For another, translating and other languages are on the docket—but not, arguably, any complex piece of writing demands both a knowledge the one that would be most useful in today’s world: Arabic. of subject and a command of language—particularly so Deutsch and Coleman became aware of the problem two when the subject is conflict resolution and the language years ago, when, together with Eric Marcus, a TC alumnus is Arabic, which has no fewer than six different words for and specialist in organizational change, they were putting “conflict,” ranging from the kind you have with your spouse together a second edition that would include chapters on to the kind you conduct with armed forces. conflict and religion, and conflict and human rights. “You can be perfectly literal in your translation and then “Colleagues were coming to us who worked in the Middle discover that it’s meaningless for people working in the East, telling us they had few resources in Arabic to conduct other language,” Coleman said. “So we needed someone peace-building initiatives on the ground,” says Coleman, who could really oversee the whole process.” Director of Teachers College’s International Center for Enter Naira Musallam, a Ph.D. student in TC’s Social- Cooperation and Conflict Resolution (ICCCR), which Organizational Psychology Program who also works with Deutsch founded in 1986. “They were having to create their Coleman at ICCCR. As a fluent Arabic speaker who has own materials. They asked us, ‘Any chance you’d consider interned with such organizations as the International Center translating the book?’ We went to our publisher, Jossey for Transitional Justice and the Institute for Mediation and Bass, and they said they couldn’t do it, but that we could Translating Peace Continued on page 17

24 Inside teachers college Columbia university 8 ALL ARTICLES CAN BE FOUND AT: http://www.tc.edu/inside