Message from President Fuhrman 3 Message from Provost James 4 Teachers Teachers College at a Glance 5

Academic Calendar 2008-2009 6 ACADEMIC DEPARTMENTS AND PROGRAMS College Department of Arts and Humanities 9 Department of Biobehavioral Sciences 49 Department of Counseling and Clinical Psychology 65 Department of Curriculum and Teaching 79 2008-2009 Department of Health and Behavior Studies 97 Department of Human Development 129 Department of International and Transcultural Studies 147 TABLE OF CONTENTS Department of Mathematics, Science, and Technology 165 Department of Organization and Leadership 185 Other Areas of Interest 219 Table of Program Codes 224

FACULTY MEMBERS 229

Trustees, Officers, and Councils 243

STUDENT SERVICES AND ADMINISTRATIVE INFORMATION

Admissions Information 245

Residential Services 248

Academic Resources and Services 251

Student Life and Student Services 260

Degree Requirements 263

Registration 266

Tuition and Fees 267

Financial Aid 269

Policies and Procedures 275

HEGIS Codes 280

Indices 284

Maps 301

Contact Information and Travel Directions 303

Teachers College Columbia University 2008-2009

Introduction A Message from the President

As both an alumna of Teachers College and its president, I welcome you to the nation’s oldest and largest graduate school of education, and also one if its perenially top-ranked – a place whose found- ing vision was to bring educational opportunities to all members of society, and whose faculty and students, time and again during more than a century of leadership, have demonstrated the power of ideas to change the world.

Our legacy is the work of a long list of thinkers and doers that includes James Russell and John Dewey; Lawrence Cremin and Maxine Greene; Edmund Gordon and Isabel Maitland Stewart; Mary Swartz Rose and Morton Deutsch; Arthur Wesley Dow and William Heard Kilpatrick.

These are people who created fields of inquiry. At Teachers College today, our work is about living up to their legacy by ensuring that we not only build knowledge, but enhance its impact by engag- ing directly with the policymakers and practitioners who will put it to use. Because of our preemi- nence, it is both our privilege and our obligation to focus our coursework and our research on the questions of the day in each of the fields we serve. To that end, we favor no ideology or single methodology, but instead seek answers that meet the genuine needs of teachers and other practi- tioners, and the children they ultimately serve.

Whether you plan to teach, conduct research, serve as an administrator, or pursue a career in health or psychology – or even if you are already active in one of these fields – at Teachers College, you are undertaking a journey that will change your life and the lives of others by unlocking the wonders of human potential.

As you explore this catalogue, I urge you to remember that the education you will receive at Teachers College is as much about the people you will meet – your professors and your fellow stu- dents – as it is about the knowledge you will find in books. So as you join with us in our work, open your hearts as well as your minds. Only then will you truly be able to say – as I proudly do – that you have learned everything you needed to know at Teachers College.

Susan Fuhrman, President Teachers College, Columbia University

Teachers College Columbia University 2008-2009 3 A Message from the Provost

Students and colleagues, my warmest welcome as you embark on your journey into the fields of edu- cation, psychology and health disciplines. I know that this will be an adventure that extends far beyond the classroom. You join a committed, energetic community of educators, deeply engaged in the work of connecting human lives with opportunities to learn. Thank you for choosing this path in your own life. I hope you enjoy your studies at Teachers College. This is a place where you can delve into the pos- sibilities of education and its allied fields, not only as a tradition or a profession but as a way of being in the world. We see education and life as vitally interconnected. This means that you – your roots as a person, your vision as an advocate of human development, your drive to change the world – matter to us greatly as we develop our programs, degrees, and services. So who are we as an academic community? We are many things, in fact, and must be, because we believe in freedom of inquiry, rigorous peer-reviewed research and teaching at the highest levels. But let me add that we stand especially for the value of inquiry-based teaching and learning. We strive to cultivate self-discovery and life-enhancing experiences for learners at all levels and ages. Working from within one of the world’s greatest research universities, we make good use of the knowledge generated from science, social sciences, humanities and the arts to expand human capacity to learn and create. We also believe strongly in conducting our work in authentic partner- ship with the communities around us, because what we do at Teachers College is first and foremost about helping real people in the real world. New York City is an exceptional place to study the fields we represent at Teachers College. Let me be blunt about this because it is so important. This place is not quite like any other, and you need to come here and work with us to realize the potential. Our working environment, in every dimen- sion, reflects both the problems and opportunities of this civilization in their most intense and con- centrated form. If you can engage the human prospect here, joining us as educators to imagine and create what might be possible to achieve with such magnificent human complexity, your work and ours will be of national and global significance. Teachers College is diverse and we are proud of it. Along with the human diversity of our faculty and students, we are also a big-hearted place in our understanding of education and human devel- opment. Equity and opportunity are at the heart of everything we do. I use the term “education” as it has always been understood at TC, in its broadest sense, to include all the disciplines we embrace, from the preparation of classroom teachers, early childhood specialists, counselors and school psy- chologists, music and arts educators, to nursing educators, nutritionists, higher and adult education, and much more. Indeed, we are interested in all the fields of learning that bear on the well-being of students, families, schools and communities. Above all, Teachers College is a place where these disciplines talk with one another. We are a com- munity that welcomes difference, a place that fosters dialogue and respectful interplay among diverse and sometimes divergent points of view. You can find your intellectual home here and here is your launching pad for a productive career in education and related fields. Let’s get to work!

Thomas James, Provost Teachers College, Columbia University

4 www.tc.columbia.edu General Information: (212) 678-3000 Teachers College at a Glance A Ground-breaking Institution Built on Solid Principles Nationally, Teachers College hosts The National Academy for Excellent Teachers College was founded in 1887 by the philanthropist Grace Hoadley Teaching, which convenes prominent faculty, researchers, and outstanding Dodge and philosopher Nicholas Murray Butler to provide a new kind of teachers to develop new ways of upgrading the skills and knowledge of our schooling for the teachers of disadvantaged children in New York City, one nation’s high school educators. The National Academy provides on-site and that combined a humanitarian concern to help others with a scientific online support and coaching for educators in low-income high schools in approach to human development. New York City. The founders recognized that professional teachers need reliable knowledge Diversity—A Continuing Legacy about the conditions under which children from varied backgrounds learn The strong emphasis Teachers College places on student diversity began in most effectively. As a result, the College's earliest programs, which included the early days of our history. Today, the diversity of our student population educational psychology and sociology, nutrition and nursing education, encompasses color, age and nationality, with students from all 50 states and reflected the Deweyan view of education writ large, encompassing life in a 15 percent international enrollment representing 80 countries. Of the and out of the classroom. approximately 5,000 students enrolled in Teachers College, about 75 per- cent are women, 9 percent are African-American, 11 percent are Asian They also insisted that education must be combined with clear ideas about American, and 6 percent are of Latin origin. Furthermore, with a median ethics and the nature of a good society; consequently, programs were devel- age of 35 years, our students bring maturity, a wealth of knowledge and oped in the history of education and in comparative education. As the num- strength of purpose to their pursuit of degrees and careers in education. ber of school children increased during the twentieth century, the problems of managing the schools became ever more complex. The College took on TC Centers and Facilities Offer Wealth of Information the challenge and instituted programs of study in areas of administration, The College’s continuously expanding centers and facilities—which house economics, and politics. Other programs developed in such emerging fields vast archival resources and facilitate exceptional student and faculty as counseling, curriculum development, and school health care. research—are among the nation’s finest. These include:

After World War II, in response to rapid development of new professional The National Center for Children and Families advances the policy, edu- roles, the College added curriculum that reached beyond the traditional cation, and development of children and their families. Its efforts are built educational sphere, including programs in clinical and counseling psycholo- on a commitment to offer research-based approaches to contemporary social gy, speech and language pathology, audiology, post-secondary education, and and public problems affecting underserved children and families. international education. During the 1960s, driven by concern for equity in the schools, TC developed programs in fields such as urban education, eth- The Institute for Urban and Minority Education conducts demonstration, nic education and the teaching of English to speakers of other languages. development, evaluation and research projects to better understand the experiences of diverse urban and minority group populations in the different In the past 25 years, the College has addressed the explosion of educational institutions and situations that influence their development. services outside the traditional school environment by designing programs for educators who will work in day-care centers, family assistance agencies, The National Center for the Study of Privatization in Education provides museums, libraries, businesses, telecommunications facilities, and other independent, non-partisan research, evaluation, conferences, publications, non-traditional locations. and dissemination on a full range of issues regarding privatization of educa- tion from pre-school to higher education, both national and international. More recently, Teachers College has been contending with the difficult problems of urban education, reaffirming its original mission—providing For a complete listing of centers and institutes at Teachers College, please a new kind of education for those left most in need by society or circum- see the Academic Resources and Services section of this bulletin. stance. The College continues its collaborative research with urban and suburban school systems that strengthens teaching in such fundamental New York City—TC’s Proving Ground areas as reading, writing, science, mathematics and the arts; prepares lead- Teachers College has built a dynamic alliance with New York City, enhanced ers to develop and administer psychological and health care programs in by our new Office of School and Community Partnerships, which provides schools, hospitals and community agencies; and advances technology for schools and other organizations with a single point of access to the College's the classroom, developing new teaching software and keeping teachers resources. Researchers are involved in more than 200 schools throughout abreast of new developments. the five boroughs. TC students are developing and effectively implementing a number of innovative programs to help children at risk, including reading Furthering the Cause of Education tutorial programs in under-funded schools and an after-school science pro- Historically, Teachers College has played a vibrant and vital role in shaping gram in an area homeless shelter. and defining education in the New York area. Through the years, our influ- ence has spread, as we have partnered locally, nationally and around the Students also have the opportunity to take courses offered at Columbia world with policymakers and practitioners in the fields we serve. University, as well as the Union Theological Seminary, Jewish Theological Seminary, and other New York institutions. The Campaign for Educational Equity, founded in June 2005, sponsors, Training Professionals in Three Related Disciplines identifies and disseminates research showing how and why specific inter- Together, TC’s three highly complementary and interrelated areas of ventions can help narrow the gap in educational opportunities and out- study—education, psychology, and health—work to fulfill our vision comes that separate poor and disadvantaged students from their wealthier of Teachers College as a preeminent international human resource peers. development institution, committed to systematic teaching and learning In 2006, Teachers College became home to the new National Center for in all the major educative institutions. Post-Secondary Education, the nation’s largest federally funded research center focusing on higher education.

The Heritage School is a unique partnership between Teachers College and the New York City Department of Education. Now in its fifth year, the Heritage School accords full parity to the arts in its extended-day curricu- lum, requiring all students to supplement a rigorous academic base with trips to museums, galleries, theaters, libraries and concert halls.

Teachers College Columbia University 2008-2009 5 Academic Calendar 2008-2009 AUTUMN TERM 2008 (SEPTEMBER 3 - DECEMBER 20)

MAY12Monday. Opening day of Registration for the Autumn Term for new and continuing doctoral students 2008 via web and touch-tone. Registration is a continuous process through the end of add/drop on September 16. Students should contact their departments for program specific procedures and timelines. JUNE 10 Tuesday. Opening day of Registration for the Autumn Term for new and continuing master’s 2008 and non-degree students via web and touch-tone. Registration is a continuous process through the end of add/drop on September 16. Master’s students should contact their departments for program specific procedures and timelines. AUGUST 27-28 Wednesday-Thursday. Beginning of occupancy in Teachers College residence halls for new students 2008 attending the Autumn Term. Actual move-in date is determined by housing assignment. 29- SEPT 2 Friday-Tuesday. New Student Experience Program (Orientation). SEPTEMBER 1 Monday. Labor Day. University Holiday. 2008 2 Tuesday. In-person Registration for Autumn Term. Hours: 10:00 a.m. to 7:00 p.m. Advisors available from 10:00 a.m. to 12 noon and 2:00 p.m. to 7:00 p.m. 2 Tuesday. Last day to submit, to the Registrar’s Office, formal Master’s essays for the October 15 award of degree. 3 Wednesday. Classes begin. Autumn Term 2008. 3-5 Wednesday-Friday. Registration and add/drop period. Hours: 9:30 a.m. to 6:00 p.m. Wednesday and Thursday; 9:30 a.m. to 5:00 p.m. Friday. Advisors available from 3:00 p.m. to 5:00 p.m. 4 Thursday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given October 17 or October 24. 11 Thursday. Last day to file notification in Office of Doctoral Studies of intention to defend Ed.D. and Ph.D. dissertation during the Autumn Term 2008. 16 Tuesday. Last day to add and drop courses for the Autumn 2008 term, file a Certificate of Equivalency, and enroll in Student Health Service and Student Medical Insurance programs. 17 Wednesday. Requests for late registration under exceptional circumstances on or after this date require Registrar’s approval and payment of $100 late registration fee. 22 Monday. Last day to deposit Ed.D. dissertation and abstracts, which have been corrected in accordance with Dissertation Secretary’s evaluation, and pay microfilm fee for the October 15 award of degree. 30 Tuesday. Last day to change points in variable-point courses. OCTOBER 10 Friday. Last day to deposit Ph.D. dissertation with the Office of Doctoral Studies and the 2008 Graduate School of Arts and Sciences for the October 15 award of the degree. 15 Wednesday. Award of October degrees and certificates. No ceremony. 17 Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students not majoring in an area of psychology, 9:00 a.m. to 12 noon and 1:45 to 4:45 p.m. 22 Wednesday. Midterm date, Autumn Term 2008. 24 Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students majoring in an area of psychology, 9:00 a.m. to 12 noon and 1:45 to 4:45 p.m. NOVEMBER 3 Monday. Last day to file or to renew an application, in the Registrar’s Office, for Master’s 2008 degrees and certificates to be awarded in February. (After this date, application may be filed only until November 17 upon payment of $25 late fee.) 26 Wednesday. No Classes. Offices open. 27-30 Thursday-Sunday. Thanksgiving Holidays. DECEMBER 1 Monday. Last day to submit, to the Registrar’s Office, formal Master’s essays for the February 2008 11 award of degree. 8 Monday. Registration for the Spring Term for students via web and touch-tone registration begins. 20 Saturday. Last Day of Classes. Autumn Term 2008 ends. 20 Saturday. Termination of occupancy in Teachers College residence halls for Autumn Term students not returning for Spring Term 2009.

6 www.tc.columbia.edu General Information: (212) 678-3000 Academic Calendar 2008-2009 SPRING TERM 2009 (JANUARY 21 - MAY 12)

JANUARY 18 Sunday. Beginning of occupancy in the Teachers College residence halls for the Spring Term. 2009 19 Monday. Martin Luther King, Jr. Day Observed. University Holiday. 20 Tuesday. New Student Experience (Orientation). Hours: 9:00 a.m. to 1:00 p.m. 20 Tuesday. In-person Registration for Spring Term 2009. Hours: 10:00 a.m. to 7:00 p.m. New Student Experience (Orientation). 21 Wednesday. Classes begin. Spring Term 2009. 21-23 Wednesday-Friday. Late registration and change period. Hours: Wednesday-Thursday 9:30 a.m. to 6:00 p.m.; Friday 9:30 a.m. to 5:00 p.m. Advisors available from 3:00 p.m. to 5:00 p.m. 22 Thursday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given February 20 or February 27. 29 Thursday. Last day to file notification in Office of Doctoral Studies of intention to defend Ph.D. and Ed.D. dissertation during Spring Term 2009. 30 Friday. Last day to deposit Ed.D. dissertation and abstracts, which have been corrected in accordance with Dissertation Secretary’s evaluation, and to pay microfilm fee for February 11 award of degree. FEBRUARY 2 Monday. Last day to file or to renew an application, in Registrar’s Office, for Master’s 2009 degrees and certificates to be awarded in May. (After this date, application may be filed only until February 16 upon payment of $25 late fee.) 3 Tuesday. Last day to add and drop courses for Spring Term 2009, file a Certificate of Equivalency, and enroll in Student Health Service and Student Medical Insurance programs. 4 Wednesday. Requests for late registration under exceptional circumstances on or after this date require Registrar’s approval and payment of $100 late registration fee. 6 Friday. Last day to deposit Ph.D. dissertation with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for the February 11 award of degree. 11 Wednesday. Award of February degrees and certificates. No ceremony. 17 Tuesday. Last day to change points in variable-point courses 20 Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students not majoring in an area of psychology, 9:00 a.m. to 12 noon and 1:45 p.m. to 4:45 p.m. 27 Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students majoring in an area of psychology, 9:00 a.m. to 12 noon and 1:45 p.m. to 4:45 p.m. MARCH 2 Monday. Last day to submit, to the Registrar’s Office, formal Master’s essay for May 20 2009 award of degree. 12 Thursday. Midterm date, Spring Term 2009. 15-22 Sunday-Sunday. Spring Holidays. APRIL 20 Monday. Registration for the Summer Term for continuing students via web and touch-tone 2009 registration begins. 27 Monday. Last day to hold the dissertation defense (Ed.D./Ph.D.) for May 20 award of degree. MAY 1 Friday. Last day to deposit Ed.D. dissertation and abstracts, for May 20 award of degree. 2009 12 Tuesday. Last Day of Classes. End of Spring Term 2009. 13 Wednesday. Termination of occupancy in Teachers College residence halls for Spring Term 2009 for students not remaining for Summer Session A. Extensions granted for students remaining for Commencement. 15 Friday. Last day to deposit Ph.D. dissertation with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for the May 20 award of degree. 19 Tuesday. Teachers College Master’s Degrees Convocations. 20 Wednesday. Conferring of degrees, 10:30 a.m.; Teachers College Doctoral Degrees Convocation, 2:30 p.m. 22 Friday. Termination of occupancy in Teachers College residence halls for Spring 2009 for students not remaining for Summer Session, but who participated in Commencement.

Teachers College Columbia University 2008-2009 7

Academic Departments and Programs Arts and Humanities CHAIR: Margaret Smith Crocco LOCATION: 334 Horace Mann TELEPHONE NUMBER: (212) 678-3799 FAX: (212) 678-3746 WEBSITE: www.tc.edu/A&H

PROGRAMS: DEPARTMENTAL MISSION:

APPLIED LINGUISTICS 11 The Department of Arts and Humanities is dedicated to the study of a variety of academic and professional disciplines in an educational context. The Department’s mission is ART AND ART EDUCATION 14 two-fold: To promote proficiency in specific fields and to explore the purposes, practices, and processes of education both within—and across—disciplines. ARTS ADMINISTRATION 20 Within the Department, individual programs preserve their own disciplinary rigor while expand- HISTORY AND EDUCATION 22 ing modes of inquiry, discovery, and creation across disciplines and diverse societies and cultures. The Department is committed to understanding culture as a broad and varied process—a funda- MUSIC AND MUSIC EDUCATION 23 mental human activity involving various modes of thinking and expression through which meaning is constructed and historically transmitted. PHILOSOPHY AND EDUCATION 29 The Department views the study of education as broad and vital. Here, intellectual and creative TEACHING OF SOCIAL STUDIES 32 ideas and practices extend beyond the traditional concerns of schooling. Thus, each program shares a concern with the learner’s construction of knowledge, the art and methods of teaching, TEACHING OF ENGLISH 37 the realities of the contemporary classroom, the relationship of schools to their communities, and the underlying philosophies of school reform. TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) 43 In each of the programs that prepare teachers for positions in schools and universities, there is a commitment to the education of reflective practitioners, the integration of theory and improve- TEACHING OF ENGLISH TO SPEAKERS ment of learning, as well as research and practice in the students’ chosen fields of study. OF OTHER LANGUAGES (TESOL, TOKYO) 48 Faculty share the view that informed, imaginative and critical thinking enables scholars and educators to actively shape cultural concepts of learning through education. With this in mind, the programs—both separately and together—offer students the skills and knowledge needed to thrive and assume leadership in today’s changing cultural and educational environment.

FACULTY: PROFESSORS: ASSOCIATE PROFESSORS: Harold F. Abeles (Music) John Baldacchino (Art) Leslie M. Beebe John M. Broughton (Cultural Studies) (Applied Linguistics/TESOL) Lori Custodero (Music) Judith M. Burton (Art) ZhaoHong Han (TESOL) Margaret Smith Crocco William Gaudelli (Social Studies) (Social Studies) Megan Laverty (Philosophy) Steven Dubin Lenore M. Pogonowski (Music) (Arts Administration) James E. Purpura Maxine Greene (Applied Linguistics/TESOL) (Philosophy and Aesthetics) — Emerita Graeme Sullivan (Art) David T. Hansen (Philosophy) Cally L. Waite (History) Janet L. Miller (English) Ruth Vinz (English) ADJUNCT ASSOCIATE PROFESSORS: Evelyn Chen (Piano) ADJUNCT PROFESSORS: Alvin Fossner (Oboe, Saxophone) Dino Anagnost (Voice, Conducting) Franklin E. Horowitz Mary C. Boys (Applied Linguistics) (Union Theological Seminary) Robert Horowitz (Music) Gay Brookes (TESOL) Joy Moser (Painting) Joan Jeffri (Arts Administration) Jean-Marc Oppenheim (Social Studies) Ronald Knapp (Social Studies) Geraldo Piña Rosales (Spanish) Bert Konowitz (Jazz) Terry Royce (TESOL, Tokyo)

Teachers College Columbia University 2008-2009 9 ASSISTANT PROFESSORS: Judith Davidoff GENERAL ARTS & HUMANITIES Randall Allsup (Music) (Renaissance/Baroque Instruments) COURSES Olga Hubard (Art) Kristen DiGennaro (TESOL) Anand R. Marri (Social Studies) Mariah Doren (Photography) The Department of Arts & Humanities offers Reneé Cherow-O’Leary (English) Monika Ekiert (TESOL) an array of courses that can meet the out-of- Mikki Shaw (English) Bayard Faithfull (Social Studies) program requirement for students enrolled in Patricia Zumhagen (English) Mah Bobe Ghods (Printmaking) any of the A&H programs or elsewhere in the Erick Gordon (English) college. These courses reflect the broad span ASSISTANT PROFESSOR OF PRACTICE: Carolyn Graham (TESOL) of interests across A&H programs. Barbara Hruska (TESOL) Nanci Graves (TESOL, Tokyo) Mark Helgeson (TESOL, Tokyo) A&H 4008. Creative arts laboratory (0-3) ADJUNCT ASSISTANT PROFESSORS: Sang Bin Im (Art Technology) Professor Pogonowski. Experiential sessions in Philip Aarons (Arts Administration) Rebekah Johnson (TESOL) dance, music, story-telling, videography, and Lorraine Cella (English) Cathleen Kiebert-Gruen (Art) visual arts will enable students to design and Jasmin Cowin (Harp) Hyunjoo Kim (Applied Linguistics) enact arts experiences that facilitate develop- Herman Jie Sam Foek (Art) Tatsuya Komatsu (TESOL, Tokyo) ment of critical and creative thinking skills Benjamin Fryman (Cultural Studies) Karen LaBonté (English) in core curricula. Special fee: $50. James Frankel (Music) Naomi Lifschitz (Art) John Gavalichin (Piano) Thomas Lollar (Ceramics) A&H 4048. Computing applications in Andrew Henderson (Organ) Jane McIntosh (Arts Administration) education and the arts (2 or 3) Kate Hickey (English) Maurizio Pellegrin (Art) Professor Abeles. This course will examine Richard Jacobowski (Guitar) Diane Pinkley (TESOL) strategies for developing creativity and prob- Ami Kantawala (Art Education) Greg Pitts (Ceramics) lem-solving behaviors employing arts and I. Fred Koenigsberg (Arts Administration) Raymond S. Pultinas (English) other educational software. Pedagogical princi- Ada Kopetz-Korf (Piano) John D. Purdy (Applied Linguistics) ples underlying the design of the software and John D. Kuentzel (Religion) Ted Quock (TESOL, Tokyo) instructional applications will be reviewed. Margaret Leibowitz (Arts Administration) Shyla Rao (Art) Roberta Martin (Social Studies) Sophia Sarigianides (English) Special fee: $75. Lori McCann (Voice) Yasayo Sakawi (Applied Linguistics) Angelo Miranda (Percussion) Yasushi Sekiya (TESOL, Tokyo) A&H 5001. Research methods in arts Patricia Rohrer (Philosophy) David Shea (TESOL, Tokyo) education (3) Patricia St. John (Music) Natalie Shifano (Art Education) Faculty. An examination of research studies Barbara Tischler (Social Studies) Susan Stempleski (TESOL) and strategies for conducting research in the Jerry Weiner (Social Studies) Jason Swift (Sculpture) arts. Special fee: $25. Peter Swords (Arts Administration) LECTURERS: Richard Pearson Thomas A&H 5002. Assessment strategies for Caroline Fuchs (TESOL) (Music Composition) the arts (3) Jeanne Goffi-Fynn Tak Uemura (TESOL, Tokyo) Faculty. An examination of traditional and (Music and Music Education) Sharon Vatsky (Museum Education) alternative strategies for assessing art objects Hansun Zhang Waring (TESOL) Gerard Vezzuso (Photography) and artistic performance, knowledge of the Bette Weneck (History) Martin Vinik (Arts Administration) arts, and attitudes toward the arts. Howard A. Williams (Applied Linguistics) June Wai (TESOL) Linda Wine (Applied Linguistics) A&H 5010. Special topics in arts and INSTRUCTORS: humanities (1-3) Brooke Anderson VISITING PROFESSORS: Faculty. Focus on topics and issues using exist- (Art Education, Museum Education) Sheridan Blau (English) ing documents, studies and multimedia to Sheyda Ardalan (Art) Mordechai Gordon (Philosophy) support investigations into critical issues in John Balbi (TESOL) Yolanda Sealey-Ruiz (English) arts and humanities. Mary Barto (Flute) John Beaumont (TESOL) For information about faculty and their scholarly A&H 5500. Pro-seminar in arts and Sergio Bessa (Museum Education) and research interests, please refer to the Faculty humanities (2) Iris Bildstein (Art) section of this bulletin, or visit us at Faculty. Arts and Humanities Faculty present Harrigan Bouman (Photography) www.tc.edu/faculty. their recent research to illuminate critical Wendy Bowcher (TESOL, Tokyo) issues in the field, current challenges to educa- Rika Burnham (Art) tion, innovative methods of inquiry and con- John Browne (English) temporary cultural issues. Ingrid Butterer (Art) Christine Casanave (TESOL, Tokyo) Alexander K. Cates (TESOL, Tokyo) Phil Choong (TESOL) Carolyn Clark (Arts Administration) Charles Combs (TESOL) Jennifer Cutsforth (Social Studies) Renee Darvin (Art Education, Museum Education)

10 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

achieving these standards will be required to In addition, students must complete a master’s APPLIED take additional coursework. All non-native project written on a research topic arising from LINGUISTICS speakers of English, including those who have their course-related interests and subject to an undergraduate degree from an English- Program Coordinator: approval by their advisor. This project is normal- medium university, must submit language Professor Leslie M. Beebe ly completed during the last semester of study. proficiency scores. MASTER OF EDUCATION (60 POINTS) Program Office: (212) 678-3795 Ed.M./Ed.D. applicants must have an M.A. in The Applied Linguistics Program offers an Email: [email protected] Applied Linguistics, TESOL, or related field; Ed.M. that requires 60 points beyond the Website: www.tc.edu/a&h/AppliedLinguistics a writing sample is also required. bachelor’s degree, with a minimum of 30 points taken under the auspices of Teachers Degrees Offered: Ed.M. applicants may request to transfer up to College. The program involves in-depth study 30 points into the Applied Linguistics Program APPLIED LINGUISTICS (LING) in one or more of the language-related areas. from previous graduate study at an accredited The Ed.M. may serve as continued profession- Master of Arts (M.A.) institution. Applicants who have already al development or as groundwork for future Master of Education (Ed.M.) earned an M.A. from Teachers College may doctoral studies in applied linguistics. Doctor of Education (Ed.D.) request to transfer a maximum of 15 points in related areas from an outside institution. Ed.D. Students who did not receive their M.A. from Program Description: students may request to transfer up to 45 Teachers College will be expected to have The Program in Applied Linguistics provides points from previous graduate study at an completed all the required courses from the students with a solid foundation for defining accredited institution. All transfer of points M.A. in Applied Linguistics, below, or their and resolving questions related to the nature must meet the approval of a faculty advisor. equivalent. of language, how it is used in educational and naturalistic contexts, and how it is taught, Degree Requirements: Required courses in Applied Linguistics learned, and evaluated. The Program empha- A grade average of B or higher is required (or TESOL) (9 points): sizes study in the following: each semester within the major for all degrees. • A&HL 5085 Advanced syntax (3) Students are required to maintain satisfactory • Acquisitional pragmatics • A&HL 5575 Research literacy in applied academic progress toward degree completion. • Conversation analysis linguistics and TESOL (3) Consult program of study guides for additional • Cross-cultural pragmatics • A&HL 6587 Seminar in second language information. • Discourse analysis acquisition: Acquisitional and • Foreign language pedagogy cross-cultural pragmatics (3) MASTER OF ARTS (36 POINTS) • Interlanguage analysis The Applied Linguistics Program offers a 36 • Language phonetics/phonology Electives in Applied Linguistics (or TESOL) point Master of Arts degree. Students will take • Language testing and assessment (3 courses from the following): a wide range of courses offered in Applied • Second language acquisition • A&HL 4003 Schools of linguistic analysis Linguistics and related areas, such as TESOL, • Second language literacy • A&HL 4005 Semantic systems that will provide breadth to their program. See • Semantics and the lexicon program sheet for prerequisite for the Ed.M. • Sociolinguistics • A&HL 4014 Gender, language, and • Syntax Courses in Applied Linguistics education • Technology in applied linguistics (or TESOL) (24 points): • A&HL 4106 Discourse analysis: Text and textuality • A&HL 4001 Sociolinguistics • A&HL 5008 Interlanguage analysis Special Application and education (3) Requirements/Information: • A&HL 4085 Pedagogical English • A&HL 5512 History of language All non-native speakers of English, including grammar (3) testing research those who have an undergraduate degree from • A&HL 4087 Introduction to second • A&HL 5515 Advanced topics in a university in the United States, must submit language acquisition (3) applied linguistics I one of the following: • A&HL 4088 Second language • A&HL 5516 Advanced topics in • A total minimum score of 102 on the assessment (3) applied linguistics II TOEFL IBT exam. Also a minimum score • A&HL 5517 Advanced topics in of 26 on the speaking and writing sections One course from the following: language assesment and a minimum of 25 on the reading and • A&HL 4101 Phonetics and phonology (3) • A&HL 5581 Psycholinguistics and SLA listening sections. • A&HL 4104 Discourse analysis (3) • A&HL 5582 Sociolinguistics and SLA or • A&HL 4106 Text and textuality (3) • A&HL 5588 Trends in SLA research • A score of B or better on the Cambridge • One other elective in linguistic analysis (3) • A&HT 4080 Teaching in linguistically Certificate of Proficiency in English (CPE). • Teaching practicum along with an elective (3) diverse classrooms or • A score of 7.0 or better on the Cambridge Required out-of-program breadth courses Required out-of-program breadth courses International English Language Testing (3 TC courses of at least 2 points each, 6 (3 Teachers College courses of at least 2 System (IELTS). points minimum): Chosen with advisor’s points each, 6 points minimum): Choose approval. one from the following courses in statistics, Students are expected to write and speak in measurement, or research design: a way that is appropriate to their professional Elective courses in Applied Linguistics (or • C&T 5502 Introduction to qualitative responsibilities. Students having difficulty in TESOL) (3-6 points): Consult an advisor. research in curriculum and teaching (2-3)

Teachers College Columbia University 2008-2009 11 • HUDM 4050 Introduction to • HUD 4120 Methods of empirical • A&HL 5501 Research paper in measurement (2-3) research (3) applied linguistics (1-3) • HUDM 4122 Probability and statistical • HUDM 4050 Introduction to • A&HL 5507 Research paper in inference (3) measurement (2-3) applied linguistics and • HUDM 5123 Linear models and • HUDM 4122 Probability and statistical TESOL (1-3) experimental design (3) inference (3) • A&HL 6501 Doctoral seminar in • ITSF 4092 Qualitative research and • HUDM 5123 Linear models and applied linguistics (1-3) evaluation in international experimental design (3) • A&HL 6507 Doctoral seminar in education (3) • ITSF 4092 Qualitative research and applied linguistics and • ITSF 5000 Methods of inquiry: evaluation in international TESOL (1-3) Ethnography and education (3) • A&HL 7501 Dissertation seminar in participant observation • ITSF 5000 Methods of inquiry: applied linguistics (1-3) (or ITSF 5001 or 5002) (3) Ethnography and • A&HL 7507 Dissertation seminar in • ORLJ 4009 Understanding behavioral participant observation research (3) applied linguistics and (or ITSF 5001 or 5002) (3) TESOL (1-3) • ORLJ 4009 Understanding behavioral Choose the other two required courses in • A&HL 8901 Dissertation advisement research (3) consultation with an advisor. in applied linguistics (0) • A&HT 5505 Research paper: TESOL (1-3) In addition, students must complete an Ed.M. Other courses in consultation with an advisor. • A&HT 6505 Doctoral seminar: TESOL project written on a research topic arising from (1-3) their course-related interests and subject to Doctoral Preparation Requirements: • A&HT 7505 Dissertation seminar: TESOL When doctoral students reach approximately approval by their advisor. (1-3) 45 points in the program and have been at Teachers College for at least one year, they are DOCTOR OF EDUCATION (90 POINTS) These seminars are ordinarily undertaken as required to register for and attend a doctoral The Applied Linguistics Program offers an soon as possible after completing the M.A. seminar every semester. Ed.D. requiring 90 points beyond the bac- degree. Students should consult advisor as to calaureate for students wishing to pursue which course or courses to enroll in during any Doctoral preparation involves three successive empirical research in linguistic analysis, dis- particular semester. stages: course analysis, sociolinguistics, cross-cultural 1. Exposure to basic research methods and acquisitional pragmatics, language acquisi- Candidates should be in touch with the Office 2. Identification of a dissertation topic tion, language pedagogy, and language testing, of Doctoral Studies to be certain of complying 3. Presentation of a prospectus assessment, or evaluation. with the latest procedures, deadlines, and doc- uments. In order to progress through these stages, doc- Students who did not receive their M.A. or toral students are required to take a sequence Ed.M. from Teachers College will be expected COURSES: (* = course open to non-majors) of doctoral seminars at the 5500, 6500, 7500, to have completed all the required courses, or and 8900 levels. Students begin to take these their equivalent, from these degree programs. General Courses courses when they have reached approximate- ly 45-50 points in the program and after they Doctoral students have three types of require- *A&HL 4000. Introduction to linguistics (3) have been taking courses at Teachers College ments: concentration requirements, research Faculty/staff. Survey of cognitive and social for a minimum of one year. After that, doctor- methods requirements, and doctoral prepara- approaches to the study of language, language al students are required to register for and tion requirements. acquisition, language systems, 20th century attend doctoral seminars every semester. movements in linguistics, language varieties Concentration Requirements: and attitudes, and forms and functions of lan- guage in the classroom. For non-majors only. Students are required to take content courses in Doctoral students are required to demonstrate research preparedness in a substantive area by Special fee: $20. their concentration. The exact courses should be passing the research paper at the 5500 level, decided in consultation with their advisor. the certification exam at the 6500 level, and A&HL 4001. Sociolinguistics and education (3) the certification paper at the 6500 level. Research Methods Requirements Professor Beebe and Dr. Waring. Language (15 points): Then, as evidence that they are able to carry variation based on social class, race, ethnicity, To ensure that students have the skills to do out original research under the guidance of a age, and gender; cross-cultural pragmatics, scholarly research in an area of concentration, doctoral committee, they must write a disser- interactional sociolinguistics, code-switching, they are required to take a minimum of 15 tation prospectus at the 7500 level as a part of language planning, and World Englishes. the dissertation seminar and complete a doctor- points in research methods, statistics, and Pedagogical implications. Materials fee: $25. al dissertation while continuously registered for measurement. Depending on the type of dis- dissertation advisement at the 8900 level. A&HL 4003. Schools of linguistic analysis sertation, they may be asked to take additional (3) courses in linguistic analysis, qualitative meth- To prepare for these requirements, students Dr. Williams. Prerequisite: A&HL 4085. A ods, or quantitative methods. will need to take one or more of the seminars comparative examination of major approaches to linguistic analysis, specifically systemic and in consultation with an academic advisor. These Three courses from the following: transformational, with particular reference to • C&T 5502 Introduction to qualitative seminars occur at the 5500, 6500, 7500, and pedagogical applications. Special fee: $20. 8900 levels. All of these seminars are offered research in curriculum and each semester. To determine which seminar to teaching (2-3) register for, consult an academic advisor.

12 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

A&HL 4005. Semantic systems and A&HL 5008. Interlanguage analysis (3) A&HL 5517. Advanced topics in the lexicon (3) Professor Han. Corequisite: A&HL 4087. language assessment (1-6) Dr. Horowitz. A comparative examination of Investigates processes underlying second lan- Professor Purpura. Course is designed to lexical semantic systems of English and other guage development/non-development. Guided explore current issues in language assessment languages, with particular reference to the by the instructor, students will examine empir- research from theoretical and methodological teaching and learning of vocabulary. Special ical SLA studies and be introduced to ways of perspectives. This course examines the applica- fee: $20. conducting interlanguage analysis. Special fee: tion of technical issues such as reliability, vali- $20. dation, generalizability theory, item-response A&HL 4014. Gender, language, and theory, or program evaluation to the analysis education (3) A&HL 5085. Advanced syntax (3) and use of language assessment data. Specific Professor Beebe. An exploration of gender- Dr. Williams. Prerequisite: A&HL 4085. topics vary. This course may be repeated for based differences in both the structure and Survey of generative syntax. Materials fee: credit with change of topic. use of the English language (summers only). $20. Special fee: $20. A&HL 5575. Research literacy in applied A&HL 5152. Academic writing I (3) linguistics and TESOL (3) A&HL 4085. Pedagogical English grammar (3) Faculty. Permission of instructor required. Faculty. Introduction to quantitative and Drs. Williams and Waring. A systematic, in- An introduction to the theory and teaching qualitative research methods with discussion depth examination of English grammar with of various genres of academic writing for of major research paradigms (experimental, particular reference to the teaching and learn- native and non-native writers. Teachers are ethnographic, introspective, questionnaire, ing of grammar. Special fee: $20. given opportunities to develop their academic etc.) and critical review of professional litera- writing skills. ture in applied linguistics and TESOL. A&HL 4087. Introduction to second language acquisition (3) A&HL 5153. Academic writing II (3) A&HL 5581-A&HL 5588. Topics in Faculty/staff. Prerequisite: A&HL 4085. Faculty. Permission of instructor required. second language acquisition (Noncredit Survey of models and basic principles of sec- An advanced course in the theory and teach- or 1-3 each course) ond language acquisition and examination of ing of expository writing. Students will work Faculty. Prerequisites: A&HL 4087 or A&HL how language acquisition research can inform systematically on a major writing project. 4104 or permission of instructor. An in-depth language teaching, learning and policy. Offered examination of various perspectives on second in fall and spring only. Special fee: $20. A&HL 6087. Advanced second language language acquisition. Materials fee: $20 each acquisition (3) course. A&HL 4088. Second language assessment (3) Professor Han. Prerequisite: A&HL 4087. • A&HL 5581. Psycholinguistics and SLA Professor Purpura. Prerequisite: A&HL 4085, Examines theoretical and empirical issues • A&HL 5582. Sociolinguistics and SLA A&HL 4087 or permission of instructor. Pri- in SLA research. Reading and discussion of • A&HL 5585. Discourse analysis and SLA ority given to M.A. Applied Linguistics/ selected state-of-the-art articles that address, • A&HL 5586. Interlanguage phonology TESOL students in their last semester. Intro- critically and substantively, topics that are of • A&HL 5588. Trends in SLA research duction to language assessment practices fundamental interest to SLA researchers. including test design, construction, scoring, A&HL 6587. Seminar in second language analysis and reporting; introduction to meas- Research Seminars acquisition: Acquisitional and cross-cultural urement concepts and basic statistics; and use pragmatics (3) of SPSS. Special fee: $20. A&HL 5512. History of language testing Professor Beebe. Permission of instructor research (3) required. Prerequisite: A&HL 4104 or permis- A&HL 4101. Phonetics and phonology (3) Professor Purpura. Prerequisite: A&HL 4088 sion of instructor. Research on acquisitional Drs. Williams and Waring. An examination of or by permission of instructor. Examines the and cross-cultural pragmatics, Offered in fall the sound and orthographic systems of English, major issues and debates in language testing and spring only. Special fee: $20. with reference to other languages and prob- research since the 1960s. Explores controver- lems of learning and teaching English. Lab sies related to the nature of language ability, Doctoral Preparation fee: $25. test authenticity, test score generality, per- formance assessment, and test validation. A&HL 5501. Research paper in applied A&HL 4104. Discourse analysis (3) Discussion of problems and future directions linguistics (1-3) Professor Beebe. Prerequisite: A&HL 4085. of language testing. Special fee: $20. Introduction to spoken and written discourse A&HL 5507. Research paper in applied analysis with an overview of various approach- A&HL 5515. Advanced topics in applied linguistics and TESOL (1-3) es. Development of transcription skills with linguistics I (3) applications for teaching and research. Faculty. Permission of instructor required. A&HL 6501. Doctoral seminar in applied Materials fee: $20. Research in such areas as (international) linguistics (1-3) sociolinguistics, second language acquisition, A&HL 4106. Text and textuality (3) assessment, and discourse analysis. Materials A&HL 6507. Doctoral seminar in applied Dr. Williams. Permission of instructor. fee: $20. linguistics and TESOL (1-3) Explores various viewpoints on the production and comprehension of connected discourse, A&HL 5516. Advanced topics in applied A&HL 7501. Dissertation seminar in both written and oral, with reference to co- linguistics II (3) applied linguistics (1-3) hesive devices, rhetorical structures, and the Faculty. Permission of instructor required. general pragmatics of communication, with Research in various methods of discourse A&HL 7507. Dissertation seminar in attention to pedagogical applications. Offered analysis of talk or text in selected formal applied linguistics and TESOL (1-3) spring semester only. Special fee: $20. and informal contexts. Materials fee: $20. A&HL 8901. Dissertation advisement in applied linguistics (0)

Teachers College Columbia University 2008-2009 13 Independent Research, Fieldwork ART AND ART The vast cultural resources of New York City and Internships offers students myriad opportunities to enrich EDUCATION their conceptions of art and its diverse prac- A&HL 4901. Research and independent Program Coordinator: tices. In addition, the program offers weekend study: Applied linguistics (1-6) Professor Judith M. Burton institutes, colloquia, mini-courses, opportuni- Professor Purpura. Permission of instructor ties for involvement in professional develop- required. Research under the direction of a ment workshops and summer study. Suitably faculty member. Students work individually or Program Office: (212) 678-3360 with others. Course may be taken more than Email: [email protected] qualified students may also apply for appren- once. Website: www.tc.edu/a&h/ArtEd ticeships in the Center for Arts Education Research where they may assist on funded projects– studying artistic development, or A&HL 4907. Research and independent Degrees Offered: study: Applied linguistics/TESOL (1-6) assessing the relationships between schools Professor Beebe. Permission of instructor ART AND ART EDUCATION (ARTE) and cultural organizations. required. Research under the direction of a Master of Arts (M.A.) faculty member. Students work individually or Master of Education (Ed.M.) Special Application with others. Course may be taken more than Doctor of Education (Ed.D.) Requirements/Information: once. Doctor of Education in the College All applicants are required to submit a port- Teaching of Art (Ed.D.C.T.) A&HL 5201. Fieldwork in applied folio (slides, CD, video, or original works), linguistics (1-6) ART AND ART EDUCATION- examples of scholarly writing (papers, thesis, Professor Purpura. Permission of instructor INITIAL CERTIFICATION (ARTE-INIT) publications), and the Art and Art Education required. Opportunity for qualified students, Master of Arts (M.A.) Application Supplement directly to the Office individually or in small groups, to develop and of Admission. Please call (212) 678-3360 to pursue projects, in consultation with an advi- ART AND ART EDUCATION- request the Application Supplement. Appli- PROFESSIONAL CERTIFICATION (ARTE-PROF) sor, in schools, communities, and other field cants must have completed an undergraduate Master of Arts (M.A.) settings. Course may be taken more than once. degree in studio art, art education, art history or criticism, art or museum education, or pres- A&HL 5207. Fieldwork in applied Program Description: ent other evidence of competence. linguistics and TESOL (1-6) In the Art and Art Education Program, the Professor Beebe. Permission of instructor study of art encompasses the traditions of fine For the M.A. degrees, a personal interview required. Opportunity for qualified students, art and the popular arts of mass culture. A with a faculty advisor is advised. For the Ed.D. individually or in small groups, to develop and central tenet of the Program is the role of the and the Ed.D.C.T. degrees, an interview with pursue projects, in consultation with an advi- arts in nurturing human growth and develop- sor, in schools, communities, and other field the Program Coordinator is required. ment throughout the lifespan. Within this settings. Course may be taken more than once. context, courses in art education examine the All applicants for whom English is not their different environments in which the various A&HL 6201. Advanced fieldwork in first language are required to submit either a art forms reach their audiences: Private and applied linguistics and TESOL (1-6) 600 (250 computer-based) TOEFL score or Professor Purpura. Permission of instructor public schools, colleges, museums, community a score of 10 on the Columbia University required. Opportunity for qualified students, arts centers, hospitals and other settings. individually or in small groups, to develop and English Language proficiency test as well as pursue projects, in consultation with an advi- Faculty prepare students to be well informed, scores for the Test of Written English (TWE). sor, in schools, communities, and other field critical thinkers so that they may enter leader- An in-person writing sample may also be settings. Course may be taken more than once. ship positions in their professions. Faculty are requested. not only seasoned practitioners who possess A&HL 6207. Advanced fieldwork in expertise in art, studio, museum, and diversity The 34-point M.A. degree is specially designed applied linguistics and TESOL (1-6) for individuals seeking in-service opportuni- Professor Beebe. Permission of instructor education, they are also national leaders in arts education research. ties, who wish to complete a special project, or required. Opportunity for qualified students, who need the master’s degree to complete pro- individually or in small groups, to develop and fessional certification. The degree is flexibly pursue projects, in consultation with an advi- Each of the Program’s degree options is built sor, in schools, communities, and other field around a core of courses considered to be structured to accommodate various academic settings. Course may be taken more than once. essential to an exemplary arts education. and professional needs. This degree is offered Beyond the core, students along with their during the regular college year and also as a advisors have the flexibility to design individ- summer program to be completed over 3 sum- ual programs that meet particular needs and mer sessions. goals. In addition to courses in art education, students are expected to select from other The 40-point M.A. degree leading toward offerings of Teachers College and Columbia New York State initial teacher certification University in order to fulfill degree require- (initial certification) is a State-approved pro- ments, or the Museum Education concentra- gram for those wishing to teach art in grades tion. (see Special Application Requirements K-12 in public schools. section for more information).

14 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

The 60-point Ed.M. degree is designed for • Studio course required Elective courses from: Art Education, individuals seeking the highest level of profes- • A&HA 5922 Master’s seminar in studio, other programs of the College sional achievement within the arts in educa- art education (6-8 points): Chosen with advisor approval. tion. The degree is also designed for students contemplating future doctoral study. Appli- Required courses outside the program In addition to coursework, students in this pro- cants are required to have a minimum three (6 points): Chosen with advisor approval. gram are required to complete an integrated years of experience as an educator or practic- Three TC courses (each course must be for a written project on a theme or research topic ing professional in the arts; 30 points of prior minimum of 2 points) outside of the program. arising from their interests and their practicum graduate study may be transferred provided experiences. Students are also required to mount they meet the requirements for the degree. Elective courses from: Art Education, a Macy Gallery exhibition combining their own Applicants for the Museum Education option studio, other programs of the College art work with that of the pupils taught during must have professional experience in the field. (12 points): Chosen with advisor approval. their practica. Students are expected to attend the department-wide series of workshops offered The 90-point Ed.D. and Ed.D.C.T. degrees are In addition, students in this M.A. program are throughout the academic year; topics vary. designed for individuals interested in serious required to complete a master’s culminating research and who wish to contribute new project on a theme or research topic arising Note: To be certified by New York State, there scholarship and practice to the field. Appli- from their interests. All students are urged are additional requirements. Please consult the cants are required to have five years of pro- to attend the program and department-wide Teacher Education section of this bulletin for fessional experience in arts/museum/studio workshops offered throughout the academic details. education. For both degrees, applicants are year; topics vary. accepted to the Program following faculty MASTER OF EDUCATION (60 POINTS) review of their artistic, professional and schol- A three year summer INSTEP Master of Arts Required courses in Art Education arly materials. In some instances, applicants degree is offered by the program. This degree (27 points minimum): may be requested to complete prerequisites as may be used for New York State Professional • A&H 5001 Research methods in a condition of entry to the program. Similarly, Certification for individuals who hold initial arts education applicants may be requested to complete the certification and have the necessary creden • A&HA 4079 Exploring cultural Ed.M. degree prior to consideration for accept- tials. For details: Contact Ms. Cathleen Kiebert- diversity: Implications ance to the Ed.D. Gruen, Program Office ([email protected]). for art education • A&HA 4080 Artistic development The 90-point Ed.D. in Art and Art Education of children • A&HA 4081 Curriculum design in is designed for those wishing to teach art edu- ASTER OF RTS WITH NITIAL M A I art education cation at the college/university level, become TEACHER CERTIFICATION (40 POINTS) • A&HA 4087 Processes and structures arts supervisors in school systems, education Required courses in Art Education in the visual arts curators in museums, administrators in arts (21-23 points minimum): • A&HA 4088 Artistic development: agencies or enter other arts education leader- • A&HA 4079 Exploring cultural Adolescence to adulthood ship positions. Applicants for this degree are diversity: Implications • A&HA 5086 Art in visual culture expected to exhibit strong writing skills. for art education • A&HA 5922 Master’s seminar in • A&HA 4080 Artistic development art education of children The 90-point Ed.D.C.T. is designed for those • Studio course (two terms) • A&HA 4081 Curriculum design in wishing to teach studio art, history, or criticism art education Required courses outside the Program in higher education: Art school, college or • A&HA 4085 Historical foundations (6-9 points): Chosen with advisor approval. university. Applicants for this degree program of art education will be expected to have an established, criti- • A&HA 4087 Processes and structures Three courses (each course must be for a cally reviewed, exhibition record either in the visual arts minimum of 2 points) outside of the Program. nationally or internationally. • A&HA 4088 Artistic development: Adolescence to adulthood Elective courses from: Art Education, Degree Requirements: • A&HA 4090 Museum education issues I: studio, other programs of the College Culture of art museums (variable points): Chosen with advisor MASTER OF ARTS (34 POINTS) • A&HA 5090 Museum education issues II: approval. Required courses in Art Education Missions and standards (16 points): • A&HA 4281 Field observations in art In addition, Ed.M. students may choose to take education (two terms) • A&H 5001 Research methods a museum concentration as part of their degree. in arts education • A&HA 4702 Supervised student teaching in art education: Secondary This concentration explores the art museum as • A&HA 4080 Artistic development an educational institution, introduces students of children • A&HA 4722 Supervised student teaching to object-based teaching and learning, and • A&HA 4081 Curriculum design in art education: Elementary in art education • Studio Courses (two terms) offers them an overview of educational pro- • A&HA 4281 Field observations in • Plus: one weekend workshop, topics vary each year grams in museums throughout New York City. art education (two terms) (1 point each) Required courses outside the Program The museum concentration consists of the • A&HA 4085 Historical foundations (6-9 points): Chosen with advisor approval. following five courses, which must be taken of art education Three TC courses (each course must be for a in addition to other Ed.M. requirements: • A&HA 4088 Artistic development: minimum of 2 points) outside of the Program. A&HA 4090, Museum education issues I: Adolescence to adulthood Culture of art museums; A&HA 5090,

Teachers College Columbia University 2008-2009 15

Museum education issues II: Missions and • A&HA 6002 Teaching and administration trative settings through analysis of programs, standards; A&HA 5084, Museums as resource; of art education in college projects, policy issues, and political processes A&HA 5085, Varieties of visual experience; • A&HA 6003 Critical perspectives that involve the visual arts, dance, music, and A&HA 4079, Exploring cultural diversity. and practices in the arts and theater. Special fee: $30. • A&HA 6482 Internship in the teaching of college and museum A&HA 5086. Art in visual culture (2) DOCTOR OF EDUCATION (90 POINTS) programs Dr. Moser and guest critics. Permission of Required courses within the special- • A&HA 6502 Doctoral seminar: instructor required. Required seminar for ization (16 points): Arts in education Ed.M. and Ed.D. students. An examination • A&H 5001 Research methods in • A&HA 7502 Dissertation seminar in of the role of art culture in contemporary life, arts education art education (two terms) employing experiences from art works, muse- • A&HA 4080 Artistic development • A&HA 8900 Dissertation advisement ums, galleries and alternative spaces, readings, of children in art education and discussion. Special fee: $25. • A&HA 4085 Historical foundations of art education Required courses outside the Program A&HA 6003. Critical perspectives and • A&HA 5082 Philosophies of art practices in the arts (2) in education (15 points minimum): Chosen with advi- sor approval. Professor Sullivan. Students investigate their • A&HA 5086 Art in visual culture creative practice from several critical perspec- • A&HA 6502 Doctoral seminar: tives and produce personal profiles and arts Arts in education Suggested studio electives (15 points projects within educational and cultural con- • A&HA 7502 Dissertation seminar in minimum): Chosen with advisor approval. texts. Special fee: $25. art education (two terms) • A&HA 8900 Dissertation advisement In addition, requirements for the dissertation A&HA 6502. Doctoral seminar: in art education for the Ed.D.C.T. may be met by combining Arts in education (2) studio work and a written document. Candi- Professors Burton, Sullivan, and Baldacchino. Required courses outside the Program dates should be in touch with the Office of Required seminar for doctoral students who (15 points minimum): Chosen with advisor Doctoral Studies to be certain of complying are completing certification papers, developing approval. with the latest procedures, deadlines, and literature reviews or exploring and applying research methods. The seminar includes facul- documents. Elective courses from Art Education, ty/student presentations, group discussions and critiques. independent studio, studio, other pro- COURSES: (* = course open to non-majors) grams of the College (points vary): A&HA 6580. Problems in art and Chosen with advisor approval. Art Theory and Research education (2-4) Faculty. Specific problems of art and art edu- Students must complete between 50-60 points *A&HA 5005. Visual arts research cation examined. Different topics each semes- in the program, including those transferred, methods (2-3) ter. Permission of instructor required. Special before entering the first of the dissertation Professor Sullivan. This course explores art fee: $15. seminars. The first seminar prepares students education as a form of inquiry that is grounded to write the certification papers. To complete in the theories, practices, and contexts used by A&HA 7502. Dissertation seminar in certification, students are also expected to offer practitioners. It introduces students to ways of art education (2) a professional presentation. These may include creating and critiquing knowledge and devel- Professor Burton. Two required tutorial ses- oping strategies for planning and carrying out sions for doctoral students to help develop a conference presentation; a published article; art education research projects. Building on or refine topics of inquiry for research. The a peer-group presentation such as a formal traditions in the social sciences, and practices teaching format is flexible and may include seminar presentation or gallery talk; a Macy inherent in the visual arts, the view explored faculty/student presentations, group discus- Gallery exhibition; or some other equivalent is that research goals can be achieved by fol- sions and critiques. May be repeated. Section professional performance. The doctoral certifi- lowing rigorous systematic inquiry in a way 2 is required of all doctoral students in the cation process is accomplished through faculty that privileges the role imagination and intel- program in the semester following successful review; students must complete each level sat- lect play in constructing and creating knowl- completion of written certification papers and isfactorily before they are given permission to dege. involves preparation and presentations of dis- write the dissertation. Candidates should be in sertation proposal for approval. Sections: (1) touch with the Office of Doctoral Studies to be A&HA 5082. Philosophies of art Certification preparation, (2) Dissertation in education (2-3) proposal preparation. certain of complying with the latest proce- Professor Baldacchino. An invitation to share dures, deadlines and documents. a horizon of objectives in the form of philo- A&HA 8900. Dissertation advisement sophical, critical, and practical cases in art in art education (0) DOCTOR OF EDUCATION IN THE education. Students will discuss philosophical- Faculty. Individual advisement on doctoral COLLEGE TEACHING OF ART (90 POINTS) ly how art could be expressed on the grounds dissertations. Fee to equal 3 points at current Required courses within the special- of experimentation that could take place in tuition rate for each term. For requirements, ization (16 points): either the studio, the classroom, in both, or see section in catalog on Continuous • A&HA 4088 Artistic development: in an environment that students deem con- Registration for Ed.D. degree. Adolescence to adulthood ducive to art and/or art education. Special • A&HA 5081 Curriculum design in art fee: $15. education: Advanced • A&HA 5082 Philosophies of art A&HA 5181. The arts in education (2-3) in education Faculty. An examination of ideas about the • A&HA 5086 Art in visual culture interdisciplinary role of the arts in traditional and nontraditional educational and adminis-

16 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

Art Education historical events and underlying beliefs, values, Prerequisites: A&HA 4080, A&HA 4081, and practices that have influenced contempo- A&HA 4087, and A&HA 4088. M.A. can- A&H 4000. MoMA roundtable (2-3) rary art and art education programs at all lev- didates should plan to take student teaching This course guides students in the creation of els of instruction in the U.S. as well as interna- in their last semester of coursework towards interdisciplinary secondary curriculum inspired tionally. Special fee: $30. their degree. For majors only. A variety of by artworks from MoMA’s collection. Far from supervised teaching experiences (7-12), sup- making certain subject areas subservient to A&HA 4086. Current issues and practices plemented by conferences, evaluation, and others, each discipline lends to the process its in art and art education (2-3) seminars. The student completes 200 hours unique ways of knowing, contributing towards Faculty. An analysis of current philosophies, in schools observing, assisting, teaching, and common educational goals. Current disciplines: theories, and practices in art and art education evaluating. Required of those seeking state Art, English, and Social Studies. at all levels of instruction. Programs in public certification in art in New York State and schools, higher education, museum education, other states. Special fee: $15. A&HA 4003. Encounters with art and other non-traditional settings are exam- history (2-3) ined, along with advocacy initiatives and poli- A&HA 4722. Supervised student teaching Professor Hubard. Examines various stories put cy issues appropriate to the various issues dis- in art education: Elementary (3) forth by seminal art historians and engages stu- cussed. Special fee: $30. Ms. Darvin and Professor Hubard. dents with selected artworks from various times Prerequisites: A&HA 4080, A&HA 4081, and places. Students contribute to the ongoing A&HA 4087. Processes and structures A&HA 4087, and A&HA 4088. M.A. can- process of art history by responding critically in the visual arts (3) didates should plan to take student teaching and creatively to key texts and objects from the Mr. Swift. Prerequisite: A&HA 4080, A&HA in their last semesters as final coursework history of art. 4088, or permission of instructor. Suggested for towards their degrees. For majors only. A var- all students in all degree programs. Opportun- iety of supervised teaching experiences (K-6) *A&HA 4078. Art for classroom teachers: ity for in-depth and sustained exploration of supplemented by conferences, evaluation, and Teaching art to children (3) the properties, structures, and expressive uses seminars. The student completes 200 hours Ms. Lifschitz. Introduction to theories of artistic of selected art materials. The course aims to in an elementary school observing, assisting, development. Uses of art materials and process- enrich and extend personal visual repertoires teaching, and evaluating. Required of those es, and lesson planning strategies for art experi- and in parallel, provoke insights into the role seeking state certification in New York State ences with children and young adolescents. of materials in supporting, integrating and and other states. Special fee: $15. Designed for classroom teachers and in-service challenging the artistic growth of young people students. Special fee: $60. in school. Special fee: $60. *A&HA 5064. Experiments in content (2-3) Faculty. An examination of new technologies, *A&HA 4079. Exploring cultural diversity: *A&HA 4088. Artistic development: materials, concepts, attitudes, both in their Implications for art education (Noncredit Adolescence to adulthood (2-3) current forms as well as future applications. or 2-3) Professor Burton. An examination of sensory, Participants will investigate a personal topic Ms. Anderson. This course explores a host biological, affective, cognitive, and cultural through field experience, hands-on demonstra- of issues related to cultural diversity and examines issues influencing continuing development in tion, observation, readings and lectures. The their impact on the practices of art and art the visual arts. Discussion of ways in which topic focuses for the course will be drawn from education. Teachers reflect about curriculum developmental insights are basic to designing art and design/studio/research/psychology/teach- content, pedagogical approaches and human challenging lessons which enrich growth and ing. Special fee: TBA. relations in the diverse art room. learning as well as offering critical starting points for research. Required of all candidates A&HA 5081. Curriculum design in *A&HA 4080. Artistic development seeking New York State Art Certification art education: Advanced (3) of children (2-3) K-12. Special fee: $10. Professor Baldacchino. An analysis of art as a Professor Burton. Required of all candidates form of knowledge and how this knowledge seeking New York State art teacher certifica- *A&HA 4090. Museum education issues I: informs the curriculum. The course relates tion (K-12). Recommended for all degree can- Culture of art museums (3) notions of knowledge with the contexts and didates in elementary education. An examina- Professor Hubard. An examination of the the practices of art in view of contemporary tion of the role of the senses, emotions, and challenges facing art museums in the twenti- practice and the teaching of art in post-sec- intellect in artistic development and of the lay- eth century, with a focus on changing interpre- ondary and higher education. Prerequisite: ered integrations they form over time. Discus- tations of objects and how museums respond A&HA 4081 or consent of instructor. Special sion of ways in which developmental insights to public need. Special fee: $25. fee: $20. are basic to the design and implementation of exemplary visual arts lessons and offer critical A&HA 4281. Field observations in A&HA 5085. Varieties of visual experience: starting points for research. Special fee: $20. art education (1) Museums and education (2) Ms. Ardalan, Ms. Butterer, Dr. Kantawala. Ms. Darvin. Participants will visit New York A&HA 4081. Curriculum design in Required of M.A. students or art teacher certi- City museums and use the multiple resources art education (2-3) fication majors. To be taken concurrently with of the museums to develop personalized cur- Dr. Schifano. Introduction to curriculum the- A&HA 4080, Artistic development of chil- riculum materials. Enrollment limited. Special ory and design in the larger context of educa- dren, and A&HA 4088, Artistic development: fee: $30. tion and schooling. The course also explores Adolescence to adulthood. Involves observa- alternative conceptual models as reflected in tions in schools of various types; videotaping *A&HA 5090. Museum education issues II: different art curricula, and engages students in of contrasting teaching styles and curricular Missions and standards (3) review of curricular issues related to learning approaches; analysis of perceptual, artistic, and Dr. Bessa. An examination of the changing outcomes, standards and assessment in art societal assumptions implicit within programs purposes of museums, both American and education. Special fee: $30. observed. international, as they confront new technolo- gies and expectations for greater participation A&HA 4085. Historical foundations of A&HA 4702. Supervised teaching in in education. Issues of ethics and standards for art education (2-3) art education: Secondary (3) museum education will also be discussed in Professor Sullivan. An introduction to major Ms. Darvin and Professor Hubard. the context of the section reform movement. Special fee: $25.

Teachers College Columbia University 2008-2009 17 *A&HA 5804. Museums as resource: *A&HA 4062. Printmaking: Etching I A&HA 4096. Photography for educators Workshops at the Metropolitan Museum (Noncredit or 2-3) (Noncredit or 2-3) (1-4) Dr. Ghods. Designed to introduce the begin- Ms. Doren. Exploration of basic photo tech- Professor Burton or Ms. Darvin. Independent ner to the intaglio process (hard and softground niques applicable in the standard art classroom. study at Teachers College combined with etching, etc.). Group and individual instruction Special fee: $25. Noncredit fee: $600. workshops, lectures and seminars at the to help students acquire printmaking skills and Metropolitan Museum of Art. Students work discover their artistic capabilities. Special fee: *A&HA 5060. Introduction to drawing collaboratively with both Museum and College $100. Noncredit fee: $600 plus special fee. (Noncredit or 2-3) faculty to develop and carry out individual Mr. Pellegrin. A critical examination of the rela- projects, which may lead to research and *A&HA 4063. Introduction to painting tionship among structure, form and surface in inquiry, or to the development of instructional (Noncredit or 2-3) drawing from life: objects, humans and land- materials for different levels of schooling. Professor Hubard. Development of fundamental scape. Students will track the emergence and painting skills and understandings within the development of expressive configurations in A&HA 5922. Master’s seminar in quest for individual expression and style. Oils, their own work from the vantage point of evolv- art education (2) acrylics, collage, and watercolor employed. ing aesthetic and critical responses. Special fee: Professor Hubard. Permission of instructor Special fee: $60. Noncredit fee: $600 plus $60. Noncredit fee: $600 plus special fee. required. Required for all M.A. and Ed.M. stu- special fee. dents. Guided independent work in research, *A&HA 5061. Advanced printmaking: culminating in the development of a master’s *A&HA 4084. Art and technology Lithography (Noncredit or 2-3) proposal. Special fee: $30. (Noncredit or 2-3) Dr. Ghods. Designed to explore and develop the Faculty. Through the use of electronic imagery lithography printing process, including the use of A&HA 6002. Teaching and administration systems (computer graphics, computer anima- color and photolithography. Group and individ- of art education in college (3) tion, video synthesizing, digital video effects), ual instruction to promote the artistic and tech- Professor Baldacchino. A practical and theo- the student develops the ability to create artis- nical potential and capacities of each partici- retical ground for the discussion, development tic statements utilizing technological means. pant. Special fee: $100. Noncredit fee: $600 and implementation of pedagogical philoso- Offered summers. Special fee: $25. Noncredit plus special fee. phies, strategies and practices by which art fee: $600 plus special fee. and design specialists come to teaching as pro- *A&HA 5062. Advanced printmaking: fessed in art and design programs in higher A&HA 4089. New media, new forms: Etching (Noncredit or 2-3) education. The course attends to pedagogical Technological trends in art education (2-3) Dr. Ghods. Designed to expand the printmaking discourses and practices; the administration of Faculty. Examines new technological tools and competencies and aesthetic development of the art as a discipline; and studio practice and art new media in art education, the impact of tech- artist-teacher. Group and individual instruction. teaching as an instrument of professional nology in the art room, the changing role of the Special fee: $100. Noncredit fee: $600 plus spe- development. Special fee: $15. art educator, and the convergence of visual tech- cial fee. nologies. Offered summers. Enrollment A&HA 6021. Supervision and admin- limited. Special fee: $25. *A&HA 5063. Advanced studio istration: Arts in education (3) (Noncredit or 2-3) Ms. Darvin. Permission of instructor required. *A&HA 4092. Introduction to ceramics Dr. Moser and Mr. Pellegrin. Artists capable of Prerequisite: Substantial teaching and/or arts (Noncredit or 2-3) independent endeavor share their ideas and administration experience. The function of Mr. Lollar and Mr. Pitts. Enrollment limited. For work in critiques and discussions and undertake supervision and administration: Effective pro- beginners only. Introduction to the basic tech- advanced artistic problems suggested by the grams in city, county, and state school systems; niques of hand building, the potters wheel and instructor or of their own devising. Noncredit inservice education and workshop techniques; slab construction. Surface decoration and three- fee: $600. Special fee: $100. school and community relationships; nontradi- dimensional design. Stoneware and earthen- tional settings such as museums, arts councils, ware clay bodies and firing procedures will be *A&HA 5092. Advanced ceramics etc. Special fee: $25. addressed. Special fee: $100. Noncredit fee: (Noncredit or 2-3) $600 plus special fee. Mr. Lollar and Mr. Pitts. Further studies of A&HA 6520. Seminar in clinical ceramics with an emphasis on individual proj- supervision in the arts: K-12 (2) *A&HA 4093. Introduction to sculpture ects on an advanced level. Educational aspects Ms. Darvin. Permission of instructor required. (Noncredit or 2-3) of the medium will be discussed along with Seminar in classroom supervision and its appli- Mr. Swift. An exploration into the world of the marketing opportunities for the professional cation to student teaching and inservice train- third dimension through both figurative and craftsperson. Special fee: $100. Noncredit fee: ing. On-site field experience, analysis of obser- abstract styles. There will be classroom discus- $600 plus special fee. vation and assessment, readings and discus- sions plus experimentation in wood and stone sion. Participants must have a minimum of 5 carving, clay, plaster, assemblage, and welding. *A&HA 5093. Advanced sculpture years of teaching experience. Special fee: $10. Special fee: $100. Noncredit fee: $600 plus (Noncredit or 2-3) special fee. Mr. Pellegrin. Further studies of sculptural Studio Art elements with an emphasis on content, craft, *A&HA 4094. Introduction to photography and individual development. Special fee: $100. (Noncredit or 2-3) Noncredit fee: $600 plus special fee. *A&HA 4061. Printmaking I: Lithographic Ms. Bowman and Mr. Vezzuso. An introductory processes (Noncredit or 2-3) course in black and white photography and dark- *A&HA 5095. Color photography (2-3) Dr. Ghods. A basic course in lithography for room techniques. Participants will study applica- Faculty and Mr. Vezzuso. Prerequisite: A&HA the beginning student. Stones, metal plates, tions of the camera as an instrument for produc- 4094 or equivalent. Course addresses both the screens, photo-lithographic plates, and ing artistic images, and the darkroom as a setting aesthetic and technical aspects of color photog- silkscreen utilized. Group and individual for reproducing those images, as well as the impli- raphy including theory, lighting, use of positive instruction to enhance the skills and aesthetic cations for using these techniques within various and negative films, prints, and exposure to a perception of each student. Special fee: $100. educational settings and contexts. Special fee: professional lab. Special fee: $100. Noncredit fee: $600 plus special fee. $100. Noncredit fee: $600 plus special fee.

18 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

*A&HA 5890. Exploring creative photo- A&HA 6906. Studio work in art and A&HA 6482. Internship in the teaching graphy: Advanced processes (Noncredit or 2) education: Ceramics (Noncredit or 1-4) of college and museum programs (3) Faculty. Prerequisite: A&HA 4094 or equiva- Faculty. Permission of instructor required. Faculty. Permission of instructor required. lent. This course explores the versatility of pho- Enrollment limited. For advanced independent Guided experiences in the teaching of the arts tography and incorporates other artistic medi- study. Noncredit for majors only. Special fee: in departments of metropolitan area colleges. ums as artists have done since the development $100. Sections: (1) Teaching art programs: college, of photography in the 19th century. In investi- (2) Teaching art programs: museum. gating traditional and contemporary photo- A&HA 6907. Studio work in art and graphic methods students will acquire skills in education: Photography (Noncredit or 1-4) A&HA 6972. Research and independent advanced methods in processing and presenting Faculty. Permission of instructor required. study in art education (1-4) work. A range of darkroom techniques will be Enrollment limited. Prerequisites: A&HA 4094, Faculty. Permission of instructor required. introduced along with sophisticated studio A&HA 5094 or extensive experience in photog- Research and independent study under the equipment. Special fee: $150. Noncredit fee: raphy and darkroom techniques. For advanced direction of a faculty member. $600 plus special fee. independent study. Noncredit for majors only. Special fee: $100. *A&HA 5890. Exploring creative photography: Invention and imagination A&HA 6999. Exhibition/presentation (Noncredit or 2) rating (0) Faculty. The emphasis in this course is on the Faculty. Rating of certification Ed.M. and Ed.D. inventive, explorative and imaginative use of exhibitions offered in fulfillment of degree the photographic medium. The power of the requirements. To be taken during the semester interpretive value of the photographic image is in which work is presented in the Macy Art explored. Students are exposed to the work of Gallery. Special fee: $100. photographers that experiment with photogra- phy in an important but imaginative way. Independent Studies and Research

*A&HA 5891. Exploring creative A&HA 4202. Fieldwork in art education (1-4) photography: Photography and light Faculty. Permission of instructor required. (Noncredit or 2) Professional activities in the field under faculty Faculty. The emphasis in this class is on the supervision. camera and on using light and lighting methods and advanced camera and darkroom tech- A&HA 4902. Research and independent niques. Students explore the use of Medium study in art education (1-4) Format cameras, studio lighting, flash photogra- Faculty. Permission of instructor required. phy, long exposures using tripods and using light Research and independent study under the meters. Photographic projects are undertaken direction of a faculty member. using themes of still life, tabletop and portrait photography using flash and available lighting. A&HA 5202. Fieldwork in art education (1-4) Faculty. Permission of instructor required. Independent Studio Work: 3 Courses Professional activities in the field under the supervision of a member of the arts faculty. A&HA 6902. Studio work in art and education: Sculpture (Noncredit or 1-4) A&HA 5902. Research and independent Faculty. Permission of instructor required. study in art education (1-4) Enrollment limited. For advanced independent Faculty. Permission of instructor required. study. Noncredit for majors only. Special fee: Research and independent study under the $100. direction of a faculty member.

A&HA 6903. Studio work in art and A&HA 6202. Fieldwork in the art education: Drawing (Noncredit or 1-4) education (1-4) Faculty. Permission of instructor required. Faculty. Permission of instructor required. Enrollment limited. For advanced independent Professional activities in the field under the study. Noncredit for majors only. Special fee: supervision of a member of the arts faculty. $60. A&HA 6422. Internship in the supervision A&HA 6904. Studio work in art and and administration of the art education (1-4) education: Painting (Noncredit or 1-4) Faculty. Permission of instructor required. Faculty. Permission of instructor required. Qualified students work as interns with super- Enrollment limited. For advanced independent visors or administrators in selected sites. study. Noncredit for majors only. Special fee: Provision is made for assessment of field-based $60. competencies in fulfillment of program requirements. A&HA 6905. Studio work in art and education: Printmaking (Noncredit or 1-4) Faculty. Permission of instructor required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $100.

Teachers College Columbia University 2008-2009 19 ARTS for students whose professional objective is a COURSES (* = course open to non-majors): career in arts administration, arts education, ADMINISTRATION or a combination of the two. A&HG 4170. Principles and practice in arts administration (3) Program Coordinator/Director: The Research Center for Arts and Culture Ms. Jeffri. Permission from program coordina- Ms. Joan Jeffri tor/director required. Basic overview in arts acts as a complement and a resource for the administration covering major areas of con- Program Office: (212) 678-3268 program, offering opportunities each year to cern to small, medium, and large institutions. Email: [email protected] Arts Administration students with a special Specific aspects of arts management, planning, Website: www.tc.columbia.edu/academic/arad interest in research and public policy. The program development, artist relations, market- center is committed to applied research in the ing, and fundraising. relatively new disciplines of arts management Degree Offered: and arts law, providing the academic auspices *A&HG 4171. Arts administration: ARTS ADMINISTRATION (AADM) for exploration, education, policy-making, and An introduction to the field (3) action. Faculty. Focusing on the external and internal Master of Arts (M.A.) environment, running companies and venues, Special Application and stated and tacit policies. Attention to the Program Description: Requirements/Information: administrator’s resources and constraints in The program in Arts Administration encour- In addition to the general Teachers College both the profit and non-profit sectors. ages integration of all the arts and education, admission requirements, applicants to the pro- while focusing on the educational role of the gram must submit a third letter of reference A&HG 4173. Arts in context (3) artist, and the missions and activities of arts and scores on the GRE General Test. Personal Professor Dubin. Permission of program coor- and cultural agencies, collectives, and institu- statements of 750–1000 words should indicate dinator/director required. A seminar and lec- tions. why applicants wish to pursue careers in arts ture-style course designed to provide a cultur- administration, what led them to this point al context for discussions of aesthetic, ethical, The program reflects the conviction that the and what they feel makes them good candi- and political questions that define and chall- enge the responsible arts administrator’s role. management of cultural institutions and enter- dates for admission to the program and to the prises is a profession that requires both cre- field. An interview is required for finalists and A&HG 4174. Law and the arts I (3) ativity and commitment and that, at its best, will be arranged at any time in the application the profession has a positive impact on the Mr. Koenigsberg. Permission from program process by the program coordinator/director. coordinator/director required. Principal artistic quality of artistic life. Arts Administration is Students begin the program in the fall semes- applications of U.S. law in areas drawn from organized in conjunction with the programs ter only and cannot defer. copyright law, unfair competition and trade- in Arts and Humanities education, further mark law, misappropriation, First Amendment reflecting the importance of the basic educa- Degree Requirements: questions, miscellaneous torts including rights tional role, mission, and activities of the arts of privacy and publicity, defamation, interfer- in both profit and nonprofit sectors. ence with contract, and other problems relat- MASTER OF ARTS (60 POINTS) ing to authenticity of art works. The M.A. degree requires a minimum of 60 In order to respond to the challenge and points of coursework, with 24 points from A&HG 4175. Law and the arts II (3) responsibility of the arts at the start of the the program offerings listed below, 12 points twenty-first century, the arts manager must Mr. Swords, Ms. Clark, and Mr. Aarons. through the Graduate School of Business, 15 Permission from program coordinator/director have an amalgam of managerial and financial points in Teachers College courses, 9 elective required. Lectures and seminars on not-for- skills, a knowledge of pertinent artistic disci- points, an internship, and a formal master’s profit corporations, alternative forms of organ- plines, an awareness of community dynamics, essay. ization and tax exemption; the role and prob- a commitment to education in its broadest lems of trustees, directors, and officers; and sense, and a sensitivity to the artist and the The core curriculum represents an unusual commercial and political activity, administra- artistic process. The essence of the program alliance among the faculties of Teachers tive regulations concerning arts organizations, and arts-specific contracts. lies in its effort to provide a carefully con- College, Columbia’s Graduate School of structed core curriculum while making avail- Business, and the School of Law. Included in A&HG 4176. Support structures: able the extraordinary range of intellectual the core requirements are principles of arts and cultural resources of the College, the Development and fundraising in the arts administration, policy, fundraising, historical and humanities (3) University, and New York City. foundations and problem-solving in arts edu- Ms. McIntosh. Permission from program co- cation, accounting, financial planning, market- ordinator/director required. A practical explo- The objectives of the program are to: ing, business, policy, labor relations, and copy- ration of fundraising research and proposal • train new leaders to manage and administer right law. Students and applicants should refer writing methods. Proposals are developed for arts and cultural venues; to additional information on requirements private and public agencies and foundations. • raise standards of arts administration available at the program office. Tuition rates Course incorporates aspects of support for the arts, arts education, the humanities, educa- to a new level of social responsibility; may vary for non-TC courses, depending on tion, and artists. • broaden the horizons of arts educators, the offering school. Each student is evaluated facilitating their interactions with the in the first year to ensure that satisfactory arts community; *A&HG 4179. Music administration and edu- progress is maintained. cation: Organizations, issues and careers (3) • give arts educators new management Faculty. Provides the tools of applied theory and administrative tools; and practice of arts administration for musi- • strengthen advocacy roles for artists; and cians, music administrators and music educa- • provide theoretical and practical preparation tors. Investigates the management, leadership,

20 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES and education practices within musical institu- have been constructed, their hidden and political A&HG 4100. Master’s essay: Arts tions and career paths within them. agendas, and suggestions for improvement and administration (0) integration into existing systems. Ms. Jeffri. Permission from program coordina- A&HG 4180. Labor relations in the arts (3) tor/director required. To maintain continuous Ms. Leibowitz. Permission from program coor- Practicum and Internship residency and receive advisement on the dinator/director required. Theory and practice. master’s essay, students who have registered Special emphasis on employers, unions, con- for the 60 required points of coursework and tracts, and grievance procedures in the arts. A&HG 4370. Practicum in arts have not completed the master’s essay must Simulated bargaining sessions, evaluation and administration and arts education (1) continue to register for this course after six ermission from program coordi- discussion of dispute resolution, arbitration, Ms. Jeffri. P terms including summers. Special tuition: the contract results. Negotiation by student teams. nator/director required. Supplement to the equivalent of 1 point of credit. required internship. Work with organizations A&HG 4575. Master’s seminar in or on projects on or off-campus; work must A&HG 5179. Making sense of censorship arts administration (3) meet test of relevance to student’s program of Professor Dubin. Professor Dubin. Permission from program study, supervisor approval, and judgment of coordinator/director required. Full-time degree satisfactory performance. At least 30 hours See also: candidates only. Required for all master’s stu- during the term; no more than 1 point per dents by the last 10 points of their program. term; no more than 3 points during course A&H 4048. Computing applications in Guided independent work culminating in the of program for practicum. education and the arts (3) development of a master’s essay. A&HG 4470. Internship in arts A&H 5001. Research methods in arts A&HG 4576. Master’s seminar in arts administration and arts education (0 or 3) education (3) administration B: Research apprenticeship (3) Ms. Jeffri. Permission from program coordina- Ms. Jeffri. Interview required. Supervised indi- tor/director required. Internship arranged with A&H 5002. Assessment strategies for the vidual apprenticeship to ongoing projects in host institutions on an individual basis, taking arts (3) arts management, arts law, arts and cultural into account the student’s needs, interests and policy and data and information gathering on capacities, and the host’s abilities to integrate A&HA 4079. Exploring cultural diversity: living artists. those with its operation in an educationally Implications for art education (2-3) useful manner. Twenty hours per week over A&HG 5173. Principles and practice in four months or the equivalent. A&HA 4090. Museum education issues I: arts administration: Performing arts (3) Culture of art museums (3) Mr. Vinik. Permission from program coordina- Independent Research tor/director required. Prerequisite: A&HG A&HA 5082. Philosophies of art in 4170. A continuation of A&HG 4170 with A&HG 4970. Supervised individual education (2-3) special reference to the management princi- research in arts administration and ples and skills of the performing arts, including arts education (3) A&HA 5090. Museum education issues II: music, dance, and theater; audience develop- Ms. Jeffri and faculty. Permission from program Missions and standards (3) ment; unions; and the study of physical facili- coordinator/director required. Independent ties. research in arts administration. A&HA 5181. The arts in education (2-3)

A&HG 5174. Principles and practice in A&HA 5804. Museums as resource: arts administration: Visual arts (3) Workshops at the Metropolitan Museum (1-4) Ms. Jeffri. Permission from program coordina- tor/director required. Prerequisite: A&HG A&HA 6021. Supervision and administra- 4170. A continuation of A&HG 4170 with tion: Arts in education (3) special reference to the application of manage- ment principles and skills to the visual arts, including museums, commercial and coopera- tive galleries, artists’ spaces, public art, and corporate and individual collectors and artists.

A&HG 5175. Business policy and planning for the arts manager (3) Mr. Vinik. Permission from program coordina- tor/director required. Designed to integrate arts administration coursework from business, law, and the arts. Moves from the financial, cultural, and political environment to strategic planning tools to specific arts situations in the creation and implementation of policy and planning objectives.

A&HG 5178. Special topics: Critical issues in arts management (3) Faculty. Permission from program coordinator/ director required. A course in conceptualizing problems. Use of existing documents, studies, and databases to support investigations into critical issues, while identifying how these documents

Teachers College Columbia University 2008-2009 21 Students in the program are encouraged, COURSES: (* = course open to non-majors) HISTORY AND with their advisor’s guidance, to make full EDUCATION use of resources offered by other programs at Introductory Teachers College, Columbia University, the Program Coordinator: Jewish Theological Seminary, and Union *A&HH 4070. History of education Professor Cally Waite Theological Seminary. in the United States (3) Dr. Weneck. The development of American Program Office: (212) 678-4138 Note: If you are interested in becoming a education in the context of American social Email: [email protected] certified public school teacher, please see and intellectual history. Website: www.tc.edu/a&h/HistoryEd the program in Teaching of Social Studies in this department. The program in History and *A&HH 4074. Historical visions of Education does not lead to public school teachers and teaching (3) Degrees Offered: certification. Professor Waite. A critical examination of HISTORY AND EDUCATION (HIST) popular representations of teachers during Special Application the 20th century. Master of Arts (M.A.) Requirements/Information: Master of Education (Ed.M.) A sample of historical writing is required for *A&HH 4076. History of urban education Doctor of Education (Ed.D.) Ed.M., Ed.D., and Ph.D. applicants. Master’s (3) Doctor of Philosophy (Ph.D.) students may begin in the fall or spring only. Dr. Weneck. Examines educational activities Doctoral applicants are accepted for the fall within urban communities including schooling Program Description: term only. GRE is required. and the educational activities of social, politi- The Program in History and Education is one cal, and cultural groups from the eighteenth of the oldest at Teachers College, the history Degree Requirements: century to the present. of education having been one of the first com- All courses should be determined with the ponents of the university study of education. advice and approval of the student’s advisor. Intermediate Many of the earliest doctoral dissertations at Teachers College dealt with historical subjects, MASTER OF ARTS (30 OR 32 POINTS) *A&HH 5065. History of collegiate even in the case of students aspiring to careers The Master of Arts offers two approaches: women/careers (3) in curriculum, guidance, and administration. 1) 30 points and a formal master’s essay, or Faculty. This course will focus on collegiate 2) 32 points and a special project. Topics and women and careers in U.S. history beginning The program prepares people to teach in grad- preparation of the essay or the special project with women’s access to higher education after uate schools of education, undergraduate are to be determined in consultation with the the Civil War. departments of education, departments of his- student’s advisor. At least 15 of the points taken tory, theological seminaries, or other academic for the degree must be in the field of history *A&HH 5070. History and theory of and education. At least three Teachers College institutions, and to work as research scholars in higher education (3) courses (for at least 2 points each) must be institutes, government bureaus, or social serv- Faculty. Fundamental ideas that have shaped taken outside of the program in History and ice agencies where a deep understanding of liberal education in the United States and basic Education. education in historical perspective is essential. issues that arise in the formulation of purposes, policies, and educational programs in colleges MASTER OF EDUCATION (60 POINTS) and universities. The program addresses important educational The Master of Education requires 60 points, at questions, first, by examining the ideas, indi- least 30 of which must be completed under the *A&HH 5072. Student activism and student viduals, and institutions of the past to deter- auspices of Teachers College. Students must movements in historical perspective (3) mine their influence on their own times; and, take at least 30 points in history and education Faculty. A critical examination of the changes second, by bringing historical knowledge and and at least three Teachers College courses (for and continuities in student life from the perspective to bear on current educational at least 2 points each) outside the program. Colonial Era to the present, with special issues. The program offers courses covering emphasis on the causes and consequences of the educational history of America, urban DOCTOR OF EDUCATION (90 POINTS) protests and movements. areas, women, immigrants, and African- The Doctor of Education requires 90 points Americans. with emphasis on broad preparation for a vari- *A&HH 5076. History of African-American ety of teaching, research and administrative education (3) The program is open to students of broad and responsibilities informed by an understanding of Professor Waite. An exploration of informal and diverse backgrounds who can give evidence of historical development and context. Candidates formal education from slavery to the present. academic competence and personal qualities should be in touch with the Office of Doctoral suggesting high probability of professional suc- Studies to be certain of complying with the lat- *A&HH 6041. Historical method (3) cess. Each student in the program is expected est procedures, deadlines, and documents. Professor Waite. Permission of instructor to take courses in the history of education, as required. Methods, principles, and problems well as in the more generalized fields of social, DOCTOR OF PHILOSOPHY (75 POINTS) of historical research and interpretation. political, and cultural history. Students can also The Doctor of Philosophy requires 75 points, Designed for students throughout the College take subject matter courses in cognate areas including demonstrated proficiency in two for- undertaking systematic inquiries on historical eign languages. Program emphasis on historical aimed at complementing and supporting their topics. research in education. Candidates should be in specialized areas of interest within the history touch with the Office of Doctoral Studies to be A&HH 6574-A&HH 6575. Seminar in of education. In addition, most students engage certain of complying with the latest procedures, the history of American education (3) in continuous independent research under the deadlines, and documents. Faculty. Permission of instructor required. supervision of a faculty member.

22 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

*A&HH 6577. Topics in the history of MUSIC AND • teacher of music in early childhood settings, American educational thought (3) elementary and secondary schools; Professor McClintock. Permission of instructor MUSIC EDUCATION • teacher and administrator of music required. Prerequisite: A&HH 4070 or equiva- in colleges and universities; lent. Considers the origins of American educa- Program Coordinator: • teacher of music in private school tion including international perspectives. Professor Lori Custodero and studios; • researcher and teacher-educator of music Advanced Program Office: (212) 678-3285 in institutions of higher learning; and Email: [email protected] • teacher, curriculum specialist, and teacher- Website: www.tc.edu/a&h/MusicEd educator in interdisciplinary areas of arts A&HH 5670. Colloquium in history and humanities, music, and special educa- and education (1-3) tion, new technology in music education, Professor Waite. For majors only. Discussion Degrees Offered: and adult education. of research and teaching topics in history and education, presentation of dissertation propos- MUSIC AND MUSIC EDUCATION (MUSC) Within the four degrees offered, there are als and drafts, and explorations of the employ- Master of Arts (M.A.) nine programs of study for Music and Music ment prospects of specialists in history and Master of Education (Ed.M.) Education. education. Doctor of Education (Ed.D.) Doctor of Education in the College 1) M.A. A&HH 6574-A&HH 6575. Seminar in Teaching of Music (Ed.D.C.T.) a) M.A. (general) the history of American education (3) b) M.A. with PreK-12 Initial New York Faculty. Permission of instructor required. MUSIC AND MUSIC EDUCATION State Certification INITIAL CERTIFICATION (MUSC-INIT) c) M.A. with NYS Professional Certification Individualized Studies Master of Arts (M.A.) d) M.A. with NYS Professional Master of Education (Ed.M.) Certification Summer (INSTEP) A&HH 4901. Research and independent 2) Ed.M. study (1-8) MUSIC AND MUSIC EDUCATION a) Ed.M. (general) PROFESSIONAL CERTIFICATION (MUSC-PROF) Faculty. Permission of instructor required. b) Ed.M. with Initial New York State Master of Arts (M.A.) Certification A&HH 6901. Research and independent 3) Ed.D. study (1-8) Program Description: 4) Ed.D.C.T. Faculty. Permission of instructor required. The Program in Music and Music Education a) Ed.D.C.T. (general) embraces humanistic values as they relate to b) Ed.D.C.T. Cohort A&HH 6970. Studies in history contemporary musical and educational life and education (1-6) while respecting the musical traditions of 1) M.A. a) The traditional M.A. program is a post- Faculty. Advanced students may register for the past. The faculty in Music and Music intensive individual study of some aspect of bachelor’s degree program that provides Education recognize the importance and graduate studies with a balance of work their specialization. Registration is only by per- uniqueness of the arts in our society and strive mission of the professor under whose guidance in performance, comprehensive musician- to offer flexible and individualized programs for the work will be undertaken. Times for indivi- ship, pedagogy, and research. The degree the preparation of musician-educators. Faculty dual conferences will be arranged. Enrollment program is designed to allow flexibility in members are seasoned practitioners, who may be for 1 or more points each term, and course selection, so that each student may prepare for his or her professional career registration is not limited to one or two terms. reflect a wide range of expertise in comprehen- sive musicianship, early childhood music, in music education. A&HH 7501. Dissertation seminar in instrumental and jazz pedagogy, vocal and choral performance, assessment, improvisation, b) M.A. with PreK-12 Initial Certification history and education (0-3) The M.A. degree with Teacher Certifi- jazz, technology, and the full spectrum of public Faculty. Permission of instructor required. cation is a program designed for stu- Required of doctoral students in the semester and private school music through graduate dents with an undergraduate degree in following successful completion of certification school and research practices. music who wish to prepare for teaching examinations. music in the public schools. The 40-point The degree programs in Music and Music Edu- degree program leads to both the M.A. A&HH 8901. Dissertation advisement in cation are each built around a core of courses degree and New York State Teacher of history and education (0) considered central to exemplary music educa- Music, PreK-12 Certification. All require- Faculty. Individual advisement on doctoral tion. Beyond the core, students have flexibility ments for certification can be completed dissertations. Fee to equal 3 points at current to plan with their advisor individual programs in this M.A. program if the candidate is tuition rate for each term. For requirements, see designed to meet particular needs and goals. identified at the first registration. Students section in catalog on Continuous Registration in this M.A. program take coursework fol- for Ed.D./Ph.D. degrees. In addition to courses in music and music edu- lowed by two semesters of carefully guided student teaching in schools that reflect cation, students are expected to select courses the Music Program’s philosophy of authen- from other offerings of Teachers College and tic and relevant musical pedagogy. Columbia University in order to fulfill degree requirements. c) M.A. with Professional Certification The M.A. Professional Certification Students in the degree programs can prepare Program is designed for music educators, for the following positions: (a) certified to teach in other states, or (b) who hold New York State Initial certifica-

Teachers College Columbia University 2008-2009 23 tion to meet the New York State require- teaching of music in private schools and Please visit the Admissions website for information ments for the Professional Certification in private studios, the teaching and admin- concerning the application process. Music Education. For professionals teach- istration of music in colleges and univer- ing in other states, the program provides sities, and careers in music and interdis- Applicants for the Ed.D. normally have previ- advanced professional experiences built ciplinary areas, such as the arts and hum- ously received a Master of Arts or Master of upon previous professional work. The anities, and special and adult education. Music degree. Applicants for the Ed.D. and Program requires graduate studies with work in pedagogy, research, comprehen- the Ed.D.C.T. are expected to have several sive musicianship and performance. The 4) Ed.D.C.T. years of professional experience as an educator degree program is designed to allow some a) Ed.D. in College Teaching offers prepara- or performing musician prior to beginning the flexibility in course selection, so that each tion for professional careers in a variety of doctoral program. Both doctoral programs are student may build upon his or her previ- settings. The Ed.D.C.T. is designed prima- very selective and admit only a few students ous academic work and teaching experi- rily for students with a high level of per- each year. The complete application will ence, as well as prepare for his or her pro- formance skills whose goal or present posi- include: fessional career in music education. tion is focused on the teaching of perform- ance in higher education. 1. Completed Application Form d) M.A. Summer INSTEP The INSTEP program is a summer pro- 2. Application Fee gram that focuses on the needs of begin- b) Ed.D.C.T. Cohort 3. Personal Statement ning teachers by offering them the oppor- The Doctoral Cohort Program is a unique 4. Official Transcript(s) tunity to acquire their Master’s degree by offering designed for music faculty mem- 5. Letters of Reference enrolling primarily in the summer. The bers holding full-time academic appoint- 6. Resume program is guided by pedagogical and ments who are interested in completing a 7. Writing Sample philosophical underpinnings that reflect doctoral program. 8. Audition current trends in rethinking and recon- ceiving the teaching of Music. This M.A. Special Application The GRE is not required. program meets the recently conceived Requirements/Information: state and national teacher preparation standards. Personal Statement Masters Programs (M.A., M.A. with PreK-12 As part of the application process, for your 2) Ed.M. certification, M.A. with professional certifica- personal statement, please thoughtfully con- a) The Master of Education degree (Ed.M.) tion, Ed.M.) sider the questions below and write a 750- in Music and Music Education is an 1000 word response. advanced professional degree for practi- Please visit the Admissions website for information 1. What are your professional career goals? tioners in music education that is designed concerning the application process. How do you envision your future? to prepare graduates for a career in ele- Where do you expect to be in five mentary schools, secondary schools, and Applicants for Masters Programs must have an or ten years? colleges. It is awarded upon satisfactory undergraduate degree with a major in music or What do you expect to be doing? completion of 60 points of graduate study. Major emphasis is placed on the improve- music education, or an undergraduate degree ment of instruction and curriculum. with evidence of sufficient musical training 2. What are your plans for completion and experience to qualify the student for grad- of the degree? b) Ed.M. with Initial New York State uate work in this field. The complete applica- How do you anticipate your enrollment Certification tion will include: status? The Ed.M. degree with Initial Teacher How long do you expect it will take? Certification is a program designed for stu- 1. Completed Application Form How many credits do you anticipate dents with a master’s degree in music who 2. Application Fee taking each semester? wish to prepare for teaching music in the 3. Personal Statement public schools. The 60-point degree pro- 4. Official Transcript(s) 3. What are your scholarly interests? gram leads to both the Ed.M. degree and New York State Teacher of Music, PreK- 5. Letters of Reference 12 Initial Certification. All requirements 6. Resume Writing Sample for certification can be completed in the Academic paper or scholarly article. Ed.M. program if the candidate is identi- The GRE is not required. fied at the first registration. Students in Audition this Ed.M. program take coursework fol- Applicants are responsible for collecting and Applicants for the Ed.D.C.T. must submit a lowed by two semesters of carefully guided submitting all necessary application materials recent recording (CD/DVD) of a performance student teaching in schools that reflect by the designated program deadline (available or arrange for an audition through the music the Music Program’s philosophy of authen- on the Office of Admission website). Online program office. tic and relevant musical pedagogy. applicants may have letters of reference sub- 3) Ed.D. mitted electronically. All applicants must col- Applications for the Ed.D. and the Ed.D.C.T. The Doctor of Education offers prepara- lect and submit supporting documentation, are reviewed once each year for fall admission. tion for professional careers in a variety of such as transcripts and test scores (i.e., settings. The Ed.D prepares students for TOEFL), directly to the Teachers College Applicants are responsible for collecting and positions in the teaching and supervision Office of Admission. submitting all necessary application materials of music in elementary and secondary by the designated program deadline (visit the schools, the teaching and administration Doctoral Programs (Ed.D. and Ed.D.C.T.) Office of Admission website for details). of music in early childhood settings, the Online applicants may have their letters of

24 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES reference submitted electronically. All appli- In order to graduate, a student must complete the summative project, and demonstrate compe- cants must collect and submit all supporting the necessary coursework, compile and present tent musicianship in performance. documentation, including transcripts and test a portfolio, and demonstrate competent musi- scores (i.e., TOEFL), directly to the Teachers cianship in performance as approved by the MASTER OF ARTS PROFESSIONAL College Office of Admission. program faculty. CERTIFICATION PROGRAM (32 POINTS) This Master of Arts Program is designed for Degree Requirements: MASTER OF ARTS LEADING TOWARD music educators: (a) certified to teach in other PREK-12 INITIAL NEW YORK STATE states, or (b) holding New York State Initial MASTER OF ARTS (32 POINTS) CERTIFICATION (40 POINTS) certificates to meet the New York State require- A minimum of 32 points is required. Some The M.A. degree leading toward Initial New ments for Professional Certification in Music programs may exceed the minimum number York State Teacher Certification is a program Education. For professionals teaching in other due to professional goals, special interests, or designed for students with an undergraduate states, the program provides advanced profes- deficiencies in undergraduate work. No more degree in music who wish to prepare for teach- sional experiences built upon previous profes- than 12 points of graduate credit from other ing music in the public schools. The 40-point sional work. The program requires graduate faculties of the University may be applied to degree program leads to both the M.A. degree studies with work in pedagogy, research, com- the minimum point requirement, and no and New York State Teacher of Music certifica- prehensive musicianship, and performance. The transfer points will be accepted from other tion, PreK-12. degree program is designed to allow some flexi- institutions. bility in course selection, so that each student Teachers College courses required to may build upon his or her previous academic A student enrolled in the 32-point master’s fulfill state certification requirements work and teaching experience, as well as pre- degree is expected to plan a program of study (19 points): pare for his or her professional career in music with an advisor that reflects a balance of work • A&HM 4021 Designing musical experiences education. in each of four areas of music study, based for young children upon the training, experience and specific • A&HM 4029 Introduction to new tech- INSTEP MASTER OF ARTS IN MUSIC needs of the student. The four areas of music nologies in music education AND MUSIC EDUCATION FOR INSERVICE study are: (1) Pedagogy, (2) Research, (3) • A&HM 5020 Foundations of music TEACHERS Comprehensive Musicianship, and (4) Music education A three-year, summer Master of Arts program Performance. • A&HM 5022 Children’s musical that may lead to a New York State Professional development Certification. Contact Professor Harold Abeles In order to broaden the student’s background, • A&HM 5025 Creativity and problem- for details ([email protected]). in addition to the coursework in music, three solving in music education Teachers College courses (a course is defined • A&HM 5026 Music skills and the I. Admission as one for which at least 2 points are earned) creative strategy Admission requires that students must hold outside of the Program (A&HM) are required. • Special Education course in consultation with initial state teaching certification in music. advisor Specifically, students are expected to enroll in: II. Program of Study (1) At least two courses from the Music Elective music pedagogy courses A minimum of 32 points is required. Some Consult a faculty advisor. Pedagogy Courses, one of which must (4-6 points): students’ coursework may exceed the mini- be selected from the following: mum number due to professional goals or Required music content courses special interests. No more than 12 points (5-7 points): of graduate credit from other faculties of • A&HM 4021 Designing musical experiences • Applied music (2-4) Columbia University may be applied to the for young children • A&HM 5032 Comprehensive minimum point requirement, and no gradu- • A&HM 5020 Foundations of music or 5033 musicianship I or II (3) ate credits will be accepted from other insti- education tutions. • A&HM 5025 Creativity and problem Required fieldwork courses solving in music education (6 points): A student enrolled in the 32-point master’s • A&HM 5026 Music skills and the • A&HM 4701 Supervised teaching in degree is expected to plan a program of creative strategy music education study with an advisor that reflects work in • A&HM 4711 Supervised teaching in each of four areas of music study, based (2) At least one course from the Research music education: 7-12 upon the training, experience and specific Area (A&HM 5022, A&HM 5023, A&H needs of the student. The four areas of 5001, A&H 5002 may be used to fulfill Note: To be certified by New York State, there are music study are: (1) Pedagogy, (2) Research, this requirement) additional requirements. Please see the Teacher (3) Comprehensive Musicianship, and Education section of this bulletin for details. (4) Music Performance. (3) At least one course from the Comprehen- sive Musicianship Area Required out-of-program courses: Specifically, students are expected to enroll in: Two TC courses (in addition to the course in (a) At least one course from the (4) At least two courses from the Music Special Education) each for a minimum of following (3 points): Performance Area 2 points, selected from outside the program in • A&HM 5020 Foundations of music Music and Music Education (A&HM). education (5) The remaining courses in music can be selected from any of the four areas, in In order to graduate, students must complete the consultation with an advisor. necessary coursework, complete student teaching,

Teachers College Columbia University 2008-2009 25 (b) At least one course from the (h) The remaining courses can be College Teaching program, two of these courses following (3 points): selected from any of the four areas in must be in the area of higher education. • A&HM 4021 Designing musical experi- music or from outside of music, in ences for young children consultation with a faculty advisor. To ensure breadth in professional background, • A&HM 5025 Creativity and problem- (6-12 points) coursework should result in competency in solving in music education the following four broad areas: (1) Pedagogy, (i) Submit a portfolio to the Music (2) Research, (3) Comprehensive Musicianship, (c) At least one course from the Program Secretary by week 10 of the and (4) Music Performance. Refer to the cata- Research area, to be selected from semester in which you plan to graduate. log for course listings under these general head- the following (2-3 points): A list of portfolio requirements is avail- ings. • A&H 5001 Research methods in able in the Music Office. arts education The preparation and the defense of a disserta- • A&H 5002 Assessment strategies MASTER OF EDUCATION (60 POINTS) tion is required for the doctoral degree. When for the arts The general course requirement is a minimum writing the dissertation, each candidate has a • A&HM 5022 Children’s musical of 60 graduate semester hours, 30 points of sponsor and an additional committee member. development which must be completed under the auspices Most often the sponsor is a faculty member of • A&HM 5023 Vocal pedagogy of Columbia University, with at least 18 points the Program in Music and Music Education. in Teachers College coursework. Candidates Committee members may be chosen from (d) At least one course from the who have earned a Master of Arts degree among the professorial faculty elsewhere at Comprehensive Musicianship area, from Teachers College must complete at least Teachers College or the University. Topics are to be selected from the following 45 of the 60 graduate points at Teachers selected from a variety of areas to meet profes- (3 points): College. sional needs and interests. Students should con- • A&HM 5032 Comprehensive musicianship I sult the appropriate bulletins of the Office of • A&HM 5033 Comprehensive musicianship II Programs of study and courses for the degree Doctoral Studies and Doctoral Handbook on are divided into four general areas: (1) Pedagogy, (e) Two or three courses from the the Music Education program website: following (a minimum of 6 points): (2) Research, (3) Comprehensive Musicianship, www.tc.columbia.edu/a&h/MusicEd for more and (4) Music Performance. A program of study • A&H 4008 Creative arts laboratory specific information. should reflect a balance of courses in these areas. • A&HM 4029 Introduction to new COURSES: (* = course open to non-majors) technologies in music In addition to the music program courses, education Pedagogy • A&HM 4050 Conducting and score reading each candidate is expected to complete four courses of at least 2 points each from outside • A&HM 5026 Music skills and the *A&HM 4020. Music for children (2 or 3) creative strategy the program in Music Education. These elec- Faculty. Focuses on the development of stu- • A&HM 5021 Instrumental instruction tives are to be selected from areas deemed dent’s musical thinking through active partici- for children appropriate in consultation with the faculty pation in classroom strategies. A broad multi- • A&HM 5042 Choral literature survey advisor. cultural repertoire serves to stimulate chil- • A&HM 5047 Creative strategies for dren’s creative musical responses through teaching music literature DOCTOR OF EDUCATION AND DOCTOR movement, and exploration of sound and • A&HM 5050 Advanced conducting OF EDUCATION IN THE COLLEGE imagery. Includes integrated creative activities and interpretation TEACHING OF AN ACADEMIC SUBJECT involving the combination of movement, vocal and instrumental performance, and listening. • A&HM 5052 Vocal literature and (90 POINTS) Materials fee: $30. interpretation Requirements include: • A&HM 4059 Jazz Improvisation I *A&HM 4021. Designing musical • A&HM 4060 Jazz Improvisation II 1) Satisfactory completion of a program of experiences for young children (2 or 3) 90 graduate points beyond the baccalaure- Professor Custodero. Permission of instructor (f) At least one course from the ate degree, required. Prerequisite: A&HM 5022. Over- Music Performance area (2 points) 2) Successful performance on a departmental view of appropriate interactive practices, envi- certification examination, and ronmental design, and curriculum planning (g) Completion of at least three 3) Preparation and defense of a dissertation. for young children from birth through age 7. Teachers College courses, for a minimum Includes observations of exemplary teaching as of 2 points each, at Teachers College out- At least 54 points of work must be completed well as practicum experience. Special fee: $40. side of the Music Program. at Teachers College. A maximum of 36 gradu- (6-9 points) *A&HM 4022. The artistic lives of ate points may be accepted from other recog- young children (2) In order to broaden the student’s background nized graduate schools. Transfer credits are Professor Custodero. For preservice and in- (in addition to the coursework in music), three evaluated and allocated by the Admissions service teachers of young children interested Teachers College courses outside of the program Office for consideration by the Music in integrative pedagogy focused on children’s (A&HM) are required. Only one of these three Program. Final determinations are made by engagement with music, art, movement, and courses may be in A&HA (Visual Arts) or the program faculty. dramatic play. Creative expression is explored A&HG (Arts Administration). These should be within cultural, expressive, developmental, selected in consultation with a faculty advisor. Doctoral students must complete a minimum and curricular contexts through personal reflection, observation, and instructional of 15 points of coursework in areas other than design. Materials fee: $50. those in the Music Program. For the Ed.D. in

26 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

A&HM 4023. Choral methods, A&HM 5026. Music skills and the Research procedures and materials (3) creative strategy (2-3) Dr. Goffi-Fynn. Recommended for vocal- Professors Allsup and Pogonowski. Permission A&H 5001. Research methods in choral majors. A study of the choir as a per- of instructor required. Enrollment limited to 25. arts education (3) forming medium. Rehearsal techniques and Prerequisite: A&HM 5025. Designed for initial Faculty. An examination of research studies and procedures as they apply to the development and professional majors to examine and experi- strategies for conducting research in the arts. of artistic choral performance. Choral litera- ence problem-solving techniques for developing Special fee: $25. ture available for school, community, and musical skills within the framework of the cre- church groups at all levels of proficiency. ative strategy. Materials fee: $35. A&H 5002. Assessment strategies for Materials fee: $75. the arts (Noncredit or 3) A&HM 5027. Philosophical perspectives Faculty. An examination of traditional and A&HM 4029. Introduction to new on music education (3) alternative strategies for assessing art objects technologies in music education (2-3) Professor Allsup. An investigation of the influ- and artistic performance, knowledge of the arts, Faculty. Understanding the principles of creat- ential philosophical texts that inform music and attitudes toward the arts. ing and teaching with synthesizers, MIDI, teaching and learning. Topics involve the exam- computers, emphasizing the application to ination of aesthetic and praxial philosophies; A&HM 5003. Introduction to the perception music education. Materials fee: $75. ethical practices; and historical, critical, and and cognition of music performance (3) cultural perspectives. Professor Abeles. An examination of acoustic *A&HM 4030. Integrating music in and psychological foundations of music. the classroom (2-3) A&HM 5029. Intermediate and advanced Professor Pogonowski. Primarily for non- applications of new technologies in music A&HM 5022. Children’s musical develop- majors. Focuses on music and its relationship education (2-3) ment (2-3) to other curriculum areas as a means to facili- Faculty. Specific demonstrations with new music Professor Custodero. Permission of instructor tate students’ abilities to make connections technology emphasizing the development of cre- required. Enrollment limited to 25. Overview of and conceptualize points of view from a vari- ative strategies for music education at various significant issues and current research regarding ety of perspectives. Materials fee: $30. levels. Special fee: $75. the development of musical skills and under- standings in children through early adolescence. A&HM 4701. Supervised teaching in A&HM 5047. Creative strategies for Includes observations of children’s spontaneous music education (3) teaching music literature (3) music-making. Special fee: $30. Professor Allsup. Permission of instructor Professor Pogonowski. Selected works from the required. M.A. candidates who are student repertoire serve as the basis for demonstrating A&HM 5023. Vocal pedagogy (2-3) teaching must complete a minimum of 36 how to develop creative music strategies for Dr. Goffi-Fynn. Permission of instructor points. A variety of supervised teaching expe- teaching and enhancing the learning of music required. Investigation and application of riences (K-12), supplemented by conferences, literature at all levels, including college teach- recent research in voice production and peda- evaluation, and seminars. The student com- ing. Materials fee: $30. gogy. Directed teaching of voice comprised of pletes 200 hours in schools observing, assisting, student assignments, observed lessons, and les- teaching, and evaluating. Required of those A&HM 5141-A&HM 5143. son evaluation. Diagnosis of vocal condition seeking state certification in music in New Special topics in music and the design of lesson plans to effect change York State and other states. Faculty. Selected topics of interest in music and growth will be emphasized. Special fee: $50. examined in depth. Topic announced each A&HM 4711. Supervised teaching in semester. Music Performance music education: 7-12 (3) (The noncredit fee for conducting courses is Faculty. • A&HM 5141. Research (Noncredit or 1-4) equal to 2 points at the current tuition rate.) A&HM 5020. Foundations of music education (3) • A&HM 5142. Pedagogy A&HM 4050. Conducting and score reading (Noncredit or 2-3) Faculty. An examination of the historical, (Noncredit or 1-4) philosophical, psychological, and sociological Dr. Anagnost. Principles of conducting as a performing medium; emphasis on technique bases of music education, emphasizing the • A&HM 5143. Comprehensive development for effective artistic visual por- implications for the development of curriculum, musicianship (Noncredit or 1-4) policy, and administrative leadership. trayal of music; reading and memorization of scores. Classes videotaped for viewing. Special A&HM 6001. Teaching and administration fee: $75. A&HM 5021. Instrumental instruction of music in college (3) for children (3) Professor Abeles. Major issues relating to the A&HM 4056. Chamber music Professor Custodero. Prerequisite: A&HM curriculum, instruction and administration of 5022. For private and group music teachers. (Noncredit or 2) programs of music and music education in col- Faculty. For music majors only. The study Developmentally appropriate strategies and leges and universities. materials for instrumental instruction, integrat- and performance of chamber works from the ing improvisation, composition, movement, Baroque through contemporary periods. A&HM 6023. The teaching of applied Special fee: $110. singing, and ensemble playing. Special fee: $30. music in college (2-3) Dr. Goffi-Fynn. Music majors only. Theory A&HM 5025. Creativity and problem- A&HM 4059-A&HM 4060. and practice of applied music instruction in Jazz improvisation (Noncredit or 2) solving in music education (Noncredit or 3) college for both major and non-major stu- Professors Allsup and Pogonowski. Permission Dr. Konowitz. A sequentially developed per- dents. Emphasis on developing a student- formance experience focusing on the basic of instructor required. Designed for initial and centered learning environment. Required for professional majors to experience and explore skills and concepts of jazz performance and music students who wish to be Graduate improvisation for keyboard, instrumental and critical thinking as a means for establishing a Assistants in the Applied Music Program. framework for music learning at all levels. vocal musicians. Students will learn how to Materials fee: $35. improvise from the beginning, performing and listening to standard jazz and blues repertoire.

Teachers College Columbia University 2008-2009 27

A&HM 5050. Advanced conducting and A&HM 5052. Vocal literature and ing of teaching strategies. With the permission of interpretation (Noncredit or 2-3) interpretation (Noncredit or 3) the advisor, students may register continuously for Dr. Anagnost. Prerequisite: A&HM 4050 or Faculty. For students of singing, accompanying this course. Special fee: $110. equivalent. For students experienced in con- and coaching. Offers performing and teaching ducting. Reading and memorization of scores command of representative literature, tech- A&HM 5351. Harpsichord instruction II (2) involving clefs and transpositions. Videotapes niques of interpretation and presentation; Faculty. For Music majors only. Written permission made and studied. Special fee: $75. German, Italian, and French diction for singers. from the Music Education Program, Room 520A Course may be repeated. Materials fee: $40. Horace Mann, required. Advanced harpsichord *A&HM 4150. Music instruction: instruction: emphasis on elements of style and spe- Instrumental/voice (Noncredit or 2) A&HM 5058-A&HM 6058. Recital cial techniques of performance of early keyboard Faculty. Written permission from the Music Faculty. For Music majors only. Corequisite: music. Discussion of teaching material from begin- Education Program, Room 520A Horace simultaneous registration for applied music ning to advanced repertory. With permission of Mann, required. Primarily for beginning stu- instruction. The student will mount a recital the advisor, a student may register continuously dents. With permission of the advisor, students by securing a date, designing programs and for this course. Special fee: $110. may register continuously for this course. flyers, advertising, arranging for personnel, Special fee: $110. rehearsing, and finally performing. If s/he choos- A&HM 5352. Voice instruction for es to perform in a group with classmates, then music majors (2) A&HM 4357-A&HM 4358. Ensemble s/he should register for 0 points. If the student Faculty. For Music majors only. Written permission performance: Music wishes to give a full, solo recital, then s/he has from the Music Education Program, Room 520A Faculty. For music majors only. For instrumen- the option of registering for 1 point to receive Horace Mann, required. Advanced individual tal and vocal majors, a course designed for additional coaching from the applied music voice instruction includes repertory, technical, and performance by chamber ensembles. Reper- instructor. musical problems, performing experience, and toire determined by registration. Public con- intensive understanding of teaching strategies. cert performances each semester. • A&HM 5058. Recital I (0-1) Open only With the permission of the advisor, a student may to music education program majors at the register continuously for this course. Special fee: • A&HM 4357. Instrumental M.A. level. $110. (Noncredit or 1) • A&HM 6058. Recital II (0-1) Open only A&HM 5353. Organ instruction for • A&HM 4358. Vocal ensemble to music education program majors at either music majors (2) (Noncredit or 1) the Ed.M. or Ed.D. levels. Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, Comprehensive Musicianship A&HM 5150-A&HM 5172. Instrumental required. For experienced organists and music music instruction (2) majors. Individual instruction on technical prob- A&HM 5032. Comprehensive musicianship Faculty. Written permission from the Music lems, repertory and performance practice. With I (3) Education Program, Room 520A Horace Mann, the permission of the advisor, a student may regis- Professor Pogonowski. Through analysis, com- required. For intermediate and advanced Music ter continuously for this course. Special fee: $110. position, critical listening, improvisation and majors only. With permission of advisor, stu- performance, l7th and l8th century theoretical dents may register continuously for the course Fieldwork, Internships and constructs are explored, including an overview numbers below. Special fee: $110. Research/Independent Study of the development of harmony and polyphony • A&HM 5150. Violin Permission required from advisor and sign-up leading up to these eras. Materials fee: $35. • A&HM 5151. Trumpet in the Music Office (520A Horace Mann) is also • A&HM 5152. Harp required. A&HM 5033. Comprehensive musicianship • A&HM 5153. Cello • A&HM 5154. Viola II (3) A&HM 4201. Fieldwork in music • A&HM 5155. String bass Professor Pogonowski. Maximum enrollment: education (1-4) • A&HM 5156. Percussion 25. An examination of 19th century theoretical Faculty. For Music majors only. Professional • A&HM 5157. French horn constructs through analysis, composition, criti- activities in the field under the supervision of a • A&HM 5158. Trombone, Baritone cal listening, improvisation, and performance. member of the Music Education Program faculty. Materials fee: $35. • A&HM 5159. Tuba • A&HM 5160. Oboe A&HM 4901. Research and independent study • A&HM 5161. Saxophone A&HM 5040-A&HM 5041. Interpretation in music education (1-4) • A&HM 5162. Flute of piano literature (Noncredit or 3) Faculty. For Music majors only. Research and inde- • A&HM 5163. Clarinet Faculty. Prerequisite: A&HM 5350 or equiva- pendent study under the direction of a member of • A&HM 5164. Bassoon lent. The study and performance of representa- the Music Education Program faculty. tive piano compositions from the Baroque • A&HM 5166. Guitar • A&HM 5167. Synthesizer through contemporary periods, with appropriate A&HM 5201. Fieldwork in music • A&HM 5168. Strings harmonic, stylistic, and technical analysis. education (1-4) • A&HM 5169. Woodwinds Faculty. For Music majors only. Professional activi- • A&HM 5170. Brass A&HM 5042. Choral literature survey ties in the field under the supervision of a member • A&HM 5171. Renaissance Instruments (2-3) of the Music Education Program faculty. Faculty. Recommended for vocal-choral majors. • A&HM 5172. Viola de Gamba A comprehensive survey of representative A&HM 5901. Research and independent study A&HM 5350. Piano instruction for choral music, from the early Renaissance period in music education (1-4) music majors (2) to the present. Examination of the development Faculty. For Music majors only. Research and inde- Faculty. Written permission from the Music of choral forms, stylistic features, and perform- pendent study under the direction of a member of Education Program, Room 520A Horace ance practice of the periods. Materials fee: $75. the Music Education Program faculty. Mann, required. Individual instruction includes repertory, technical and musical problems, per- forming experience, and intensive understand-

28 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

A&HM 6201. Advanced fieldwork in music Mann) is also required. Individual advisement PHILOSOPHY education (1-4) on doctoral dissertations for music majors only. Faculty. For Music majors only. Professional Fee to equal 3 points at current tuition rate for AND EDUCATION activities in the field under the supervision of each term. For requirements, see section in a member of the Music Education Program catalog on Continuous Registration for Ed.D. Program Coordinator: faculty. degree. Professor David T. Hansen

A&HM 6421. Internship in the supervision See also: Program Office: (212) 678-4138 and administration of music education (1-4) A&H 5001. Research methods in arts Website: www.tc.edu/a&h/Philosophy Professor Abeles. For Music majors only. education (3) Qualified students work as interns with super- visors or administrators in selected sites. A&H 5002. Assessment strategies for Degrees Offered: Provision is made for assessment of field-based the arts (Noncredit or 3) competencies in fulfillment of program PHILOSOPHY AND EDUCATION (PHIL) requirements. A&HA 4079. Exploring cultural diversity: Master of Arts (M.A.) Implications for art education (Noncredit Master of Education (Ed.M.) A&HM 6481. Internship in the teaching or 2-3) Doctor of Education (Ed.D.) of college music (3) Doctor of Philosophy (Ph.D.) Dr. Goffi-Fynn. Guided experiences in the A&HA 5082. Philosophies of art in teaching of music in departments of metropoli- education (2-3) tan-area colleges. Program Description: A&HA 5181. The arts in education (2-3) This program has shaped the historical course A&HM 6501. Doctoral seminar of philosophy of education in America. From in music education (2-3) A&HA 6021. Supervision and admin- the groundbreaking work of John Dewey and Faculty. Permission required from advisor and istration: Arts in education (3) William Heard Kilpatrick to the achievements sign-up in the Music Office (520A Horace of their most recent successors, Jonas Soltis Mann) is also required. For Music majors only. and Maxine Greene, the program’s philoso- Music doctoral candidates will identify their pher-scholars have been leaders in the field. area of research interest and narrow their dis- The Philosophy and Education Program offers sertation topic. students a unique opportunity to develop their A&HM 6901. Advanced study in music humanistic and critical thinking about educa- education (1-3) tion. Faculty. For Music majors only, permission required from advisor and sign-up in the Faculty and students in the program devote Music Office (520A Horace Mann) is also this thinking to a wide variety of questions, required. Research and independent study including: under the direction of a member of the Music • What visions of the human being animate Education faculty. Different sections will be contemporary schooling? offered for specific subject areas. Each section • How can education be a force for social will require subject’s specific prerequisites. reform? A&HM 6971. Research and independent • What is the role of aesthetic experience study in music education (1-4) and the imagination in education? Faculty. Permission required from advisor and • What type of education befits a multi- sign-up in the Music Office (520A Horace cultural society? Mann) is also required. Research and inde- • What is the nature of the teacher-student pendent study under the direction of a faculty relationship? member in Music Education. Other areas of interest include: A&HM 7501. Dissertation seminar • The education of democratic citizens in music education (2-3) • Moral education Faculty. Permission required from advisor and sign-up in the Music Office (520A Horace • Critical thinking Mann) is also required. For Music majors only. • Education and the new technology A required group tutorial for music doctoral • The ethics of teaching students to help develop or refine topics of inquiry for research. The teaching format is The Philosophy and Education Program pro- flexible and may include faculty/student pre- vides an opportunity for educators to broaden sentations, group discussions, and critiques. and deepen their understanding of the pro- Preparation and presentation of dissertation cesses and aims of education through inquiry proposal for approval. Students may register into the fields of aesthetics, ethics and moral for a maximum of two terms. philosophy, social and political philosophy, and epistemology and the philosophy of science. A&HM 8900. Dissertation advisement Study of a variety of historical and conceptual in music education (0) frameworks enables students to develop theo- Faculty. Permission required from advisor and sign-up in the Music Office (520A Horace retical perspectives on education and to effec-

Teachers College Columbia University 2008-2009 29 tively analyze and critique arguments in con- phy and education. In addition to the required Introductory Service Courses temporary educational debates. 34 points in Philosophy and Education cours- es, students are also required to do coursework A&HF 4090. Philosophies of education Recent dissertations have included discussions in the following areas: 9 points of philosophy (2-3) of the nature of the multicultural self, the role through the Columbia Philosophy Department Faculty. An introduction to seminal texts, of the liberal arts in teacher education, and or inter-university doctoral consortium, foun- central questions, and rival traditions in phi- communicative ethics as a foundation for liter- dations of education, and educational breadth. losophy of education. An invitation to develop acy education. These requirements are modest, leaving room one’s own philosophy of education. for students to craft a personalized course of Special Application study. Additionally, 16 points in the Philoso- A&HF 4091. The call to teach (2-3) Requirements/Information: phy and Education requirements are in the Faculty. Reading and discussion of philosophi- A background in philosophy is required for program’s professional development sequence. cal and other works that illuminate what it Ed.M. and Ed.D. applications. Additionally, an means to be a teacher, whether of children, youth, or adults. Consideration of motives, undergraduate major in philosophy is strongly DOCTOR OF PHILOSOPHY (75 POINTS) recommended for the Ph.D. application. The Ph.D. degree program is flexible and rewards, and challenges in teaching. Applicants to both the Ph.D. and Ed.D. pro- responsive to individual student backgrounds A&HF 4092. Education and the aesthetic grams must submit GRE scores. A sample of and needs. Each student takes responsibility, experience (2-3) philosophical writing is required for all pro- in consultation with his or her advisor, for Faculty. An invitation to engage with works grams except the M.A. application. designing a course of study that will meet the of art which challenge conventional ways of program requirements while catering to the thinking and perceiving; consideration of the Degree Requirements: individual’s interests and professional goals. relation of art, imagination, and education.

MASTER OF ARTS (32 POINTS) At the center of that course of study are the A&HF 4094. School and society (2-3) The Master of Arts degree program is designed program’s research and professional develop- Faculty. An examination of historical and con- to introduce educators and professionals with ment curriculum and other classes in philoso- temporary conceptions of the relation between a wide variety of interests to the study of phy and education. In addition to the required schools and society. Consideration of issues in philosophy and education. In addition to 36 points in Philosophy and Education cours- social and political philosophy that bear on the required 12 points in Philosophy and es, students are also required to do coursework the question of why have schools at all. Education courses, students may use their in the following areas: 12 points in philosophy, electives to develop an area of educational through the Columbia Philosophy Department Introductory Program Courses interest (e.g., educational policy, curriculum or inter-university doctoral consortium, foun- and teaching, developmental psychology, etc.) dations of education, and educational breadth. A&HF 4190. American philosophies of and to develop an area of philosophical inter- These requirements are modest, leaving room education (2-3) est (e.g., ethics, social philosophy, epistemol- for students to craft a personalized course of Faculty. Major American thinkers and out- ogy, etc.). study. Additionally, 18 points in the Philoso- looks and their impact on education: Thoreau, phy and Education requirements are in the Emerson, Fuller, and transcendentalism; MASTER OF EDUCATION (60 POINTS) program’s professional development sequence. Pierce, James, Dewey, and pragmatism; Similar to the Master of Arts degree program, Douglass, Du Bois, and African-American the Master of Education degree program is Exact requirements vary for each doctoral education; Anthony, Stanton, Addams, and designed to provide a more in depth and program. For example, students in the Ed.D. feminism. intensive introduction to the study of philoso- program will also develop a minor in an educa- phy and education. In addition to the required tional field such as educational policy, curricu- A&HF 4194. Dialogue and difference in 18 points in Philosophy and Education courses lum theory, or comparative education. Can- the multicultural classroom (2-3) and 3 points required from the Philosophy didates should also contact the Office of Faculty. Philosophical exploration of the peda- Department at Columbia University, students Doctoral Studies about university and college- gogical, psychological, social, and political may use their electives to develop an area of wide requirements, procedures, and deadlines issues surrounding the recognition and mis- educational interest (e.g., educational policy, for doctoral students. The doctoral programs recognition of difference. Consideration of curriculum and teaching, developmental psy- require students to demonstrate reading profi- theories of dialogue from Plato to Freire. chology, etc.) and to develop an area of philo- ciency in one of the following languages: sophical interest (e.g., ethics, social philoso- French, German, Greek, or Latin. In rare A&HF 4196. Identity and ideals: Visions phy, epistemology, etc.). cases, such as for writing the dissertation, of human flourishing (2-3) another language can be approved in consul- Faculty. An introduction to influential philo- DOCTOR OF EDUCATION (90 POINTS) tation with program faculty. sophical perspectives on what it means to be The Ed.D. degree program is flexible and a successful, whole, and flourishing human responsive to individual student backgrounds COURSES: being. Attention to issues of personal identity and needs. Each student takes responsibility, (Unless otherwise indicated, courses are open and personal ideals, and how these can evolve in consultation with his or her advisor, for to students from across the college) over time. designing a course of study that will meet the program requirements while catering to the individual’s interests and professional goals.

At the center of that course of study are the program’s research and professional develop- ment curriculum and other classes in philoso-

30 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

Intermediate Service Courses of a single text, to exploration of a key Individualized Studies concept or problematic. Past topics include: A&HF 5090. The philosophy of “Contemporary Theories of Democratic A&HF 4900. Independent study in John Dewey (2-3) Education”; “The Gadamer-Habermas philosophy and education (1-4) Faculty. For all doctoral students; masters stu- Debate”; and “Pedagogical Desire from Faculty. Permission of instructor required. dents by permission of instructor. An analysis Plato to Freud.” of the principal works of John Dewey. A&HF 6900. Advanced research in Research and Professional Development philosophy and education (1-6) A&HF 5093. Ways of knowing (2-3) Curriculum Faculty. Permission of instructor required. For Faculty. For all doctoral students; master’s stu- doctoral students in Philosophy and Education dents by permission of instructor. Readings in A&HF 5600. Colloquium in philosophy only. epistemology in the context of teaching, learn- and education (0-2) ing, and educational research, from classical Faculty. For majors only. A series of formal Cultural Studies and enlightenment sources to feminist, herm- presentations and discussions with scholars in eneutic, psychoanalytic, and postmodern cri- the field of Philosophy and Education. Offered A&HF 4060. Youth cultures (2-3) tiques. Topics include objectivity and subjec- every fall and spring semester. Special fee: $55. Professor Broughton. Issues in adolescent/early tivity, and problems of interpretation in the adult subculture formation. Effects on learn- arts, humanities, and natural and social sci- A&HF 6000. Doctoral proseminar: ing, school, college, employment. Alienation, ences. Ancient philosophy and education (4) resistance, creativity. Literary-aesthetic Faculty. Permission of instructor required. approaches to symbolic styles, fashions, move- A&HF 5591. Educational debates in For 1st and 2nd year doctoral students in ments, and cults. Multicultural/class/gender philosophical perspective (1-3) Philosophy and Education. Close reading and differences. Special fee: $45. Faculty. For all doctoral students; master’s stu- discussion of primary texts in ancient philoso- dents by permission of instructor. Topics vary. phy that have shaped the field of philosophy A&HF 4061. Introduction to cultural Convened to promote philosophical discussion of education. Complements A&HF 6100. studies (2-3) of a contemporary educational issue (e.g., Faculty. Theory, method and research in the patriotism, privatization, standards, technolo- A&HF 6100. Doctoral proseminar: emerging field of cultural studies in education. gy) or ongoing debate (e.g., liberal education, Modern philosophy and education (4) Mass culture and school culture as learning moral education, teacher education). Faculty. Permission of instructor required. environments interpreted from arts and For 1st and 2nd year doctoral students in humanities perspectives: structuralism/post- Intermediate and Advanced Program Philosophy and Education. Close reading structuralism, semiotics, discourse and film Courses and discussion of primary texts in modern analysis, psychoanalysis, ideology-critique, philosophy that have shaped the field of phi- identity politics, feminism, queer theory. A&HF 5190. Critical perspectives in losophy of education. Complements A&HF Special fee $45. philosophy and education (3) 6000. Faculty. For doctoral students, especially in A&HF 4065. Media and visual culture Philosophy and Education; master’s students A&HF 6500. Dissertation proposal work- (2-3) by permission of instructor. Close reading and shop in philosophy and education (0-3) Faculty. The relationship of contemporary discussion of classic and contemporary critical Faculty. Permission of instructor required. education to the new visual literacies. Critical theories. Examination of class, gender, race, Prerequisites: A&HF 6000 and A&HF 6100. responses to the new media and the domi- and sexuality issues in canon, classroom, and An ongoing writing workshop required of all nance of screen/image in learning. Changes in society. doctoral students after completion of the teaching required for non-traditional tech- Proseminar sequence and until defense of the nologies and settings. Special fee $45. A&HF 5590. Voices in philosophy and proposal. Students develop research interests, education (2-3) hone philosophical skills, and draft dissertation A&HF 4088. Popular culture (2-3) Faculty. For doctoral students, especially in proposals. Offered every fall and spring Professor Broughton. Critical examination of Philosophy and Education; master’s students semester. mass communication as an informal medium by permission of instructor. Topics vary. Close of education: film, TV, comic books, music, reading and discussion of one or more key A&HF 7500. Dissertation seminar in dance, advertising, “low” vs. “high” culture thinkers in philosophy of education and the philosophy and education (0) and hybrid forms. Enrollees learn to create and history of ideas (e.g., Plato, Kant, Pragmatism, Faculty. Permission of instructor required. promote their own pop-cultural commodity. The Frankfurt School, Maxine Greene). Required of doctoral students in the semester Special fee: $40. following successful completion of the doctoral A&HF 5596. Topics in educational ethics certification process or in the semester in A&HF 4089. Aesthetics of technology (2-3) and moral philosophy (2-3) which the student defends the dissertation Professor Broughton. Technology as a cultural Faculty. For doctoral students, especially in proposal, whichever comes first. form regulating the development of the human Philosophy and Education; master’s students self. Metaphysical, symbolic and fantasy com- by permission of instructor. Topics vary but A&HF 8900. Dissertation advisement in ponents in computing, space travel, medicine, may include any of the following: the moral philosophy and education (0) reproduction, and children’s toys. Literary and sources of educational aims, the nature of Faculty. Permission of instructor required. artistic representations. Special fee: $40. ideals, the ethics of teaching, moral education, Individual advisement on doctoral disserta- and meta-ethics. tions. For requirements, see section in catalog A&HF 4130. Gender and violence (2-3) on Continuous Registration for Ed.D./Ph.D. Professor Broughton. How literal and symbolic A&HF 6590. Advanced topics in philoso- degrees. Fee to equal 3 points at current violence shape gender formation. Aggression phy and education (1-3) tuition rate for each term. in the lives of men and women. Racism, homo- Faculty. For doctoral students in Philosophy phobia, child-abuse, date-rape, demonism, and Education or by permission of instructor. guns and bombs, in reality, art, and fiction. Topics vary and may range from close reading Special fee: $40.

Teachers College Columbia University 2008-2009 31 RELIGION Individualized Studies TEACHING OF AND EDUCATION A&HR 4902. Research and independent SOCIAL STUDIES study (1-6) Program Advisors: Faculty. Permission from advisor only. Program Coordinator: Dr. John Kuentzel, Dr. Mary Boys (Union Professor Margaret Smith Crocco Theology Seminary), Dr. Arieh Davidson A&HR 6981. Studies in religion and (The Jewish Theological Seminary) education (1-6) Program Office: (212) 678-4083 Dr. Boys and Dr. Lukinsky. Required for Email: [email protected] Program Office: (212) 678-4138 all Ed.D. candidates in religion and education Website: www.tc.edu/a&h/SocialStudies Website: www.tc.edu/a&h/ReligEd at the Jewish Theological Seminary, Teachers College, and Union Theological Seminary. Degrees Offered: Introduces doctoral students to the history, RELIGION AND EDUCATION (RELG) issues, and research methods in the field of TEACHING OF SOCIAL STUDIES (SSTE) religion and education and provides a col- Master of Arts (M.A.) The program in Religion and Education is legium for developing proposals for disserta- currently not accepting applications. Master of Education (Ed.M.) tions. Cross listed at Union Theological Doctor of Education (Ed.D.) Seminary as RE 505-506 and at Jewish Doctor of Philosophy (Ph.D.) The courses in Religion and Education are Theological Seminary as Ed. 9547. worked out with one of the advisors from the TEACHING OF SOCIAL STUDIES three cooperating institutions. Drawing on A&HR 7502. Dissertation seminar in INITIAL CERTIFICATION (SSTE-INIT) these combined resources each student’s pro- religion (3) Master of Arts (M.A.) gram is designed to meet his or her own par- Dr. Kuentzel. Permission from advisor required. ticular objectives. All courses should be deter- Required of doctoral students in the semester TEACHING OF SOCIAL STUDIES mined with the advice and approval of the following successful completion of certification PROFESSIONAL CERTIFICATION (SSTE-PROF) student’s advisor. examinations. Master of Arts (M.A.)

COURSES: (* = course open to non-majors) A&HR 8902. Dissertation advisement Program Description: in religion and education (0) The Social Studies Program combines history *A&HR 4171-4172. Religion and education Faculty. Individual advisement on doctoral and the social sciences for purposes of instruc- in American culture (2-3) dissertations. Fee to equal 3 points at current tion. The program emphasizes the historical Dr. Kuentzel. The educational role of religious tuition rate for each term. For requirements, development of the field, the selection and ideas, institutions, and movements in Ameri- see section in catalog on Continuous organization of subject matter, curriculum and can culture. Registration for Ed.D./Ph.D. degrees. pedagogy for students of diverse backgrounds, •A&HR 4171. 18th and 19th centuries and the application of digital technology to •A&HR 4172. 20th century social studies education. *A&HR 5075. Knowledge and human values (2-3) Social studies educators must be schooled in Dr. Kuentzel. Historical and philosophical per- subject matter, practiced in the arts of teach- spective on conceptions of knowing, modes of ing, attuned to the needs of students, and alive consciousness, and educational aims in 19th to the interplay of theory and practice. The and 20th century American thought. program prepares students for professional posi- tions in schools, colleges, universities, and A&HR 6581. Seminar: Studies in religion allied institutions. The faculty’s strengths in and education (1-3) history, civics, and social studies are well suited Dr. Kuentzel. Required for all Ed.D. candidates to that purpose. These strengths, along with in religion and education at Teachers College. the full resources of Teachers College and Introduces doctoral students to the history, Columbia University Graduate School of Arts issues, and research methods in the field of and Sciences are available to every student. religion and education and provides a col- legium for developing proposals for disserta- Special Application tions. Cross listed at Union Seminary as RE Requirements/Information: 505-506 and at Jewish Theological Seminary Standardized tests are not required for the as Ed. 9547. Social Studies Program. M.A. students typic- ally begin in the fall or summer. Ed.M., Ed.D., In each of the areas within the department, and Ph.D. students may begin in any term. advanced students may register for intensive individual study of some aspect of their spe- Applicants should indicate on the specializa- cialization. Registration is only by permission tion section of the application whether they of the instructor under whose guidance the wish to pursue teacher certification. work will be undertaken. Times for individual conferences will be arranged. Enrollment may The Master of Arts (38 point program) pro- be for 1 or more points each term, and regis- tration is not limited to one or two terms. vides an avenue for New York State Initial Certification. The Master of Arts (32 point

32 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES program including INSTEP) provides an Social Studies Core Courses • A&HW 4036 The teaching of social studies avenue for Professional Certification in New (11 points): • A&HW 5037 Advanced methods of York State and is for experienced teachers and • A&HW 5031 Teacher education in social studies curriculum those interested in teaching in private schools. social studies • A&HW 5232 Fieldwork: Social studies Students should also take one of the following: Applicants to the Master of Arts programs teacher education must have taken at least 21 credits in history • A&HW 6530 Curriculum development, • A&HW 5030 Diversity and the social by the time they complete the M.A. program research, and supervision studies curriculum if they wish to be certified in New York State. • A&HW 5035 History of the social studies Additional coursework is needed in the social Students should choose ONE of the since 1880 sciences (political science, geography, econom- following courses: • A&HW 5530 History of American ics, etc.) Those courses that are not listed • A&HW 5030 Diversity and the social social thought under a history department, but have substan- studies curriculum (3) tial history content, may be counted toward • A&HW 5035 History of social studies Social Studies Content Courses the minimum history requirement. All M.A. since 1880 (10-12 points): In consultation with inquiries should be directed to Ms. Jennifer • A&HW 5530 History of American an advisor, students should select courses to Cutsforth, Social Studies Program Office, Box social thought (3) round out their knowledge of the subject 80, (212) 678-8343 or [email protected]. matters taught in secondary schools. Content Social Studies Content Courses courses taken at Teachers College include Applicants to the Master of Education (12-15 points): In consultation with an attention to both content and pedagogy. (Ed.M.) degree should be aware that the pro- advisor, students should select courses to gram generally admits students after several round out their knowledge of the subject Professional Development Courses years of teaching or related professional expe- matters taught in secondary schools. Courses (6-9 points): To satisfy the college’s breadth rience and completion of an M.A. degree in taken at Teachers College include attention requirement students must take 3 Teachers Social Studies education or an appropriate to both content and pedagogy. College courses (for this purpose a course content field. Admission requirements in is defined as one in which 2 or 3 points are terms of undergraduate background are the Professional Development Courses earned) outside the major program. Selected same as the M.A. (6-9 points): Three Teachers College cours- with advisor approval. es (2-3 points each) outside the Social Studies An M.A. degree in an appropriate content Program, chosen with advisor approval. Student Teaching (10 points): field or in Social Studies education is required • A&HW 4530 Seminar for student teachers for applicants to the Doctor of Education and Further Requirements: in social studies* Doctor of Philosophy degree programs. In Students must also complete a master’s • A&HW 4729 Observation in the social addition to the general Teachers College thesis, selected with advisor approval. studies admission requirements, doctoral applicants • A&HW 4730 Supervised student teaching must submit a writing sample and recommen- MASTER OF ARTS IN SOCIAL STUDIES in social studies** dations written by persons qualified to address WITH INITIAL TEACHER CERTIFICATION *Students enroll for 2 points in both the fall their potential for doctoral-level work. If the (38 POINTS) and spring. applicant will be in or near New York City, an This program requires a minimum of 38 points ** Students enroll for 3 points in both the fall interview is required. and an integrative project. It is designed for and spring. those with little or no experience teaching sec- Inquiries for the Ed.M., Ed.D., and Ph.D. ondary social studies. Successful completion of Further Requirements: degrees should be directed to Professor this program of study leads to the M.A. degree Students must complete an integrative mas- Margaret Smith Crocco, Box 80, Teachers and recommendation for New York State ter’s project. They must also satisfy the New College; telephone: (212) 678-3174; email: Initial Certification (grades 7-12). Student York State certification requirement for study [email protected]. teaching is undertaken in cooperating middle of a language other than English. (For addi- tional requirements, please refer to the Teacher Degree Requirements: and high schools, both city and suburban. A committee of social studies faculty and cooper- Education area of the Academic Resources section of this bulletin.) The Master of Arts offers the following ating professionals from the schools to which three tracks: students are assigned to supervise and evaluate the student teacher’s work. INSTEP MASTER OF ARTS IN SOCIAL STUDIES FOR INSERVICE TEACHERS MASTER OF ARTS IN SOCIAL STUDIES In order to complete all degree requirements (32 POINTS) (32 POINTS) successfully, this program typically demands A three-year, summer Master of Arts degree This program is designed for experienced two terms of the academic year and two sum- is also offered. This program can be used for teachers and those interested in private school mer sessions, which can be taken in the same New York State Professional Certification for teaching. It requires a minimum of 32 points summer. those individuals who hold Initial Certification and a master’s thesis. This degree program and have necessary credentials. It is designed focuses on social studies teaching in middle The 38 points should be distributed as follows: for teachers from both public and private and high schools and fulfills the requirements schools. Contact Professor Margaret Smith for the New York State Professional Certifi- Social Studies Core Courses Crocco ([email protected]). cation. Points should be distributed as follows: (9 points): Required courses:

Teachers College Columbia University 2008-2009 33 Please note that all students must take a minimum Courses in the major field DOCTOR OF EDUCATION (90 POINTS) of 12 points in content/pedagogy and 3 out-of-pro- (15 points minimum): The Doctor of Education in Social Studies gram courses in professional development. Required courses: requires 90 points of graduate study and a dis- • A&HW 5031 Teacher education in sertation. The Ed.D. degree program in Social Typical curriculum for INSTEP social studies Studies leads to a professional degree designed includes: • A&HW 5232 Fieldwork: Social studies to meet the needs of individuals preparing for Summer #1: teacher education careers of leadership and applied research in •Advanced methods of social studies curriculum • A&HW 5530 History of American schools, universities, and community educa- (A&HW 5037) social thought tional programs. • Social Studies Content w/Pedagogy Course • A&HW 6530 Curriculum development, • Seminar (A&HW 5931) research, and supervision Courses in the major field • Out-of-Program Course • A&HH 4070 History of education (15 points minimum): in the United States Required courses: Summer #2: • A&HW 6500 Seminar in the history of • A&HW 5030 Diversity and the social • Social Studies Content w/Pedagogy Course social studies studies curriculum • Out-of-Program Course Electives: • A&HW 5031 Teacher education in • Social Studies Content w/Pedagogy Course • A&HW 5037 Advanced methods of social studies • Seminar (A&HW 5931) social studies curriculum • A&HW 5530 History of American • A&HW 5203 Fieldwork in social studies* social thought Between Summers #2 and #3: • A&HW 6935 Studies in history and in • A&HW 6500 Seminar in the history of • Action Research Mid-Year Seminar the teaching of history social studies (A&HW 5232) and social studies • A&HW 6530 Curriculum development, *May be taken more than once research and supervision Summer #3: • Curriculum development, research, Curriculum Study (12 points): Research courses, seminars and and supervision (A&HW 6530) or Required courses: individual work (15 points minimum): Teacher education in the social studies Required courses: (A&HW 5031) • A&HW 5030 Diversity and the social • A&HW 5503 Research paper in • Social Studies Content w/Pedagogy Course studies curriculum (or a com- social studies • Out-of-Program Course parable course in diversity) • Seminar (A&HW 5931) • One course in media and technology • A&HW 6503 Doctoral seminar in Electives will be chosen with advisor’s approval. social studies Graduation Requirement: • A&HW 7503 Dissertation seminar in Master’s Project in Action Research Social Studies Content Electives social studies (15 points minimum): A wide variety of Other offerings: MASTER OF EDUCATION IN SOCIAL courses combining content and pedagogy is • A&HW 6030 Research in social studies STUDIES (60 POINTS) offered in the program. Content courses are education This program requires a minimum of 60 points also available at Columbia University. • A&HW 6203 Advanced fieldwork in and an integrative project. The degree is social studies intended for experienced educators; it is aimed Broad and Basic Areas of Professional • A&HW 6903 Research and independent at developing leaders in social studies education Scholarship (18 points): All students at study in social studies for settings such as community colleges, high Teachers College must take at least three out- • A&HH 6041 Historical method schools, curriculum agencies, publishers, foun- of-program courses. (For this requirement, a dations and museums. Emphasis is on special- course is defined as one in which 2 points Students are encouraged to take courses in ized work in curriculum development and the must be earned). Selected with advisor’s both qualitative and quantitative research subject matters, methods, and materials of approval. methodologies selected in consultation with instruction. This degree program is also suitable an advisor. for students contemplating future doctoral Independent Study for the Master’s study. The program is flexible in nature and can Project (6 points): Broad and basic areas of professional be tailored to the student’s specific career goals. • A&HW 5931 Guided investigations in the scholarship (15 points minimum): teaching of social studies In consultation with an advisor, students will Social Studies Foundations, Methods • A&HW 6030 Research in social studies select at least one course in each of the follow- and Professional Content (30 points education ing areas: the nature of education; the nature minimum): of persons and the learning process; curricu- The courses in this area are intended to famil- Master’s Project: lum, schooling, and leadership; and methods iarize students with the historical development The integrative project will develop out of of evaluation. Other coursework in this area and current state of social studies education each student’s particular program of study. should be tailored to the individual student’s and to provide experience in research on edu- A student will work with an advisor to con- needs; consult an advisor. cational practices. Students should consult ceptualize, prepare, and write the integrative with an advisor to determine what additional Content courses in the major field research courses outside the program will be project. Students will enroll in the two courses above (A&HW 5931, A&HW 6030) in (15 points minimum): needed in their individual programs of study; Soon after beginning this program, students these out-of-program courses may be used to sequence across two semesters in order to plan should select an area of emphasis, either satisfy requirements in this area. and write the Ed.M. project in close consulta- tion with the advisor. American history or modern history, broadly conceived. These courses should be selected 34 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES for their applicability to the student’s area of Other offerings: A&HW 5037. Advanced methods of dissertation research. Coursework in the area • A&HW 5931 Guided investigations social studies curriculum (3) of emphasis normally includes attention to the in the teaching of Faculty. Examination of alternatives to conven- subject matters themselves as well as to ques- social studies tional curricular arrangements in social studies, tions related to educational programs in those • A&HW 6030 Research in social including attention to oral history, interdiscipli- nary strategies and service learning. subject matters. studies education • A&HW 6203 Advanced fieldwork *A&HW 5530. History of American Further requirements: in social studies social thought (3) In addition to the dissertation, there are • A&HW 6903 Research and independent Professor Crocco. History of American social other requirements. Students should consult study in social studies thought as it has influenced and been influenced an advisor in the Program and read the Doc- • A&HW 6935 Studies in history and in by theories of education and patterns of educa- toral Students Handbook for Social Studies. the teaching of history and tional practice. social studies DOCTOR OF PHILOSOPHY (75 POINTS) *A&HW 6500. Seminar in the history of The Doctor of Philosophy in Social Studies Broad and basic areas of professional social studies (3) Professor Gaudelli. This course is for doctoral requires 75 points of graduate study and a scholarship (15 points minimum): students taking the History of Social Studies dissertation. The Ph.D. degree program in Same as “Broad and basic areas of professional since 1880 (A&HW 5035) and runs concur- Social Studies leads to a strongly research- scholarship” in Ed.D. degree program. See rently with A&HW 5035. Course requirements oriented degree designed for individuals above. are adjusted specifically for doctoral students. preparing for a career in teaching, conducting research, and working in teacher education Further requirements: *A&HW 6530. Curriculum development, in a university setting or a private or public In addition to the dissertation, students must research and supervision (3) research organization. satisfy the foreign language requirements equiva- Professor Gaudelli. Aspects of curriculum; teach- lent to those of the department of the Columbia ing and learning processes; attention to problems Courses in the major field University Graduate School of Arts and and techniques of supervision. (15 points minimum): Sciences with which their work is most closely • A&HW 5030 Diversity and the social identified. For Ph.D. students in Social Studies, Student Teaching studies curriculum the usual cognate department in the Graduate • A&HW 5031 Teacher education in A&HW 4530. Seminar for student School is History. Students should read the teachers in social studies (2) social studies Requirements for Doctor of Philosophy obtain- Faculty. Must be taken concurrently with • A&HW 5530 History of American able from the Office of Doctoral Studies at A&HW 4730. Restricted to majors. Includes social thought Teachers College. issues of school safety and health issues in sec- • A&HW 6500 History of social studies ondary schools. • A&HW 6530 Curriculum development, COURSES: (* = course open to non-majors) research, and supervision A&HW 4729. Observation in the Foundations and Methods social studies (0) Content courses in the major field Faculty. Preliminary experience in the schools. (21 points minimum): A&HW 4036. The teaching of Restricted to majors. Soon after beginning the program, students social studies (3) must select an area of specialization. Students Faculty. Basic classroom methods for teaching A&HW 4730. Supervised student teaching in social studies (2-3) may select either American history or modern social studies in secondary schools; teaching Faculty. Permission of instructor required. history. Students should select courses with an resources and aids; assessment and testing; classroom management. Must be taken concurrently with A&HW 4530. advisor, taking care to include courses relevant Restricted to majors. to the area of dissertation research. These courses may be taken at either Teachers *A&HW 5030. Diversity and the social studies curriculum (3) Social Studies Content College or the Graduate School of Arts and Faculty. Curriculum theory and instructional Sciences at Columbia University. methods related to teaching secondary school *A&HW 4032. The study of world social studies in the diverse classroom. Parti- history and geography (2-3) Research Courses (18 points minimum): cular attention paid to multicultural issues in Professor Gaudelli. Particular attention to prob- Required Courses: urban settings. lems of conceptualization and interpretation • A&HH 6041 Historical method involved in organizing and teaching world his- • A&HW 5503 Research paper in A&HW 5031. Teacher education in tory with an emphasis in geography at both the social studies social studies (3) middle and high school levels. Satisfies the New York State requirement for world history and • A&HW 6503 Doctoral seminar in Professor Crocco. Problems, issues, and new geography. social studies directions in teacher education in social studies. • A&HW 7503 Dissertation seminar in *A&HW 5035. History of the social *A&HW 4033. History and geography social studies studies since 1880 (3) of Europe since 1914: Selected topics (3) • A&HW 8903 Dissertation advisement Professor Gaudelli. An historical investigation Faculty. Main themes in teaching recent in the teaching of social of the development of the secondary school European history within the geographic con- studies history/social studies curriculum, including text of changing political boundaries. Selected questions related to objectives, content, and topics may include the balance of power methods of instruction. among nation states, imperialism, demographic and social change, fascism, Communism, European integration, and globalization.

Teachers College Columbia University 2008-2009 35 *A&HW 4035. New York City as a A&HW 5050. Special topics in social studies A&HW 6935. Studies in history and in the learning laboratory (1-3) (1-3) teaching of history and social studies (1-3) Faculty. New York City’s cultural, social, gov- Faculty. Current topics related to the field. Faculty. Permission of instructor required. ernmental, business and financial institutions, Individual research and advanced historical neighborhoods, community associations and A&HW 5203. Fieldwork in social studies (1-6) method ordinarily related to a doctoral disser- ethnic groups, as studied within the context Faculty. Permission of instructor required. tation. of New York State history and geography Opportunity for qualified students, individual- through field experiences. Emphasis on analyz- ly or in small groups, to develop and pursue A&HW 7503. Dissertation seminar in ing conditions affecting economic and civic projects, in consultation with an advisor, in social studies (2) decision making. Satisfies the New York State schools, communities, and other field settings. Faculty. The purpose of the dissertation semi- requirement for New York State history and nar is to develop and refine specific topics for geography. A&HW 5223. Oral history as a multi- dissertation research. Students should enroll in disciplinary teaching tool (Noncredit or 1) the dissertation seminar beginning only in the *A&HW 4037. East Asia: Survey of mod- Professor Crocco. Students will learn the steps semester in which they intend to present their ern history and cultural geography (1-3) of oral history design for the classroom, includ- dissertation proposal for departmental review. Dr. Knapp and Dr. Martin. An overview of ing research, selection of interviewees, con- central themes in the modern history, geogra- duct of the interview, transcribing, reviewing, A&HW 8903. Dissertation advisement in phy, and culture of China, Japan, and Korea. and editing. the teaching of social studies (0) Also offered as online course. Faculty. Individual advisement on doctoral A&HW 5232. Fieldwork: Social studies dissertation. Fee to equal 3 points at current *A&HW 4038. The study of American teacher education (2-3) tuition rate for each term. See catalog section history and geography (2-3) Faculty. Permission of instructor required. on continuous registration for Ed.D./Ph.D. Faculty. Illustrative themes in American histo- For advanced students. Supervised fieldwork, degrees. ry and geography for middle and high school. individual conferences and group seminar. Attention to the history and geography of New York State. Satisfies the New York State A&HW 5430. Internship in the teaching requirement for American history and geogra- of history and social sciences (1-3) phy as well as for New York State history and Faculty. Permission of instructor required. geography. Ordinarily in secondary schools, community colleges, teacher training programs or publish- *A&HW 4039. The United States ing work. Constitution: Civic decision making (3) Professor Marri and Dr. Tischler. Major philo- A&HW 5503. Research paper in sophical foundations, problems preceding and social studies (1-3) during the convention, the struggle for ratifi- Faculty. Required for doctoral students cation, detailed examination of the document, important court cases, non-written constitu- A&HW 5931. Guided investigations in tional traditions, and unresolved constitution- the teaching of social studies (1-3) al issues. Selected cases from New York State Faculty. Permission of instructor required. history are highlighted. Satisfies the New York For advanced students. Individual fieldwork State civics requirement. in secondary school or introductory college social studies. *A&HW 4040. Women of the world: Issues in teaching (2-3) A&HW 6030. Research in social studies Professor Crocco. Women’s lives viewed education (1-3) through history, geography, literature, human Faculty. Permission of instructor required. rights, demography, and economics provide the subject matter. Reconceptualizing the A&HW 6203. Advanced fieldwork in school curriculum is a dominant theme. social studies (1-6) Satisfies the New York State requirement Faculty. Permission of instructor required. for world history and geography. See description for A&HW 5203.

*A&HW 4041. Economic decision making A&HW 6403. Internship in college in citizenship education (2-3) teaching in social studies (1-6) Professor Marri. Selected topics in the teach- Faculty. Permission of instructor required. ing of secondary school economics that align Occasional opportunities in college programs with main themes of New York State social in areas represented by the program. studies curriculum. A&HW 6503. Doctoral seminar in Independent Research, Fieldwork social studies (2) and Internships Faculty. Seminar focused on doctoral student research and contemporary social studies issues. A&HW 4903. Research and independent study in social studies (1-6) A&HW 6903. Research and independent Faculty. Permission of instructor required. To study in social studies (1-8) be taken under the direction of a faculty mem- Faculty. Permission of instructor required. ber. Students work individually or with others.

36 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

TEACHING The Teaching of English Program offers the is designed for individuals who are newly following M.A. degrees: Teaching of English entering the field of secondary English teach- OF ENGLISH leading toward Initial New York State Certifi- ing preservice. To earn this degree, students cation (38 points), and Teaching of English must complete 38 points of coursework in Program Coordinator: leading toward Professional Certification in the Teaching of English Program at Teachers Professor Ruth Vinz New York State in Teaching of English (34 College, including two semesters (fall and points). spring) of student teaching. Although most Program Office: (212) 678-3070 courses are held in the evenings, students must Website: www.tc.edu/a&h/EnglishEd All courses outlined below must be taken at be available during the school day in order to Teachers College. We do not accept transfer student teach. Degrees Offered: credits. During the first semester, students will be assigned an academic faculty advisor who TEACHING OF ENGLISH (ENGL) Please note that the English Education pro- will assist them in choosing courses. It is rec- gram looks for and values in its applicants, Master of Arts (M.A.) ommended that students studying full-time prior experience with secondary school-aged Master of Education (Ed.M.) begin their coursework the summer before students in various contexts (schools, recre- Doctor of Education (Ed.D.) the academic year. ational centers, tutorials, and/or after-school Doctor of Education in the College workshops). Teaching of English (Ed.D.C.T.) THE TEACHING OF ENGLISH WITH NEW YORK STATE PROFESSIONAL To be certified by New York State, additional TEACHING OF ENGLISH LANGUAGE ARTS 7-12- INITIAL CERTIFICATION (ENGL-INIT) CERTIFICATION requirements include: (M.A. DEGREE, 34 POINTS) • 24 points in English content courses Master of Arts (M.A.) This program is designed for teachers already (required prior to admission in the program) working in the field inservice who will not be • 12 points in education or methods courses TEACHING OF ENGLISH- PROFESSIONAL CERTIFICATION (ENGL-PROF) student teaching. To earn this degree, students • (2-3 points) college-approved and program- must complete 34 points of coursework at offered diversity education course Master of Arts (M.A.) Teachers College. • 3 college-approved foundation courses (2-3 points each) in History/Philosophy of TEACHING OF ENGLISH ADOLESCENCE EDUCATION- TRANSITIONAL B (ENGL-TRAN) M.A. IN THE TEACHING OF ENGLISH Education, Disabilities/Special Education, NEW YORK STATE PROFESSIONAL and Human Development/Psychology Master of Arts (M.A.) CERTIFICATE (INSTEP PROGRAM FOR • One Detection & Reporting of Child Abuse ENGLISH EDUCATION (ENGD) INSERVICE TEACHERS) and School Violence Prevention course (See INSTEP (InService Teacher Education Teacher Education section of this bulletin for Doctor of Philosophy (Ph.D.) Program) is offered to inservice teachers who details.) are interested in taking the majority of re- • One semester of foreign language (If this Program Description: quired courses for a master’s degree (M.A.) requirement was not fulfilled as an under- in the Teaching of English Program over three graduate, these points may be obtained at MASTER OF ARTS (34 AND 38 POINTS) summers. The INSTEP program is guided by Columbia University, Teachers College, or An English teacher creates contexts for read- pedagogical, philosophical, and theoretical any other accredited institution. In some ing, writing, listening, speaking, and represent- underpinnings that reflect current trends in cases, this requirement may be waived by ing. Classrooms are transitory environments rethinking the teaching of English language obtaining an appropriate score on the CLEP and demand teachers who are aware of them- arts. Students accepted to the program form a Test. CLEP registration forms are available in selves as learners, capable of adapting to cohort group that remains together through- the Office of Teacher Education and School- change, skilled at negotiating, and respectful out each summer, taking special classes offered based Support Services). If you choose to of diversity. Our program is student-centered only to INSTEP students. Classes offered earn take a language class as an elective toward and committed to the personal and profession- students a total of 17 points for the first two your degree, it must be a graduate level al development of teachers as they pursue summers and 7 points for the final summer. course their academic and research lives. We recog- In addition to the 24 points offered during the • 2 semesters of student teaching nize and value the variety of needs and experi- summers, students must enroll in the Critical • Certification Exams: Liberal Arts & Sciences ences of a diverse student body and strive to issues for inservice teachers seminar and com- Test (LAST), Assessment of Teaching provide our students with rich and varied plete 7 points (three classes) on their own at Skills—Written (ATS-W), and Content experiences. Teachers College during the fall and spring Specialty Test in English (CST) semesters. Our program encourages students to seek a MASTER OF EDUCATION (60 POINTS) balance between breadth and specialization M.A. IN THE TEACHING OF ENGLISH The Master of Education (Ed.M.) degree is by offering an assortment of both methods and (TRANSITIONAL B, 35 POINTS) a 60 point program designed for individuals content courses. Methods courses focus on the Program requirements are similar, but not interested in advanced study in the field. design and implementation of curriculum as identical to the 34 point program (Mentored The Ed.M. degree represents a commitment well as on multiple strategies and methods for teaching is required). to research that students refine as they focus the teaching of literature, writing, and lan- on a particular area of inquiry, and provides guage. Content courses, including literature THE TEACHING OF ENGLISH LEADING TO opportunities to examine issues of pedagogy, and writing courses, model the various prac- AN INITIAL CERTIFICATION IN NEW YORK theory, and research. A research study is tices that are useful in teaching secondary stu- STATE (M.A. DEGREE, 38 POINTS) required as a culminating project. dents in English classrooms. The program that leads to initial certification

Teachers College Columbia University 2008-2009 37

The Ed.M. degree is well suited for individuals Authors of Color, Adolescent Literature, ologies while addressing language and curricu- who are currently teaching and who wish to Theory and Criticism, and Media Studies. We lar components. An additional methods course concentrate further on their studies within the look carefully at undergraduate GPA, two let- allows students to concentrate on a specific field of English education and/or individuals ters of recommendation (one of which must be topic of interest. who are thinking about undertaking doctoral academic in nature), personal statement, and work in English education. In some cases, indi- anything else that suggests a commitment to Required courses include: viduals applying for the Ed.D. program in the teaching and schooling. Applicants should • A&HE 4057 English methods (3) Teaching of English are required to first com- indicate their recent experience with second- • A&HE 4058 Teaching of reading (3) plete the Ed.M. program. ary school aged students in their personal • A&HE 4151* Teaching of writing (3) statements. • A&HE 5518** Teaching English in diverse Students admitted to the Ed.M. program have social and cultural contexts an M.A. degree and at least three years of prior The Ed.M. degree in Teaching of English offers (2-3) teaching experience at the secondary class- experienced teachers the opportunity to con- room level, and now wish to further concen- tinue their examination of issues, pedagogy, *Taken as a 6 point block with A&HE 4156, trate their studies within the field of education. policy, theory and practice in the teaching of Writing: Nonfiction The Ed.M. degree does not lead to certification English. Special emphasis is placed on class- **A&HE 5518 meets both the College-wide for teaching. room-based research and an examination of and the New York State diversity leadership roles in schools. In addition to the requirements. DOCTORAL PROGRAM general Teachers College admission require- The primary purpose of our doctoral program ments, Ed.M. applicants are required to submit In addition, students must choose at least one is preparation for and implementation of a writing sample and two letters of recommen- topic-specific methods course: research and scholarly activities within dation. A third letter is encouraged. Also, • A&HE 4152 Literacies and technologies the field of English Education. Students applicants must have earned an M.A. in in the secondary English who enter the doctoral program in English English, English Education, or in an analogous classroom (3) Education must have at least five years of field, and must have at least three years of • A&HE 4155 Critical issues in the secondary teaching experience at either the secondary teaching experience at the secondary class- English classroom (2-3) school or college level, and have completed room level. A personal interview with faculty • A&HE 4157 Writing: Fiction and personal graduate work at an accredited institution. is required. narrative (3) The work students undertake in the English • A&HE 4158 Writing: Poetry (3) Education program will help them to refine The Ed.D., Ed.D.C.T., and Ph.D. degrees in • A&HE 4550 Teaching of poetry (3) their theoretical, pedagogical, and research English Education combine coursework and • A&HE 4551 Teaching of Shakespeare (3) expertise. Through these experiences, students fieldwork for teachers who have the desire to • A&HE 4552 Curriculum and assessment will identify a particular area of inquiry for examine theoretical, research, and pedagogical in the secondary English their dissertation research. principles as they apply to practice; who wish classroom (2) to prepare prospective teachers or engage in Both the Ed.D. and Ph.D. programs in English professional development work with inservice Content– Content coursework consists of education consist of theoretical, pedagogical, teachers; and who wish to prepare themselves writing and literature requirements: and research-oriented work. Students eventu- for leadership roles in the fields of Teaching of ally focus their interests around a particular English and/or English Education. Applicants Writing: This requirement is met by taking area of inquiry, which is informed by a broad are required to have at least five years of class- the six point writing block: reading of theory and research studies. This room teaching experience and an M.A. in • A&HE 4151 Teaching of writing (3) work becomes consolidated and refined English, English Education or a closely related • A&HE 4156 Writing: Nonfiction (3) through the dissertation, a study that evi- field. In addition to the general Teachers dences original research and pedagogical College admission requirements, applicants are Literature: At least one literature course with- perspectives. required to submit a writing sample and two in the program is required. Courses include: letters of recommendation. Scheduling a per- Cultural perspectives, Feminist perspectives, Each student, upon entry into the program, is sonal interview session with faculty is also Adolescent literature, Critical approaches to assigned an academic advisor who will advise required. literature, and Literature and teaching. on program plan, certification exams, and all coursework. Degree Requirements Breadth Requirement Breadth courses are intended to broaden stu- Special Application MASTER OF ARTS dents’ knowledge of the history of education, Requirements/Information: (34 AND 38 POINT PROGRAMS) philosophies of education, and educational The M.A. degree in the Teaching of English is Methods—New York State requires a mini- issues and practices beyond their particular designed for students who plan to teach or are mum of 12 points of methods courses. The area of concentration. All students must take currently teaching. Prior to entering the pro- methods coursework is designed to provide at least three breadth courses (courses not gram, applicants must complete at least 24 students with a strong foundation in the designated “A&HE”). Breadth points must be undergraduate and/or graduate credits in Teaching of English. The Teaching of Reading, used to meet the New York State requirements English, or their equivalent. The program looks The Teaching of Writing, and Writing: for classes in History/Philosophy of Education, for coursework across a range of literatures and Nonfiction courses are usually taken at the Disabilities/Special Education and Human content areas, including but not limited to: beginning of the program to facilitate students’ Development/Psychology if these have not U.S./British/World Literature, Multicultural understanding of subsequent courses. English been taken in previous college-level course- Literature, Genre Studies, Female Authors, Methods follows, integrating various method- work. These courses may be taken as pass/fail.

38 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

Breadth courses must meet the following Supervised teaching of English and A&HE • A&HE 4155 Critical issues in the secondary criteria: 4751, Fieldwork and observation in secondary English classroom (2-3) • They must not possess the “A&HE” prefix; English. These courses facilitate the develop- • A&HE 4156 Writing: Nonfiction (3) • They must be Teachers College courses; ment of skills and strategies that are needed • A&HE 4157 Writing: Fiction and • They must be for a minimum of 2 points for successful teaching. They also serve as a personal narrative(3) • A&HE 4158 Writing: Poetry (3) each. forum to address needs, issues, and problems • A&HE 4550 Teaching of poetry (3) that may arise. In addition, supervisors from • A&HE 4551 Teaching of Shakespeare (3) Electives– Electives provide students in the Teachers College visit student teachers on • A&HE 4552 Curriculum and assessment 34-point program the opportunity to explore at least four occasions each semester. Super- in the secondary English particular interests as they design their own visors talk with student teachers before and classroom (3) programs in consultation with an academic after each observation and consult with them • A&HE 4561 Teaching narrative faculty advisor. Electives can be any graduate on an individual basis regarding their progress. and story (3) level courses at Teachers College or Columbia • A&HE 4751 Fieldwork and observation University and a student may take as many MASTER OF EDUCATION in secondary English (1) points as needed to finish his or her degree The Ed.M. program is student-centered and • A&HE 4904 Independent study in teaching English (1-6) program. If students in the 38-point program committed to the personal and professional meet all of their degree requirements through development of English teachers as they pur- A&HE 5000 and A&HE 6000 level required coursework, electives are not needed. sue their academic and research lives. We courses (no more than 30 points): recognize and value the variety of needs and Master’s Seminar– All M.A. students are experiences of our diverse student body, and • A&HE 5149 Writing research: Methods required to enroll in the A&HE 5590, we strive to provide our students with individ- and assumptions (3) Master’s seminar. Students in the 38-point ualized programs. All students pursuing the • A&HE 5150 Research in practice (3) program enroll in A&HE 5590 the same Ed.M. degree will have a faculty advisor with • A&HE 5151 Perspectives on “popular” semester they enroll in phase 2 of A&HE whom they will work throughout the course of texts in English classrooms (3) 4750, Supervised teaching of English. Students their degree. While the Ed.M. program offers • A&HE 5154 Rhetoric and teaching (3) • A&HE 5204 Fieldwork in teaching in the 34-point program enroll in A&HE tremendous flexibility in coursework, the fol- of English (1-6) 5590, during their final semester. All students lowing program requirements must be fulfilled: • A&HE 5504 Research paper: Teaching work with an academic faculty advisor to of English (3) design and complete their master’s projects. English Education Courses (no more than • A&HE 5514 Readers’ responses: Research, 45 points)– Depending upon the number of theory and practice (3) Student Teaching– Students in the 38-point points transferred in, students must complete • A&HE 5518 Teaching English in diverse Teaching of English program have two sepa- between 15 and 45 points at the A&HE 4000, social and cultural contexts rate semesters of student teaching. As required A&HE 5000, and A&HE 6000 levels. (2-3) by New York State, one of these experiences is Students transferring up to 30 points should • A&HE 6011 The politics of teaching in a middle school and the other is in a high take most of their courses at the more English (3) • A&HE 6015 College teaching of English (3) school. Most placements are made in urban advanced A&HE 5000 and A&HE 6000 lev- • A&HE 6151 Narrative research in public schools in New York City. Commuting els. It is possible to substitute a 12-15 point English education (3) to one of the outer boroughs should be specialization in an area other than English • A&HE 6152 Advanced narrative research expected. Education and/or one graduate-level course at in English education (3) Columbia University with an academic faculty • A&HE 6204 Advanced fieldwork in Student teaching experiences differ by semes- advisor’s approval. teaching English (1-6) ter. In the first (Phase 1) semester, a pair of • A&HE 6404 Internship in college students may be placed in a classroom under A&HE 4000 level courses teaching of English (1-6) the direction of a single cooperating teacher. (no more than 15 points): • A&HE 6450 Internship in teaching The cooperating teacher has primary responsi- English (1-3) • A&HE 6514 Postmodern textual bility for designing the curriculum. While stu- • A&HE 4050 Literature and teaching (3) • A&HE 4051 Critical approaches theories (3) dents do not have the major responsibility for to literature (3) • A&HE 6904 Research and independent designing or organizing the course of instruc- • A&HE 4052 Adolescents and study (1-6) tion, they are active participants in the class- literature (3) room and school communities. Although the • A&HE 4053 Cultural perspectives Breadth Courses Phase 1 experience varies, students are en- and literature (3) At least three 2-point courses. Educational gaged in observation, group work with stu- • A&HE 4056 Feminist perspectives foundations courses are intended to broaden dents, conferencing, and teaching. During this and literature (2-3) students’ knowledge of the history of educa- • A&HE 4057 English methods (3) semester, students understand, appreciate, tion, philosophies of education, and educa- • A&HE 4058 Teaching of reading (3) learn from, and coach students as readers and tional issues and practices beyond their partic- writers. In their second (Phase 2) semester, • A&HE 4100 Teaching drama and theater (3) ular areas of concentration. Students must students work one-on-one with a cooperating • A&HE 4150 Teaching literacies in take at least three Teachers College courses teacher and are expected to take on full secondary maths, (for a minimum of 2 points each) from pro- responsibility for designing lessons and assess- sciences, and the grams outside the English Education Program ing learning. humanities (3) (that is, three courses that do not carry the • A&HE 4151 Teaching of writing (3) A&HE prefix). The breadth requirement must During both semesters, the student teaching • A&HE 4152 Literacies and technologies in the be completed while at Teachers College; stu- experience is accompanied by A&HE 4750, secondary English classroom (3) dents may not transfer in breadth courses.

Teachers College Columbia University 2008-2009 39 Research Methods Courses DOCTOR OF EDUCATION IN THE COLLEGE Teaching of English who have not com- At least 9 points (three courses) of research TEACHING OF ENGLISH (90 POINTS) pleted the equivalent of at least one year methods must be completed for the Ed.M. Doctor of Education in the College Teaching of full-time teaching as a college teacher degree. These courses may be from either 4000 of English (Ed.D.C.T.) is designed to prepare of English are required to include A&HE or 5000 levels. Although courses may include candidates for positions as college and univer- 6404 in their doctoral programs. (See both quantitative and/or qualitative methods, sity English instructors, researchers, adminis- course listing for description). Interns will we recommend that at least one course repre- trators of writing centers, and directors of col- work with an experienced college English sent study in the area of qualitative research. lege writing programs. The Ed.D.C.T. degree instructor for a period of at least one At least one course should be taken from the program, structured to develop the depth and semester. Candidates who have the equiv- research offerings in the English Education breadth in candidates’ knowledge of teaching alent of at least one year of full-time col- Program: the two other courses may be taken college English, provides a rigorous back- lege teaching experience can take A&HE in any department at Teachers College. ground in relevant theoretical debates in writ- 6404 to design/pilot an experimental study ing (i.e., basic writing; first-year composition; that explores current issues in the field. A&HE 5504. Research paper: Teaching composition theory/pedagogy; writing assess- ****Candidates must enroll in A&HE 6504 of English (3) ments; writing and technology; the place of at least once; it may be taken more than The research paper for A&HE 5504, required literature in the teaching of writing) and lan- once. of all Ed.M. students, is the core of the Ed.M. guage (i.e., English as a second language; mul- program. This research paper represents a tilingualism and speech communities; language Research methods courses (a minimum of refined presentation of the student’s research and cultural/political identities; international 12 points) may include the following: question and area of inquiry. The purpose of and transnational perspectives on language). • A&HE 5149 Writing research: this paper is to evidence the student’s ability Methods and assumptions to do independent research. It entails work DOCTOR OF PHILOSOPHY (75 POINTS) • A&HE 5150 Research in practice • A&HE 6151 Narrative research in that results in an original synthesis of a broad The Doctor of Philosophy (75 points) is English education reading of theory and research, and is under- designed to prepare candidates as researchers • A&HE 6152 Advanced narrative scored by the student’s practical experience as and scholars who are particularly interested in research in English a teacher. The A&HE 5504 research paper the philosophical and theoretical issues in the education includes: field as these are defined within specific histor- ical, social, cultural, literary, and rhetorical Candidates can take other program courses (a) A rationale for the project and demonstra- matrices. Candidates in all programs can at the 5000 and above level that include:* tion of an understanding of the literature expect to explore current professional issues, 1) Literary Studies: Literature courses, literary of the field related to the topic(s) under- debates, and ethical dilemmas within the theory, and research in literature courses; taken; teaching of English as well as within the gen- 2) Rhetorical Studies: Writing, composition (b) A pilot study, including data gathering eral arenas of teaching, learning, and working theory, and rhetorical theory courses; and analysis and justification of research in various educational communities. Courses 3) Methodological and Pedagogical Studies: methods employed; encourage candidates to conceptualize peda- Courses that address theoretical and practi- (c) A critique of the pilot study, including the gogical and curricular philosophies for the cal applications within the field of English student’s reflections on the study’s design teaching of English, consider social and cultur- education and/or college teaching. and methodology as well as on her/his al differences in teaching and learning, investi- research strengths and weaknesses; and gate methods, modes of interpretation, and *Always consult your academic advisor prior (d) Implications relevant to the student’s theoretical investments that one might bring to registration. future research. to bear on questions of knowledge, and to sur- vey resources for professional development. General Guidelines on the English education If the student’s intent is to continue on for All areas of study have consistent emphases doctoral program: doctoral work, the research paper for A&HE on social, cultural, and political contexts in 5504 may serve as a prelude to work on a doc- English Education and college English. 1) Candidates should take a minimum of toral dissertation. Students may continue to three courses outside the English Educa- conduct and write up their research while Required courses for all English Education/ tion Program (Courses not designated enrolled in the internship and fieldwork Teaching of English doctoral candidates: A&HE). courses. • A&HE 5504 Research paper: 2) Program Plan: During the first year of DOCTOR OF EDUCATION (90 POINTS) Teaching of English study, students file a program plan and The Program in English Education at Teachers • A&HE 6015 College teaching Statement of Total Program (the forms are of English** College offers three distinct programs in doc- available in the Office of Doctoral Studies) toral work. The Doctor of Education (Ed.D.) • A&HE 6404 Internship in college teaching of English*** within the first two semesters of accept- is designed to prepare future teacher educators ance to the degree program. Once these and candidates who are interested in leader- • A&HE 6504 Doctoral seminar: Teaching of English**** procedures are completed, students will ship roles in English Education as curriculum • A&HE 7504 Dissertation seminar: know how many and which courses they coordinators, department chairs, and other Teaching of English will need to complete their doctoral pro- roles that demand intimate knowledge of the • A&HE 8904 Dissertation advisement in gram. field. The program offers intensive study in the teaching of English the history of English Education as a field, the- The program plan is designed to represent oretical and pedagogical debates in the teach- **Required for all candidates in the Ed.D.C.T. a coherent network of courses, reflecting ing and learning literacies, curriculum theor- degree program. topics in English education. All areas of izing, and research traditions in the field. ***Candidates for the Ed.D. in the College

40 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

study should have consistent emphases on cluding the points taken during the term *A&HE 4056. Feminist perspectives social, cultural and political contexts in in which the exam was taken. and literature (2-3) English education, and issues of teacher Faculty. An examination of women writers of the education. Represented schematically, 5) Dissertation Proposal: The doctoral disser- 20th century, exploring common themes: growing these areas include but are not limited to: tation proposal consolidates the work can- up female, marriage and the family, women as art- ists, and minority women within a critical feminist didates have done in courses, professional framework. Special fee required. Literary Studies: reading, and the two certification examina- Literature courses, literary theory, and tions. It is a 40 to 60-page document, which A&HE 4057. English methods (3) research in literature courses at the outlines a coherent account of the work a Faculty. A required course which focuses on prac- A&HE 5000 and A&HE 6000 levels. candidate wants to undertake for disserta- tical aspects of teaching English, including lesson tion research. and unit plans, effective teaching strategies, eval- Rhetorical Studies: uation and assessment, curriculum design, and Writing, composition theory and rhetorical 6) Dissertation: The doctoral dissertation integration of language arts. The overarching theory courses at the A&HE 5000 and evolves out of the coursework in which can- theme addresses literacy practices as historically A&HE 6000 levels. didates have been engaged; the readings situated and contextualized. Special fee required. completed and synthesized for the certifica- A&HE 4058. Teaching of reading (3) Methodological and Pedagogical Studies: tion examinations; the A&HE 5504 Faculty. The course focuses on helping teachers Courses at the A&HE 5000 and A&HE 6000 research paper; classroom teaching and examine theoretical and pedagogical principles level that address theoretical and practical research experiences; and regular consulta- relevant to teaching literary and non-literary texts applications within the field of English tions and discussions with an academic with emphasis on the relations of texts and read- education. advisor. As candidates write their disserta- ers. Special fee required. tions, they enroll in A&HE 8904, Disserta- 3) Coursework Guidelines: The number of tion advisement in teaching English, which A&HE 4100. Teaching drama and theater (3) courses students take depends in part on is designed to help candidates shape the Faculty. The role of drama in the classroom. the number of points students transfer from writing of the following dissertation compo- Students will examine the role of theaters in the community, examining production, performance, previous graduate work. Students working nents: review of literature, research metho- and the educative power of drama. Special fee toward a 90 point Ed.D. degree may transfer dology, data analysis, and implications of the required. a maximum of 40 points and will thus com- research. plete at least 50 points while in the program A&HE 4150. Teaching literacies in secondary for their doctoral work. An academic advi- 7) Breadth Courses: Students should take a maths, sciences and the humanities (3) sor must approve all coursework in a stu- minimum of three courses outside the Faculty. Prepares secondary teachers in disciplines dent’s program plan including any excep- English Education Program (Courses not other than English to meet new literacy require- tions to the following: designated A&HE). ments for both teachers and students. The effec- • No course that is “R” (attendance) credit or tive use of listening, speaking, reading writing and that is “P” (pass/fail) may be counted toward 8) Continuous enrollment required. Consult other modes of representing to promote learning the Ed.D. aside from A&HE 6504, Doctoral your advisor. will be demonstrated. This class may be appropri- seminar and A&HE 7504, Dissertation sem- ate for English majors who plan to teach humani- inar in teaching English. ties. Special fee required. COURSES: (* = course open to non-majors) • Students must consult their academic advi- sors when they undertake an independent A&HE 4151. Teaching of writing (3) *A&HE 4050. Literature and teaching (3) study, an internship, fieldwork courses, or Faculty. The course integrates theory and practice Faculty. An examination of multiple approaches graduate courses at Columbia University. for teachers. Topics include the textual character to reading traditional and contemporary texts • Doctoral students are generally discouraged of genres, critical perspectives on writing instruc- using theory, criticism, and textual practices. from taking 4000-level courses and must tion, research on writing, evaluation and assess- Special fee required. consult with their academic advisors before ment of writing, and classroom methods for registering for these courses. teaching writing. This course is taught with *A&HE 4051. Critical approaches to • Doctoral students must complete a mini- A&HE 4156, Writing: Nonfiction, as part of a literature (2-3) mum of 12 points of research methods 6-point sequence. Special fee required. Faculty. Literary selections are examined courses. through various critical frameworks emphasiz- A&HE 4152. Literacies and technologies ing the way texts are constructed and how in the secondary English classroom (3) 4) Certification Examination: Doctoral candi- readers negotiate meaning with texts. Special dates in the English Education Program are Faculty. Introduces students to media technology fee required. as it relates to secondary English education. required to write two certification examina- English is an increasingly mediated and technolo- tions: a major exam and a minor exam. The A&HE 4052. Adolescents and literature (3) gized discipline. New technologies have enabled terms major and minor are used to empha- Faculty. Discussions focus on issues of adoles- emerging practices that have significant implica- size a difference in focus. The major certifi- cent diversity, urban experience, gender and the tions for literacy learning and teaching. Special cation exam usually focuses on the histori- teaching of adolescents and literature. Special fee required. cal breadth of English Education, whereas fee required. the minor certification exam takes a more A&HE 4155. Critical issues in the secondary *A&HE 4053. Cultural perspectives refined focus and directly relates to one’s English classroom (2-3) and literature (3) Faculty. An examination of critical issues that interest in a specific area of inquiry. The Faculty. Contemporary literary selections are College policy requires candidates to com- shape and reshape the teaching and learning explored within a theoretical context that em- of literacies in English classrooms. Special fee plete a minimum of 20 points after taking phasizes historical, cultural, political, and aes- required. the certification exam for the first time in- thetic dimensions of these texts. Special fee required.

Teachers College Columbia University 2008-2009 41 A&HE 4156. Writing: Nonfiction (3) A&HE 4750. Supervised teaching of English A&HE 5514. Readers’ responses: Faculty. A non-fiction writing workshop. This (3) Research, theory and practice (3) course is taught as part of a 6-point block with Faculty. Majors only. Students may satisfy state Faculty. This course is an advanced seminar A&HE 4151, Teaching of writing. Special fee certification requirements by participating in for students exploring research issues related required. the supervised teaching program in the fall to an examination of reading processes. and spring semesters. Students should plan to Various models of critical literacy will be stud- A&HE 4157. Writing: Fiction and personal reserve part of each day Monday through Friday ied including the influence of psychological, narrative (3) for classroom experience. Special fee required. transactional, feminist, and social accounts Faculty. A fiction writing class combined with of reading on current theory and practice. close readings of selected writers. Special fee A&HE 4751. Fieldwork and observation Special fee required. required. in secondary English (1) Faculty. Majors only. A series of guided obser- A&HE 5518. Teaching English in diverse A&HE 4158. Writing: Poetry (3) vations of schools, teachers, and students. social and cultural contexts (2-3) Faculty. A poetry writing class combined with Student teachers will synthesize theoretical Faculty. A seminar examining how gender, close readings of selected poets. Special fee knowledge with intense practical experience class, race, ethnicity and sexual orientation required. to integrate educational philosophy with the issues inform instructional goals, curriculum reality of day-to-day life teaching in a secondary planning/implementation, and practices in the A&HE 4550. Teaching of poetry (3) English language arts classroom. Special fee teaching of literature, language, and composi- Faculty. Experience in reading and writing poet- required. tion in English language arts classrooms. ry, designing curriculum, and determining effec- Special fee required. tive teaching practices. Special fee required. A&HE 4904. Independent study in teaching English (1-6) A&HE 5590. Master’s seminar: A&HE 4551. Teaching of Shakespeare (3) Faculty. Permission of instructor required. Teaching of English (1) Faculty. An examination of diverse theoretical Research and independent study under the Faculty. Designed to prepare students for com- perspectives and pedagogical principles for direction of a faculty member. Students work pleting the integrative project for the M.A. teaching Shakespeare. Special fee required. individually or with others. degree, students participate in seminars which are oriented towards creating an academic, A&HE 4552. Curriculum and assessment A&HE 5149. Writing research: Methods professional, and social network. Students in the secondary English classroom (2) and assumptions (3) research an area of special interest and share Faculty. Dominant curriculum theories of the Faculty. Examines assumptions that undergird their findings. Special fee required. 20th century, related assessment and evaluation the range of philosophies, intellectual tradi- methods and traditions, and current approaches tions, and points of view that influence research A&HE 6011. The politics of teaching English to assessing student and teacher learning in the writing. Special fee required. (3) secondary English classroom. Special fee Faculty. An examination of political and socio- required. A&HE 5150. Research in practice (3) cultural theories of language, literature, and Faculty. Examines the role of practitioner quali- composition that inform diverse ideological A&HE 4556. Seminar for inservice teachers tative research in knowledge production, teach- constructions of knowledge, curriculum, and (3) ing, and learning. Special fee required. pedagogy in English language arts education. Faculty. A required course for 34 and 35-point Special fee required. students, this seminar is designed to support A&HE 5151. Perspectives on “popular” practicing teachers as they compose and expand texts in English classrooms (1-3) A&HE 6015. College teaching of English (3) their teaching lives. The seminar will provide Faculty. This course unites post-structuralist lit- Faculty. An examination of programs and meth- teachers with a community of colleagues with erary theory with cultural studies. Through a ods of instruction in English courses on the col- whom they can build and explore professional range of class activities and readings, the course lege level. Special fee required. growth in the areas of instructional strategies, will explore intersections between feminism, pedagogy, and the critical issues of contemporary post-modern aesthetics, and “popular” texts. A&HE 6151. Narrative research in teaching, as well as an opportunity to reflect and Special fee required. English education (3) discuss issues of concern. Offered fall semester Faculty. Permission of instructor required. only. A&HE 5154. Rhetoric and teaching (3) A survey of approaches to and examples of Faculty. The course examines the applicability narrative research, including oral history, A&HE 4557. Transitional B: Seminar in of the rhetorical tradition for students and life history, biography, autobiography, and the teaching of English (1) teachers, emphasizing the culture and knowl- autoethnography. Special fee required. Faculty. This one-credit course serves as a follow edge exhibited in texts, writers and readers. up to A&HE 4556 for students enrolled in the Special fee required. A&HE 6152. Advanced narrative research Transitional B program. Through reading, writ- in English education (3) ing, videotaping, reflecting and discussing, inser- A&HE 5204. Fieldwork in teaching Faculty. This advanced course will provide vice teachers will continue to develop their pro- English (1-6) context for students to build on their prior fessional identity, confidence and resources. The Faculty. Permission of instructor required. knowledge of various genres of narrative class will offer a supportive community of col- Opportunity for qualified students, individually research (biography, autobiography, testimoni- leagues and will focus on praxis– the reciprocity or in small groups, to develop and pursue proj- al, oral history, or life history, for example), to of theory and practice– in NYC’s public schools. ects, in consultation with an advisor, in schools, engage in sustained study of a variety of theo- Offered spring semester only. communities, and other field settings. retical and methodological perspectives that might frame their research, and to further *A&HE 4561. Teaching narrative A&HE 5504. Research paper: develop their own narrative research projects. and story (3) Teaching of English (3) Faculty. An examination of narrative theories, Faculty. Required of all Ed.M., Ed.D. and narrative design, and philosophies of composi- Ph.D. students. This course seeks to facilitate tion. the writing of the paper representing a refined presentation of a student’s research questions and area of inquiry. Special fee required. 42 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

A&HE 6204. Advanced fieldwork in TEACHING OF • Language teacher observation teaching English (1-6) and supervision Faculty. Permission of instructor required. ENGLISH TO SPEAKERS • Second language acquisition See description for A&HE 5204. OF OTHER LANGUAGES • Second language assessment • Classroom interaction A&HE 6404. Internship in college Program Coordinator: • Second language teaching and literacy teaching of English (1-6) Professor James E. Purpura Faculty. Permission of instructor required. • Language program evaluation Opportunities to work in various field-based Program Office: (212) 678-3795 • Technology and language teaching sites. Students must inquire to see if opportuni- Email: [email protected] and learning ties are available during any given semester. Website: www.tc.edu/a&h/Tesol Graduates from the TESOL program typically teach ESL or EFL in elementary or secondary A&HE 6450. Internship in teaching For updated information on the TESOL Program, schools, in colleges or universities, in language English (1-3) consult the TESOL web page at: www.tc.colum- schools or institutes in the United States or Faculty. Permission of instructor required. bia.edu/academic/tesol/. abroad, or in businesses or international organi- A forum designed to offer students an opportu- For questions about the TESOL program, email: zations. Others work for publishers or computer nity to explore key issues in the field through companies that produce ESL/EFL products. their involvement with students, teachers, and [email protected]. classroom settings throughout the city. Special Finally, many TESOL graduates work as lan- fee required. For updated information on the TESOL Program guage program administrators or teacher educa- in Japan, consult the Tokyo web page at: tors in schools, colleges, or universities around A&HE 6504. Doctoral seminar: Teaching www.tc.columbia.edu/a&h/Tesol-Japan the world. of English (1-3) or see the program section in this bulletin. Faculty. (Must be taken at least once during As New York City offers one of the most diverse course of doctoral study.) Doctoral seminar For updated information on the TESOL settings in the world for teaching ESL, the acquaints students with the uses and history Certificate Program, a six-week intensive non- TESOL program collaborates with a number of the field of English Education and helps stu- credit program, consult the TESOL Certificate of schools in the city to provide students with dents focus on issues that will shape their own Program web page at: www.tc.edu/a&h/TesolCert. opportunities to teach or do research in these research. Special fee required. settings. In addition, the TESOL and Applied A&HE 6514. Postmodern textual theories (3) Degrees Offered: Linguistics programs jointly sponsor the Com- Faculty. Teachers will examine literary and munity Language Program (CLP), a program to teach ESL and foreign languages to adults. The theoretical texts central to postmodern theory. TESOL-TEACHING OF ENGLISH TO CLP serves as an on-site language education lab Students will explore, through a diverse range SPEAKERS OF OTHER LANGUAGES (TESL) of means and media, texts deemed pivotal to in which students enrolled in the TESOL pro- postmodern approaches and principles. Special Master of Arts (M.A.) gram teach the courses, help administer the fee required. Master of Education (Ed.M.) program, supervise other teachers, and use the Doctor of Education (Ed.D.) CLP as a setting for empirical inquiry. For more A&HE 6904. Research and independent information on the CLP, see the website at study (1-6) TESOL- INITIAL CERTIFICATION (TESL-INIT) www.tc.edu/tesol/CLP. Faculty. Permission of instructor required. Master of Arts (M.A.) Advanced research and independent study under the direction of a faculty member. Special Application Students work individually or with others. TESOL- TRANSITIONAL B (TESL-TRAN) Requirements/Information: Master of Arts (M.A.) Applications will be accepted for the fall and A&HE 7504. Dissertation seminar: spring application deadlines as advertised by the Teaching of English (3) Program Description: College. For the K-12 TESOL program, only fall Faculty. Permission of instructor required. The program in TESOL provides students with applications will be accepted. Any application Designed to help students shape the writing of a solid foundation in the English language so received after those dates or incomplete applica- the review of literature, research methodology, that pedagogical and research questions related tions will not be reviewed. data analysis and implications of the research. Special fee required. to the teaching, learning and assessment of English as a second or foreign language A writing sample is required with all Ed.M. and Ed.D. applications. Applicants to the Ed.M. A&HE 8904. Dissertation advisement in (ESL/EFL) may be formulated, examined and and Ed.D. programs must have an M.A. in the teaching of English (0) resolved. More specifically, the TESOL program Faculty. Permission of instructor required. All helps students develop strategies, firmly ground- TESOL, Applied Linguistics or a related field. Ed.D. and Ph.D. students must be continuous- ed in theory, research and practice, to teach Ed.M. applicants may request to transfer up to ly registered for Dissertation Advisement until ESL in the U.S., to teach EFL internationally, 30 credit points into the TESOL program from completion of the program. Fee to equal 3 or to do research on the teaching, learning or previous graduate study at an accredited institu- points at current tuition rate for each term. assessment of English as a second or foreign tion. Applicants who have already earned language. The program emphasizes study in the an M.A. from Teachers College may transfer following areas: a total of 15 points in related areas from an • Second language teaching methodologies accredited institution. Ed.D. students may trans- • Teaching of the language skills fer up to 45 points from previous graduate study • Content area education for ESL students at an accredited institution. All transfer of cred- • ESL/EFL materials development it points must meet the approval of a faculty and curriculum design advisor. • Language teacher education

Teachers College Columbia University 2008-2009 43 All students are expected to write and speak in • A&HL 4101 Phonetics and phonology (3) Required courses outside the program a way that is appropriate to their professional • A&HT 5360- Specialized practica for (6-9 points): responsibilities. Students having difficulty in A&HT 5379 and TESOL teachers - minimum • A course in Special Education achieving these standards will be required to • A&HT 5381 of two (6) • A course in Bilingual Education take additional coursework or seek help from TESOL workshops (minimum of 3 for • A breadth course in consultation with 1 point each). the TC Writing Center. All non-native speakers a faculty advisor of English, including those who have an under- • TESOL and Applied Linguistics electives to Required courses out-of-program (3 Teachers graduate degree from an English-medium uni- be chosen with faculty advisor’s approval (3) College courses of at least 2 points each: 6 versity in the U.S. or abroad, must submit points minimum) to be chosen with advisor’s either: Required courses for professional Peace Corps approval. Transitional B students: • A total minimum score of 102 on the Students can normally expect to complete the • A&HT 4076 TESOL methodologies for K-6 (3) TOEFL IBT exam. Also a minimum score General M.A. Program in four semesters and • A&HT 4171 TESOL methodologies of 26 on the speaking and writing sections one summer. and a minimum of 25 on the reading and for 7-12 (3) • A&HT 4077 TESOL classroom listening sections; Elective courses in TESOL or Applied practices (3) or Linguistics: Select from a variety of courses • A&HT 5381 Specialized practicum • A minimum score of 600 on the paper/pencil in TESOL or Applied Linguistics (6 points), CLP: Integrated skills (3) TOEFL or a minimum score of 250 on the to be chosen with faculty advisor’s approval. • A&HT 5380 Specialized practicum TOEFL CBT. Also a minimum score of a 50 for TESOL teachers: on the Test of Spoken English (TSE) and a Exit requirement: Final project In-service teaching I (3) minimum score of 5 on the Test of Written • A&HT 5383 Specialized practicum English (TWE); MASTER OF ARTS WITH K-12 for TESOL teachers: In-service teaching II • A score of B or better on the Cambridge CERTIFICATION TRACK (38-39 POINTS) (Prerequisite A&HT 5380) Certificate of Proficiency in English (CEP); The TESOL K–12 Certification Program offers (3) or a 38-39 point minimum Master of Arts degree • A&HL 4085 Pedagogical English • A score of 7.0 or better on the Cambridge in TESOL leading toward Initial New York grammar (3) International English Language Testing State Teacher Certification. One course of • A&HL 4101 Phonetics and phonology System (IELTS). study is for preservice students (38), and one (3) is for inservice students (39) who are Peace • A&HL 4087 Introduction to second Degree Requirements: Corps Fellows. We currently have no profes- language acquisition (3) A grade average of B or higher is required sional certification program for students who • A&HL 4088 Second language each semester within the major for all degrees. already have initial certification or are teaching assessment (3) Students are required to maintain satisfactory full-time. These courses of study are for stu- TESOL workshops (minimum of 3 for 0-1 point each). academic progress toward degree completion. dents wishing to teach in the New York public Consult program of study guides for additional schools. Students wishing to teach in a public Required courses outside the program information. school in another state are advised to consult (6-9 points): the certification requirements for that state. The TESOL program offers three majors in the • A course in Special Education Master of Arts program: The general track, the Required courses for Initial K-12 Certification • A course in Bilingual Education K-12 track, and the program in Tokyo. Students: • One elective breadth course chosen with • A&HT 4076 TESOL methodologies advisor’s approval MASTER OF ARTS, GENERAL TRACK for K-6 (3) (36 POINTS) • A&HT 4171 TESOL methodologies TESOL and Applied Linguistics Electives (3). The TESOL General Track Program offers a for 7-12 (3) To be chosen with faculty advisor’s approval. 36-point Master of Arts degree for students • A&HT 4185 Pedagogical approaches wishing to teach in any of a variety of settings in the content areas for Exit requirement: Final project teachers of K-12 ESL (3) except in the New York State public schools. • A&HT 5205 Fieldwork in TESOL The General Track does not prepare students Additional Requirements for all TESOL K-12 (1 semester, K-6; students, both initial certification and Transi- to obtain New York State K-12 Certification 1 semester, 7-12) tional B Peace Corps Fellows: in ESL (see below). Students in the TESOL (1 point each) General Track Program take a wide range of • A&HT 4776 Supervised student To be certified by New York State, additional courses offered in TESOL and Applied teaching in TESOL: K-6 (3) requirements include passing the New York Linguistics. • A&HT 4777 Supervised student teaching in TESOL: 7-12 (3) State teacher examinations. Please see the Required courses: • A&HL 4085 Pedagogical English Teacher Education section of this bulletin for • A&HT 4077 TESOL classroom grammar (3) details. practices (3) • A&HL 4101 Phonetics and phonology • A&HL 4085 Pedagogical English (3) Students can normally expect to complete grammar (3) • A&HL 4087 Introduction to second the TESOL K-12 Certification M.A. Program • A&HL 4087 Introduction to second language acquisition (3) in four semesters and one summer term. language acquisition (3) • A&HL 4088 Second language assess- • A&HL 4088 Second language ment (3) assessment (3) TESOL workshops (minimum of 3 for 0-1 point each). 44 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

MASTER OF EDUCATION (60 POINTS) DOCTOR OF EDUCATION (90 POINTS) In order to progress through these stages, doctoral The TESOL Program offers a Master of Educa- The TESOL Program offers an Ed.D. in students are required to take a sequence of doctoral tion (Ed.M.), requiring a minimum of 60 points TESOL requiring a minimum of 90 points of seminars at the 5500, 6500, 7500, and 8900 levels. of graduate study. The Ed.M. involves in-depth graduate study. The Ed.D. involves sustained Students begin to take these courses when they study in one or more areas of TESOL. The and in-depth study in an area of specialization have reached approximately 45-50 points in the Ed.M. is designed to complement former pro- in TESOL and is designed for students wishing program, and after they have been taking courses at fessional training at the M.A. level, and it to pursue empirical research in one of the fol- Teachers College for a minimum of one year. After sometimes serves as initial preparation for lowing areas: language teaching methodology, that, doctoral students are required to register for entering the doctoral program. Students who language in the content areas, ESL/EFL mate- and attend doctoral seminar every semester. did not receive an M.A. in TESOL from rials development and curriculum design, lan- Teachers College will be expected to complete guage teacher education, second language Doctoral students are required to demonstrate specified required courses (see program sheets), acquisition, second language assessment, sec- research preparedness in a substantive area by from the TESOL M.A. in addition to their pro- ond language literacy, second language class- passing the research paper at the 5500 level, the gram of study. Exemptions based on prior room interaction, and language program evalu- certification exam at the 6500 level, and the cer- coursework or their equivalent from another ation. Students who did not receive an M.A. tification paper at the 6500 level. Then, as evi- program must be approved by the professor or Ed.M. in TESOL from Teachers College dence that they are able to carry out original teaching the course and the faculty advisor. will be expected to have completed all the research under the guidance of a doctoral com- required courses, or their equivalent, from mittee, they must write a dissertation prospectus Required courses (12 points): the TESOL Ed.M. at the 7500 level as a part of the dissertation • A&HL 4001 Sociolinguistics and education seminar, and complete a doctoral dissertation • A&HL 4104 Discourse analysis Doctoral students have three types of require- while continuously registered for dissertation • A&HL 5575 Research literacy in applied ments: concentration requirements, research advisement at the 8900 level. linguistics and TESOL methods requirements, and doctoral prepara- • A&HL 6587 Seminar in second language tion requirements. To prepare for these requirements, students will acquisition: Acquisitional and need to take one or more of the seminars in con- cross-cultural pragmatics Concentration Requirement: sultation with an academic advisor. These semi- nars occur at the 5500, 6500, 7500 and 8900 lev- Breadth requirement (6-9 points): Students are required to take a minimum els. All of these seminars are offered each semes- Those students who do not already have a number of points in their concentrations. ter. To determine which seminar to register for, degree from Teachers College must take three The exact courses should be decided in con- consult an academic advisor. courses of at least 2 points each from outside sultation with their advisor. the department with an advisor’s approved. Research Requirements (12 points): • A&HL 5501 Research paper in applied linguistics (1-3 each course) At least one out-of-program course must be: To ensure that students have the skills to do scholarly research in their area of concentra- or • C&T 5502 Introduction to qualitative • A&HL 5507 Research paper in applied tion, they are required to take a minimum of research in curriculum linguistics and TESOL and teaching (2-3) 12 points in research methods, statistics and (1-3 each course) • HUDM 4050 Introduction to measurement. Also, depending on the type or measurement (2-3) of dissertation (see research methods, mea- • A&HL 6501 Doctoral seminar in applied • HUDM 4122 Probability and statistical surement or statistics courses from the Ed.M.) linguistics (1-3 each course) inference (3) being written, students may be asked to take or • A&HL 6507 Doctoral seminar in applied • HUDM 5123 Linear models and additional courses in these areas. The follow- ing elective research preparation courses linguistics and TESOL experimental design (3) (1-3 each course) • ITSF 4092 Qualitative research and should be taken in consultation with the doctoral advisor: • A&HL 7501 Dissertation seminar in evaluation in international applied linguistics education (3) (1-2 each course) Required Research Methods Courses: • ITSF 5000 Methods of inquiry: or • C&T 5502 Introduction to qualitative • A&HL 7507 Dissertation seminar in Ethnography and research in curriculum participant observation applied linguistics and TESOL and teaching (2-3) (1-3 each course) (or ITSF 5001 or 5002) (3) • HUDM 4050 Introduction to measurement • ORLJ 4009 Understanding behavioral or (2-3) • A&HT 5505 Research paper: research (3) • HUDM 4122 Probability and statistical TESOL (1-3 each course) inference (3) or • One of the qualitative research methods • HUDM 5123 Linear models and • A&HT 6505 Doctoral seminar: TESOL courses offered at the college (To be experimental design (3) (1-3 each course) chosen with faculty advisor’s approval). • ITSF 4092 Qualitative research and • A&HT 7505 Dissertation seminar: TESOL evaluation in international (1-2 each course) education (3) Electives in TESOL or Applied Linguistics (9): • A&HT 8905 Dissertation advisement: • ITSF 5000 Methods of inquiry: TESOL (0) To be chosen with an advisor’s approval. Ethnography and participant observation Doctoral students should consult the Office All Ed.M. students must complete an Ed.M. (or ITSF 5001 or 5002) (3) project, written on a research topic arising • ORLJ 4009 Understanding behavioral of Doctoral Studies to be certain of complying from their course-related interests and subject research (3) with the latest procedures, deadlines, and to approval by their faculty advisor. documents.

Teachers College Columbia University 2008-2009 45 COURSES: (* = course open to non-majors) *A&HT 4500. Advanced English language A&HT 4777. Supervised student teaching study (1-2) in TESOL: 7-12 (3) General Courses Faculty/staff. Developmental ESL for non- Faculty/staff. Permission of instructor required. native speakers of English who wish to improve A supervised teaching experience for M.A. stu- A&HT 4000. Special topics in TESOL (1-6) their academic writing and speaking skills; dents who are interested in working toward a Faculty. Provides an in-depth examination of spe- emphasis on writing research papers or giving New York State teaching certificate in TESOL cial topics of current theoretical or pedagogical oral presentations in graduate seminars or other K-12 (Kindergarden to 12th grade) and who concern in the field of second or foreign language professional venues. Topics and emphasis have not taught ESL in grades K-12 for at least education. Topics may vary from term to term. change each term. Course may be taken more two years, full time. During the terms of prac- This course may be repeated for credit with than once. Limit 1 point toward TESOL or tice teaching, students are not permitted to change of topic. Special fee: $20 Applied Linguistics degree. Special fee: $20. hold full time jobs. Special fee: $20.

A&HT 4076. TESOL methodologies A&HT 5000. Advanced topics in TESOL A&HT 5360-A&HT 5379 and for K-6 (3) (1-6) A&HT 5381. Specialized practica for Faculty. Introduction to activities, materials, and Faculty. Provides an in-depth examination of ESL teachers (3 each course) principles particularly suited to students in ele- research of current theoretical or pedagogical Faculty/staff. Permission of instructor required. mentary schools. Special fee: $20. concerns in the field of second or foreign lan- These practica offer a teaching experience in guage education. Emphasis will be on the col- TC’s Community Language Program (CLP). *A&HT 4077. TESOL classroom practices lection and analysis of data related to the spe- Special fee: $10. (3) cial topic. Topics may vary from term to term. Faculty/staff. Introduction to the major lan- This course may be repeated for credit with A&HT 5380. Specialized practica for guage teaching approaches that have been change of topic. TESOL teachers: In-service teaching I (3) influential in the 20th century. Special fee: Professor Hruska. Permission of instructor $20. A&HT 5087. Second language acquisition required. Students interested in working in the classroom (3) toward a New York State teaching certification *A&HT 4078. TESOL materials (3) Professor Han. This course provides an inter- in TESOL and who are currently teaching full- Faculty/staff. Practice in designing, developing, face between second language acquisition time in the public schools. Special fee: $10. and evaluating ESL or EFL materials used for (SLA) theories and classroom practices students in different settings. Special fee: $20. through: (a) exploring the practical implica- A&HT 5383. Specialized practica for tions of SLA research for second language TESOL teachers: In-service teaching II (3) *A&HT 4080. Teaching in linguistically teaching, and (b) offering an arena for critical Professor Hruska. Prerequisite: A&HT 5380 diverse classrooms (3) reflections on past and current teaching prac- and permission of instructor required. Students Faculty/staff. Supports teachers in mainstream tices. Special fee: $20. interested in working toward a New York State classrooms, grades 5-12, in building a knowl- teaching certification in TESOL and who are edge base and a repertoire of instructional A&HT 5519. Instructed second language currently teaching full-time in the public strategies that will enhance the learning of acquisition and assessment (3) schools. Special fee: $10. language-minority students. Special fee: $20. Professor Purpura. Prerequisite: A&HL 4088. Examines how teaching, learning and assess- Workshops A&HT 4086. Language classroom ment of grammar have been conceptualized, observation (3) researched and explained in recent decades. Faculty/staff. Not all workshops are offered Faculty/staff. Introduction to the systematic Explores differing conceptualizations of lan- each term or year. Selections are offered observation of teaching in diverse contexts. guage ability as a basis for teaching grammar according to student interest and staff avail- Special fee: $20. under different conditions and as a basis for ability. Workshops usually meet over 1 or 2 measuring and explaining grammatical acqui- weekends. *A&HT 4089. Teaching writing to ESL sition. Special fee: $20. students (3) A&HT 4160-4180. TESOL methodologies Faculty/staff. An introduction to the theory Language Teaching Practica (Noncredit, 0 or 1 point each) and practice of teaching writing to ESL and EFL students in a wide range of contexts. The following practica are designed to enable • A&HT 4160. The silent way Special fee: $20. student teachers to apply theory to classroom • A&HT 4164. Language for specific practice. The credit hours for practica do not purposes A&HT 4171. TESOL methodologies accurately reflect the time commitment they • A&HT 4165. English for academic for 7-12 (3) require. In addition to teaching from 6 to 12 purposes Professor Hawkins and Professor Hruska. clock hours per week, student teachers must • A&HT 4166. Computer-assisted Teaching ESL to secondary students, stressing set aside 3 hours per week for seminars and language learning content area ESL and second language literacy. from 6 to 10 hours per week for teaching • A&HT 4167. Media-assisted language Special fee: $20. preparation, observation, and individual con- learning ferences to discuss their teaching. • A&HT 4168. Culture and second A&HL 4185. Pedagogical approaches in the language teaching content areas for teachers of K-12 ESL (3) A&HT 4776. Supervised student teaching • A&HT 4169. Literature in the Faculty and Professor Hruska. This course in TESOL: K-6 (3) ESOL class examines subject matter education for ESL stu- Faculty/staff. Permission of instructor required. • A&HT 4172. Teaching English in EFL dents in the K-12 setting. Students investigate A supervised teaching experience for M.A. stu- • A&HT 4173. Task-based and functional “best practices” within the mainstream setting dents who are interested in working toward a approaches to language with a view to helping ESL students gain New York State teaching certificate in TESOL learning access to core subject matter knowledge. K-12 (Kindergarden to 12th grade) and who • A&HT 4174. Teaching second Special fee: $20. have not taught ESL in grades K-12 for at least language grammar two years, full time. During the terms of prac- tice teaching, students are not permitted to hold full time jobs. Special fee: $20.

46 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

• A&HT 4175. Facilitating autonomy A&HL 7507. Dissertation seminar: Applied A&HL 5512. History of language testing in language learning linguistics and TESOL (1-3 each course) research (3) • A&HT 4176. Teaching listening • A&HT 4177. Teaching speaking A&HT 6505. Doctoral seminar: TESOL A&HL 5515. Advanced topics in applied • A&HT 4178. Teaching reading (1-3 each course) linguistics I (3) • A&HT 4179. Teaching writing A&HT 7505. Dissertation seminar: TESOL • A&HT 4180. Trends in TESOL (1-3 each course) A&HL 5516. Advanced topics in applied metholodogies linguistics II (3) A&HT 8905. Dissertation advisement: A&HT 4817-A&HT 4819. Experiences in TESOL (0) A&HL 5519. Instructed second language learning another language (Noncredit, 0 or 1 acquisition and assessment (3) point each) See also: A&HL 5575. Research literacy in applied Faculty/staff. A series of workshops designed to A&HL 4001. Sociolinguistics and education provide language teachers with an opportunity linguistics and TESOL (3) (3) to learn a foreign language through a brief immersion experience, so that they can reflect A&HL 4003. Schools of linguistics (3) A&HL 5581. Psycholinguistics and upon the experience from a learner’s perspec- second language acquisition (1-3) tive. Methods vary from term to term. These A&HL 4005. Semantic systems and the workshops may be taken more than once lexicon (3) A&HL 5582. Sociolinguistics and second pending advisor’s approval. language acquisition (1-3) A&HL 4014. Gender, language, and A&HL 5586. Interlanguage phonology (1-3) A&HT 4860-A&HT 4880. Specialized education (3) TESOL materials (0-1) A&HL 4085. Pedagogical English A&HL 5588. Trends in second language Faculty/staff. Not all workshops are offered acquisition research (3) each term or year. Workshops are offered grammar (3) according to student interest and staff avail- A&HL 4087. Introduction to second A&HL 6087. Advanced second language ability. Workshops usually meet over 1 or 2 acquisition (3) language acquisition (3) weekends. A&HL 6201. Advanced fieldwork in A&HL 4088. Second language assessment applied linguistics and TESOL (1-6) Independent Research, Fieldwork (3) and Internships A&HL 4101. Phonetics and phonology (3) A&HL 6501. Doctoral seminar in applied linguistics (1-3 each course) A&HT 4905. Research and independent study in TESOL (1-6) A&HL 4104. Discourse analysis (3) A&HL 6587. Seminar in second language Faculty/staff. Permission of instructor required. Research under the direction of a faculty A&HL 4106. Text and textuality (3) acquisition: Acquisitional and cross-cultural pragmatics (3) member. Students work individually or with A&HL 4901. Research and independent others. Course may be taken more than once. study: Applied linguistics (1-6) See also: A&HT 5205. Fieldwork in TESOL (1-3) A&HL 5085. Advanced English syntax (3) For additional acceptable courses in teaching Faculty/staff. Permission of instructor required. methods and practica, see the listing under Opportunity for qualified students, individual- A&HL 5201. Fieldwork in applied Bilingual/Bicultural Education in the Depart- ly or in small groups, to develop and pursue linguistics (1-6) ment of International and Transcultural projects, in consultation with an advisor, in Studies. schools, communities, and other field settings. A&HL 5501. Research paper in applied Course may be taken more than once. linguistics (1-3)

A&HT 6205. Advanced fieldwork in TESOL (1-6) Faculty/staff. Permission of instructor required. Opportunity for qualified students, individual- ly or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.

Doctoral Preparation

A&HT 5505. Research paper: TESOL (1-3 each course) A&HL 5507. Research paper: Applied linguistics and TESOL (1-3 each course) A&HL 6507. Doctoral seminar: Applied linguistics and TESOL (1-3 each course)

Teachers College Columbia University 2008-2009 47 TEACHING OF ENGLISH TEACHING These seminars are ordinarily undertaken as soon as possible after completing the M.A. TO SPEAKERS OF OTHER OF degree. Consult program advisor as to which LANGUAGES - JAPAN SPANISH course or courses you should enroll in during any particular semester. Program Director: Program Advisor: Dr. Terry Royce Gerardo Piña Rosales Independent Research, Fieldwork and Internships Program Office: (81)-3-3221-9771 (Tokyo) Program Office: (212) 678-4138 Email: [email protected] A&HS 5206. Fieldwork in teaching Website: www.tc-japan.edu of Spanish (1-6) Degree Offered: Faculty. Opportunity for qualified students, TEACHING OF SPANISH (SPAN) individually or in small groups, to develop and Degree Offered: pursue projects, in consultation with an advi- The program in Teaching of Spanish is sor, in schools, communities, and other field TEACHING OF ENGLISH TO SPEAKERS currently not accepting applications. settings. OF OTHER LANGUAGES (TESOL-JAPAN) (TSLJ) COURSES: (* = course open to non-majors) A&HS 6206. Advanced fieldwork in Master of Arts (M.A.) teaching of Spanish (1-6) Doctoral Preparation Faculty. Permission of instructor required. Program Description: In order to encourage doctoral students to See description for A&HL 5206. The program offers an off-campus M.A. in progress through the appropriate stages, a A&HS 6406. Internship in college TESOL in Tokyo designed specifically for teach- series of seminars is offered. Progress through these stages usually involves enrollment in a teaching of Spanish (1-6) ers of English in Japan. As an extension of the Faculty. Opportunities in teaching direct- sequence of seminars such as the following: New York TESOL program, this program pro- method conversational Spanish and in projects vides opportunities for current teachers of in distance learning. Students must inquire to • A&HS 5506. Research paper in the English to earn an M.A. while teaching part or see if opportunities are available during any teaching of Spanish (1-3) full-time. This program suits teachers of English given semester. in the Japanese school system (elementary, jun- • A&HS 6506. Doctoral seminar in the ior high and high schools), as well as those teaching of Spanish (1-3) working in the commercial sector, or those in Japan on such programs as the Japan Exchange • A&HS 7506. Dissertation seminar in Teaching (JET) program. Students attend cours- the teaching of Spanish (1-2) es, workshops and practica offered on Saturdays and Sundays throughout the year, and the class • A&HS 8906. Dissertation advisement times are organized so that working teachers are in the teaching of Spanish (0) able to attend on the weekends. Students may request to transfer between the New York and Japan TESOL programs subject to approval. All offerings are in English, and applications are accepted on a rolling basis.

For those interested in the off-campus TESOL M.A. in Tokyo, please contact:

Dr. Terry D. Royce, Teachers College, Columbia University (Japan), Mitsui Seimei Bldg. 4F. 2-21-2 Misaki-cho, Chiyoda-ku, Tokyo, JAPAN 101-0061 Phone: (81)-3-3221-9771 Fax: (81)-3-3221-9773 Email: [email protected] Website: www.tc-japan.edu

48 www.tc.columbia.edu General Information: (212) 678-3000 Biobehavioral Sciences CHAIR: John H. Saxman LOCATION: 1159 Thorndike Hall TELEPHONE NUMBER: (212) 678-3892 FAX: (212) 678-8233 EMAIL: [email protected] DEPARTMENT SECRETARY: (212) 678-3895 EMAIL: [email protected] WEBSITE: www.tc.edu/BBS

PROGRAMS: DEPARTMENTAL MISSION:

MOVEMENT SCIENCE AND The Department of Biobehavioral Sciences offers programs that derive edu- EDUCATION 50 cational and clinical applications from an understanding of the biological processes underlying Applied Physiology human communication, movement, and their disorders. An understanding of the normal bio- Motor Learning Physical Education behavioral processes is applied to clinical practice. The scientific knowledge obtained from Kinesiology (Ph.D. only) studying each of these specialized fields is used to enhance the educational, adaptive, and com- municative capabilities of individuals with normal and impaired abilities across the lifespan. CURRICULUM AND TEACHING IN PHYSICAL EDUCATION 55 Graduates of our master’s programs assume professional roles in educational, health-related, and community agency settings as speech-language pathologists, exercise physiologists, fitness train- NEUROSCIENCE 57 ers, cardiac rehabilitation therapists, occupational therapists, and physical therapists. As these Neuroscience and Education professionals often work in interdisciplinary teams, the department facilitates opportunities for students to interact across professional boundaries. SPEECH AND LANGUAGE PATHOLOGY 58 Our doctoral graduates are prepared for university faculty positions, administrative positions in field-based settings, and may also pursue careers in research.

The department maintains clinics and laboratories to support the teaching and research components of the programs. These facilities include the Edward D. Mysak Speech and Hearing Center, as well as laboratories in applied physiology, motor learning, kinematics, language and cognition, and adaptive communication technologies.

The master’s degree program in Speech-Language Pathology is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA).

FACULTY:

PROFESSORS: Ronald Tikofsky Ronald De Meersman (Speech-Language Pathology, (Movement Science and Education: Neuroscience and Education) Applied Physiology, Neuroscience and Education) ASSOCIATE PROFESSORS: Andrew M. Gordon Carol Ewing Garber (Movement Science and Education: (Movement Science and Education: Motor Learning and Control, Applied Physiology) Neuroscience and Education) Peter Gordon John H. Saxman (Speech-Language Pathology, (Speech-Language Pathology, Neuroscience and Education) Neuroscience and Education) Honor O’Malley Stephen Silverman (Audiology, Neuroscience and Education) (Movement Science and Education: Physical Education) ADJUNCT ASSOCIATE PROFESSORS: Frederic Albert ADJUNCT PROFESSORS: (Movement Science and Education: Thomas Murry Motor Learning and Control) (Speech-Language Pathology, Matthew Bartels Neuroscience and Education) (Movement Science and Education: Lorraine Ramig Applied Physiology) (Speech-Language Pathology, Christine Chen Neuroscience and Education) Bruce Roseman M.D. (Motor Learning and Control) (Speech-Language Pathology) Reem Khamis-Dakwar Susan Schwager (Speech-Language Pathology) (Movement Science and Education: Sarah Doolittle Physical Education) (Movement Science and Education: Jaclyn Spitzer Physical Education) (Audiology)

Teachers College Columbia University 2008-2009 49 Dympna Gallagher Priska Gysin Peier MOVEMENT SCIENCE (Movement Science and Education: (Movement Science and Education: Applied Physiology) Motor Learning and Control) AND EDUCATION Glen Gillen Michael Soupios (Movement Science and Education) (Movement Science and Education: The Movement Science and Education area Sharon A. Gutman Motor Learning and Control) of study includes the following sub-specialties: (Movement Science and Education) Carol Tompkins Applied Physiology; Motor Learning and Ya Ching Hung (Speech-Language Pathology) Control; Physical Education; Curriculum and (Movement Science and Education: Teaching in Physical Education; and Motor Learning and Control) CLINICAL INSTRUCTORS: Kinesiology. Terry Kaminski Hilary Bogert (Movement Science and Education: (Speech-Language Pathology) APPLIED PHYSIOLOGY Motor Learning and Control) Vanessa D’Auria Janet Falk-Kessler (Speech-Language Pathology) Program Coordinator: (Movement Science and Education) Rebecca Eisenberg Professor Carol Ewing Garber James La Femina (Speech-Language Pathology) Program Office: (212) 678-3891 (Neuroscience and Education) Adrienne Frohlich Email: [email protected] Andrew McDonough (Speech-Language Pathology) Website: www.tc.edu/bbs/Movement (Movement Science and Education: Bernadine Gagnon Motor Learning and Control) (Speech-Language Pathology) Degrees Offered: Justine Joan Sheppard Jo Ann Nicholas (Speech-Language Pathology, (Director of the Edward D. Mysak APPLIED PHYSIOLOGY (APHY) Neuroscience and Education) Speech and Hearing Center) Master of Arts (M.A.) Prithui Raj Subramaniam Elise Wagner Master of Education (Ed.M.) (Movement Science and Education: (Assistant Director of the Edward D. Mysak Doctor of Education (Ed.D.) Physical Education) Speech and Hearing Center) See also: The interdepartmental program Karin B. Wexler in Applied Physiology and Nutrition in the (Speech-Language Pathology) For information about faculty and their scholarly Department of Health and Behavior Studies. Lesley Wolk and research interests, please refer to the Faculty (Speech-Language Pathology) section of this bulletin, or visit us at MOTOR LEARNING Adrienne Stevens Zion www.tc.edu/faculty. AND CONTROL (Movement Science and Education: Applied Physiology) Program Coordinator: Professor Andrew Gordon ASSISTANT PROFESSORS: Program Office: (212) 678-3325 Karen Froud Email: [email protected] (Speech-Language Pathology, Neuroscience and Education) Erika Levy Degrees Offered: (Speech-Language Pathology, MOTOR LEARNING AND CONTROL (MTLG) Neuroscience and Education) Master of Arts (M.A.) Master of Education (Ed.M.) ADJUNCT ASSISTANT PROFESSORS: Doctor of Education (Ed.D.) Gregory James Gates (Movement Science: Applied Physiology) Carol M. Kaufman CURRICULUM AND (Speech-Language Pathology) TEACHING IN Ashwini K. Rao PHYSICAL EDUCATION (Movement Science and Education: Motor Learning and Control) Program Coordinator: James Rose Professor Stephen Silverman (Movement Science and Education: Physical Education) Degrees Offered: FULL-TIME LECTURERS: CURRICULUM AND TEACHING Catherine Crowley IN PHYSICAL EDUCATION (PECT) (Speech-Language Pathology) Jo Ann Nicholas Master of Arts (M.A.) (Speech-Language Pathology) Master of Education (Ed.M.) Doctor of Education (Ed.D.) INSTRUCTORS: Cynthia S. Cohen (Speech-Language Pathology) Nancy Freedman (Speech-Language Pathology)

50 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

PHYSICAL EDUCATION Motor Learning and Control study focuses cate with an academic advisor to discuss pro- on the behavioral, biomechanical, and neural gram plans prior to admission. Program Coordinator: bases of development, acquisition, and perform- Professor Stephen Silverman ance of functional movement skills. Acquisition Interviews are required for applicants planning Program Office: (212) 678-3324 of skill is examined over the life-span in typi- to pursue the doctoral program (although Email: [email protected] cally developing and impaired individuals. exceptions are made when extensive travel is Movement analysis is used to elucidate the necessary). Students intending to pursue doc- Degrees Offered: neuromotor control processes underlying skilled toral study are strongly encouraged to make an PHYSICAL EDUCATION (PHED) performance in everyday functional behaviors, appointment to visit the College for at least one sport, and dance. The teacher or therapist’s day to meet with faculty and doctoral students, Master of Arts (M.A.) role in facilitating skill learning and perform- to audit a course or seminar, and to become PHYSICAL EDUCATION- ance is emphasized. acquainted with research areas and resources. INITIAL CERTIFICATION (PHED-INIT) Master of Arts (M.A.) Physical education has a long and distinguished Degree Requirements for PHYSICAL EDUCATION- history at Teachers College. Teachers College Programs in Movement Science: PROFESSIONAL CERTIFICATION (PHED-PROF) offered one of the first graduate degrees in Applied Physiology and Motor Learning Master of Arts (M.A.) physical education and continues to offer a and Control wide array of opportunities for graduate study. KINESIOLOGY In addition to courses in curriculum and teach- MASTER’S DEGREE PROGRAMS ing in physical education, there are a variety of For the M.A. and Ed.M. programs with Program Coordinator: other courses in the movement science, health specialization in Movement Science and Professor Andrew Gordon studies, curriculum and teaching, and other Education, students have two options. They Program Office: (212) 678-3325 areas that provide students with many oppor- may specialize in one of the three areas offered Email: [email protected] tunities for course options. All programs are within Movement Science (Applied Physiology, designed to allow flexibility in program plan- Motor Learning and Control, Physical ning. Education) or in consultation with an advisor, Degree Offered: they may arrange a flexibly-designed program of KINESIOLOGY (KINE) Each of these specialties has five components: study cutting across specialization in the move- Doctor of Philosophy (Ph.D.) 1. Substantive study of theory and research ment sciences that will meet their professional as embodied in lecture and laboratory courses. needs and academic interests. For more information about special application 2. Development of clinical or educational requirements, program description and degree skills in laboratory and fieldwork courses. MASTER OF ARTS program requirements for the Ph.D. program 3. Research training to enable students to read The M.A. program emphasizes bridging between in Kinesiology, contact Professor Gordon at and interpret original research and to carry out the movement sciences and clinical or educa- [email protected] educational, clinical, or laboratory research. tion practice. The objective is to develop a com- 4. Seminars to discuss theory and research, prehensive and coherent view of theory and Movement Sciences identification of research problems, and clini- research that can be applied to practice within Program Description: cal/educational applications. the student’s professional field. The program There are three specialties in Movement 5. Elective courses to meet specific student requires 32 points of study. A culminating pro- Sciences: needs which may be taken throughout the ject is required for the M.A. and may involve: College and University in such areas as (a) a scholarly review of research and theory The Applied Physiology concentration focuses Anatomy, Biology, Business, Chemistry, Com- within a topical area drawing application to on integrative human physiology under varying puter Science, Health Education, Higher and educational or clinical practice, or (b) a basic or exercise and physical activity conditions. The Adult Education, Neurosciences, Nutrition, applied research report. For initial advisement emphasis of the Masters and Doctoral degree Physiology, Psychology, and Science Education. and approval of M.A. projects, students must programs is the application of scientific evi- A list of recommended elective and related consult with their academic advisor. The M.A. dence to guide exercise and physical activity courses is available to students in the Move- program can be completed in 12–18 months of evaluation and exercise training to improve ment Science office. full-time study or two to three years of part-time health and physical fitness in people of all study (depending on the student’s other respon- ages, including persons at risk of and with Special Application sibilities). chronic diseases and disabilities. Masters of Requirements/Information: Arts (M.A.) degree students undertake study While students have come from a variety of Specific requirements include: appropriate for applied or clinical exercise fields, the following backgrounds are most • BBS 5060 Neuromuscular responses physiologists. Advanced Masters (Ed.M.) and appropriate: movement sciences, exercise sci- and adaptation to exercise (2) Doctoral (Ed.D., Ph.D.) students, conduct ence, physical therapy, occupational therapy, • BBS 5068 Brain and behavior I: applied research in laboratory, clinical and physical education, athletic training, biology, Communication in the community settings. Through a joint program nutrition, nursing, and psychology. Students nervous system (1-2) with nutrition education, students can study with strong academic records, who have defi- • BBSR 5582 Research design in the Applied Physiology and Nutrition and supple- ciencies in their science backgrounds, may be movement sciences (3) ment their work in nutrition classes with work admitted with the understanding that these • Substantive study in movement sciences in applied exercise physiology. deficiencies will be remedied with appropriate including offerings in physical education courses. When possible, it is strongly recom- (minimum 6 points). mended that prospective students communi-

Teachers College Columbia University 2008-2009 51

• One laboratory course in Movement gram are customarily admitted to the Ed.M. for dents are expected to demonstrate that they Science (minimum 2-3 points). at least one year. Formal admission to the doc- have contributed significantly to the completion • Seminars or tutorials (minimum 2-3 points). toral program is based upon level of achieve- of the required projects. All work (either at • Individual program in movement sciences, ment in coursework and seminars; demonstra- Teachers College or outside of the College) (additional substantive, laboratory, fieldwork, tion of research competence; a research direc- must be developed and completed in conjunc- or seminar study) or in related areas outside tion compatible with faculty and laboratory tion with advisement of Movement Science fac- of movement science (minimum 6 points). resources; and signs of professional promise. ulty. Students are expected to commit them- • Electives with provision that the total A list of current research projects in Applied selves to their graduate studies. A minimum program includes at least three Teachers Physiology and in Motor Learning and Control commitment entails engaging in research activi- College courses (for at least 2 points each) can be obtained from the secretary in the ty related to the doctoral degree three days per outside of the movement sciences. Movement Science office. week (at least two weekdays). This minimum commitment will ensure that advisement, MASTER OF EDUCATION Applicants are reviewed on an ongoing basis research activities and coursework can be com- The Ed.M. program provides for advanced study throughout the academic year. However, con- pleted in an efficient and timely fashion. in the movement sciences and for individually sideration for general and diversity awards is designed study to meet the student’s profession- given to those applicants who meet the early For the doctoral program with specialization al needs and interests. The program requires 60 application deadline. See the Admissions sec- in Applied Physiology, specific course require- points of graduate study. Students can focus on: tion of this bulletin for details. Prior to formal ments (or equivalents transferred from prior (a) preparation as a “scholar of practice” able to admission, enrollment in up to 8 points of study graduate study) include: translate research and theory into appropriate as a non-matriculated student is permitted. • BBS 5060 Neuromuscular responses clinical or educational strategies; (b) prepara- and adaptation to exercise (2) tion as a clinical instructor, clinical or educa- Specialization in Applied Physiology, Motor • BBS 5068 Brain and behavior I: Communication in the tional supervisor, or applied investigator; or Learning and Control, or Physical Education is required for the doctoral program in these nervous system (1-2) (c) preparation for study towards the doctoral • BBSR 4095 Applied physiology I (3) areas. Within each area of specialization, stu- degree. • BBSR 4195 Applied physiology dents prepare course and laboratory projects, laboratory I (3) All Ed.M. students must complete a final, research papers and other materials appropriate • BBSR 5095 Exercise and health (3) culminating project involving either: (a) an for their projected professional activities. The • BBSR 5194 Applied physiology applied research report, which can focus on program requires 90 points of graduate study. laboratory II (3) clinical or educational issues, or (b) a laborato- • BBSR 5582 Research design in the ry research paper. Students intending to con- The doctoral program prepares individuals for movement sciences (3) tinue study towards the doctoral degree should leadership roles in the movement sciences and • BBSR 5595 Research seminar in applied physiology (typically, stu- arrange their Ed.M. program to include core in the fields of physical education, nutrition and rehabilitation (occupational, physical and dents enroll each semester courses required for doctoral specialization in until degree requirements respiratory therapy). Graduates have assumed Applied Physiology or in Motor Learning and are completed) (3 points Control. positions as faculty members and program direc- each semester) tors in universities and colleges; as researchers • BBSR 5596 Topics in applied physiology (3) For the Master of Education Program, specific in educational, clinical or biomedical settings; • One additional laboratory course: requirements for courses, or equivalents trans- and as administrators, supervisors or consult- BBSR 5195 or BBSR 5055 (3) ferred from prior graduate study, are: ants in clinical or educational facilities. Pre- • Three courses (9) selected from BBS 5055, • BBS 5060 Neuromuscular responses and paration focuses advanced study and research BBSR 4005, BBSR 4050, BBSR 4055, adaptation to exercise (2) training within the specialization. BBSR 4060, BBSR 5057, BBSR 5200, • BBS 5068 Brain and behavior I: HBSV 5010, HBSV 5011, HBSV 5034, Communication in the DOCTOR OF EDUCATION MSTC 4043, MSTC 4054 • Statistics sequence minimally two courses nervous system (1-2) (APPLIED PHYSIOLOGY) (6 points) from: HUDM 4122, HUDM 5122 • BBSR 5582 Research design in the The goal of the Applied Physiology specializa- movement sciences (3) and HUDM 5123 tion is to prepare doctoral students to pursue • Research preparation: minimally one course scholarly and scientific work. Students are selected from BBSR 5504 and BBSR DOCTOR OF EDUCATION expected to contribute significantly to the 5595 (2-3). (MOTOR LEARNING AND CONTROL) completion of at least one research project • Substantive study in movement science In the preparation of doctoral students, the prior to initiation of their dissertation proposal. including offerings in physical education goal is to develop those competencies neces- The skills developed during completion of this (minimum 15 points). sary to pursue scholarly and scientific work and project will enable students to carry out their • Two laboratory courses (minimum 5-6 points). to formulate strategies to enhance professional dissertation project independently. Students • Seminars or tutorials (minimum 5-6 points). practice. are encouraged to present the work leading up • Individual program in movement science to the dissertation proposal at national meet- (additional substantive, laboratory, fieldwork Research training uses an apprenticeship ings and to contribute to the publication of or seminar study) or in related areas outside model. Students work closely with faculty results in peer-reviewed journals. of movement science (minimum 12 points). throughout their preparation: initially as • Electives (for at least 2 points each) apprentices with access to considerable Research may be completed in the applied (12 points). advisement, subsequently as collaborators, physiology laboratories at Teachers College or then progressing to a position as independent in another clinical/research setting. If the work DOCTORAL PROGRAMS researchers. is completed outside of Teachers College, stu- Students seeking admission to the Ed.D. pro-

52 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

Typically, the dissertation research is an Graduate Study/Clinical Practice Traineeships Substantive Study extension of one or two prior studies. Often, are available for occupational and physical research leading up to the dissertation is pre- therapists enrolled in or admitted to degree BBSR 4005. Applied anatomy and sented at national meetings or is published in programs in Movement Science. They are biomechanics (3) professional journals. offered in collaboration with several clinical Faculty. Topics include: gross anatomy and agencies located in the metropolitan New York function of human skeletal and muscular sys- In addition to substantive study and research area that provide services to diverse groups tems, mechanics of human movement, and analysis of skills in dance and physical educa- preparation, students are expected to design including pediatric, adult, and geriatric clients. tion. Designed primarily for students without an individual program representing their a prior course in anatomy or biomechanics. research area and professional concerns. Such These traineeships provide stipend and tuition Students will be expected to participate in a preparation requires a significant commitment benefits. The instructional staff in Movement laboratory offered immediately preceding the to graduate study. Doctoral students (and Science provides clinical supervision. A case scheduled class time. Lab fee: $50. Ed.M. students planning to pursue the doctor- study approach is used to directly bridge al degree) are required to be engaged in between substantive study and clinical prac- BBSR 4050. Biomechanical analysis of research at least three days per week (on or tice. For more detailed information, contact human movement (3) off-site) and be available for advisement at the Coordinator of Clinical Traineeships at Professor Gordon. Permission required. Covers least two mornings or afternoons. (212) 678-3325. In addition to scholarship the principles and techniques required to ana- lyze human movement, which can be used to awards, advanced students in the Ed.M., develop practical research questions. Quanti- For the doctoral program with specialization in Ed.D. or Ph.D. programs may have an opportu- tative and qualitative techniques for analysis Motor Learning and Control, specific course nity for funding by serving as research, labora- of movement are discussed in relation to the requirements (or equivalents transferred from tory or teaching assistants, and conference study of learning, motor control, motor devel- prior graduate study) are: coordinators. opment, and motor impairments. Lab fee: $50.

• BBS 5060 Neuromuscular responses COURSES: BBSR 4055. Neuromotor processes (3) and adaptation to exercise Faculty. Prerequisite: BBSQ 4043 or equiva- (2) BBS 4032. Neuroscience of human speech lent. An examination of the structure and • BBS 5068 Brain and behavior I: and language (1-2) function of the nervous system with specific Communication in the Professor Froud. An introduction to the neuro- reference to adaptive motor control. nervous system (1-2) logical bases of normal speech and language • BBSR 4050 Biomechanical analysis perception, production and use. BBSR 4060. Motor learning (2-3) of human movement (3) Faculty. Study of factors relating to the • BBSR 4060 Motor learning (2-3) BBS 5060. Neuromuscular responses acquisition and performance of motor skills. • BBSR 4151 Laboratory methods in and adaptation to exercise (2) Includes review and analysis of appropriate biomechanics (3) Faculty. A review of the physiology of muscle research findings. Corequisite: BBSR 4861. • BBSR 5151 Introduction to the analysis contraction in addition to in-depth discussion of biomechanical signals or of topics related to the field which include: the BBSR 4070. Introduction to the psycho- an approved course in com- relationship between muscle activation and social aspects of sport and exercise (2-3) puter programming (3) respiration during exercise, muscle fatigue, Dr. Muzii. This course is designed to introduce • BBSR 5504 Research training in motor eccentric versus concentric contractions and students to the major psychosocial topics relat- learning (2-3 points each adaptation to strength training. ed to the performance of sport and exercise. semester, continuous enroll- Topics include the initiation, motivation and ment required until comple- BBS 5068. Brain and behavior I: quality of performance, the roles of arousal, tion of degree requirements, Communication in the nervous system (1-2) attention, and gender as well as principles of typically 18 points) Professor Gordon. An introduction to commu- cognitive and behavioral change. Class read- • BBSR 5582 Research design in the nication within the nervous system and func- ings, discussion and assignments are designed movement sciences (3) tional brain neuroanatomy. Examination of to facilitate the application of theory to the • BBSR 5860 Motor learning chemical circuits in brain and associated students’ current sport or exercise-related conference (enrollment pathologies, such as Parkinson’s disease, employment. required during each year Tourettes, schizophrenia, depression, and of study towards the Ed.D., anxiety. BBSR 4090. Physical fitness, weight minimum 3 points, other control, and relaxation (2-3) enrollments can be non- BBS 5069. Brain and behavior II: Faculty. Contributions of exercise to human credit) Perception, emotion, memory and well-being throughout life. Classroom, gym- • Three enrollments in BBSR 6563, cognition (1-2) nasium, and laboratory experiences included. Conference seminar (6) Faculty. An introduction to brain processes Designed for teachers, counselors, and others • Four courses (12) selected from: associated with perception, emotion, memory who desire an introduction to basic concepts BBSQ 4047, BBSR 4055, BBSR 4070, and cognition. Consequences of damage to of physical fitness. MSTC 5000, BBSR 5050, BBSR 5055, these neurobehavioral processes are examined BBSR 5057, BBSR 5251 through reading and discussion of clinical case BBSR 4095. Applied physiology I (3) • Three topical seminars (9) selected studies. Professor De Meersman. Prerequisite: a course from: BBSR 5596, BBSR 6563, BBSR 6564, in human physiology. Physiological bases of BBSR 6565, BBSR 6571 BBSQ 4043. The human nervous system (3) exercise. Lectures concerning the effects of • Statistics sequence minimum (9): Faculty. Anatomy and basic physiology of the exercise on the major physiological systems HUDM 4122, HUDM 5122 and central and peripheral nervous systems. Reflex (cellular, cardiovascular, thermoregulatory, HUDM 5123 systems, sensorimotor processes and the spe- pulmonary, renal, body fluids, hormonal). • Individual program and electives (16) cial senses; introduction to neuropathology and clinical neurology as related to rehabilitation.

Teachers College Columbia University 2008-2009 53 BBSR 5050. Neurophysiology of motor BBSR 5195. Advanced applied physiology Fieldwork control and electromyography (3) laboratory (3) Faculty. Advanced topics dealing with the Professor De Meersman. Prerequisite: BBSR BBSR 5200. Fieldwork in movement experimental and clinical use of electromyog- 5194. Introduction of advanced physiologic science (1-4) raphy. Topics will be integrated with the kine- measurement techniques and concepts. Faculty. Permission required. For advanced matics of movements being observed. A lab- Included are indirect calorimetry, spectropho- students prepared to investigate problems. oratory project using EMG will be required. tometry, vascular volume dynamics, autonomic Lab fee: $50. reflexes, thermoregulation, noninvasive car- BBSR 5251. Fieldwork seminar in motor diac output, computer data plethysmography, learning and motor control (1-2) BBSR 5055. Bases of motor control tonometry, acquisition and post-acquisition Faculty. Applications of theory/research to systems (3) analyses. Lab fee: $100. therapeutic or educational practice for students Faculty. Study of control processes subserving in field-based settings. the coordination of movement. BBSR 6070. Neural basis of respiration (3) Faculty. This course is designed to expose stu- BBSR 6201. Supervision of educational or BBSR 5057. Movement disorders (3) dents to topics in respiratory control which clinical practice in the movement sciences Professor Gordon. Study of the patho- relates to the fields of motor learning, exercise (0-2) physiology of various movement disorders physiology, and speech. Topics include posture, Faculty. Permission required. Corequisite: and the resulting motor impairments. balance and breathing, respiratory control of Actual supervisory experience during that upper airway muscle activity, neural basis of semester. For doctoral students in the move- BBSR 5095. Exercise and health (3) exercise hyperpnea. ment sciences. Field-based experiences in the Professor De Meersman. Prerequisite: BBSR guidance of therapists or educators engaged in 4095 or equivalent. The role of exercise in Seminars and Conferences applying the movement sciences to clinical diagnosis, prevention, and rehabilitation of practice. health problems such as cardiovascular dis- BBSR 4865. Tutorials in motor learning ease, pulmonary disease, diabetes, obesity, and (1-2) Research Preparation stress. Interactions with nutrition are stressed. Faculty. Review of theoretical and experimental studies in motor learning and motor control. BBSR 4900. Research and independent Laboratory Courses Topics to be announced. study in movement science and education (1-6) BBSR 4151. Laboratory methods in BBSR 5596. Topics in applied physiology (3) Faculty. Master’s degree students undertake biomechanics (3) Faculty. Prerequisite: BBSR 5095 or equivalent. research and independent study under the Dr. Kaminski. Permission required. Enrollment A seminar format used for discussion of direction of a faculty member. limited. Prerequisite: BBSR 4050. Students advanced topics. Open only to doctoral and develop technical skills in the application advanced master’s students. BBSR 5504. Research training in of biomechanics to the study of movement motor learning (1-3) behavior including video-based data collection BBSR 5860. Motor learning conference (1) Professor Gordon and Dr. Kaminski. Permis- and computer-based kinematic analysis. Faculty. Topics and speakers are announced in sion required. A competency-based approach Students design and conduct a pilot research a separate brochure which may be obtained to the preparation of researchers in the areas study using biomechanical analysis of a func- from the department office. of neuromotor control and perceptual-motor tional movement. Special fee: $75. processes. Several learning experiences are BBSR 6563. Neuromotor processes seminar offered each semester, involving lectures, labo- BBSR 4195. Applied physiology laboratory I (2) ratory practica, seminars and individual (3) Faculty. Offered in conjunction with review and research advisement. Professor De Meersman and lab assistant. analysis of research related to conference topic. Co/prerequisite: BBSR 4095. The discussion BBSR 5582. Research design in the and practice of techniques for collection and BBSR 6564. Advanced topics in neuro- movement sciences (3) analyses of physiologic data (calibration, basal motor processes (2-3) Faculty. Basic concepts of research design and metabolism, body composition, static pulmon- Faculty. Topic changes annually. statistical analysis. Students learn to interpret ary functions, VO2 measurements, physiogra- articles and design projects. phy). Lab fee: $100. BBSR 6565. Seminar in motor learning and motor control (3) BBSR 5595. Research seminar in BBSR 5151. Introduction to the analysis Faculty. Review and analysis of theories and applied physiology (1-3) of biomechanical signals (2-3) research in a selected topical area pertaining to Professor De Meersman and Faculty. M.A. stu- Professor Gordon. Introduction to the con- acquisition of skill or control processes underly- dents carrying out research-culminating proj- cepts and techniques used in the analysis of ing skilled performance. Re-enrollment is permit- ects enroll in this course near the end of their biomechanical signals. Students will apply ted as topics vary. course of study to discuss and present their these techniques to actual kinematic, kinetic projects. Ed.M. and doctoral students enroll at and electromyographic data using the BBSR 6571. Research seminar in the least once in connection with each research LabVIEW programming language. psychosocial aspects of human movement project they complete. (2-3) BBSR 5194. Applied physiology laboratory Faculty. Examines research topics, problems, BBSR 6900. Supervised independent II (3) design, and methodologies in the psychosocial research in movement science (1-9) Faculty. The discussion and practice of tech- study of human movement. Faculty. For advanced students who wish to niques for collection and analysis of physio- conduct research under faculty guidance. logic data (strength testing, electromyography, computerized data acquisition). Lab fee: $100.

54 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

BBSR 7500. Dissertation seminar in CURRICULUM AND Degree Requirements: movement science (0-3) TEACHING IN The specific career goals of the student are used in planning the graduate program. BBSR 8900. Dissertation advisement in PHYSICAL EDUCATION Programs include one or more of the following movement science (0) features: Faculty. Advisement on doctoral dissertation. Program Coordinator: Fee to equal 3 points at current tuition rate for Professor Stephen Silverman each term. For requirements, see section in Field-Based Experiences catalog on Continuous Registration for Ed.D. Program Office: (212) 678-3324 The theoretical study of curriculum and teach- degree. Email: [email protected] ing concepts is integrated with field-based applications of those concepts. Part of the stu- MSTC 5000. Neurocognitive models of Degrees Offered: dent’s graduate study experience takes place in information processing (1-3) elementary, secondary, or college physical edu- See the Department of Mathematics, Science CURRICULUM AND TEACHING cation settings. Students who are concurrently IN PHYSICAL EDUCATION (PECT) and Technology for course description. employed as physical education teachers use Master of Arts (M.A.) their own schools as field sites; other students Master of Education (Ed.M.) are assigned to selected field sites. Doctor of Education (Ed.D.) Program Description: Program Design and Development Students critically examine an array of tradi- The 32-point M.A. program is designed so phy- tional and innovative physical education pro- sical educators can develop greater knowledge gram designs, and then formulate their own about curriculum and teaching. The 60-point conception of curriculum. Program evaluation Ed.M. program is designed to prepare teachers techniques are studied and then used to con- for leadership roles in schools. The program duct field evaluations of ongoing programs. provides opportunities to study school-wide Students learn systematic techniques for pro- issues of curriculum, teaching, administration, gram development and use them to plan pro- and school reform. Specialized concentrations grams for field settings. also are available in physical fitness program development and administration. Teaching: Performance and Analysis Students critically evaluate existing theories The Teach and Study Program, which is for and models of teaching, and devise their own qualified teachers of physical education, assists concepts of teaching. A spectrum of analytic applicants in finding a physical education techniques is used to analyze videotaped and teaching position (part-time or full-time) in live samples of interactive teaching. schools in the Teachers College vicinity. Study and Application of Concepts of The 90-point Ed.D. program prepares students Human Movement and Health to serve in leadership roles as specialists in Students study theory and research in the physical education curriculum and teaching, applied sciences of anatomy, movement analy- administrators in schools and colleges, teacher sis, exercise physiology, health, nutrition, educators, and/or researchers and faculty motor learning, and their applications to pro- members in institutions of higher education. gram designs and teaching strategies.

Special Application Culminating Experience Requirements/Information: Students in the M.A. and Ed.M. programs are Teach and Study applicants should request a required to complete a culminating experience separate application from the program office. that integrates material from their course- They must also submit the Teachers College work. This experience can be field-based, theo- Application for Admission. retical, or a research project related to physical education. The student and his or her advisor Doctoral applicants are required to submit a will discuss and design an individual experi- writing sample (preferably a course paper, mas- ence that helps meet the goals of the student’s ter’s thesis, or published article). Prior formal program. training and/or teaching experience in physical education is required for admission to the doc- Research Competence (for Ed.D. students) toral program. Applicants without a major or All doctoral students develop proficiency in minor in physical education at the undergrad- research and complete a dissertation under the uate level should submit letters verifying their advisement of a faculty sponsor. With their physical education teaching experience. career goals in mind, students design their pro- grams to include coursework that focuses on research methods and the results of research in physical education, and participate in research experiences to demonstrate competence and successfully complete the dissertation.

Teachers College Columbia University 2008-2009 55 All doctoral students participate in an inten- BBSR 6340. Supervision in physical PHYSICAL EDUCATION sive seminar that reviews research in physical education (3) education and also attend a continuous Faculty. For doctoral candidates and supervi- Program Coordinator: research semester during most semesters of sors in curriculum and teaching. Field-based Professor Stephen Silverman their enrollment in the program. Students experiences in the analysis and evaluation of Program Office: (212) 678-3324 must satisfactorily complete all parts of the programs and teacher performance. Email: [email protected] program certification exam and a literature Website: www.tc.edu/bbs/Phys-Ed review to be certified and officially begin the BBSR 6540. Research seminar in curricu- dissertation process. lum and teaching in physical education (3) Faculty. Examines research problems and Degrees Offered: During the dissertation process, students work methodologies in curriculum and teaching PHYSICAL EDUCATION (PHED) closely with an advisor and complete pilot in physical education. Master of Arts (M.A.) studies to enhance their research skills. Courses that overlap all Movement PHYSICAL EDUCATION- Students who are planning on academic INITIAL CERTIFICATION (PHED-INIT) Science Programs careers that will include conducting research Master of Arts (M.A.) may participate in faculty research projects throughout their program to further enhance BBSR 4070. Introduction to the psycho- PHYSICAL EDUCATION- social study of human movement (2-3) PROFESSIONAL CERTIFICATION (PHED-PROF) their research preparation. Faculty. A general overview of knowledge and Master of Arts (M.A.) theory pertaining to the psychosocial dynamics COURSES: of behavior in sports and dance. Program Description: The course of study provides students with a BBSR 4700. Student teaching in physical broad background in physical education, the education (3) BBSR 4900. Research and independent Faculty. Student teaching in both elementary study in movement science and education movement sciences, and related areas. It is and secondary schools for a full semester. (1-6) designed for students whose career goals Includes a required seminar. Faculty. Permission required. Master’s degree include teaching in schools and other environ- students undertake research and independent ments, fitness management, coaching, and BBSR 5040. Curriculum designs in physical study under the direction of a faculty member. related areas. Students who are interested in education (3) obtaining K–12 New York State teacher certi- Faculty. Review of existing curriculum designs, BBSR 5200. Fieldwork in movement fication in physical education must complete traditional and new. Systematic development science and education (1-4) the state approved program and may require of curriculum plans. Faculty. Permission required. For advanced additional coursework beyond that required students prepared to investigate problems. for the degree. Students should contact the BBSR 5041. Analysis of teaching in physical education (3) program coordinator for transcript review and Professor Silverman. An analysis of the deci- BBSR 5582. Research design in movement to develop a plan to meet teacher certification sions and actions of teachers in relation to science and education (3) requirements. their role as director of learning. Includes Professor Silverman. Basic concepts of experiences in executing and analyzing teach- research design and statistical analysis. Degree Requirements: ing skills. Students learn to interpret articles and design After consultation with their advisor, students projects. will select a minimum of 18 of the 32 required BBSR 5043. Administration of physical points in movement sciences and education (2-3) education and athletics BBSR 6900. Supervised independent courses. At least 6 points in Curriculum and Dr. Meyers. For prospective and in-service research in movement science and Teaching in Physical Education are required. administrators. Preparation for carrying out education (1-9) administrative functions related to program Additional courses may be selected from the Faculty. Permission required. For advanced following areas: planning, scheduling, budgeting, equipment students who wish to conduct research under and facilities, safety and liability, staff develop- • Applied physiology faculty guidance. ment, community relations, and others. • Motor learning • Psychosocial study of human movement BBSR 7500. Dissertation seminar in BBSR 5240. Fieldwork in curriculum • Health education movement science and education (0-3) and teaching in physical education (2-4) • Nutrition Faculty. Permission required. Candidate devel- Faculty. Field projects in program evaluation, • Curriculum and teaching curriculum development, analysis of teaching, ops proposal for doctoral dissertation in con- and the application of teaching strategies. sultation with advisor. Seminar convenes only on days when candidates present proposals for Integrative Paper BBSR 5543. Seminar in physical education approval. As part of their culminating experience, stu- (2-3) dents present a special project that integrates Professor Silverman. Examination of current BBSR 8900. Dissertation advisement in their course experiences with an independent- issues in curriculum and teaching in physical movement science and education (0) ly defined issue of professional concern. education relative to diverse student popula- Faculty. Individual advisement on doctoral tions and associations with other disciplines. dissertation. Fee to equal 3 points at current Physical Education Teacher Certification Advanced students prepare and present inte- tuition rate for each term. For requirements, Students wishing to be eligible for New York grative papers. see catalog on continuous registration for State Department of Education certification Ed.D. degree. as a K–12 physical education teacher must complete additional requirements beyond the

56 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

M.A. degree. Among the other requirements requisites will be required to make them up NEUROSCIENCE are: (a) an undergraduate degree in kinesiolo- early in their program. Content course defi- AND EDUCATION gy or physical education or the equivalent in ciencies will be made up, with the approval coursework (see below); (b) completion of 100 of the program coordinator, through courses Program Coordinator: hours of pre-practica; (c) completion of a full at Teachers College, Columbia University or Professor Peter Gordon semester of student teaching (BBSR 4700, another college or university. Students who 3 credits); (d) completion of state-approved are deficient in physical activity courses will Program Office: (212) 678-8162 courses in Detection and Reporting of Child be required to make up courses through the Email: [email protected] Website: www.tc.edu/bbs/NeuroSci and Substance Abuse and in Violence Pre- Columbia College Physical Education program vention; (e) satisfactory scores on the state or other educational experiences that are administered Physical Education Content approved by program faculty. Degree Offered: Specialty Test, ATS-W and LAST tests. See NEUROSCIENCE AND EDUCATION (NEUR) the Teacher Education section of this bulletin Required courses for physical education Master of Science (M.S.) for details. The exact coursework needed to teacher certification: complete New York State teacher certification •BBSR 4060 Motor learning (2) Program Description: requirements will be determined by the pro- •BBSR 4700 Student teaching in Neuroscience and Education was the first physical education (3) gram coordinator when evaluating previous graduate program in the country to focus on •BBSR 4865 Tutorials in motor coursework. the educational and clinical implications of learning (1) •BBSR 5040 Curriculum designs in recent advances in understanding brain- Entry to Teacher Certification Program physical education (3) behavior relationships. One objective of the Students entering the physical education •BBSR 5041 Analysis of teaching in multi-disciplinary program is to prepare a new teacher certification program normally have an physical education (3) kind of specialist: a professional with dual undergraduate degree in kinesiology or a relat- •BBSR 5240 Fieldwork in curriculum preparation able to bridge the gap between ed field (e.g., physical education, exercise sci- and teaching in physical research underlying brain, cognition and ence, movement science). Students who do education (6) behavior, and the problems encountered in not have a degree in physical education are •BBSR 5543 Seminar in physical schools and clinics. A second objective is to required to have the equivalent in coursework education (3) provide rigorous training and relevant experi- in order to be admitted to the program or may •BBSR 5582 Research design in the ences that would allow students to further movement sciences (3) make up the prerequisites once admitted to their knowledge and make links between neu- •C&T 4020 The environments roscience, cognition, education, and clinical the program. of schools (3) practice. The M.S. program is intended for •HBSE 4000 Introduction to special professionals and non-professionals alike who As a prerequisite to entering the teacher edu- education (3) would like to acquire knowledge in fields relat- cation program all students are required to ed to neuroscience, and participate in ongoing have a minimum of 24 hours in the discipli- research, educational, or clinical practice. nary aspects of kinesiology including courses in: (a) exercise/applied physiology; (b) fitness Special Application and physical activity program planning; (c) Requirements/Information: biomechanics and anatomy; (d) sport psych- Applications will be considered throughout ology; (e) sport sociology/cultural studies of the year. Applications are handled through the physical activity; (f) motor learning; (g) meas- Admissions Office website. urement and evaluation/assessment of physical activity; (h) growth and motor development; Degree Requirements: and (i) prevention and treatment of athletic The program of study for the M.S. in Neuro- injuries. All students are required to document science and Education offers a systematic competence in a wide variety of motor activi- sequence of courses within the neurosciences. ties including: (a) team sports; (b) individual • Basic courses provide a thorough intro- sports; (c) racquet activities; (d) dance and duction to the neural bases of behavior. • Advanced courses explore implications of rhythms; (e) aquatics; (f) fitness activities; and brain-behavior research for educational and (g) adventure activities. In order to meet the clinical practice. motor activity prerequisites, students may have • Supervised practica enable students to completed a college class, have significant doc- engage in ongoing research projects in neu- umented participation in the activity, or com- roscience-related fields or to be involved in pleted community education courses (e.g., neuropsychological assessments and inter- Water Safety Instructor class through the ventions. American Red Cross). In addition, students in the Physical Education certification program are required to have first aid and CPR certifi- cation issued by a national certification agency.

Each student’s transcript will be evaluated to determine if he or she has completed the pre- requisites. Students who do not have the pre-

Teachers College Columbia University 2008-2009 57 Course Requirements: • BBSQ 4040 Speech and language SPEECH AND LANGUAGE Psychological processes underlying develop- disorders (3) ment, learning, and cognition. • BBSN 5070 Neural bases for language and PATHOLOGY cognitive development (3) At lease one course in each of the areas be- Program Coordinator: low is required. Possible courses fulfilling this Advanced Courses Professor John H. Saxman requirement are listed below, but other courses Advanced courses may include the following: in these areas or courses taken previously are • BBSN 5033 Human clinical neuro- Program Office: (212) 678-3895 also acceptable. psychology (3) Email: [email protected] Other courses (with advisor’s approval). Website: www.tc.edu/bbs/SpeechLanguage Developmental Psychology Students may also register for advanced courses • HUDK 4021 Developmental psychology: in neuroscience offered at Columbia University. Degrees Offered: Infancy (2-3) • HUDK 4022 Developmental psychology: Seminars SPEECH AND LANGUAGE PATHOLOGY (SPTH) Childhood (2-3) All students are required to register for: Master of Science (M.S.) • HUDK 4023 Developmental psychology: • BBSN 5575 Integrative seminar in neuro- Master of Education (Ed.M.) Adolescence (2-3) sciences and education (3) Doctor of Education (Ed.D.) • HUDK 4024 Developmental psychology: • BBSQ 6517 Seminar: Neuropathology Doctor of Philosophy (Ph.D.) of speech (3) Adulthood and the lifespan SPEECH-LANGUAGE PATHOLOGY- (2-3) INITIAL CERTIFICATION (SPTH-INIT) • HUDK 5024 Language development (2-3) Practicum and Research Experience Master of Science (M.S.) Students find placements in research or clinical Learning and Cognition settings either at TC or throughout the city in SPEECH-LANGUAGE PATHOLOGY- • HUDK 5023 Cognitive development (3) order to provide an experience that will become PROFESSIONAL CERTIFICATION (SPTH-PROF) the basis for their thesis project. Students may Master of Science (M.S.) Psychological Evaluation and Assessment register for research credit or independent study Two courses in statistics, measurement, or BILINGUAL EXTENSION INSTITUTE (SPTB) during this period. assessment are required. These could include Certificate the following: Master’s Integrative Project • HUDM 4050 Introduction to measurement Opportunities for student participation in Program Description: (2-3) The master’s program in Speech and Language • HUDM 4120 Basic concepts in statistics research are available. Preparation of a mas- ter’s integrative project is required for the Pathology is accredited by the Council on (3) Academic Accreditation of the American • HUDM 4122 Probability and statistical degree. The integrative project involves either Speech-Language-Hearing Association. inference (3) a research project, a practicum report, or an • HUDM 5122 Applied regression analysis integrative review. It requires a committee of The program in Speech-Language Pathology and (3) one advisor in the Neuroscience and Educa- Audiology offer advanced education and training • HUDM 5123 Linear models and experi- tion program and another faculty member. in the processes of individual human communi- mental design (3) cation (speech, hearing, language and upper COURSES: aero-digestive disorders); disorders of human Educational or Clinical Specialization communication, and swallowing and remedial A set of courses representing a cohesive BBSN 5033. Human clinical neuro- procedures for such disorders. Emphases and sequence of study in such areas as: audiology, psychology (3) interests of the program are reflected in the work counseling psychology, educational psychology, Faculty. Permission required. Prerequisite: of the following faculty: Professor O’Malley– elementary education, motor learning, nursing, HBSK 4075 or equivalent. Cognitive and psychoacoustics, including frequency selectivity, science education, speech pathology and spe- emotional disorders associated with particular two-tone suppression, auditory spectral resolu- cial education. brain functions or locations. tion, pitch, and auditory temporal acuity; Professor Saxman– speech and language develop- Neurobiological Bases of Behavior and Educational Applications BBSN 5070. Neural bases for language ment and disorder, vocal tract function and dys- and cognitive development (3) function and lifespan development of speech Core Courses Faculty. Permission required. Examination of processes; Professor Levy– cross-language speech The courses indicated below are for students neural mechanisms involved in language, production and perception and second-language with little or no prior background in Neuro- reading, and the acquisition of academic skills. speech learning; Professor P. Gordon– language science. With consultation and approval of Particular attention to language disorders, acquisition, psycholinguistics, cognitive develop- the advisor, three to four courses are required variations in cerebral organization, and hemi- ment in infants and children; Professor Froud– unless equivalent preparation can be demon- sphere specialization. acquired language pathology, neural correlates strated. of normal and abnormal speech and language. • BBS 4032 Neuroscience of human BBSN 5575. Integrative seminar in neuro- Catherine Crowley– Bilingual Speech Language speech and language (2) sciences and education (3) Pathology, and identifying critical factors that • BBS 5068 Brain and behavior I: Faculty. Primarily for students in the help distinguish between speech and language Communication in the Neuroscience and Education program during difference and disorders. nervous system (2) preparation of the final Ed.M. project; others • BBS 5069 Brain and behavior II: by permission. In-depth examination of the Perception, emotion, memory, implications for education and clinical practice and cognition (1-2) of defined areas within the neurosciences.

58 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

Programs leading to the M.S., Ed.D., and Ph.D. In addition to the regular admission require- of Science degree requirements. Although degrees in Speech-Language Pathology prepare ments, doctoral applicants must also submit: course credits from other institutions are not graduates for positions in a variety of professional transferred to the student’s program, courses settings: school systems, community speech and Doctor of Education (Ed.D.) taken elsewhere and approved by the student’s hearing centers, rehabilitation centers, hospital At least one letter of recommendation specifi- academic advisor as equivalent to coursework clinics, private practice, state departments of cally related to the applicant’s professional required to satisfy the ASHA certification education, health departments, federal agencies, ability and potential. Whenever possible, this requirements or selected departmental require- and colleges and universities. should be from a licensed or certified speech ments do not need to be repeated at Teachers and language pathologist or audiologist familiar College. Because of the program’s central concern with with the applicant’s area of specific interest. A the processes of individual human communica- paper, no more than five or six pages in length, Teachers College requires a minimum of 32 tion, swallowing and their disorders and manage- describing a major clinical problem in need of points for the Master of Science Degree. The ment, it has special interests in, and relations investigation or clarification in the applicant’s minimum number of points for completion of with, the fields of psychology, linguistics, anato- area of interest may also be submitted. the Program in Speech-Language Pathology my and physiology, acoustics, special education, is approximately 50, including practicum medicine, and dentistry. Doctor of Philosophy (Ph.D.) courses. Students who have no previous If possible, at least one letter of recommenda- applicable coursework in the field typically Many of the program’s courses in normal and tion related to the applicant’s research poten- require 74 points to complete the requirements disordered speech and hearing, and upper aero- tial by a professional familiar with the appli- for graduation. digestive processes contribute to professional cant’s interests and aptitudes. A paper, not preparation in speech and language arts, kinder- more than 5 or 6 pages in length, describing a Students admitted to the program with under- garten through secondary school education, spe- major research need in the applicant’s area of graduate majors in speech and language cial education, remedial reading, psychology, and interest. Completion of at least 90 points in pathology or with substantial prior coursework various health related professions, including liberal arts courses. can expect to complete the program within physical therapy, occupational therapy, dental two calendar years (four semesters and two hygiene, nursing, and hospital administration. All Doctoral Applicants summer sessions) of full-time study. Doctoral applicants are strongly urged to dis- Special Application cuss their plans with one of the department’s Students admitted with little or no prior Requirements/Information: faculty before completing the application pro- coursework can expect to complete the pro- Ideally, candidates should have a broad liberal cess. After all credentials have been received gram in two and one-half calendar years of arts background with concentration in the bio- in the Admission Office, an interview will be full-time study. Some accommodations can be logical and behavioral sciences. arranged by the Department’s Doctoral Admis- made for part-time study during a portion of sion and Monitoring Committee. the program, but students must be enrolled in Students from diverse academic and experience practicum experiences (BBSQ 5331/2) from backgrounds are routinely accepted into the pro- Degree Requirements: their first semester and in all subsequent gram and encouraged to apply. semesters of their enrollment. MASTER OF SCIENCE Applications for master’s in Speech-Language This degree program leads to professional Academic and Practicum Requirements Pathology are considered for admission regard- licensing, professional certification, and if elect- Basic Human Communication Processes: less of specific certification of interest. ed, to teacher of speech and hearing handi- In the area of normal human communication Foundation courses that provide information capped certification. Students are required to processes, students are required to take two relating to normal speech, language and hearing complete academic and practice requirements courses in each of three areas of speech, lan- processes; introductory level courses in speech, for the New York State License in Speech- guage, and hearing, including: language, and hearing disorders; and, appropri- Language Pathology and the Certificate of • anatomic and physiologic bases ate related areas required for the master’s pro- Clinical Competence offered by the American • physical and psychophysical bases gram can be taken as a matriculated graduate Speech-Language-Hearing Association to be • linguistic and psycholinguistic aspects student at Teachers College or at another eligible for graduation with the Master of accredited institution. Science Degree. These courses will total at least 15 points. This coursework may be taken at either the under- Students with undergraduate preparation in This requirement means that it is the responsi- graduate or graduate level. Students with an communication sciences and disorders typically bility of the student to satisfy the required 74 undergraduate degree in communication disor- have completed the foundation courses. points of coursework in appropriate specified ders will have taken some or all of this course- Students who choose to take the foundation areas for the ASHA CCC-SLP before comple- work as part of their undergraduate prepara- work at Teachers College should plan on ex- tion of the M.S., either through coursework tion. tending their master’s program as appropriate, taken at Teachers College or through an usually one semester and a summer session. approved distribution of courses completed at Material covered in the following courses must Teachers College and at another regionally have been included as part of the student’s Doctoral candidates should have completed a accredited institutions (including undergradu- prior coursework or must be taken at Teachers professional master’s degree in communication ate coursework). College: sciences and disorders prior to matriculation. • BBSQ 4030 Speech science (3) Under exceptional circumstances, students with This requirement is in addition to the specific • BBSQ 4031 Anatomy and physiology for speech, language and a master’s degree in a closely related field will be courses and minimum points required by the hearing (3) considered for admission. Teachers College faculty to satisfy the Master

Teachers College Columbia University 2008-2009 59 • BBS 4032 Neuroscience of human • BBSQ 5343 Hearing measurements (1) New York City Department of Education or the speech and language (2) New York State Education Department. • BBS 5068 Brain and behavior I: Additional Coursework Communication in the Students are required to take a minimum of 6 The requirements for the New York State bilin- nervous system (1-2) points of professional area coursework within gual extension certificate, as integrated into the the program in Speech-Language Pathology in Master’s of Science program in speech-language The remainder of the normal human commu- addition to the required core courses. Some pathology, are: nication processes requirement can be fulfilled additional courses are offered yearly, while • BBSQ 5041 School speech-language- through a variety of course options such as: others are offered on a less regular or a one- hearing programs (2-3) BBSQ 5044, Speech and language perception time basis. There are also seminars that are • BBSQ 5111 Assessment and and processing; A&HL 4101, Phonetics and open to advanced master’s students. The fol- evaluation (3) phonology; HBSE 4079, Language develop- lowing is a list of additional courses: • BBSQ 5115 Language disorders ment and habilitation; HUDK 5024, Language • BBSQ 4046 Introduction to augmenta- in children (3) development; HUDK 5090, The psychology of tive and alternative commu- • BBSQ 5120 Communication disorders language and reading; A&HL 4000, Introduc- nication (1) in bilingual/bicultural tion to linguistics; A&HL 4003, Linguistic • BBSQ 4047 Early motor behaviors in children (3) analysis; ITSF 4024, Linguistic foundations children: Normal and • Fifty hours of bilingual therapy/evaluations of bilingual/bicultural education; and other abnormal (3) with children and/or adolescents supervised courses listed in the program materials. • BBSQ 5118 Cleft palate and speech by a certified bilingual speech-language habilitation (2-3) pathologist as part of the total hours Professional Coursework • BBSQ 5119 Alaryngeal speech (1) required by ASHA. • BBSQ 5130 Assessment and interven- • A passing score on the New York State In professional area coursework, students are tion in dysphagia (2) required to take 7 points in hearing disorders • BBSQ 6111 Current issues and practices Education Department’s Target Language and a minimum of 30 points in speech-lan- in speech-language patho- Proficiency Test in the student’s non-English guage disorders. The professional area course logy (1-3) language and in English. Students must work in speech-language pathology must be at pass the test before their last semester at the graduate level and must include a mini- Research Methods Teachers College. mum of 6 points in courses within the program Students are required to take BBSQ 5940, that are not part of the core requirements. In Evaluating research in speech-language Practicum Requirements addition, only 3 points of practicum course- pathology, and audiology or to have previously • Therapy practicum. Students enroll in work can be used to fulfill the 30-point profes- taken equivalent coursework. This course is Practicum (BBSQ 5331 and BBSQ 5332) sional area requirement. Only courses for offered during the fall term. starting with their first semester at Teachers which a grade of at least a C has been earned College and continue in Practicum during can be used to fulfill these requirements. Breadth Courses each subsquent semester, including at least Students in this program are required to take one summer (BBSQ 5315 and BBSQ 5316). Core Coursework two Teachers College courses (for at least 2 Assignment and participation in each of The following core courses must be taken at points each) in departments other than their these Practicum experiences is determined Teachers College or the equivalent course major program area. These courses may be by and at the discretion of the Clinic Program material must have been taken as part of a used to fulfill the requirements for coursework Coordinator. student’s prior coursework and approved by in normal human communication processes or the student’s academic advisor: may be in related professional areas. Breadth Students continue in Practicum until a satisfact- courses may be taken pass/fail. Currently, any ory level of clinical competence appropriate for Speech-Language Pathology advisor approved non-BBSQ course meets the entry into the Clinical Fellowship Year has been • BBSQ 4040 Speech and language breadth requirement. demonstrated. Students without background in disorders (2) the field typically enroll for six or seven semesters SQ 5111 Assessment and • BB Bilingual Emphasis Track of Practicum, while students with background evaluation (3) The Bilingual Emphasis Track is for students • BBSQ 5112 Articulation disorders (3) tend to enroll for five or six semesters of who wish to develop expertise in working with • BBSQ 5113 Voice disorders (3) Practicum. Students accrue a minimum of 400 • BBSQ 5114 Stuttering: Theory culturally and linguistically diverse children supervised clinical hours within a minimum of and therapy (3) and adolescents with communication disor- three service sites in addition to the on-campus • BBSQ 5115 Language disorders ders. Following the bilingual emphasis track Edward D. Mysak Speech and Hearing Center. in children (3) will satisfy the coursework and field placement These field placements typically include a school • BBSQ 5116 Language disorders requirements for the bilingual extension to site, a hospital, and a rehabilitation site. in adults (3) the New York State teachers of students with • BBSQ 5130 Assessment and interven- speech and language disabilities certificate. • Diagnostics. Students are required to enroll tion in dysphagia (2) Under New York State Education Department in one semester of diagnostic Practicum regulations, the bilingual extension certificate Hearing (BBSQ 5312). This Practicum experience is required to provide speech and language • BBSQ 4042 Audiology (2-3: Majors take follows BBSQ 5111, Assessment and Evalua- course for 2 points only) intervention for bilingual children and adoles- tion, and is contingent upon satisfactory • BBSQ 5125 Clinical approaches to cents ages 3 through 21. This includes work- completion of academic coursework and aural habilitation of ing in a school system in New York State as therapy Practicum experiences in a variety children (3) well as providing bilingual therapy in a private of disorder areas. Assignment to this Practi- • BBSQ 5129 Audiological concepts practice where funding comes from the cum is also determined by and at the discre- and principles (1) tion of the Clinic Program Coordinator.

60 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

• Clinic Lab. Students must enroll in BBSQ Edward D. Mysak Speech and Hearing Center. COURSES: 5333 or BBSQ 5334, depending on previous Practical training at the master’s and doctoral academic background. This is a one semester levels includes lecture/demonstrations, small- General course in Laboratory Methods and Instrumen- group instruction, and direct experience with tation in Clinical Practice that is taken for clients. Students engaged in practica are super- BBSQ 4040. Speech and language disorders (2-3) 1 point. All students meet once a week for a vised individually and in groups by the faculty Professor Saxman. Discussion of speech and lecture/presentation. Students are also assigned and staff of the program. Unusual opportunities language disorders and of remedial procedures. to small group workshop sessions during the for learning and inquiry with reference to For speech pathology-audiology majors with- day. advanced clinical, supervisory, teaching, and out academic background in speech and hear- • Hearing Practicum. Students are required research activities are provided within the ing and students in language arts, psychology, to enroll in BBSQ 5343, Hearing measure- large, well equipped, and active Edward D. guidance, special education, childhood educa- ment. This is a one semester, 1 point prac- Mysak Speech and Hearing Center. tion, health education, nursing education, ticum that fulfills the New York State require- physical and occupational therapy, and dental ment for clinical hours in Audiology. Opportunities for clinical and research hygiene. experiences also exist in numerous affiliated BBSQ 4042. Audiology (2-3: Majors take DOCTOR OF EDUCATION field settings. For example, practical training course for 2 points only) This degree program leads to a professional experiences are available in approximately 60- Professor O’Malley. This course covers acous- doctorate in Speech-Language Pathology and 80 selected field facilities including hospital, tics, anatomy and physiology of the auditory is designed to prepare candidates for profes- rehabilitation centers, and school settings. system, pure tone and speech audiometry, sional leadership in clinical, supervisory, and types and communication effects of hearing teaching activities. A minimum of 90 points The program’s Clinic Laboratory is used to train loss, amplification, and immitance. must be completed. There is no language students in the application of precision instru- requirement. mentation for objective measurement of the BBSQ 4046. Introduction to augmentative phonatory, articulatory, and fluency dimensions and alternative communication (1) DOCTOR OF PHILOSOPHY of speech behavior. The laboratory is an inte- Ms. Cohen. This introductory course will pro- vide a comprehensive overview of Augmen- This program is designed for individuals gral element in the diagnostic and treatment tative and Alternative Communication (AAC). primarily interested in careers in Speech- services provided by the Speech and Hearing A thorough examination of the assessment and Language Pathology, in research, and college Center and enhances opportunities for clinical therapeutic processes will be presented. Empha- teaching. A minimum of 75 points must be research. sis will be placed upon individuals exhibiting completed. There is no language requirement. severe communication disorders secondary Special learning and research experiences to congenital/acquired cognitive and motor All doctoral candidates must complete a disser- are available through the program’s Speech impairments. Low and high-tech AAC systems tation. For details concerning the doctoral pro- Research Laboratory and for qualified will be discussed and demonstrated. Important grams, please consult the Office of Doctoral students, in laboratories maintained by the to speech therapists, special educators, psychol- Studies’ bulletins for additional information. Department’s programs in applied physiology ogists, occupational and physical therapists, school administrators and other health profes- Requirements for the Degree of Doctor of and motor learning. Additional research facili- sionals. Education and Requirements for the Degree of ties are available in several related Teachers Doctor of Philosophy are available by request College programs and Columbia University BBSQ 4047. Early motor behaviors in from the program office (212) 678-3895. departments in various affiliated institutions children: Normal and abnormal (2-3) throughout the greater New York metropolitan Dr. Sheppard. Study of normal and abnormal Continuing Professional Education area. development of sensory-motor speech process- Each year the Speech-Language Pathology pro- es and related oral motor behaviors; etiology, gram offers courses, workshops, and special Traineeships diagnosis, and management of pre-speech and events designed for postgraduates and other Traineeships on the master’s and doctoral eating pathologies in infants and severely practicing professionals in the field and related levels from the Veterans Administration, handicapped individuals from an early inter- vention perspective. fields. Also, under the Alumni Audit Program, the League Center, and other agencies are alumni may audit courses offered through the available through the department. BBSQ 5041. School speech-language- program at substantially reduced fees. The hearing programs (2-3) program in Speech-Language Pathology and The program for preparing teachers of students Dr. Kaufman. Prerequisite: BBSQ 4040 or Audiology is approved by the Continuing with speech and language disabilities is equivalent. Analyzes impact of federal and Education Board of the American Speech- approved by the New York State Education state laws on service delivery in school setting. Language-Hearing Association as a continuing Department. The Ph.D., Ed.D., Ed.M., and Develops skills to meet the needs of communi- education sponsor. M.S. programs are also registered by the cation-disordered students with the full range New York and New Jersey State Education of disabilities, including working with other Academic, Practical, and Research Departments. professionals to assist children in accessing Training Opportunities the general curriculum. Instruction in the areas of speech and language pathology and audiology includes formal course- Basic Speech and Hearing Science work (lectures, seminars, colloquia) and practi- BBSQ 4030. Speech science (3) ca training. The formal coursework within Professor Saxman. Kinesiologic approach to each area is supplemented by videotape and the study of phonetics and the phonetics of live-case presentations by the instructors and physiologic impairment. Practice in use of the by direct experiences with clients within the International Phonetic Alphabet and other descriptive systems. Teachers College Columbia University 2008-2009 61 BBSQ 4031. Anatomy and physiology for BBSQ 5115. Language disorders in and speech-language therapy for the hard-of- speech, language and hearing (3) children (3) hearing child. Use of amplification and counsel- Dr. Nicholas. Basic structures and functions Ms. Crowley. Prerequisites: An introductory ing approaches. of the articulatory, vocal, and auditory mecha- course in speech-language pathology and a nisms. Application of such study to the field course in normal language development. BBSQ 5129. Audiological concepts and of speech-pathology and audiology. Language disorders in children, including principles (1) native English speakers and children from cul- Professor O’Malley. Prerequisite: BBSQ 4042, BBSQ 5044. Speech and language turally and linguistically diverse homes, cover- Audiology. This course covers auditory path- perception and processing (2-3: Majors ing the full range of disabilities. Course covers ologies, electrophysiological (ABR) and electra- take course for 2 points only) birth through late adolescence and includes coustical (OAE) tests. Tests of central auditory Professor O’Malley. Examination of the models impact of language disorders on language function, controversial issues in audition. proposed to explain speech perception, and dis- acquisition, literacy development, and uses cussion of the research which assigns to speech of technology. Practica and language a special role. BBSQ 5116. Language disorders in BBSQ 5210-BBSQ 5212. Practicum in Applied Speech Science Courses adults (3) school speech-language pathology (3) (Speech-Language Pathology) Professor Froud. Prerequisite: BBSQ 4040 and Dr. Nicholas. Permission required. Participation BBS 4032 or equivalent. Theoretical and prac- and student teaching in a school remedial BBSQ 5125. Clinical approaches to tical approaches to understanding the etiology, speech and hearing program: survey, organiza- aural habilitation of children (3) assessment, classification and treatment of tion, remedial procedures. Special fee: $150. Dr. Nicholas. Prerequisite: BBSQ 4042 or equiv- aphasia and other communication disorders alent. Clinical procedures available to audiolo- in adulthood. BBSQ 5312. Diagnostic methods and gists, speech pathologists and deaf educators for practice in speech-language pathology (3) implementing speech-reading, auditory training, BBSQ 5118. Cleft palate and speech Dr. Nicholas. Required of speech pathology and speech language therapy for the hard-of- habilitation (2-3) majors. Prerequisite: BBSQ 5111. Methods of hearing child. Use of amplification and counsel- Professor Saxman. Prerequisite: An introduct- assessing native English speakers and culturally ing approaches. ory course in speech pathology. Etiology and and linguistically diverse clients, including symptomatology of the communication impair- English Language Learners. Ways to plan or BBSQ 5111. Assessment and evaluation (3) ment associated with cleft lip and palate and modify instruction based upon information Ms. Crowley. Permission required. Required other craniofacial disorders. The role of the gathered through assessment. Analysis of lan- of speech pathology majors. Prerequisites: speech pathologist in the multidisciplinary guage skills related to literacy and overall aca- An introductory course in speech-language approach to total habilitation of children and demic achievement. Uses of instructional and pathology and a course in normal language adults. assistive technology in assessment. Methods of development. Studies use of published tests, assessing clients within the full range of dis- technology, and alternative and curriculum- BBSQ 5119. Alaryngeal speech (1) abilities and across the lifespan. Special fee: based strategies in assessment. Focuses on Faculty. Prerequisite: An introductory course $150. impact of bilingualism and sociolinguistics on in speech pathology. Survey of medicosurgical the assessment of culturally and linguistically treatments for laryngeal carcinoma. Analysis of BBSQ 5331-BBSQ 5336. Therapy diverse clients across the lifespan, covering physiologic, acoustic, and psychosocial aspects practicum the full range of disabilities. of alaryngeal speech. Study of therapeutic Faculty. Assessment and intervention planning methods. and implementation for clients across the full BBSQ 5112. Articulation disorders (3) range of disabilities and across the lifespan. Professor Levy. Prerequisites: Phonetics course BBSQ 5120. Communication disorders Coursework covers the needs of native English and an introductory course in speech pathology. in bilingual/bicultural children (3) speakers and English Language Learners in Study of phonological rule disorders and disor- Ms. Crowley. Study of effect of bilingualism, hospitals and school settings. College-super- ders associated with functional and various bilingual education, sociolinguistics, psycho- vised practica. For bilingual emphasis students, structural and neurological problems. Critical linguistics and multicultural perspectives in at least fifty clock hours in providing bilingual analysis of research in etiology, testing, and education on the communication disordered services. therapy. child. Considers appropriate assessment and treatment to ensure optimal academic success • BBSQ 5331-BBSQ 5332. BBSQ 5113. Voice disorders (3) for English Language Learners, bidialectal, and Regular clinic (3) Faculty. Prerequisite: BBSQ 4031 or equivalent bicultural children with communication disor- Dr. Nicholas (Coordinator). and an introductory course in speech pathology. ders, covering the full range of disabilities. Observation and practice in speech Study of voice disorders associated with func- and language therapy at the Speech tional, structural, endocrinological, and neuro- BBSQ 5130. Assessment and intervention and Hearing Center and at related logical problems. Analysis of recent research in dysphagia (2) field facilities. Weekly lecture on princi- and major approaches to voice therapy. Dr. Sheppard. Clinical practice in swallowing ples of speech and language therapy and feeding disorders in children and adults. (three semesters). Majors enroll until BBSQ 5114. Stuttering: Theory and therapy Normal and abnormal development and practicum requirements for the M.S. (3) mature function assessment, and treatment. degree are completed. Special fee: Dr. Wexler. Prerequisite: An introductory course $150. in speech pathology. Analysis of major theories Applied Hearing Science Courses and research on stuttering. Study of prophylactic (Audiology) • BBSQ 5333-BBSQ 5334. Laboratory principles for younger children and evaluative methods and instrumentation in and therapeutic procedures for older children BBSQ 5125. Clinical approaches to clinical practice (1) and adults. aural habilitation of children (3) Faculty. Instruction and practice in Faculty. Prerequisite: BBSQ 4042 or equiva- acoustic and physiologic measures lent. Clinical procedures available to audiolo- related to voice, articulation, and gists, speech pathologists and deaf educators for fluency disorders. Majors must enroll implementing speech-reading, auditory training, for one term. Special fee: $150. 62 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAIOBEHAVIORALVIORAL SSCIENCESCIENCES

• BBSQ 5335. Infant evaluation clinic (0) • BBSQ 6515. Voice and its the experience of clinical work in schools. Dr. Sheppard. Observation and partici- disorders (3) The Institute meets for six weekends in May, pation in the evaluation of pre-speech • BBSQ 6516. Fluency and its June, September, October, November, and and feeding behaviors in at-risk infants disorders (3) December and is taught by its eight-person and in the development of individual- • BBSQ 6517. Neuropathology faculty. ized management programs. Special of speech (3) fee: $150. BBSQ 6940-BBSQ 6941. Supervised Continuing Education • BBSQ 5336. Stuttering clinic (0) research in speech-language pathology Dr. Wexler. Observation and and audiology (3) BBSQ 5815. Managing swallowing and participation in group therapy for Faculty vary by section. Permission required. feeding problems in the classroom (2) adult stutterers. Special fee: $150. Prerequisite: BBSQ 5941. Doctoral candidates Dr. Sheppard. Study of eating and swallowing are required to enroll in their advisor’s section disorders in children: assessment and manage- BBSQ 5343. Hearing measurement (1) for both semesters. Opportunity to design and ment strategies for eating and swallowing dis- Dr. Nicholas. Prerequisite: BBSQ 4042. conduct pilot studies and projects. orders. Practice in hearing screening, audiological evaluation, and aural rehabilitation issues BBSQ 7500. Dissertation seminar in BBSQ 6111. Current issues and practices across the lifespan. For speech and language speech-language pathology and audiology (2) in speech-language pathology (1-3) pathology majors. Special fee: $150. Professor Saxman and faculty. Prerequisite: Faculty. Topics will vary with respect to cur- BBSQ 6941. Development of doctoral disser- rent issues and practices in speech-language BBSQ 6351-BBSQ 6355. Advanced tations and projects and presentation of plans pathology. practice (2) for approval. Doctoral candidates are required Faculty. Advanced practice in speech-language to enroll for one year and must begin the pathology and audiology required. Doctoral sequence in the fall term immediately follow- students are required to register in four ing completion of BBSQ 6941. sections during their period of candidacy. Observation of faculty during therapy, diagno- BBSQ 8900. Dissertation-advisement in sis, supervisory, teaching, or research activities speech-language pathology and audiology (0) and participation in such activities. Faculty. Prerequisite: BBSQ 7500. Individual advisement on doctoral dissertations. Fee to • BBSQ 6351. Clinical (2) equal 3 points at current tuition rate for each • BBSQ 6352. Supervision (2) term. For requirements, see section in catalog • BBSQ 6353. Teaching (2) on Continuous Registration for Ed.D./Ph.D. • BBSQ 6354. Laboratory (2) degrees. • BBSQ 6355. Administration (2) BBSQ 5820. The Bilingual Extension Research Courses and Seminars Institute (6) The Institute is co-sponsored by the Depart- BBSQ 5940. Evaluating research in speech- ment of Biobehavioral Sciences and the Center language pathology and audiology (3) for Educational Outreach & Innovation and is Professor O’Malley. Required of all master’s approved for non-matriculated, non-degree and first-year doctoral students. Evaluation students. Ms. Crowley, Coordinator. of research methods. This Institute satisfies the academic and field BBSQ 5941. Research needs and methods experience requirements of the New York in speech-language pathology and audiology State Education Department for the bilingual (3) extension to the teachers of students with Professor Saxman. Permission required. Prerequisite: BBSQ 5940. Required of first- speech and language disabilities teaching cer- year doctoral students. Development of ratio- tificate. All Institute content is geared to nales for doctoral dissertations and projects. developing the knowledge and skills needed to provide quality bilingual speech and language BBSQ 6513-BBSQ 6517. Seminars in basic services. Through this “communication disor- and applied speech science (3) ders” lens, the Institute provides content in Faculty. Permission required. For doctoral can- bilingualism and normal processes of second didates and advanced master’s degree students language acquisition, theories and methods of in speech-language pathology. Doctoral candi- bilingual education, sociolinguistics, psycholin- dates are required to enroll in at least three sections. Seminars involve intensive study and guistics, and dialectology. Institute content is analysis of current research and issues in the tied to the development of clinical judgment particular topics. based upon the current research and the law including identifying a language disorder from • BBSQ 6513. Phonological a language or cultural difference, providing impairment (children and adults) (3) services to meet the curriculum standards in • BBSQ 6514. Language: Brain, the native language and in English, and collab- biology and language acquisition (3) orating with teachers and families. Great effort is made to connect lectures, presentations, dis- cussions and hands-on experience in class to

Teachers College Columbia University 2008-2009 63 64 www.tc.columbia.edu General Information: (212) 678-3000 Counseling and Clinical Psychology

CO-CHAIRS: Elizabeth Midlarsky/Marie L. Miville LOCATION: 428 Horace Mann TELEPHONE NUMBER: (212) 678-3257 FAX: (212) 678-3275 WEBSITE: www.tc.edu/CCP

PROGRAMS: DEPARTMENTAL MISSION:

CLINICAL PSYCHOLOGY 66 The Department of Counseling and Clinical Psychology prepares stu- dents to investigate and address the psychological needs of individuals, families, groups, organ- COUNSELING PSYCHOLOGY 70 izations/institutions, and communities. Counseling Psychology focuses on normal and optimal development across the lifespan, with particular attention to expanding knowledge and skills PSYCHOLOGICAL COUNSELING 74 in occupational choice and transitions and multicultural and group counseling.

Clinical Psychology provides rigorous training in both contemporary clinical science and inter- PSYCHOLOGY IN EDUCATION 76 vention. Increasingly, both aspects of this training have been focused on the needs of at-risk children and adolescents. The clinical component of the program reflects an ongoing psycho- dynamic tradition with additional opportunities for training in other theoretical models.

Thus, students in this department are trained to become knowledgeable and proficient researchers, to provide psychological and educational leadership, and to be effective practition- ers. Specifically, graduates from these programs seek positions in teaching, research, policy, administration, psychotherapy, and counseling.

FACULTY: PROFESSORS: ADJUNCT ASSISTANT PROFESSORS: George Bonanno (Clinical) Edith Cooper (Clinical) Robert T. Carter (Counseling) Stephanie Fagin Jones (Clinical) Madonna G. Constantine (Counseling) Motoni Fong-Hodges (Counseling) Barry A. Farber (Clinical) Elizabeth Fraga (Counseling) Suniya Luthar (Clinical David Greenan (Counseling) and Developmental) Merav Gur (Clinical) Elizabeth Midlarsky (Clinical) Shamir Khan (Clinical) Derald Wing Sue (Counseling) Richard Keller (Counseling) Michael J. Koski (Counseling) ADJUNCT PROFESSORS: Samuel E. Menahem (Clinical) Xavier Amador (Clinical) Nancy Nereo (Clinical) Jesse D. Geller (Clinical) Elizabeth Owen (Clinical) Jerome W. Kosseff (Clinical) Jason Rudolph (Clinical) Judith Kuriansky (Clinical) Andrea Safirstein (Counseling) Arnold W. Wolf (Counseling) Jeptha Tausig Edwards (Clinical) Gil Tunnell (Counseling) ASSOCIATE PROFESSORS: Teraesa Vinson (Counseling) George Gushue (Counseling) Anika Warren (Counseling) Lisa Miller (Clinical) A. Jordan Wright (Clinical) Marie L. Miville (Counseling) INSTRUCTOR: ADJUNCT ASSOCIATE PROFESSORS: Margaret Brady-Amoon (Counseling) Ghislaine Boulanger (Clinical) Patti Cox (Counseling) For information about faculty and their schol- Valentina Harrell (Clinical) arly and research interests, please refer to the Lisa Kentgen (Clinical) Faculty section of this bulletin, or visit us at Billie Pivnick (Clinical) www.tc.edu/faculty. Dinelia Rosa (Clinical/Counseling) Roni Beth Tower (Clinical)

ASSISTANT PROFESSORS: Jill Hill (Counseling) Michael Lau (Counseling) Laura Smith (Counseling) Helena Verdeli (Clinical)

Teachers College Columbia University 2008-2009 65 CLINICAL vidual faculty web pages)]. Our on-site clinic, theory, psychology of perception, and experi- The Dean Hope Center, now functions as both mental psychology. An applicant may be PSYCHOLOGY a research and clinical training center. The accepted with a deficiency in one of these Center is currently participating in a nation- areas on condition that the deficiency be Program Coordinator and wide study of client demographics, risk factors, remedied (either during the summer or with- Director of Clinical Training: and mental and physical health status. out degree credit, during the first semester). Professor Barry A. Farber 2. Clinical and Research Experience: Though Program Office: (212) 678-3267 Our clinical training has an ongoing psycho- not required, the Program values the addition- Email: [email protected] dynamic tradition with increasing opportunities for supervision and didactic work in Cognitive- al evidence of maturity, competence, and Website: www.tc.edu/ccp/Clinical Behavioral, Interpersonal, and other modalities. capacity for responsibility that comes from This training emphasizes intervention and a broad range of work and life experiences. Degrees Offered: assessment across the lifespan within the con- Most students admitted to the program have CLINICAL PSYCHOLOGY (CLIN) text of schools, families, and communities. We engaged, after college, in some type of super- Doctor of Philosophy (Ph.D.) are committed to an enhanced focus on eth- vised work in a clinical setting, as well as Master of Science (M.S.)- en passant nic, cultural, and theoretical diversity not only research that is commensurate with the inter- in our curriculum and clinical training, but est of a faculty member in the program. Program Description: also among our students, faculty, and clinical The Clinical Psychology Program offers a supervisors. Numerous practica and externship 3. Graduate Record Examination (GRE): course of scientist-practitioner education opportunities are available throughout the New Applicants must submit the results of the leading to the degree of Doctor of Philosophy York area, and our students commonly secure GRE Aptitude tests and the GRE Advanced (Ph.D.). The Master of Science (M.S.) and placement at the most competitive internship Examination in Psychology, taken no more Master of Philosophy (M.Phil.) degrees are sites. than five years prior to the date of the applica- earned en passant. tion. Unless English is not the applicant’s first It should be noted, however, that those stu- language, scores on the Verbal and Quantita- Graduates from this program seek positions in dents whose career goal is full-time private tive tests and the Advanced Test of less than teaching, research, policy, administration, and practice without a significant research com- 650 will make acceptance less likely. On test psychotherapy. Completing a 95-point doctoral mitment will find our program inappropriate retakes, the Admissions Committee will con- degree, including an internship, typically takes for their needs. Increasingly, the program is sider the higher scores. Applicants are urged five to seven years. Practicum work is done in emphasizing work in the child-clinical area. to take the GRE no later than November. the Teachers College Dean Hope Center for In fact, students may elect a specialty track Psychological and Educational Services in child-clinical psychology. 4. References: Applicants must submit at least (Director: Dr. Dinelia Rosa). two letters of recommendation from individu- All Clinical Psychology doctoral students are als able to comment on their scholarly and Our scientist-practitioner model means that we staff members in the Dean Hope Center after personal qualifications. are dedicated to training students to generate their first semester in the Program and carry a new empirically-based knowledge in clinical regular caseload of clients. The Center spon- 5. Personal Statement: Applicants should try psychology and to perform clinical work that is sors a weekly case conference, at which stu- to say something about the range of their constantly informed by traditional and emerg- dents present and discuss cases. Clinical work interests and experience, attempting to give ing scholarship in the field. We fully expect our is supervised by core faculty members or by the Admissions Committee a flavor of the students to learn to expertly produce, analyze, adjunct faculty who are psychologists in private person behind the application. and present scientific material. We also expect practice in New York. Students usually carry our students to become proficient at providing four clients as part of their psychotherapy Applicants paper qualifications appear most clinical services to a diverse population. practicum and receive two hours of supervision promising are invited to a personal interview, Furthermore, we expect our students to learn each week with two different supervisors. usually in late February or early March. As a to integrate these goals. Finally, we are com- rule, no applicant will be accepted on the basis mitted to the belief that training as a clinical Special Application of a written application alone. Applicants are psychologist must be deeply rooted in psychol- Requirements/Information: interviewed by one student and one faculty ogy itself, its body of knowledge, methods, and member of the Admissions Committee. All DOCTOR OF PHILOSOPHY ethical principles that form the basis and con- material included in the admissions procedure 1. A bachelor’s degree from a regionally text of clinical research and practice. is accorded professional confidentiality by the accredited college or university or its equiva- Committee. The fact that students submit lent in another country is required. An appli- Thus, the primary goal of the Clinical their applications with this knowledge consti- cant who applies while still an undergraduate Psychology Program is to provide rigorous tutes permission to have these materials read can be accepted only on condition that the training in both contemporary clinical science by both faculty and student members of the bachelor’s degree be received in time for enroll- and clinical assessment and intervention. The Committee. ment. The undergraduate transcript must research programs of our faculty span a wide include a course in statistics and at least nine range [including studies of childhood risk and additional credits from among the following resilience; clinical intervention in diverse soc- areas, at least one of which should include a iocultural and geographic contexts; religious laboratory experience: personality, social psy- and spiritual development; altruism and care- chology, developmental psychology, abnormal giving; emotion and coping with trauma; and psychology, physiological psychology, learning psychotherapy process and outcome (see indi-

66 www.tc.columbia.edu General Information: (212) 678-3000

COUNSELINGCOUNSELING AND AND CLINICALCLINICAL PPSYCHOLOGYSYCHOLOGY

Applicants for the doctoral program are research practicum with a faculty member (cul- The program currently does not have NIMH- considered for fall admission. For doctoral minating in an empirical Second-Year Project), funded traineeships to offer. Most doctoral stu- applicants, all admissions materials must be a full-year adult clinical practicum (CCPX dents with significant financial need obtain received by the final application deadline as 6335), and a one-semester child practicum help in the form of a tuition scholarship that advertised by the College. See the Admissions (CCPX 5334). covers approximately 20-40% of the cost of a section of this bulletin for more information. year’s tuition; some also receive stipends from Third Year faculty research grants. Most students also Degree Requirements: Third-year didactic courses include Group work part-time to cover expenses. dynamics: A systems perspective (ORL 5362); The Program requires: Empirical bases of psychotherapy (CCPX COURSES: 1. The completion of 95 points of academic 5039); and Dissertation seminar (CCPX credit during three to four years of residence 7500). There is also a full year advanced clini- Note that 4000-level courses are generally at the College. cal practicum (CCPX 6336). Most students open to non-majors, as are certain 5000-level courses. See listings below for prerequisites and 2. A full-time, twelve month clinical intern- elect to take a full year clinical externship limitations on enrollment. ship during the fourth or fifth year of study. (CCPX 5230); and many also elect a full year 3. An original piece of empirical research, family therapy practicum (CCPJ 6363). CCPX 4000. Introduction to applied which also serves as a qualifying paper, to be psychology (3) completed during the second year of study. Fourth and Fifth Year Professor Luthar. This course is designed to 4. A passing grade on the certification exami- Fourth year features a practicum (CCPX 6338) provide an introduction to multidisciplinary nation (on Research Methods) during the that includes clinical work as well as opportu- approaches to mental health including clinical third year of study. nities to supervise beginning trainees. Fourth psychology, school psychology, and pediatric 5. A case presentation and accompanying year is also devoted to extensive work on the psychology. paper during the third year, demonstrating the dissertation. Year five is usually spent on a full- CCPX 4010. Social problems for clinical student’s ability to integrate theory, research, year clinical internship (CCPX 6430). psychologists (3) and practice. Professor Midlarsky. Psychological perspectives 6. A doctoral dissertation, which must be com- Elective courses are for all students and on social problems such as eating disorders, pleted no later than the seventh year after include Introduction to forensic psychology domestic violence, AIDS and HIV infection, matriculation. (CCPX 4150); Psychotherapy through fiction and mental health in late life. and film (CCPX 4120); Women and mental First Year health (CCPX 4125); Psychology of loss and CCPX 4030. Psychology of adjustment (3) During the first year of study, doctoral students trauma (CCPX 4060); Psychotherapy, religious Professor Bonanno. Healthy and pathological typically take the following didactic courses: diversity and spirituality (CCPX 5045). adjustment throughout the lifespan: stress, Ethical and professional issues in clinical psy- defense mechanisms, and coping. chology (CCPX 5030); Psychological measure- The program allows only 12 points of graduate CCPX 4032. Assessment and treatment ment (HUDM 5059); Applied regression work from another institution to be trans- of alcohol and chemical dependency (3) analysis (HUDM 5122); Research methods ferred. No transfer credits are awarded for Dr. Rudolph. Overview of the clinical princi- in social psychology (ORLJ 5040); Child psy- practica, workshops, or independent study. ples governing assessment and treatment of chopathology (CCPX 5034); Adult psycho- addictive disorders; stages of addiction; issues pathology (CCPX 5032); Research and clinical Financial Aid of comorbidity; resistances to treatment. applications of DSM-IV (CCPX 5102); and Teachers College has three scholarship funds: Dynamic psychotherapies (CCPX 5037). General, Minority and International Student. CCPX 4033. Advanced clinical interven- Students also take three semesters of psycho- The College also arranges a variety of student tions with addicted patients and families (3) logical testing (CCPX 5330, CCPX 5333, loans with banks, most of them repayment- Faculty. Permission required. Prerequisite: CCPX 4032. Focus on developing advanced CCPX 6531) and a course in clinical inter- and interest-deferred. Limited work study alcohol-specific intervention techniques, and viewing (CCPX 5539). Most students begin funds may also be available. group and family counseling skills for work working with faculty members on research with addicted individuals and their families. during the first year (CCPX 4900). Since 1993, the Clinical Psychology Program has also granted partial scholarships via the CCPX 4035. Personality and behavior Second Year James S. Scappaticcio Fellowship for Gay Men change (3) During their second year, students’ didactic and Lesbian doctoral candidates in Clinical Faculty. Review of the major theories of per- courses include: Brain and behavior I: Psychology. Tuition grants are available for one sonality; mechanisms of behavioral change. Communication in the nervous system (BBS or two “self-identified gay clinical doctoral 5068); Linear models and experimental candidates”; small grants-in-aid are also made CCPX 4036. Psychology of human intimacy (3) design (HUDM 5123); Emotion, culture and available for research on topics relevant to Dr. Kuriansky. Overview of issues in the fields health (CCPX 5020); Psychotherapy with homosexuality, including psychological and/or of interpersonal relationships and sexuality: children (CCPX 5531); History and systems psychosocial aspects of AIDS or HIV treat- developmental theories, dating and mating, (CCPX 6020); Cognitive, behavioral and ment. Since 2005, the program has also grant- gender differences and similarities, sexual interpersonal therapies (CCPX 5038); ed one to two partial scholarships for students behaviors and sexual victimization. Clinical work with diverse populations in the child-track via the Jodi Lane Scholarship (CCPX 5036); and Experiential and short Fund. Priority is given to those students study- term dynamic psychotherapy (CCPX 6530). ing psychological disorders in children. In addition, students sign up for a full year of

Teachers College Columbia University 2008-2009 67 CCPX 4037. Introduction to cognitive CCPX 4542. Introduction to contemporary CCPX 5039. Empirical bases of behavior therapy (CBT) (3) psychoanalytic thought (3) psychotherapy (3) Professor Verdeli. Overview of the essential Dr. Kosseff. Examination of current psycho- Professor Farber. Permission required. Analysis principles and techniques of CBT for mood dynamic ideas, including object relations theory, of research efforts concerned with investigat- and anxiety disorders. self-psychology, theories of narcissism, border- ing the process and outcome of psychotherapy. line pathology, and the nature of the therapeu- Emphasis on client, therapist, and system vari- CCPX 4038. Comparative psychotherapies (3) tic relationship. ables that contribute to the probability of ther- Faculty. Survey and analysis of representative apeutic success. psychotherapies in current practice: psychoan- CCPX 5020. Emotion, culture, and health (3) alytic, neo-Freudian, Gestalt, Jungian, client- Professor Bonanno. This course covers the CCPX 5040. Development and psycho- centered, existential, behavior therapy, and impact of overwhelming emotions on human pathology: Atypical contexts and population others. health and self-regulatory responses. The role of (3) culture in these responses is explored, as well as Professor Luthar. Using contemporary CCPX 4039. Critical perspectives on historical context and theoretical perspectives. research as the basis, the focus is on the nontraditional psychotherapies (3) interface between classical developmental Dr. Menahem. Overview and evaluation of CCPX 5030. Ethical and professional issues psychology theories and patterns of develop- nontraditional psychotherapeutic approaches in clinical psychology (1) ment identified in atypical contexts (e.g., including existential psychotherapy, Eriksonian Dr. Khan. Limited to doctoral students in clinical poverty) and among atypical populations (e.g., hypnosis, transpersonal therapy, and Eastern- psychology. Orientation to program and field; resilient youth). Implications for interventions oriented models. ethical and professional issues. and policy are also discussed.

CCPX 4060. The psychology of loss CCPX 5032. Adult psychopathology (3) CCPX 5045. Psychotherapy, religious and trauma (3) Professor Midlarsky or Professor Miller. Major diversity, and spirituality (3) Professor Bonanno. Focus on how humans clinical disorders of adulthood viewed from clini- Professor Miller. This course will focus on the cope with significant losses and trauma: histor- cal and research perspectives; current issues in role of religion and spirituality in psychothera- ical developments, recent empirical advances, diagnosis and treatment. py. Research, theory and case material will be cross-cultural variations, and clinical and used to clarify healing dimensions of religion social implications. CCPX 5033. The evolution of Freud’s and spirituality. Discussion will focus on a re- psychological theories (3) examination of models of psyche and goals of CCPX 4120. Psychotherapy through Faculty. Intensive examination of selected psy- treatment. fiction and film (3) chological works of Sigmund Freud from 1892 to Professor Farber. Psychotherapy, the therapist, 1940, focusing on theoretical innovations, modi- CCPX 5102. Research and clinical and psychopathology as reflected in current fications, and elaborations. applications of DSM-IV (3) fiction and film. Dr. Wright. Diagnostic, clinical, and research CCPX 5034. Child psychopathology (3) applications of the DSM-IV; ethical, cultural, CCPX 4121. Psychological themes in Professor Farber. Major clinical syndromes of and gender issues in the diagnostic process. classic literature (3) childhood and adolescence viewed within the Faculty. Understanding personality, motivation, context of normal development. Consideration CCPX 5230. Fieldwork in clinical conflict and psychopathology, through critical of various theoretical, diagnostic, etiological, and psychology (0-1) analyses of classic literature, including works by therapeutic viewpoints. Professor Midlarsky. Limited to doctoral candi- Shakespeare, Dostoyevsky, Doctorow, and dates in clinical psychology. Supervised prac- Woolf. CCPX 5036. Clinical work with diverse tice in field placements. populations (3) CCPX 4125. Women and mental health (3) Dr. Rosa. Permission required. An experiential CCPX 5330. Principles and techniques Dr. Nereo. Stressors, manifestations, and treat- seminar for practicum students in Clinical and of clinical assessment (3) ment of psychopathology in women; theories Counseling Psychology who are working with Dr. Wright. Limited to doctoral candidates in of Klein, Horney, Thompson, and others. clients different from themselves. clinical, counseling, and school psychology. Theory and practice of psychological testing; CCPX 4126. The mother-child matrix: CCPX 5037. Dynamic psychotherapies (3) focus on cognitive assessment. Developmental and clinical implications (3) Dr. Boulanger. Open to doctoral candidates in Professor Miller. The mother-child relation- psychology; others by permission. Theories of CCPX 5333. Practicum in clinical ship: Implications for development and influ- psychoanalytic psychotherapy with emphasis on assessment (3) ence on clinical theory and practice, focus on original sources: Freud, Winnicott, Kohut, ego Dr. Wright. Permission required. Didactic theories of parenting, ruptures in the relation- psychology, and object relations theory. focus on personality assessment, including pro- ship and therapy with mothers and children. jective measures; supervised practice in com- CCPX 5038. Cognitive, behavioral, prehensive psychological assessment as staff CCPX 4150. Introduction to forensic and interpersonal therapies (3) member of the Dean Hope Center. psychology (3) Professor Verdeli. Open to doctoral candidates Dr. Owen. The practice and application of in psychology, others by permission. Introduc- CCPX 5334. Practicum: Clinical work forensic psychology to medical-legal problems tion to theory and technique underlying treat- with children and adolescents (3) and nomenclature in diagnosis, evaluation, ment within the following modalities: Cogni- Dr. Kentgen. Limited to doctoral candidates in assessment, treatment, and testimony regarding tive, Behavioral, Interpersonal, and Short-Term Clinical, Counseling, and School Psychology. criminal behavior, psychopathology, and civil, Psychodynamic. The course will explore the Psychological assessment of children and ado- family, and criminal law. application of these various treatment appro- lescents, including interviewing techniques, aches to a range of disorders including depres- observational methods, and psychodiagnostic CCPX 4230. Fieldwork in clinical sive disorders, anxiety disorders, OCD, and testing. psychology (3) schizophrenia. Faculty. Supervised practice in field placements for M.A. students in applied or general psycho- logy.

68 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELINGCOUNSELING AND AND CLINICALCLINICAL PPSYCHOLOGYSYCHOLOGY

CCPX 5531. Psychotherapy with children (3) For practicum students in the Dean Hope CCPX 6532-CCPX 6533. Advanced topics Dr. Pivnick. Open to doctoral students in psy- Center. All trainees must attend at least five in clinical theory, research, and practice (2-3) chology; others by permission. Introduction to conferences each term. Clinical faculty and invited instructors. contemporary models of child psychotherapy. Advanced doctoral candidates in clinical and Emphasis will be upon a comparison of the CCPX 6020. History and systems of counseling psychology; other candidates by theoretical foundations and techniques across psychology (3) permission (different sections may have differ- paradigms. Dr. Wright. Survey of the history of psychology ent criteria). Seminars for the intensive study from the ancient Greeks to the present. of specialized areas of theory, research, and CCPX 5532. Clinical issues: Children Discussion of theoretical systems including practice for advanced students. Content from diverse backgrounds (3) Associationism, Structuralism, Behaviorism, varies. Professor Miller. Open to all students. Focus Psychoanalysis, and Existentialism. on current research on risk and resiliency fac- CCPX 6534. Object relations and tors developed from within epidemiological, CCPX 6332-CCPX 6333. Practicum in self psychology (3) social, and intra-psychic perspectives. Re- clinical supervision (1-3) Faculty. Permission required. British and search findings are considered within the Dr. Wright. Permission required. Seminar and American schools of object relations; discus- context of theories of development. supervised practice in the teaching and super- sion of the role of such clinical phenomena vision of clinical assessment and intake. as internalization, splitting, regression, and CCPX 5533-CCPX 5534. Research meth- projective identification. ods in clinical psychology (3 each semester) CCPX 6335. Practicum in clinical CCPX 5533: Professor Bonanno. CCPX 5534: intervention (3-4; 0-1 during summer) Independent Study and Research Faculty. Permission required. Design, method- Professor Farber. Permission required. For ology, and artifact in research. Development of doctoral students in clinical psychology, Students may register for intensive individual research proposals. Critical review of journal two semesters, 3-4 points each semester. study of a topic of special interest. Registration articles. Supervised practice in psychotherapy as staff in independent study (CCPX 4900 and CCPX members of the Dean Hope Center. 6900) is by permission of the instructor under CCPX 5535. Research practicum in whose guidance the work will be undertaken. clinical psychology (2) CCPX 6336. Advanced practicum in clini- Credit may range from 1 to 3 points each Faculty. Permission required. Supervised cal intervention (3-4; 0-1 during summer) term, and registration is not limited to one research in clinical psychology. Dr. Geller. Permission required. Prerequisite: term. Hours for individual conferences are to CCPX 6335. For third-year doctoral students be arranged. CCPX 5539. Clinical assessment: in Clinical Psychology. The interview (3) CCPX 4900. Research and independent Dr. Rosa. Doctoral students in clinical, coun- CCPX 6338. Fourth-year practicum in study (1-3) seling, school psychology, speech and hearing, clinical intervention (1) Faculty. Permission required. learning disabilities, special education, and Dr. Rosa. Permission required. Prerequisite: pre-doctoral students providing intake services CCPX 6336. For fourth-year students in clini- CCPX 5110. Research apprenticeship (0-2) at the Dean Hope Center. Introductory didac- cal psychology, two semesters, (1 point each Faculty. Permission required. Involvement as a tic and practice seminar in clinical interview- semester). research extern in community agencies or as a ing. research assistant to departmental faculty. CCPX 6430. Internship in clinical CCPX 5544. Cross-cultural issues in psychology (0) CCPX 6900. Advanced research and psychopathology, resilience and coping (3) Faculty. For advanced doctoral students in independent study (1-3) Faculty. Examination of pathology and clinical psychology. Experience under supervi- Faculty. Permission required. resilience in the context of cultural patterns sion in approved mental health agency. One of coping with developmental lifetasks and year full-time or part-time equivalent. CCPX 7500. Dissertation seminar (0) reactions to stress. Faculty. Permission required. Development CCPX 6530. Experiential and short-term of doctoral dissertations and presentation of CCPX 5546. Research perspectives dynamic psychotherapy (3) plans for approval. Registration limited to on critical social problems (3) Dr. Kentgen. Permission required. For doctoral two terms. Professor Midlarsky. Open to master’s and doc- students in clinical, counseling, and school toral students. Exploration of research based psychology. Focus on theoretical and technical CCPX 8900. Dissertation advisement (0) upon the interface of social and clinical psy- aspects of short-term therapy; key concepts Faculty. Individual advisement on doctoral chology and development projects. Topics illustrated by clinical material presented by dissertations. Fee to equal 3 points at current include eating disorders across the lifespan, instructor and students. tuition rate of each term. altruism and mental health, coping with the aftermath of genocide, terror, personal growth CCPX 6531. Psychological assessment in the wake of trauma, and effects of disability and clinical practice (2) on the individual and family. Dr. Wright. Permission required. Prerequisites: CCPX 5330, CCPX 5333. Emphasis on the CCPX 5610. Clinical psychology interpretation of projective tests, and on the colloquium (0) integration and reporting of multiple sources Professor Farber (Coordinator), Clinical fac- of assessment data. ulty and guest speakers. Permission required.

CCPX 5630. Case conference (0) Dr. Rosa (Coordinator). Permission required. Corequisite: CCPX 5333, CCPX 6335, CCPX 6336, CCPJ 5360, CCPJ 6360, or CCPJ 6364.

Teachers College Columbia University 2008-2009 69 COUNSELING to policy development and implementation, Doctoral Program Applications: and to work in independent practice. Doctoral applicants must submit all creden- PSYCHOLOGY tials, along with their scores on the Graduate With the help of a faculty advisor, students Record Examination General (Aptitude) Test Program Coordinator and register for required and elective courses, rele- Director of Training: by the application deadline. Doctoral appli- Professor Marie L. Miville vant to their special needs and career objec- cants are also required to submit a copy of a tives. Depending on their areas of interest recently completed paper on a topic of interest Program Office: (212) 678-3397 and levels of training, graduates have found to them. This may be, but does not have to be, Website: www.tc.edu/ccp/CounPsych employment in colleges, adult education a paper submitted to satisfy course require- centers, industry, various health centers, ments. Admissions decisions are made once a Degree Offered: and community and government agencies. year. All admissions materials must be received COUNSELING PSYCHOLOGY (COUN) by the final deadline. See the Admissions sec- Doctor of Philosophy (Ph.D.) Students in the program are expected, by the tion of this bulletin for more information. end of their training, to have the following in Program Description: common (regardless of their eventual work Although admission to the Ph.D. program The Program in Counseling Psychology is settings): requires final acceptance by the Columbia dedicated to the preparation of counseling University Graduate School of Arts and psychologists who facilitate the normal and • They are concerned with assessing, facilitat- Sciences, as well as Teachers College, the optimal development of individuals, groups, ing and guiding individual development. Their administrative details for this process are and organizations that is culturally relevant focus is on enhancing those conditions that managed via the Teachers College Admissions and psychologically appropriate across the further human development and on amelio- Office. Applicants should not submit an appli- lifespan. Our students are taught to use strate- rating those that hamper it. They help individ- cation to the Graduate School of Arts and gies of prevention, intervention, and remedia- uals discover and take advantage of possibili- Sciences. The Graduate School of Arts and tion to assist others in developing effective ties in the environment and in themselves. Sciences requires that applicants have a bac- coping skills and responses to their environ- They are skilled in working with individuals calaureate degree with 60 points of liberal arts ments. (See Doctoral Student Handbook for from diverse ethnic, racial, cultural, and credit. more information.) socioeconomic backgrounds. • They are concerned with the social, situa- Preference is given to candidates with excel- The objectives of the program are to prepare tional, and psychological determinants of lent verbal and quantitative skills whose tran- students to: behavior. They use their theoretical knowledge scripts, references, performance in an admis- 1) Be self-aware, reflective, and sensitive to to bring about growth in individuals and their sions interview, and previous work experience social constructions, to issues related to iden- environments. They are concerned with pro- suggest that they have the potential to make tity group membership and to participate in a viding individuals and groups with experiences a significant contribution to theory, research, variety of settings with diverse populations; that will help them achieve their full potential. practice, or policy-making. 2) Intervene in appropriate arenas through • They are skilled in several modes of facilitat- their commitment to education, evaluation, ing human development, such as short-term Experience has shown that the doctoral pro- research, and program development; individual and group counseling, environmen- gram may not be the most appropriate pro- 3) Focus on the development of individuals tal intervention, and planned exploratory and gram of study for students who wish to become and groups, their educations and careers, developmental experiences. They are con- psychotherapists. Applicants who are so moti- assets and strengths, the importance of cerned with translating concepts and theories vated are advised to seek admission to the person-environment interactions, psycho- into strategies and programs of intervention. Ed.M. program in Psychological Counseling or education and preventive needs, as well as They not only engage in designing innovative to a different doctoral program in professional their pathologies; programs and planned interventions, but they psychology. 4) Integrate theory, practice, and research; also evaluate the outcomes of such undertak- 5) Develop identities as ethical counselors ings. Degree Requirements: who are socialized into the profession and The program of study that follows is described contribute to the discipline and to society. Special Application Requirements/Information: in terms of full-time study. Some of the courses may be taken on a part-time basis. However, An undergraduate major in psychology or one Students are expected to adhere to ethical and full-time study after the first 30 applicable of the other social or behavioral sciences is professional standards of practice and conduct. credits is required unless the student can pre- desirable but not essential. It is expected that Academic dishonesty and unethical behavior sent persuasive evidence that his or her living the personal statement which accompanies may be grounds for immediate dismissal from and working circumstances have not prevent- the student’s application will show a realistic the program (master’s or doctoral). ed and will not prevent him/her from taking assessment of the student’s professional inter- full advantage of the College’s resources. ests and goals, as well as how she/he fits with These competencies prepare students to work Certain essential subjects and practica are the doctoral program’s training objectives. in a variety of settings with emphasis on edu- offered only in the morning and early after- cation (e.g., schools, colleges, and universities, noon hours. etc.), health (e.g., outpatient clinics, hospitals, Applicants for the doctoral program are con- nursing homes, etc.) and related agencies. sidered for fall admission only. For doctoral Graduates will be able to apply their skills in applicants, all admissions materials must be school counseling, clinical practice, adminis- received by the final application deadline as tration, assessment, and research as well as to advertised by the College. See the Admissions produce knowledge, to be leaders in relation section of this bulletin for more information.

70 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELINGCOUNSELING AND AND CLINICALCLINICAL PPSYCHOLOGYSYCHOLOGY

The doctorate is granted after successful com- the Doctoral Student Handbook. In addition they are applying for internship. Students must pletion of a minimum of 90 points of planned, to coursework, a number of other academic have passed all certification and comprehen- sequential study beyond the bachelor’s degree, experiences are required. sive examinations as well as have an approved of which at least 60 points must be taken at dissertation proposal. Teachers College. The doctoral program is Doctoral Certification accredited by the American Psychological Candidacy as a doctoral student expires after The Dissertation Association and requires at least five years, a certain number of years. Ph.D. candidates For most doctoral students, the completion including the equivalent of four years of aca- must complete all degree requirements within of course requirements presents few problems. demic study beyond the bachelor’s degree seven years of first entering the program (six Successful completion of a dissertation is usu- and one calendar year of internship. years if they have an applicable master’s ally less easily managed. Unless carefully degree or 30 points of advanced standing planned in advance, it can prove a difficult Please note that upon admission to the Ph.D. prior to doctoral admission). hurdle. Accordingly, the program has several program in Counseling Psychology, students built-in features designed to facilitate the for- will receive a Doctoral Student Handbook for Counseling Psychology students do not mulation and successful execution of an the Ph.D. program in Counseling Psychology become official candidates for the degree of acceptable dissertation proposal and assistance which will provide updated policy, program Doctor of Philosophy until they: (1) pass an in completing the dissertation. These include features, and requirements. The program of interdepartmental and college wide examina- the completion of a research competence study leading to the doctorate in Counseling tion on research methods and design, (2) sub- project, the Dissertation Seminar course, and Psychology is guided by criteria adopted by mit a research competence project and (3) a Review of Research course. the American Psychological Association for pass a program certification comprehensive accredited programs in professional psychology. exam. In addition, they must satisfy all other COURSES: requirements for certification prescribed The course of studies includes: scientific and by the Office of Doctoral Studies (see the bul- Courses at the 4000 level do not usually require permission of the instructor and are professional ethics and standards; psychological letins issued by that office). Students who fail open to majors as well as non-majors. Many measurement, statistics and research design to take the certification examination at the 5000-level courses also are open to non-majors and methodology; knowledge and understand- appropriate point in their studies are subject to with appropriate background; 6000-level ing of: (a) history and systems of psychology, certain penalties. To avoid these penalties, the courses are usually limited to majors with (b) the biological basis of behavior, (c) the cog- certification examination must be taken no advanced standing in the program. See listings nitive-affective bases of behavior, (d) the social later than the third year in the program. (See below for prerequisites and limitations on bases of behavior (e.g., social psychology), and the Doctoral Student Handbook for more enrollment. In addition to the courses listed (e) individual behavior (e.g., personality theo- information). below, students should consult the offerings ry, human development), intervention strate- of other psychology programs in this catalog. gies and methods of inquiry, and preparation to The Program Certification CCPJ 4061. Principles and practices undertake a doctoral dissertation. and Comprehensive Exam of vocational rehabilitation (2-3) The Certification and Comprehensive Exam Faculty. History and legislation, principles, In developing the necessary mastery of these will have two components: (a) a research com- settings, major issues. The counselor’s role in areas, the student is expected to be attentive petence project and (b) a written exam cover- the rehabilitation program. to the historical roots of counseling psycho- ing several areas in counseling psychology. logy, i.e., the study of individual differences, Cultural issues will be infused in the content CCPJ 4062. Medical aspects of the vocational guidance movement and the questions on the exam. Also, there are pro- disabilities and rehabilitation (2-3) mental health movement. Similarly, she or he gress evaluations done annually to facilitate Faculty. Limiting aspects of the major physical is expected to be prepared for the probable students timely completion of the Ph.D. degree and emotional disabilities. Understanding and future of counseling psychology in the areas (See Doctoral Student Handbook for more using medical knowledge in rehabilitation counseling. of expertise represented by the faculty, espe- information). cially the influence of social and cultural sys- CCPJ 4064. Theories of counseling (3) tems (home, family, workplace, and environ- Externship Faculty. Approaches to counseling; theories ment) on human development and change. This year-long placement in a field-setting for and research findings; educational, vocational, clinical experience is required for doctoral stu- and personal counseling; typical problems; In addition to core requirements, courses in dents. Students petition to be placed into a illustrative cases. specific and specialized areas of counseling psy- supervised two-day-a-week training site and chology are available. Courses in the depart- see individual and group clients. For students CCPJ 4065. Career development ment are supplemented by appropriate offer- to be eligible for externship they need to have of women (2-3) ings in other programs and departments at completed at least two years of coursework Faculty. Applicability of existing theories of vocational choice and adjustment to the Teachers College and Columbia University. and at least one and a half years of practicum. career development of women. New and emerging concepts, theories, and research Please note that satisfactory performance Internship findings. Psychological, sociological, and eco- in the program is defined as no incomplete For doctoral students only. Supervised experi- nomic factors which facilitate or impede the grades and no courses in which the grade ence in approved and appropriate agencies, career development of women. earned is lower than B. Academic dishonesty institutions, and establishments. Students are and unethical behavior may be grounds for required to petition faculty for internship immediate dismissal from the program (mas- training and must be approved to apply for ter’s or doctoral). Specific information regard- internship. Students must have completed all ing curriculum requirements are contained in coursework during the academic year in which

Teachers College Columbia University 2008-2009 71

CCPJ 4066. Foundations of testing and racial identity (black and white) in individual logical development of women and men in accountability (3) development and professional practice. college. Focus on intellectual, psychosocial, Faculty. Introduces students to foundational moral, and vocational development with concepts/skills in testing, emphasizing the prin- CCPJ 5025. Group counseling (3) attention to the needs of special student ciples of design, selection, validation, and Faculty. Prerequisite: Admission into the groups and to the campus context and cli- appropriate use of formal and informal assess- Ed.M. program in Psychological Counseling or mate. Institutional structures and responses. ment tools for classroom instruction and vari- Ph.D. program in Counseling Psychology; Issues for counseling and education. ous other practice-based, research, clinical, CCPJ 4064, CCPJ 5371. Students will explore and/or accountability contexts. The course is the functions of group counseling in meeting CCPJ 5161. Counseling and normal aging particularly geared towards educational practi- client needs. Emphasis will be placed on theo- (2-3) tioners and other professionals who use data ry and principles of group process and on the Faculty. Exploration of factors impacting on from assessments to inform their day-to-day development of group skills through participa- psychological treatment for normative prob- practices or for research. tion in class role-plays and in a group counsel- lems of later adulthood, such as physical ill- ing experience. Attention to the practice of ness and retirement, and survey of interven- CCPJ 4068. Counseling women (2-3) effective group leadership will also be tions designed to address these problems. Faculty. Emphasis on the factors that influence addressed. the familial and intrapsychic issues of women. CCPJ 5162. Counseling and psycho- The integration of theories provides a frame- CCPJ 5060. Assessment in counseling pathology in older persons (2-3) work for understanding the implications of psychology (2-3) Faculty. Exploration of factors impacting on women’s development for counseling and Faculty. The course is designed to provide psychological treatment of serious psychologi- psychotherapy. an overview of the basic principles, theories, cal dysfunctioning in later life, such as senile issues and practices in the field of psychologi- dementia and clinical depression, and survey CCPJ 4160. School counseling for cal testing. Tests of both cognitive and person- of interventions designed to address these children and adolescents (3) ality functioning will be included, with empha- problems. Faculty. Principles and practices in the guid- sis on identification of both problems and ance of children and adolescents examined strengths. CCPJ 5164. Multicultural counseling from a multidisciplinary and multicultural per- and psychology (3) spective with special emphasis on facilitating CCPJ 5061. Assessment in counseling Faculty. Introduces students to a range of developmental processes of school, family, and psychology (1-3) approaches used in psychology and other disci- community contexts. The role of the Guidance Faculty. Open only to doctoral students in plines for developing therapeutic interventions Counselor in developing preventive and reha- Counseling Psychology. Students will explore across diverse racial, cultural and linguistic bilitative interventions in urban and suburban a range of contemporary issues in testing and groups. Examination of culturally indigenous schools/communities will be considered. will also receive supervised testing experience perspectives of and approaches to mental Special fee: $15. in a hospital or clinic. This course is offered in health and healing. Introduction to culturally the spring only for the students who have based counseling methods. CCPJ 4165. Consultation in community completed CCPJ 5060. agencies and resources (2-3) CCPJ 5165. Racial-cultural counseling Faculty. Community services and programs CCPJ 5062. Career counseling and laboratory (4) in family and personal counseling, health and development (3) Faculty. Permission and application required. child care, mental health, career counseling, Faculty. General concepts of career develop- Prerequisites: Admission into the Ed.M. pro- job placement, and service to the aged. ment and methods of assessment in career gram in Psychological Counseling or Ph.D. counseling. This course also highlights various program in Counseling Psychology; CCPJ CCPJ 4166. Current issues in gerontology issues related to the career development of 4064, CCPJ 5371, CCPJ 5025, and either (2-3) diverse client populations in light of contem- CCPJ 5020 or CCPJ 5164. An advanced expe- Faculty. Current and emerging emphases in porary socio-political phenomena. Materials riential skill oriented and didactic course with theory, research, and practice. Registration not fee: $40. limited enrollment (30) intended to provide limited to one term. Topics are announced in insights into the racial, social and cultural fac- the course schedule distributed each semester. CCPJ 5063. Psychological and cultural tors in the development of relationships in aspects of disability and rehabilitation (2-3) counseling. The course uses a minimum com- CCPJ 4560. Professional and ethical issues Faculty. Personality theory and physical dis- in psychological counseling (3) petence model focused on self-exploration and abilities. Personality and environmental vari- Faculty. Professional orientation for Ed.M. stu- the use of counseling skills. ables in the adjustment and rehabilitation dents in psychological counseling. Ethics and process. professional issues; employment opportunities Relevant Courses in Another Department and work settings (masters only). Taught by Counseling Faculty CCPJ 5064. Marriage and family therapy: CCPJ 4873. The Winter Roundtable Theory and practice (3) ITSF 5123. School counseling of bi- on cultural psychology and education (1) Faculty. Open to majors in counseling and lingual/bicultural children (3) Faculty. An annual national conference where clinical psychology and to others with appro- Faculty. See the Department of International top leaders in education and psychology share priate backgrounds. The course focuses on the and Transcultural Studies for course descrip- their expertise. relationship between self and system. Integra- tion. tive theory models based on systemic thinking CCPJ 5020. Racism and racial identity are explored. Family systems approaches Fieldwork and Internships in psychology and education (3) relevant to working with individual adults, Faculty. A review of the debate on the influ- children, couples and families are studied. CCPJ 5260. Fieldwork in psychological ence of race and racism on education, mental Illustrative cases are presented and discussed. counseling and rehabilitation (2-4) health, and other social sciences. Introduction Faculty. Limited to second-year students in of current theoretical and research develop- CCPJ 5065. Psychology of the undergradu- Ed.M. program in Psychological Counseling. ments which explore the influence and role of ate: Issues for counseling and psychology (3) Required: Written application by the last Faculty. Theory and research on the psycho- Wednesday in September for spring and sum-

72 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELING AND CLINICAL PSYCHOLOGY mer and by the first Wednesday in February Practica CCPJ 6350. Externship in counseling for fall and permission of the instructor. psychology (0-3) Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ CCPJ 5360. Practicum in career Faculty. Year-long placement in a field-setting 5062, CCPJ 5371 and either HUDK 4022, and personal counseling (4) for clinical experience. (Required for doctoral 4023, 4024, or HUDK 5029 (or approved sub- Faculty. Limited enrollment. Required: written students). Students petition to be placed into a stitutes). Supervised experience in various application by June 1 for either semester of the supervised 2-day-a-week training site and see types of social agencies, rehabilitation agen- next academic year, permission of the instruc- individual and group counselors. To apply, cies, career counseling centers, business estab- tor, and concurrent registration for CCPX students must complete practicum sequence, lishments, educational institutions, and facili- 5630. Prerequisites: CCPJ 4064, CCPJ 5062, pass certification/comprehensive examinations, ties serving the elderly. Normally a minimum CCPJ 5371, CCPJ 5025; and either HUDK and have completed most coursework. For stu- of two semesters is required at 2 points per 4022, 4023, 4024 or HUDK 5029 (or their dents to be eligible for externship they need to term. Additional points of credit may be added equivalents). Limited to second-year students have completed at least two years of course- only with the approval of the instructor. (30 or more points) admitted to Ed.M. pro- work and at least one and a half years of gram in Psychological Counseling or doctoral practicum. Externships involve students apply- CCPJ 5263. Supervised fieldwork in students in counseling psychology. Supervised ing to affiliated programs (i.e., institutions and elementary school counseling (2-4) practice in vocational appraisal and short-term organizations with which we have established Faculty. Limited to second-year students in educational and personal/career counseling. affiliated agreements). We require students to Ed.M. program in Psychological Counseling Students work with clients of the Dean Hope be on site for at least two days a week for eight specializing in elementary guidance. Required: Center. Special fee: $50. to ten months, that the students be supervised Written application by the last Wednesday in by a licensed psychologist and that the students September for spring and summer and by the CCPJ 5364. Advanced practicum in multi- be trained in individual and group modes of first Wednesday in February for fall and per- cultural counseling and psychotherapy (1-2) service delivery. mission of the instructor. Prerequisites: CCPJ Faculty. Course will involve a weekly seminar, 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371; client assignments with individual supervision, *CCPJ 6360. Practice in psychological coun- and either HUDK 4022, 4023, 4024 or HUDK and discussion of culturally relevant clinical seling (4 points each for fall and spring) 5029 (or approved substitutes). Normally, a interviews. Prerequisites: CCPJ 4064, CCPJ Faculty. Required: permission of the instructor. minimum of two semesters is required at 2 5025, CCPJ 5062, CCPJ 5371, and either For advanced doctoral candidates in counseling points per term. Additional points of credit HUDK 4022, or HUDK 4023 or HUDK 4024. psychology. Course involves a weekly seminar, may be added only with the approval of the Open only to doctoral students in counseling client assignments with individual supervision, instructor. Special fee: $20. psychology. and exposure to a range of theoretical appro- aches to the clinical/counseling interview. Stu- CCPJ 5265. Supervised fieldwork in CCPJ 5368. Supervision and teaching dents register for 4 points each term. secondary school counseling (2-4) of counseling (0-2) Faculty. Limited to second-year students in Faculty. Permission required. Prerequisite: CCPJ 6362. Group practicum (3) Ed.M. program in Psychological Counseling Successful completion of appropriate practica Faculty. Permission required. Students must specializing in secondary guidance. Required: in individual and/or group counseling. Exper- submit written application by the midterm date Written application by the last Wednesday in ience in practicum supervision and related of the preceding semester. Limited to advanced September for spring and summer and by the teaching activities under the guidance of a fac- students with appropriate backgrounds in group first Wednesday in February for fall and per- ulty member. Enrollment not limited to one work. Students will practice group counseling mission of the instructor. Prerequisites: CCPJ term. skills in selective settings. 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371; and either HUDK 4022, 4023, 4024 or HUDK CCPJ 5371. Foundations of counseling (3) CCPJ 6363. Advanced group and 5029 (or approved substitutes). Normally, a Faculty. Permission required. Limited enroll- family systems practicum (2) minimum of two semesters is required at 2 ment. Prerequisite: For majors section, admis- Faculty. Permission required. Prerequisites: points per term. Additional points of credit sion into the Ed.M. program in Psychological CCPJ 5025. (Year Course). Advanced group may be added only with the approval of the Counseling or Ph.D. program in Counseling supervision to provide service to clients in the instructor. Special fee: $20. Psychology, CCPJ 4064 completed or taken Dean Hope Center and/or outside agencies. concurrently; for non-majors section, CCPJ CCPJ 6260. Advanced fieldwork (2-6) 4064 recommended but not required. A labo- CCPJ 6368. Advanced supervision Faculty. Permission required. Limited to ratory experience for counselors and others in and teaching of counseling (0-2) advanced students in the Ed.M. program in the helping professions. Practice in clarifying, Faculty. Permission required. Supervision and Psychological Counseling who have completed understanding, and responding to personal related teaching activities for advanced doctor- the regular fieldwork sequence in their area of communications. Graduated exercises and al students under the guidance of a faculty concentration. Registration not limited to one videotapes are used to develop counseling and member. Registration not limited to one term. semester. interviewing skills and desirable counselor atti- tudes. Special fee: $20. * Students must register for CCPX 6335/6336 CCPJ 6460. Internship in counseling (1 point) in the summer for year long commit- psychology (0-6) *CCPJ 6330. Basic practicum in individual ments. Faculty. Permission required. For doctoral stu- counseling and psychotherapy (4) dents in counseling psychology only. Super- Faculty. Open only to doctoral students in vised experience in approved and appropriate counseling psychology. Permission required agencies, institutions, and establishments. and enrollment limited. Individual work with Students are required to petition faculty for clients under supervision on a range of issues internship training to be approved to apply for and problems. Personal, social, relationship, internship. Students must have completed all educational and vocational adjustment and coursework during the academic year in which developmental focus. they are applying for internship. Students would have to have passed all certification and comprehensive examinations as well as to have an approved dissertation proposal.

Teachers College Columbia University 2008-2009 73 Seminars • CCPJ 6578. Research practicum psychology undergrad minor (2-3) PSYCHOLOGICAL CCPJ 5560. Review of research Professor Constantine. COUNSELING in counseling psychology (3) Faculty. Required of and limited to doctoral • CCPJ 6579. Research practicum Program Coordinator: candidates in counseling psychology. Explora- identity and intimacy (2-3) Professor George V. Gushue tion of theoretical and methodological appro- Faculty. aches in counseling psychology. Program Office: (212) 678-3397 CCPJ 7502. Dissertation seminar (1-3) Website: www.tc.edu/ccp/CounPsych CCPJ 5563. Special topics and issues Faculty. Permission required. Prerequisite: in counseling psychology (1-3) CCPJ 5560 and CCPJ 6572-CCPJ 6579. An Degrees Offered: Faculty. New and emerging developments, prac- advanced research course designed to facilitate tices, and concerns in the field are examined the development of doctoral dissertations and PSYCHOLOGICAL COUNSELING- and evaluated. Topics are announced in the presentation of plans for approval at all steps MENTAL HEALTH COUNSELING (COUM) schedule of classes that is posted online each in the process. Required of all doctoral stu- Master of Education (Ed.M.) semester. Registration not limited to one term. dents before or after an approved proposal. PSYCHOLOGICAL COUNSELING- Registration limited to two terms. For require- SCHOOL COUNSELOR (COUS) CCPJ 6560. Advanced professional issues ments, see section in catalog on Continuous Master of Education (Ed.M.) (0-1) Registration for Ed.D./Ph.D. degrees. Master of Arts (M.A.)- en passant Faculty. Students will familiarize themselves with a range of professional issues that affect CCPJ 7572. Advanced research practicum PSYCHOLOGICAL COUNSELING- their learning and development as counseling in counseling psychology (0) MENTAL HEALTH COUNSELING/SCHOOL psychologists and will have the opportunity Faculty. Permission required. Prerequisite: COUNSELOR (COUD) to explore topics not currently available in CCPJ 6572-79. This course is a continuation Master of Education (Ed.M.) the curriculum. Limited to doctoral students of CCPJ 6572-79 and is only open to students PSYCHOLOGICAL COUNSELING in psychology. who have completed two semesters of the pre- (COUP) requisite. CCPJ 6569. Professional ethics and Master of Education (Ed.M.) standards in psychology (3) Independent Study and Research Master of Arts (M.A.)- en passant Faculty. Ethics and standards of psychological Students may register for intensive individual practice and research. Limited to doctoral stu- study of a topic of special interest. Registration Program Description: dents in psychology. Others by special permis- in independent study is by permission of the The Program in Psychological Counseling is sion. instructor under whose guidance the work will dedicated to the preparation of psychological be undertaken. Credit may range from 1 to 3 counselors who facilitate the normal and opti- CCPJ 6572-CCPJ 6579. Research practicum points each term except for CCPJ 8900 mal development of individuals, groups, and in counseling psychology (Dissertation advisement) and registration is organizations that is culturally relevant and Faculty. Permission of instructor required. not limited to one term. Hours for individual psychologically appropriate across the lifespan. Students participate in ongoing research under conferences are to be arranged. Our students are taught to use strategies of the direction of a faculty member. Participation prevention, intervention, and remediation to includes formulation of hypotheses, identifica- CCPJ 4902. Research and independent tion of appropriate variables and measures, data study in psychological counseling (1-3) assist others in developing effective coping collection and analysis, and preparation of skills and responses to their environments. research reports. Students register for two con- CCPJ 6902. Advanced research and inde- (See Psychological Counseling program hand- secutive terms. pendent study in counseling psychology book for more information.) (1-3) • CCPJ 6572. Multicultural competencies The objectives of the program are to prepare (1-3) CCPJ 8900. Dissertation advisement (0) students to: Professor Sue. Faculty. Individual advisement on doctoral 1) Be self-aware, reflective and sensitive to dissertation. Fee to equal 3 points at current social constructions and issues related to iden- • CCPJ 6573. Cross cultural research (2-3) tuition rate for each term. tity group membership and to participate in Professor Smith. a variety of settings with diverse populations; • CCPJ 6574. Multicultural perspectives on 2) Intervene in appropriate arenas through social attitudes, identity, and development their commitment to education, evaluation, (2-3) research, and program development; Professor Miville. 3) Focus on the development of individuals and groups, their educations and careers, assets • CCPJ 6575. Research models and proce- and strengths, the importance of person-envir- dures with racial/cultural emphases (2-3) onment interactions, psycho-education and Professor Carter. preventive needs, as well as their pathologies; 4) Integrate theory, practice, and research; and • CCPJ 6576. Prevention, multicultural training, spirituality and counseling (0-1) 5) Develop identities as ethical counselors who Faculty. are socialized into the profession and contri- bute to the discipline and to society. Students • CCPJ 6577. Psychological interventions are expected to adhere to ethical and profes- with older persons (2-3) sional standards of practice and conduct. Faculty. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from

74 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELINGCOUNSELING AND AND CLINICALCLINICAL PPSYCHOLOGYSYCHOLOGY the program (masters or doctoral). These com- ests and goals, as well as how she/he fits with pleting a series of specified courses, three to petencies prepare students to work in a variety the master’s program’s training objectives. four years of post-master’s work experience in of settings with emphasis on educational (e.g., Applicants for the master’s program are con- an appropriate setting, and successful perform- schools, colleges, and universities, etc.), health sidered for fall and spring admission. For mas- ance on an examination sponsored by the (e.g., outpatient clinics, hospitals, nursing ters applicants, all admissions materials must Commission on Rehabilitation Counselor homes, etc.) and related agencies. In roles as be received by the application deadlines as Certification (CRCC). Consult the Master’s psychological counselors, master’s graduates advertised by the College. See the Admissions Student Handbook for more information about will be able to apply their skills in school coun- section of this bulletin for more information. Rehabilitation counseling specialization. seling, clinical practice, administration, assess- Please contact the Admissions Office for fur- ment, and research. ther information about admission to the Ed.M. In 2005, Teachers College received approval program. from New York State to offer a License- With the help of a faculty advisor, students reg- Qualifying Mental Health Counseling ister for required and elective courses relevant Degree Requirements: Program (COUM). Along with completion to their special needs and career objectives. The Ed.M. is granted after successful comple- of required coursework, students can become Depending on their areas of interest and levels tion of a special project and 60 points of eligible for licensure when they complete 3000 of training, graduates have found employment planned, sequential study beyond the bache- hours of post-master’s supervised experience in in colleges, adult education centers, industry, lor’s degree, of which at least 48 points must the practice of mental health counseling and various health centers, and community and be taken at Teachers College. Approval of pass a national examination. For information government agencies. transfer credits to the Ed.M. program must be regarding licensure, please contact the Office conducted upon admission into the program; of the Professions, New York State Education Department (http://www.op.nysed.gov/mhp.ht). Students in the program are expected, by the transfer credits will not be accepted thereafter. end of their training, to have the following in The Ed.M. degree could lead to the doctorate A dual specialization in Mental Health common (regardless of their eventual work at Teachers College and elsewhere, but usually Counseling and School Counselor also is avail- settings): with some loss of time and credits because of able (COUD). • They are concerned with assessing, facilitat- differences in emphases between master’s and ing and guiding individual development. doctoral programs. Students who apply to All students in the Psychological Counseling Their focus is on enhancing those condi- the program during or after taking classes at Ed.M. program (COUM, COUS, COUD, and tions which further human development Teachers College as a non-matriculated stu- COUP) must take specific required courses in and on ameliorating those that hamper it. dent can transfer up to 9 points (with a maxi- the following content areas: They help individuals discover and take mum of 8 points in the major) if accepted as a • Human growth and development: HUDK advantage of possibilities in the environment matriculated degree student. Additional infor- 4022, Developmental psychology: Childhood and in themselves. They are skilled in work- mation may be found in the Master’s Student (3); HUDK 4023, Developmental psycho- ing with individuals from diverse ethnic, Handbook. logy: Adolescence (3); HUDK 4024, racial, cultural, and socioeconomic back- Developmental psychology: Adulthood and grounds. School counseling is one of several areas of the lifespan (3); or HUDK 5029, Personality • They are concerned with the social, situa- specialization within the Ed.M. program in development and socialization across the tional, and psychological determinants of Psychological Counseling (COUS). It is a spe- lifespan (3) behavior. They use their theoretical knowl- cialty that allows students to develop appropri- • Social cultural foundations of counseling: edge to bring about growth in individuals ate skills to deliver services that are specific to CCPJ 4873, The winter roundtable on cul- and their environments. They are concerned school settings, in addition to learning the tural psychology and education (1) and two with providing individuals and groups with essential functions generally found in the of the following: CCPJ 5165, Racial-cultural experiences that will help them achieve counseling profession. counseling laboratory (4); CCPJ 5020, their full potential. Racism and racial identity in psychology and • They are skilled in several modes of facili- A graduate of this specialization is eligible for education (3) or CCPJ 5164, Multicultural tating human development, such as short- provisional certification as a School Counselor counseling and psychology (3) term individual and group counseling, envi- in New York State after completing the pro- • Counseling theory and practice: CCPJ 4064, ronmental intervention, and planned explor- gram, including a series of specified courses. Theories of counseling (3), and CCPJ 5371, atory and developmental experiences. They Consult the Master’s Student Handbook for Foundations of counseling (3) are concerned with translating concepts and more information about the School Counselor • Psychopathology: CCPJ 5563, Special topics theories into strategies and programs of inter- Specialization. and issues in counseling psychology (3); vention. They not only engage in designing CCPX 5032, Adult psychopathology (3); or innovative programs and planned interven- For permanent certification, New York State CCPX 5034, Child psychopathology (3) tions, they also evaluate the outcomes of requires two years of employment as a school • Group counseling: CCPJ 5025, Group coun- such undertakings. counselor and 30 additional credits of gradu- seling (3) ate work. The credits from the Ed.M. beyond • Lifestyle and career development: CCPJ 5062, Special Application the M.A. will be applied toward the 30. Career counseling and development (3) Requirements/Information: Students planning to obtain New York State • Assessment and appraisal: CCPJ 5060, An undergraduate major in psychology or one Certification in School Counseling use the en Assessment in counseling psychology (3), of the other social or behavioral sciences is passant M.A. to apply for provisional certifica- and one of the following: HUDM 5059, desirable but not essential. It is expected that tion. Students should complete the application Psychological measurement (3); HUDM the personal statement which accompanies for certification upon graduation from the 4050, Introduction to measurement (3); or the student’s application will show a realistic M.A. program. Similarly, students can become CCPJ 4066, Foundations of testing and assessment of the student’s professional inter- certified as Rehabilitation Counselors by com- accountability (3)

Teachers College Columbia University 2008-2009 75 • Research and program evaluation: ORLJ (Course HBSS 4123 for 3 credits). For work- PSYCHOLOGY 4009, Understanding behavioral research shop information, please contact CEO&I at (3), and ORL 5522, Evaluation methods I (3) ext. 3987 or visit their website at www.tc. IN EDUCATION • Professional orientation and ethics: CCPJ columbia.edu/ceoi. For course information, 4560, Professional and ethical issues in psy- contact the department (ext. 3964) for specific Program Coordinator: Professor Elizabeth Midlarsky chological counseling (3) dates and times. • Foundations of mental health counseling and Program Office: (212) 678-3267 Required courses often are scheduled in the consultation: CCPJ 5371, Foundations Email: [email protected] of counseling (3) (also listed under afternoon and evening, so it is possible for stu- Website: www.tc.edu/ccp/psyched/proginfo.asp Counseling Theory and Practice), and CCPJ dents with flexible schedules to attend on a part time basis and complete the program; 4165, Consultation in community agencies Degrees Offered: Two Tracks and resources (3) however, it should be noted that at times, • Clinical instruction: CCPJ 5360, Practicum required courses may be offered during the day GENERAL PSYCHOLOGY (PSYG) and students must be prepared to make need- in career and personal counseling (4), and Master of Arts (M.A.) CCPX 5630, Case conference (0) ed accommodations. Full-time students gener- • Recognition and reporting of child abuse ally complete the program in about two years. PERSONALITY AND PSYCHOPATHOLOGY and maltreatment. The length of program completion for part- (PSYA) time students varies with the number of points • One year of supervised fieldwork: CCPJ Master of Arts (M.A.) 5260, Fieldwork in psychological counseling in which they enroll each semester. and rehabilitation (6 points total spread Program Description: In addition to required core courses, students over two or three semesters); CCPJ 5263, The General Track is designed to provide stu- will be expected to select electives from the Supervised fieldwork in elementary school dents with a broad exposure to clinical psycho- various areas of psychology and other appro- counseling (6 points total spread over two logy and to other areas of psychology that may priate disciplines that will provide breadth or three semesters); or CCPJ 5265, be of interest. The Personality and Psycho- and depth to their preparation as counselors. Supervised fieldwork in secondary school pathology Track aims to give students intro- Consult the Master’s Student Handbook for counseling (6 points total spread over two ductory training at the graduate level in psy- further information about Ed.M. program or three semesters). chopathology, research methods in psychology, requirements. psychological perspectives on social contexts School counselors (COUS and COUD) also and social problems, and theories of psycho- A special project is required in addition to the are required to take the following: therapy. It includes clinical coursework and 60 points of coursework. Students should plan Elementary opportunities to gain experience in relevant to complete their project in the same semester • HUDK 4022, Developmental psychology: fieldwork and research, both inside and outside that they apply for the Ed.M. degree. Childhood the classroom. • CCPJ 5263, Supervised fieldwork in elemen- The Comprehensive Exam, which is a mandatory tary school counseling Graduates of these academic M.A. programs requirement for obtaining the en passant M.A., is • CCPJ 4160, School counseling for children are not trained for the independent practice generally taken in the semester in which 45 cred- or adolescents, or of counseling psychotherapy or psychological its are completed. • ITSF 5123, School counseling of bilingual/ assessment. However, with a Master of Arts bicultural children, adolescents, and their degree, graduates may find employment in COURSES: families research centers, social service agencies, com- Please refer to course descriptions listed under • Child abuse and maltreatment identifica- munity colleges, and hospitals. Completion of Counseling Psychology. tion, reporting and intervention the M.A. degree does not guarantee admission • Violence prevention and intervention** to a doctoral program, here or elsewhere, but outstanding students are likely to be more High School attractive candidates. • HUDK 4023, Developmental psychology: Adolescence Special Application • CCPJ 5265, Supervised fieldwork in second- Requirements/Information: ary school counseling At least one of the two required letters should • CCPJ 4160, School counseling for children be an academic reference. The GREs are rec- and adolescents, or ommended but not required. • ITSF 5123, School counseling of bilingual/ bicultural children, adolescents, and their Applications are considered for fall admission. families All admissions materials must be received • Child abuse and maltreatment identifica- by the early or final deadlines as advertised tion, reporting and intervention by the College. For information on application • Violence prevention and intervention** deadlines, see the Admissions section of this bulletin. **Violence prevention and intervention may be taken as a workshop through the Center for Educational Outreach and Innovation (CEO&I) or as a course through the Department of Health and Behavior Studies

76 www.tc.columbia.edu General Information: (212) 678-3000

COUNSELINGCOUNSELING AND AND CLINICALCLINICAL PPSYCHOLOGYSYCHOLOGY

Degree Requirements: Clinical Psychology. The remaining points may • CCPX 5533 Research methods in The programs for the Master of Arts (M.A.) be taken as electives either in or outside of clinical psychology (3) degree in Psychology in Education: General, the department. and Personality and Psychopathology require II. Electives (14 points) 36 points of coursework and a special project. The Curriculum: Breadth requirement- three out-of-department The General Track requires 18 points in the PERSONALITY AND Teachers College courses each requiring 2-3 Clinical Psychology program, whereas the PSYCHOPATHOLOGY TRACK points (1-point courses do not count towards Personality and Psychopathology Track is built (36 points total and special project) the breadth requirement). The following around a 22-point core of courses in Clinical courses are recommended but not required to Psychology (CCPX). Degree requirements may I. Required Courses (22 points): meet the breadth requirement: be completed on a full-time basis in a calendar year (two semesters plus one or two summer A. Adult Psychopathology 1. Research Methods sessions at the end), one year and one semes- • CCPX 5032 Adult psychopathology (3) • HUD 4120 Methods of empirical ter, or the equivalent in part-time study. Many research (3) • ORLJ 4009 Understanding behavioral students prefer to remain in the M.A. program B. Developmental Psychopathology research (3) for more than one academic year. • CCPX 5040 Development and psychopathology: Atypical contexts and 2. Statistics In addition to the courses taken within the population (3) • HUDM 4120 Basic concepts in statistics (3) Program in Clinical Psychology, M.A. stu- or • HUDM 4122 Probability and statistical dents in both program tracks must take at least • CCPX 5034 Child psychopathology (3) inference (3) three Teachers College courses outside the • HUDM 5122 Applied regression analysis (3) department. Each of these courses must be C. Psychotherapeutic Approaches/ taken for 2 or 3 points. Psychological Intervention 3. Miscellaneous •CCPX 4037 Introduction to cognitive • BBSN 5033 Human clinical neuro- psychology (3) Transfer credits from courses taken outside of behavior therapy (3) • HBSS 4110 Health promotion for Teachers College are not accepted toward any or • CCPX 4038 Comparative psycho- children and adolescents (3) M.A. program at Teachers College. Only therapies (3) • HBSS 4113 Human sexuality courses at Teachers College are accepted or education (3) toward the M.A. degree. •CCPX 5045 Psychotherapy, religious • HBSS 4115 Health promotion for diversity, and spirituality (3) aging adults (3) All students matriculating in the M.A. • HBSS 4123 Violence and its Program are given a copy of the Student D. Advanced Psychotherapy prevention (3) Handbook for the specific academic year in • CCPX 4199 Interpersonal psycho- • HBSS 4130 Alcohol and health (2-3) which they matriculate. The Handbook out- therapy (3) Any remaining points may be taken either in lines all program requirements including cur- or outside of the department. The degree riculum and guidelines for the special project. E. Social Psychology • CCPX 4010 Social problems for clinical requirements for both tracks within the M.A. The basic curriculum includes: psychologists. (3) program may be completed on a full-time basis or in a calendar year, although many students The Curriculum: • CCPX 4060 The psychology of loss elect to meet the requirements over a longer and trauma (3) period of time. Be sure to consult with the GENERAL PSYCHOLOGY TRACK Program Coordinator or the M.A. Program (36 points total and special project) F. Basic Processes in Applied Psychology Assistants about course selection and about (Any of these may be taken twice) the special project. I. Required Courses (18 points): • CCPX 4000 Introduction to applied psychology (3) CCPX COURSES: Please refer to course descriptions listed under • Students may take 18 points of any mas- or • CCPX 4030 Psychology of adjustment (3) Clinical Psychology. ter’s-level (typically 4000- and 5000- or level) courses in the Program in Clinical • CCPX 4126 The mother-child matrix: Psychology. Developmental and clinical • Students are required to complete a implications (3) special project. or • Certain classes may be restricted to • CCPX 5546 Research perspectives on doctoral students only. Please refer to critical social problems (3) the course schedule to determine which courses are open to M.A. students. G. One or more of the following • CCPX 4120 Psychotherapy through fiction and film (3) II. Electives (18 points total): • CCPX 4125 Women and mental health (3) • CCPX 4150 Introduction to forensic * To satisfy the College breadth requirement, psychology (3) students must complete at least three Teachers • CCPX 4230 Fieldwork in clinical College courses (a course for this purpose is psychology (3) one in which a minimum of 2 points is earned) •CCPX 4542 Introduction to contemporary outside the Department of Counseling and psychoanalytic thought (3)

Teachers College Columbia University 2008-2009 77 78 www.tc.columbia.edu General Information: (212) 678-3000 Curriculum and Teaching CHAIR: Professor Celia Genishi LOCATION: 306 Zankel Building TELEPHONE NUMBER: (212) 678-3765 FAX: (212) 678-3237 WEBSITE: www.tc.edu/C&T

PROGRAMS: DEPARTMENTAL MISSION: CURRICULUM AND TEACHING 83 The Department of Curriculum and Teaching, established in 1938, EARLY CHILDHOOD 84 was the first department in the U.S. devoted to the scholarly study of problems of curriculum Early Childhood Education and teaching across all subjects and all levels of schooling, from early childhood through the Early Childhood Special Education education of teachers and supervisors. Broad questions about the nature, purpose, and design of curriculum and about the theory and practice of teaching remain at the core of all department ELEMENTARY INCLUSIVE programs. Addressing these questions in contemporary times calls for critical analyses of the EDUCATION 87 ways in which curriculum, teaching, and schooling contribute to social inequalities, and a com- mitment to educating for social justice. Our location in New York City compels us to focus ELEMENTARY INCLUSIVE intensely on the lives of children and youth who attend under-resourced schools and face com- EDUCATION AND TEACHING plex challenges in urban centers, but this focus does not exclude attention to problems of teach- STUDENTS WITH DISABILITIES 88 ing and curriculum in suburban and rural settings as well as international contexts. Across all our programs, the preparation of teachers, educational leaders, teacher educators, and educa- GIFTED EDUCATION 88 tional researchers is designed to provide them with the intellectual tools needed to re-imagine schools and other educational settings. We aim to prepare the next generation of outstanding LITERACY SPECIALIST 89 educators who have broad repertoires of knowledge, practices and dispositions that enable all children, including those who have acquired labels, to gain access to and succeed with the kind of education that historically has been reserved for children of privilege. Teacher inquiry, critical perspectives, knowledge of content and pedagogy, a curricular stance, and the interrelationship of theory and practice are also woven throughout our certification and our advanced programs.

Typical positions for which students are prepared include:

• Teacher or supervisor of: —teaching students with disabilities —infancy or early childhood education —gifted education —early childhood special education —curriculum development —elementary education —curriculum studies —secondary education —literacy education —students with disabilities —educational leadership —gifted education and school change —literacy —teacher education • Director of: —urban and multicultural education —child-care center • Administrator —community or government-based (such as assistant superintendent, organization or agency consultant, coordinator, director) —infant and parent center in charge of: —early childhood program —curriculum and instruction —literacy —curriculum research • College teacher in undergraduate or —professional development graduate programs specializing in: —gifted education —infancy or early childhood education —language arts —early childhood special education • Teacher-leader in programs for learners —early childhood policy from infancy to adulthood —elementary or secondary education • Consultant or educational specialist in a school or non-school agency

Teachers College Columbia University 2008-2009 79 FACULTY: ADJUNCT ASSISTANT PROFESSORS: GENERAL INFORMATION Marcella Bullmaster-Day PROFESSORS: (Curriculum and Teaching) FOR PROGRAMS IN THE James H. Borland Elaine Kanas (Curriculum and Teaching) DEPARTMENT OF (Gifted Education) on Sabbatical Fall 2008 Min Hong (Early Childhood Education) Lucy McCormick Calkins CURRICULUM AND (Curriculum and Teaching, LECTURERS: TEACHING Literacy Education) Cathy Rikhye Celia Genishi (Early Childhood Education) (Early Childhood Special Education) A. Lin Goodwin (Teacher Education) Initial certification and professional certification Nancy Sall (Early Childhood Sharon Lynn Kagan programs are designed to meet New York State Special Education) (Early Childhood Education) certification and New York City licensure Monica White (Curriculum and Teaching) Nancy Lesko (Curriculum and Teaching) requirements. Frances Schoonmaker- INSTRUCTORS: on leave Spring 2009 DEPARTMENTAL PROGRAM DESCRIPTIONS Lisa Beck (Early Childhood Education) (Curriculum and Teaching) Lisa Cederbaum MASTER OF ARTS Karen Zumwalt (Curriculum and Teaching) (Early Childhood Education) There are two different types of Master of Arts programs within the Department of Curriculum ADJUNCT PROFESSORS: Grace Enriquez (Literacy Specialist) Kara Gustafson (Literacy Specialist) and Teaching: Initial Certification programs and Beatrice Fennimore Professional Certification programs. (Early Childhood Education) Kristin May-Galvin (Early Childhood Special Education) Tom Sobol (Curriculum and Teaching) With one exception, initial certification M.A. Lindsey Russo (Early Childhood Education) programs are designed for people with little or ASSOCIATE PROFESSORS: no teaching experience or preparation who wish Thomas Hatch (Curriculum and Teaching) For information about faculty and their scholarly to become teachers. Programs in this depart- Michelle Knight (Curriculum and Teaching) and research interests, please refer to the Faculty ment leading to initial certification are: Early Celia Oyler (Inclusive Education, section of this bulletin, or visit us at Childhood Education, Early Childhood Special Teacher Education) www.tc.edu/faculty. Education, Early Childhood Education and Molly Quinn (Inclusive Education, Special Education: Dual Certification-Initial, Curriculum and Teaching) Elementary Inclusive Education, Elementary Susan L. Recchia Inclusive Education with an extension in Gifted (Early Childhood Special Education) Education, and Dual Certification in Elementary Marjorie Siegel Inclusive Education and Teaching Students (Curriculum and Teaching, with Disabilities. Literacy Education) The Literacy Specialist Program is also an initial ADJUNCT ASSOCIATE PROFESSORS: certification program, but is designed for people Janet Andron Hoffman who already hold initial certification as a teacher (Early Childhood Education) in New York State. The Literacy Specialist Pro- Lisa Wright (Gifted Education) gram thus enables people who are already certi- fied teachers to add a new certification area to ASSISTANT PROFESSORS: their professional credentials. Upon completion Lynne M. Bejoian (Inclusive Education, of the program and two years successful teaching Disability Studies in Education) experience, students will receive professional Alicia Broderick (Inclusive Education, certification in their first certification area. Disability Studies in Education) Britt Hamre (Inclusive Education, Professional Certification M.A. programs are Teacher Education) designed for individuals who are already certified Sam Shreyar (Early Childhood Education) to teach in New York, or another state, and who Srikala Naraian (Inclusive Education, seek a Master of Arts degree in the area of their Disability Studies in Education) initial certification: Elementary or Secondary Education, Gifted Education, or Teacher of Stu- dents with Disabilities. Graduates of these pro- grams meet the formal educational requirements for professional certification in the State of New York, provided they meet the state’s require- ments (initial certification in the area, successful performance on state tests, and two years teach- ing experience).

80 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING

MASTER OF EDUCATION Enrollment Requirements for First-Year Please note that applicants are not required to The Ed.M. is an advanced master’s degree Ed.D. Students take the Graduate Record Examination (GRE) (between an M.A. and an Ed.D.) that offers Every first-year Ed.D. student in the or the Miller Analogies Test (MAT) to apply a flexible program of study focusing on leader- Department of Curriculum and Teaching is to any of the M.A. programs in the Depart- ship in curriculum and teaching in a range required to enroll in C&T 5000, Theory and ment of Curriculum and Teaching. All Ed.M. of educational settings. This degree program Inquiry in Curriculum and Teaching, in both students must also provide evidence of a mini- offers students the opportunity to develop the fall (6 points) and the spring (3 points) mum of two years of successful teaching expe- specialized understandings and a capacity semesters of his or her first year. C&T 5000 rience. Please note that neither the Graduate for leadership in curriculum and pedagogy. meets for a double class session once per week, Record Examination (GRE) nor the Miller Leadership is interpreted broadly in this pro- resulting in a minimum first-year enrollment of Analogies Test (MAT) is required for applica- gram to include developing curricula, studying 9 points. A student can enroll for more than tion to the Ed.M. program in the Department teaching, designing professional development, this minimum, but C&T 5000 must be part of of Curriculum and Teaching. and engaging in action research, all with a his or her first-year course of study. A first-year focus on challenging inequalities and imagin- student is defined as a student who matricu- Admission to programs leading to the Ed.D. ing new possibilities for education. lates in the fall term or who matriculated in degree is determined on the basis of academic the previous spring or summer term and is ability as evidenced by success in prior acade- The Ed.M. is a 60-credit program, with the enrolling for his or her first fall term. mic work and/or other measures of academic possibility of transferring in 30 credits from aptitude; demonstrable potential for research, relevant graduate study. It does not lead to C&T 5000 is designed to make beginning doc- field inquiry, or development activities in edu- New York State certification as teacher or toral students aware of important problems cation; and three years of successful teaching as building administrator. and issues in curriculum and teaching, to or equivalent experience. All applicants are introduce students to methods of formulating required to submit Graduate Record Examin- Two years of teaching experience or the equiv- questions and to modes of inquiry appropriate ation (GRE) or Miller Analogies Test (MAT) alent is a prerequisite for admission. to doctoral-level research, and to build a cohe- scores that are no more than five years old, sive student cohort. and are required to submit a writing sample. DOCTOR OF EDUCATION The Department of Curriculum and Teaching The Department of Curriculum and Teaching This is a rigorous course, with respect to both evaluates Ed.D. applications twice per year. offers a single Doctor of Education program the quantity and sophistication of the material with different areas of concentration. The for which students are held responsible. The All admissions materials must be received by program requires 90 points of graduate study course requires a commitment of time and the early or final deadlines as advertised by the beyond the baccalaureate, 40 points of which effort commensurate with the norms of schol- College. For information on application dead- may be transferred from previous graduate arship at the doctoral level. lines, see the Admissions section of this bul- work at other institutions, should they meet letin. requirements of the Teachers College degree. It is our belief that the demands placed on the students by this course will benefit students Applicants interested in the Ed.D. program in and that those who complete the course and the Department of Curriculum and Teaching pass the certification examination will be well should consult the booklet, “Studying for the prepared to continue their doctoral studies Ed.D. Degree in the Department of Curricu- successfully through the dissertation phase. lum and Teaching,” available from the Depart- Students accepted into the Ed.D. program will ment of Curriculum and Teaching. receive a list of course texts with their accept- ance letters so they can begin their reading The concentrations within the Ed.D. early. program are: • Curriculum Studies Departmental Special Application • Early Childhood Education (specialization) Requirements/Information: • Early Childhood Policy For professional certification M.A. admission, • Early Childhood Special Education please submit a resume and: (a) proof of early (Concentration within Early childhood, elementary or secondary school Childhood Education) teacher initial NYS certification (formerly pro- • Educational Leadership and School Change visional) or certification from another state, or • Gifted Education (b) proof that you have completed an accredit- • Disability Studies in Education ed Elementary, Early Childhood or Secondary • Literacy Education teacher preparation/student teaching program. • Religious Education An undergraduate GPA of 3.0 is a minimum • Urban and Multicultural Education requirement. Teaching experience is desirable, but not required. (For admission requirements Doctoral students in all concentrations may for the Initial certification M.A. programs, also take coursework to prepare themselves as please refer to the appropriate section below.) teacher educators.

Teachers College Columbia University 2008-2009 81 MASTER’S AND CERTIFICATION PROGRAMS IN CURRICULUM AND TEACHING

Certification Code Degree Certification Area Prerequisites Teaching Experience Level

• 3.0 Undergrad GPA M.A. ECE or ECSE Early Childhood Ed • All or most NYS required ECED-INIT (40 credits); Previous experience with Early Childhood Special Ed liberal arts courses young children preferred ECSE-INIT M.A. Dual ECE/ECSE Dual ECE/ECSE completed. Commitment to but not required ECSE-DUAL (48 credits) urban, public schools and diverse learners

• 3.0 Undergrad GPA • All or most NYS required Teaching experience liberal arts courses not required, ELEM-INIT M.A. (40 credits) Elementary 1-6 completed. Commitment to Prior experience with urban, public schools and children/learners a plus diverse learners

• 3.0 Undergrad GPA • All or most NYS required Teaching experience Elementary 1-6 & liberal arts courses not required, ELEM-DUAL M.A. (52 credits) Teaching Students completed. Commitment to Prior experience with with Disabilities 1-6 urban, public schools and children/learners a plus diverse learners INITIAL

• 3.0 Undergrad GPA M.A. Inclusive • All or most NYS required Elementary with Elementary 1-6 Teaching experience liberal arts courses Gifted Education plus gifted extension not required, ELGF-DUAL completed. Commitment to (40 credits) Prior experience with urban, public schools and children/learners a plus diverse learners

• 3.0 Undergrad GPA Strong preference for those M.A. (Literacy Literacy Specialist • Initial Certification** with teaching experience, LITI-INIT Specialist) (birth-grade 6) (32 credits) (any teaching credential) but not required

M.A. extension program GIFT-EXT (in-service) Gifted Extension Initial Certification** (32 credits) Preferred but not required

• 3.0 Undergrad GPA • Initial Certification** M.A. Elementary CUED Elementary Preferred but not required (32 credits) Early Childhood or Middle School (may require addi- tional credits)

• 3.0 Undergrad GPA Secondary • Initial Certification** M.A. CUSD English, Math, Science, in one of the listed areas Preferred but not required (32 credits) Social Studies English, Math, Science,

PROFESSIONAL Social Studies

* After testing and two years of teaching, one is eligible for Professional Certification. **Initial NYS certification or the equivalent certification from another state or graduation from an NCATE approved teacher education program. At this point, we are unable to accommodate those holding NYS transitional B certificates (i.e., first year teachers without regular certification) nor those holding ABCTE certification or any variant of an emergency certification.

We hope to develop a program for uncertified experienced teachers, but are unable to offer it at this point.

82 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING

CURRICULUM Degree Requirements: • C&T 4032 Gender, difference, All the Master of Arts programs include field and curriculum (3) AND TEACHING experience or practica. • C&T 4161 The teacher: Socio-historical, Program Coordinator (Elementary, Ed.M.): cultural contexts of teaching Professor Karen Zumwalt MASTER DEGREES IN (2-3) CURRICULUM AND TEACHING • C&T 4615 Young children Program Coordinator (Secondary, Ed.M.): and social policy: Issues Professor Michelle Knight ELEMENTARY PROFESSIONAL and problems (2-3) CERTIFICATION PROGRAM • C&T 4121 Early childhood teaching Program Office: (212) 678-3770 The program supports three shared philoso- strategies within a social Email: [email protected] phical stances (inquiry, curriculum, and social context (2-3) Email: [email protected] justice) underlying the long standing tradition Website: www.tc.edu/c&t/Curric&Teach of preparing educational leaders. With careful Elective Courses (3-5 points) Students have to take at least one elective Program Coordinator (Doctoral): planning and advising, this 32-point program course (minimum 2 points) outside the Professor Thomas Hatch can be completed in 12 months starting in the fall term. Department of Curriculum and Teaching. Program Office: (212) 678-3765 Core Courses (7 points): Email: [email protected] • C&T 4002 Curriculum theory SECONDARY PROFESSIONAL CERTIFICATION PROGRAM and history (3) The program supports three shared philoso- Degrees Offered: • C&T 4005 Principles of teaching phical stances underlying the long standing and learning (4) tradition of preparing educational leaders. CURRICULUM AND TEACHING (CURR) (includes practicum in The overarching intention of the program is Master of Education (Ed.M.) a classroom setting) to assist educators who expect to exert leader- Doctor of Education (Ed.D.) ship in their school settings and with their col- Content/Pedagogy Courses (12 points): leagues. With careful planning and advising, ELEMENTARY EDUCATION- Students are required to take one course PROFESSIONAL CERTIFICATION (CUED-PROF) this 32-point program can be completed in 12 in each of the following areas: months starting in the fall term. Master of Arts (M.A.) 1. Mathematics SECONDARY EDUCATION- 2. Science or Technology Prerequisite: Initial Certification in Secondary PROFESSIONAL CERTIFICATION (CUSD-PROF) 3. Literacy Education in one of these areas: Social Studies, Master of Arts (M.A.) 4. Social Studies (C&T 4052, Mathematics, Science, Technology, and English. Designing curriculum and Program Description: instruction (3)— Social Studies Core Courses (10 points) The Program in Curriculum and Teaching is Section) Students are required to take the following designed for teachers, administrators, and courses: other educators who: (1) have received formal Social Context Required Courses (4 points— • C&T 4002 Curriculum theory professional preparation in preschool through Only offered in the fall semester and must be and history (3) grade twelve teaching at an accredited college taken concurrently): • C&T 4005 Principles of teaching or university, and/or; (2) hold, or are eligible • C&T 4130 Critical perspectives in and learning (4) to receive, teacher certification. elementary education (3) (includes practicum in • C&T 4502 Master’s project (1) a classroom setting) Students will have opportunities to become • C&T 4052 Designing curriculum expert in such areas as curriculum develop- Social Context Selective Courses—Diversity and instruction (3) ment, school change and reform initiatives, (2-3 points) action research and other school-based inquiry Students choose one Selective from the Secondary Content/Pedagogy Courses strategies, and will gain perspectives on teach- following: (12 points) ing as complex intellectual activity. The over- • C&T 4000 Disability in contexts (3) Students are required to take 12 points of arching intention of the program is to assist • C&T 4001 Differentiating instruction in coursework in content/pedagogy in the depart- inclusive classrooms (2-3) educators who expect to exert leadership in ment and program appropropriate to their area • C&T 4078 Curriculum and teaching of initial certification. Students will follow the their school settings and with their colleagues. in urban areas (2-3) content/pedagogy courses set by the particular • C&T 4114 Multicultural approaches Any applicant seeking initial teacher certifica- to teaching young program in one of the following areas: tion should apply for the preservice, or initial children (2-3) 1. Social Studies certification, M.A. program in Early Child- • C&T 5037 Literacy, culture, and the 2. Mathematics hood Education or Elementary/Inclusive teaching of reading (3) 3. Science and Technology Elementary Education. 4. English Social Context Selective Courses—General Special Application (2-3 points) Social Context Required Courses (4 points— Requirements/Information: Students choose one Selective from the Only offered in the fall semester and must be Refer to Departmental Special Application following: taken concurrently): Requirements/Information section at the • C&T 4004 School change (3) • C&T 4145 Critical perspectives in beginning of this department section. • C&T 4023 Differentiated curriculum secondary education (3) for gifted students (2-3) • C&T 4502 Master’s project (1)

Teachers College Columbia University 2008-2009 83 Social Context Selective Courses—Diversity the program. The purpose of this seminar is EARLY CHILDHOOD (2-3 points) to initiate a project that will integrate each Students choose one Selective course from the student’s learning experiences and expand EDUCATION following: her/his knowledge and practice of leadership. Program Coordinators: • C&T 4000 Disability in contexts (3) The project may take a number of forms, Professor Celia Genishi and • C&T 4001 Differentiated instruction in including an article for publication, a curricu- Professor Susan Recchia inclusive classrooms (2-3) lum framework, curriculum development, and • C&T 4078 Curriculum and teaching action research. The seminar instructor will be Program Office: (212) 678-3860 in urban areas (2-3) responsible for guiding students’ completion Email: [email protected] • C&T 5037 Literacy, culture, and the of their integrative projects. The final project Email: [email protected] teaching of reading (3) will be evaluated by two readers: the seminar Website: www.tc.edu/c&t/ChildSpecEd instructor and one other faculty member in Social Context Selective Courses–General the Department of Curriculum and Teaching. Degrees Offered: (2-3 points) Students will have up to four semesters follow- EARLY CHILDHOOD EDUCATION- Students choose one Selective course from the ing the seminar (not including summer) to INITIAL CERTIFICATION (ECED-INIT) following: complete the integrative project. • C&T 4004 School change (3) Master of Arts (M.A.) • C&T 4023 Differentiated curriculum DOCTOR OF EDUCATION EARLY CHILDHOOD EDUCATION/SPECIAL for gifted students (2-3) The basic curriculum for Ed.D. students EDUCATION-INITIAL CERTIFICATION (ECSE-INIT) includes: • C&T 4032 Gender, difference, Master of Arts (M.A.) and curriculum (3) Core Courses: • C&T 4161 The teacher: Socio-historical • C&T 5000 Theory and inquiry in EARLY CHILDHOOD EDUCATION- SPECIAL cultural contexts of teaching curriculum and teaching EDUCATION/DUAL CERTIFICATION- INITIAL (ECSE-DUAL) (2-3) (6 points fall and 3 points spring, of the first year) Master of Arts (M.A.) Elective Courses (0-2 points) Research Core: EARLY CHILDHOOD EDUCATION (ECED) Students have already met the College require- • HUDM 4122 Probability and statistical ment of three courses outside their department, inference (3) Master of Education (Ed.M.)* Doctor of Education (Ed.D.) so electives may be taken inside or outside the *Early Childhood Policy only Department of Curriculum and Teaching. Two (2) research methodology courses rele- vant to the student’s research interests. MASTER OF EDUCATION Students must complete at least two of the Program Description: The program of study for Ed.M. students is as required research core courses prior to Master of Arts follows: enrolling in Dissertation Seminar. The third There are three initial certification programs course may be taken concurrently with in Early Childhood Education: • A minimum of 15 points (including the core Dissertation Seminar. courses) must be taken in the Department The course of study for the M.A. in Early of Curriculum and Teaching. Students must At least one semester of a research seminar taught by Childhood Education (ECED-INIT) leads to initial certification in Early Childhood also complete the College’s breadth require- a member of the department faculty is also required. Education (birth-8 years). The course of study ment, which consists of 3 Teachers College for the M.A. in Early Childhood Special Edu- courses (a minimum of 2 points each) taken Research Requirements: cation (ECSE-INIT) leads to initial certifica- outside Curriculum and Teaching. The pro- • C&T 7500 Dissertation seminar in curriculum and teaching tion as a Teacher of Students with Disabilities, gram does not require an internship, but one Early Childhood (birth-8 years). can be arranged as part of the student’s pro- (1-3) • C&T 7501 Dissertation seminar in gram plan. Students with backgrounds in elementary edu- curriculum and teaching cation or with no previous coursework in edu- Core Courses (9 points) (1-3) cation must complete at least 40 points in • C&T 4002 Curriculum theory and order to obtain the Master of Arts degree and history (3) Other courses are selected in consultation the department’s recommendation for initial • C&T 4005 Principles of teaching and with an advisor. certification. Concentrations include: learning (3 point option, • Curriculum Studies no practicum) The course of study in Dual Certification: • Early Childhood Education (specialization) • C&T 4052 Designing curriculum and Early Childhood Education/Early Child- • Early Childhood Policy instruction (3) hood/Special Education (ECSE-DUAL) leads • Early Childhood Special Education: • Curriculum and Teaching Courses (mini- to initial certification as both an Early Child- (Concentration within Early mum of 6 additional points) hood Education teacher and a Teacher of Childhood Education) • Out-of-Department Courses 3 Teachers Students with Disabilities in Early Childhood • Educational Leadership and School Change College courses (minimum of 2-3 points (birth-8 years). Students must complete at • Gifted Education least 48 points in order to obtain the Master of each) • Disability Studies in Education Arts degree and the department’s recommen- • Literacy Education dation for initial dual certification. Integrative Project (1 point) • Religious Education C&T 4502 (1): An initiating seminar taken in • Urban and Multicultural Education Students in these programs are prepared to the fall semester of the student’s first year of teach in diverse and inclusive environments,

84 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING including homes, schools, and other communi- • C&T 4001 Differentiating instruction Culminating Project: ty settings, which serve children from birth to in inclusive classrooms (2) Students complete an integrated portfolio age 8 and their families. Child-centered and • C&T 4114 Multicultural approaches over the course of the program reflecting culturally sensitive practices are emphasized to teaching young children (2) their growth as an early childhood teacher. throughout the program, focusing on the need • C&T 4119 Issues and interdisciplinary methods for working with for multiple methods of instruction to accom- Dual Certification Program in Early modate a broad range of learners. Through a parents of young children (2) (or equivalent) Childhood/Early Childhood Special Education curriculum that integrates general and special (Code: ECSE-DUAL) early childhood education content, we aim to Culminating Project: Course requirements for M.A. students seeking enable our initial certification students to initial dual certification as both early child- become outstanding early childhood teachers, Students complete an integrated portfolio over hood teachers and teachers of students with decision makers, and intellectual and ethical the course of the program reflecting their disabilities in early childhood (birth–8 years): leaders. Honoring the importance of under- growth as an early childhood teacher. standing children’s development and learning in context, the Master of Arts program empha- MASTER OF ARTS Core Courses • C&T 4080 Risk and resilience in sizes collaboration with families and other pro- Course requirements for M.A. students seeking initial certification as teachers of students with early development: fessionals and considers policies that affect Birth-8 years (3) disabilities in early childhood (birth–8 years): families’ access to desirable services, especially • C&T 4112 Integrated curriculum in urban settings. Our students participate in in early childhood (6) several field experiences, which serve as the Core Courses • C&T 4302 Supervised practicum foundation from which theories about develop- • C&T 4080 Risk and resilience in in the assessment of ment, learning, and curriculum come to life early development (2) young children with and through which teachers begin to construct • C&T 4112 Integrated curriculum exceptionalities (3) their professional practice. in early childhood (6) • C&T 4308 Field experiences in • C&T 4302 Supervised practicum in early childhood/early Degree Requirements: the educational assessment childhood special of young children with education (2) MASTER OF ARTS exceptionalities (3) • C&T 4708 Student teaching- infancy • C&T 4308 Field experiences in Course requirements for M.A. students seeking and early childhood (two early childhood/early- terms) (6) initial certification as early childhood teachers childhood special (birth–8 years): • C&T 5308 Advanced practicum- education (2) infancy and early child- • C&T 4708 Student teaching- infancy hood (2-3) Core Courses and early childhood (two • C&T 4080 Risk and resilience • C&T 5118 Infant and toddler terms) (6) development and practice (3) in early development (2) • C&T 5118 Infant and toddler • C&T 4112 Integrated curriculum development and Methods Courses in early childhood practice (3) education (6) • A&HM 4022 The artistic lives of young children (2) • C&T 4308 Field experiences in Methods Courses early childhood/early • C&T 4131 Language and literacy • A&HM 4022 The artistic lives of in the early childhood childhood special young children (2) education (2) curriculum (3) • C&T 4131 Language and literacy • C&T 4132 Learning and teaching • C&T 4708 Student teaching- infancy in the early childhood and early childhood in the primary reading/ curriculum (3) writing classroom (two terms) (6) • C&T 4132 Learning and teaching • C&T 5118 Infant and toddler (or equivalent) (3) in the primary • HBSS 4116 Health education for development and reading/writing classroom practice (3) teachers (1) (or equivalent) (3) • HUDK 4027 Development of • HBSS 4116 Health education for Methods Courses mathematical thinking (3) teachers (1) • Special education elective (2) • A&HM 4022 The artistic lives • HUDK 4027 Development of math- of young children (2) ematical thinking (3) Foundation Courses • C&T 4131 Language and literacy • Special education elective (2) in the early childhood • A&HH 4070 History of education in curriculum (3) the U.S. (or equivalent) Foundation Courses • C&T 4132 Learning and teaching (3); and • HBSE 4001 Teaching students with in the primary • C&T 4001 Differentiated instruction disabilities in inclusive reading/writing classroom in inclusive classrooms (2); or classrooms (2); or (or equivalent) (3) • HBSE 4001 Teaching students with • C&T 4001 Differentiating instruction in • HBSS 4116 Health education for disabilities in inclusive inclusive classrooms (2); and teachers (1) classrooms (2); and • C&T 4083 Working with families of • HUDK 4027 Development of math- • C&T 4083 Working with families of young children with disa- ematical thinking (3) young children with bilities (2); or disabilities (2); or • C&T 4119 Issues and interdisciplinary Foundation Courses • C&T 4119 Issues and interdisciplinary methods for working with methods for working with • A&HH 4070 History of education in parents of young children (2) the U.S. (or equivalent) (3) parents of young children (2); and

Teachers College Columbia University 2008-2009 85 • C&T 4114 Multicultural approaches Childhood Special Education, within the Early Human Development will provide analytic teaching young children (2) Childhood Education specialization. This con- policy training and focus (15 points). A third centration prepares students for careers related set of course options (15 points) is selected in Culminating Project: to leadership and advocacy in the field, consultation with an advisor. Students complete an integrated portfolio over research and scholarship, and higher educa- the course of the program reflecting their tion and teacher preparation programs. Core Departmental Requirements: growth as an early childhood teacher. courses emphasize theory and foundations in • C&T 4005 Principles of teaching general and special early childhood education and learning (3) and research methods and training. Seminars MASTER OF EDUCATION • C&T 4113 Early childhood methods and advanced practica focus on special topics Early Childhood Policy and programs (3) The Master of Education (Ed.M.) with an in the field. Opportunities for involvement in • C&T 4121 Early childhood teaching Early Childhood Policy concentration is faculty-sponsored research and professional strategies within a social context (3) designed to give students a firm grounding in development activities are an integral part of early childhood pedagogy, programs, and prac- the program concentration. • C&T 5513 Seminar in early childhood tice as well as in policy analysis and policy education (3) Special Application • C&T 5514 Seminar in early childhood making related to young children and their Requirements/Information: families. Students will combine theoretical education (3) or Three programs leading to the Master of Arts knowledge with practice in the policy field; • C&T 6502 Studies in curriculum degree and initial certification in early child- they will also become familiar with an array and teaching (3) hood and early childhood special education of policy issues impacting contemporary child are available through the Department of and family life. While the focus of this work Policy Concentration Requirements: Curriculum and Teaching: Early Childhood is on U.S. policy, there will be opportunity for • HUDF 4000 Education and Education, Early Childhood Special international and comparative work as well. public policy (3) Education, and dual certification in Early • HUDF 5645 Policy seminar I (3) Childhood General and Early Childhood DOCTOR OF EDUCATION • HUDF 5646 Policy seminar II (3) Special Education. Admission to each of these (EARLY CHILDHOOD EDUCATION) • HUDM 4122 Probability and statistical programs is determined on the basis of aca- At the doctoral level, the specialization in inference (3) or demic ability and promise as an early child- Early Childhood Education prepares candi- • C&T 5502 Introduction to qualitative hood educator as evidenced by prior academic dates for college teaching, research, policy, and research in curriculum and work, letters of reference, and the applicant’s other leadership positions in early childhood own personal statement of purpose. Admission teaching (3) education. The program is highly selective, to programs leading to the Ed.D. degree is • C&T 6408 Advanced internship: Infancy aiming to identify and train individuals whose determined on the basis of academic ability as and early childhood (3) prior education and experience, whether or evidenced by success in prior academic work not it has been specifically in the field of early and/or other measures of academic aptitude; Electives: childhood, gives promise of the ability to demonstrable potential for research, field Beyond the core courses, students’ programs develop modes of inquiry suitable to the field’s inquiry, or development activities in educa- are individually planned with their advisors, complexities. tion; and three years of successful teaching based on their professional goals and interests. or equivalent experience. All applicants are Early Childhood Policy required to submit Graduate Record Examina- DOCTOR OF EDUCATION The Doctor of Education (Ed.D.) concentra- tion (GRE) or Miller Analogies Test (MAT) (EARLY CHILDHOOD EDUCATION tion in Early Childhood Policy prepares candi- scores that are no more than five years old, SPECIALIZATION AND EARLY CHILDHOOD dates for leadership positions, college teaching, and are required to submit a writing sample. SPECIAL EDUCATION CONCENTRATION) and research in early childhood policy. The The Department of Curriculum and Teaching The basic curriculum for Ed.D. students concentration is highly selective, aiming to evaluates Ed.D. applications twice per year. identify and train individuals whose prior edu- includes: cation and experience, whether or not it has All admissions materials must be received by been specifically in the field of early child- Core Courses: hood, gives promise of the ability to develop the early or final deadlines as advertised by • C&T 5000 Theory and inquiry in modes of inquiry suitable to the field’s com- the College. For information on application curriculum and teaching (6 points fall and 3 points plexities. Combining rigorous methodological, deadlines, see the Admissions section of this spring, of the first year) conceptual, and practical interdisciplinary bulletin. • C&T 5513 Seminar in early childhood experiences, the program is designed for those Degree Requirements: education I (3) interested in shaping the policy agenda for • C&T 5514 Seminar in early childhood young children and their families. It is predi- MASTER OF EDUCATION education II, or one addi- cated on the principle that undergirding all tional 6000-level research (EARLY CHILDHOOD EDUCATION policy work, candidates must have thorough seminar (3) understandings of both substantive content POLICY CONCENTRATION) The basic curriculum for the Early Childhood (early childhood practices, pedagogy, and Research Requirements: theory) and research skills. While the focus of Education Policy Concentration consists of • C&T 7500 Dissertation seminar in this program is on U.S. early childhood policy, three course categories which include: curriculum and teaching I there will be opportunity for international and (1-3) comparative work. A total of 45 points that must be taken at • C&T 7501 Dissertation seminar in Teachers College. First, a set of courses in curriculum and teaching II Early Childhood Special Education Curriculum and Teaching will provide the (1-3) The Department of Curriculum and Teaching foundation for early childhood pedagogy • HUDM 4122 Probability and offers a doctoral concentration in Early and practice (15 points). Second, courses in statistical inference (3)

86 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING

Two (2) research methodology courses rele- ELEMENTARY INCLUSIVE other than English (proven proficiency may vant to the students’ research interests. substitute for coursework in language). In EDUCATION addition, those seeking New York State certifi- Students must complete at least two of the cation must demonstrate knowledge of tech- required research core courses prior to Program Coordinator: nology and experience in the arts. enrolling in dissertation seminar. The third Professor Celia Oyler This requirement can be satisfied by: course may be taken concurrently with 1. Transcript review of coursework taken Dissertation Seminar. Program Office: (212) 678-3695 prior to entering Teachers College; Email: [email protected] 2. Elective coursework taken at Teachers Other courses are selected in consultation Website: www.tc.edu/c&t/ChildEdPre College either as a part of or in addition with an advisor. (See Department website to the 40 points required for the degree; for further information.) Degree Offered: 3. Graduate or undergraduate coursework ELEMENTARY INCLUSIVE EDUCATION- taken elsewhere, in consultation with facul- DOCTOR OF EDUCATION INITIAL CERTIFICATION (ELEM-INIT) ty, while completing the Teachers College (EARLY CHILDHOOD EDUCATION Master of Arts (M.A.) degree; these would be in addition to POLICY CONCENTRATION) Preservice Program degree requirements; The basic curriculum for Early Childhood 4. Successful completion of the College Level Education Policy concentration includes: Program Description: Examination Program (CLEP) test can be This program prepares teachers to teach all substituted for coursework in a second lan- Required Departmental Core: children, particularly in urban contexts. The guage, or in each of the liberal arts subjects. • C&T 5000 Theory and inquiry in course of study emphasizes curriculum devel- curriculum and teaching opment for heterogeneous classrooms, critical Please note that for states other than New (6 points fall and 3 points multiculturalism, teaching for equity and York, requirements for certification may be dif- spring, of the first year) social justice, and an inquiry approach to ferent. It is up to the student to be aware of teaching and learning. Because the program any additional provisions. Contact the applica- Required Research Core: prepares teachers for inclusive classrooms, it is ble State Education Departments for current • C&T 5502 Introduction to qualitative possible to add on an additional 12 points in certification requirements. research in curriculum and critical special education and be recommend- teaching (3) or ed for the additional certification: Teaching Special Application • HUDF 5645 Policy seminar I (3) Students with Disabilities. (See next section Requirements/Information: • C&T 7500 Dissertation seminar in for details.) All admissions materials must be received by curriculum and teaching I the early or final deadlines as advertised by the (1-3) This is a 40-point M.A. initial program for College. Those who complete their applica- • C&T 7501 Dissertation seminar in applicants with little or no teaching experi- tions after the early deadline may not have the curriculum and teaching II ence or preparation who are seeking certifica- opportunity to begin student teaching in their (1-3) tion at the elementary level, grades 1-6. The first year, even if admitted. For information on • HUDM 4122 Probability and statistical M.A. initial program includes a professional application deadlines, see the Admissions sec- inference (3) student-teaching sequence from September tion of this bulletin. • HUDM 5122 Applied regression analysis (3) through May. Degree Requirements: Required Early Childhood Policy Students may complete the program on a The basic curriculum for M.A. Elementary Concentration: full-time or part-time basis; students have Preservice students includes: • C&T 5513 Seminar in early childhood the option to complete the program with an • The Integrating Core, which includes such education I (3) accelerated schedule (an academic year plus topics as teaching methods, teaching in • C&T 5514 Seminar in early childhood preceding and following summer sessions) urban and culturally diverse settings, cur- education II (3) or to extend their program over 2-5 years. riculum development, multicultural educa- or Students planning to student teach are tion, alternative models of teaching, and • C&T 6502 Studies in curriculum required to file a Declaration of Intention to classroom management and organization and teaching (3) Student Teach (available from the Program (designated C&T 4123, C&T 4726, and • HUDF 4000 Education and public Office) by April 1 prior to the fall term in C&T 4124.) Students complete the policy (3) which they plan to begin student teaching. Integrating Core concurrently with the stu- • HUDF 5430 Internship (3) A non-refundable deposit of $150.00 is also dent teaching semesters. In addition to the required by April 1. Two courses are required Integrating Core, which accounts for appro- Other courses are selected in consultation to be taken before beginning the professional ximately half of the 40 points required, the with an advisor. sequence: C&T 4143 and C&T 4000. following courses are required for certifica- tion and the master’s degree: New York State and the Initial Program • One course in educational foundations require that degree/teacher certification candi- (2-3)*, philosophical, historical, sociological, dates complete a distribution of liberal arts child development, etc. coursework at either the graduate or under- • C&T 4143, Multicultural social studies in graduate levels. This includes a minimum of the elementary and middle schools (3) 6 points in each of the following domains: • Two courses in methods of teaching literacy English, Mathematics, Social Science, Science, (3): C&T 4132 and C&T 4133 to be taken and two term length courses in a language in conjunction with student teaching Teachers College Columbia University 2008-2009 87 • One literacy elective ELEMENTARY INCLUSIVE GIFTED • One course in methods of teaching mathe- matics (3): MSTM 5010, Mathematics in EDUCATION AND EDUCATION the elementary school TEACHING STUDENTS Program Coordinator: • One course in methods of teaching science WITH DISABLITIES Professor James Borland • C&T 4000, Disability in contexts (3) (DUAL-CERTIFICATE PRESERVICE PROGRAM) • HBSS 4116, Health education for teachers Program Office: (212) 678-3765 Program Coordinator: Email: [email protected] * Students with appropriate undergraduate Professor Celia Oyler Website: www.tc.edu/c&t/GiftedEd courses in these areas may be eligible for a waiver of these requirements. Minimum point Program Office: (212) 678-3695 Degrees Offered: requirements for the degree will not be re- Email: [email protected] duced. Please consult with faculty. Website: www.tc.columbia.edu/C&T/ GIFTED EDUCATION (GIFT) Child-EdPre/index.asp Master of Arts (M.A.) GIFTED EDUCATION EXTENTION Degree Offered: CERTIFICATION (GIFT-EXT) ELEMENTARY INCLUSIVE EDUCATION AND Master of Arts (M.A.) TEACHING STUDENTS WITH DISABILITIES- ELEMENTARY INCLUSIVE EDUCATION- INITIAL DUAL CERTIFICATION (ELEM-DUAL) INITIAL CERTIFICATION WITH GIFTED EXTENSION Master of Arts (M.A.) (ELGF-DUAL) Master of Arts (M.A.)) Program Description: The dual certification program is designed for Please note: The Ed.D. with a concentration students who do not hold any teaching certifi- in Gifted Education is available through cation. This 52-point M.A. program builds Curriculum and Teaching (see page 84). upon the 40-point Elementary Inclusive Program. After completing the 40-point pro- Program Description: gram, students enroll in a special one semester critical special education core that offers cap- The M.A. program in gifted education is stone courses toward the Teaching Students designed primarily for teachers, those who with Disabilities certification (grades 1-6). have no background in the field of education but wish to become teachers, and those who The program prepares teachers for co-teach- already hold teaching certificates. For informa- ing, planning differentiated curriculum, work- tion on the Elementary Inclusive Education- Initial Certification with Gifted Extension pro- ing in diverse cultural contexts, collaborative gram please visit www.tc.edu/C&T/GiftedEd. team planning, and community-based student advocacy and problem-solving. This focus The M.A. certification program in gifted educa- builds upon the foundation in equity, social tion is designed for students who have graduat- justice and multicultural pedagogy from the ed from approved teacher-education programs Elementary Inclusive Program. and are initially certified, whether or not they have actual teaching experience. Completion of The requirements for this program are the this program results in the award of the exten- same for the Elementary Inclusive Program, sion in gifted education from the State of New with one exception: instead of a literacy elec- York and satisfies the requirements for certifica- tive, students in the dual certification program tion in New York State. are required to enroll in an assessment course: C&T 4301. (Please note the requirements and Special Application deadlines for the Elementary Inclusive Pro- Requirements/Information: gram are the same for the dual certification Admission to programs leading to the M.A. program.) degree is determined on the basis of academic ability as evidenced by success in prior academic Critical Special Education Core: work and/or other measures of academic apti- • C&T 4311 Disability studies tude and demonstrable potential for excellence practicum: School in teaching or development activities in educa- based (3) tion. The Graduate Record Examination (GRE) • C&T 5080 Access to full participation or Miller Analogies Test (MAT) is not required in schools (3) for admission to the M.A. programs. The • C&T 5905 Discourses in disability (3) Department of Curriculum and Teaching evalu- • C&T 5081 Collaborative communica- ates M.A. applications three times per year. For tion in cultural contexts (3) information on application deadlines, see the Admissions section of this bulletin.

88 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING

Degree Requirements: schools, apprentice with mentor teachers, LITERACY SPECIALIST research staff development and school reform, Professional Certification Program leading (BIRTH–GRADE 6) and participate in any of more than 100 full- to the Extension in Gifted Education day conferences offered each year. (32 points): Program Coordinator: The Nature of Giftedness (4-6 points) Professor Lucy Calkins Candidates who wish to research and improve Required Courses: their own literacy teaching or serve in leader- • C&T 4021 Nature and needs of Program Office: (212) 678-3931 ship positions to help others do the same are gifted students (2-3) Email: [email protected] encouraged to apply, as are those who intend • C&T 5023 Giftedness and Website: www.tc.edu/c&t/Literacy to engage in scholarly work and continue their intelligence: Theoretical education through the doctoral level. approaches (2-3) Degree Offered: Special Application Elective Course: LITERACY SPECIALIST- Requirements/Information: • C&T 4025 Educating young potentially INITIAL CERTIFICATION (LITI-INIT) All admissions materials must be received by gifted children (2-3) Master of Arts (M.A.) the early or final deadlines as advertised by the College. For information on application Teaching Gifted Students (10-12 points) Program Description: Required Courses: deadlines, see the Admissions section of this • C&T 4023 Differentiated curriculum The M.A. in literacy education is a 32-point bulletin. for gifted students (2-3) program leading to New York State certifica- • C&T 4822 Instructional models in tion as a Literacy Specialist. This program is Degree Requirements: the education of gifted designed to immerse the literacy educator Students may enroll in the program full-time students (1-2) in an intense study of practice, theory, and or part-time. The basic curriculum for M.A. • C&T 5024 Planning and implementing research. The eventual goal is to equip each students includes: programs for gifted participant to assume a leadership role in liter- Core: Required of all students (23 points) students (3) acy education. The program regards the teach- 3 credits fall; 3 credits spring • C&T 5810 Differential instruction for ing of reading and writing as complex under- • C&T 4138 Teaching literacy in gifted students (1) takings, and strives to equip its students to the early years (3) • C&T 6506 Advanced seminar- teach well. Students investigate individual lit- • C&T 4139 Constructing critical giftedness (3) eracy learning, group literacy learning, teacher readers (3) development, community partnerships, institu- • C&T 4151 Teaching of writing (3) Out-of-Program Requirements (8-15 points) tional change and other contemporary and • C&T 4200 Fieldwork in curriculum Additional courses to be determined in consul- political issues facing literacy education. The and teaching (6) tation with your advisor. program assumes that teachers’ own literacy 3 credits fall; 3 credits spring work will be a source of knowledge and inspi- • HBSK 4072 Theory and techniques Field Placement (3 points) ration in their teaching. Students write cre- of reading assessment •C&T 4702 Student teaching- atively as well as professionally, participate in and intervention (3) giftedness (3) their own reading clubs and keep portfolios of or • C&T 4140 Literature for younger their own reading and writing development. •C&T 5302 Advanced practicum- children (2-3) giftedness (3) The TC faculty in literacy has a long history of or social action with areas of special interest that • C&T 4141 Literature for older Culminating Project: include content area literacies, curriculum children (2-3) A culminating project, arranged in consultation development in reading and writing, children’s • C&T 5037 Literacy, culture, and the with your advisor, that demonstrates your abili- literature, school reform, ethnographic studies teaching of reading (2-3) ty to integrate your theoretical knowledge with of literacy, teacher development, process practical problems and issues in gifted education. approaches to reading and writing, and the Master’s Action Research Project: impact of class, race, and gender on literacy Required of all students (1 point) learning. Students participate in challenging • C&T 4502 Master’s project (1) courses, engage in readings, learn from men- torships, and conduct their own action- Completion of Master’s Action research projects in which they demonstrate Research Project their abilities to synthesize theory and practice and to weave the two throughout their indi- Out of Department Selectives: Required of vidual work. all students (4-6 points) To satisfy the college breadth requirement, students must complete Teachers College students enrolled in the 2 Teachers College courses in addition to Literacy Specialist program have the opportu- HBSK 4072, which is part of the core. (A nity to work with the Teachers College Read- course for this purpose is defined as one in ing and Writing Project– a think-tank and pro- which a minimum of 2 points is earned outside fessional development organization that works the program). in field-based ways with schools throughout • A&HE 4052 Adolescents and New York City and the nation. Students can literature (3) intern in both high-need and state-of-the-art

Teachers College Columbia University 2008-2009 89

• A&HL 4001 Sociolinguistics and C&T 4004. School change (3) C&T 4032. Gender, difference, and education (3) Professors Hatch or Knight. Major themes curriculum (3) • A&HT 4077 TESOL classroom include state of the field regarding school Professor Lesko. This course offers a multifac- practices (3) change, schools as social organizations, the eted, interdisciplinary introduction to thinking • ITSF 4013 Literacy and individual in the organization, theories of about school curricula, policies, and practices change, and implementation strategies and as gendered. Gender will not be considered in development (2-3) processes. isolation but as interwoven and complicated • ITSF 4015 Introduction to with cultural, racial, religious, class, and sexual computers, language, C&T 4005. Principles of teaching identities, among others. The course materials and literacy (2-3) and learning (3-4) will move beyond the identification of the • ITSF 4028 Teaching literacy in Faculty. Examination of the relationships problems to examine various efforts to create bilingual settings (3) among teaching, learning, and assessment; gender-sensitive curricula and programs. • MSTU 4049 Technologies and teaching as a profession; and schools as com- literacies (2-3) plex social organizations. C&T 4051. Supervision for elementary and secondary schools (2-3) Within Department Selectives: Required C&T 4020. The environments of Professor Schoonmaker. Theory and practice school (2-3) of supervision in elementary and secondary of all students (4 points) Faculty. Space, objects, and territoriality; schools. Emphasis is on the role of the supervi- school and classroom size; the environment as sor in improvement of instruction and curricu- Students must select at least two courses hidden curriculum; risk and stress in school; lum development. Students practice tech- from the following list: interrelationship of the cognitive, social and niques for improving supervisory skills through • C&T 4858 Institute: Teaching of physical conditions and outcomes of schools role playing, case studies, and analysis of reading (3) and classrooms. teaching. Attention given to creating programs • C&T 5800 Institute: Teaching of for continuous professional growth of elemen- writing (1, 3, 6) C&T 4021. Nature and needs of gifted tary and secondary school teachers, parapro- Either: students (2-3) fessionals, and leadership personnel. • C&T 4137 Literacy and learning in Professor Borland or Dr. Wright. Psychological factors, personal and social, affecting identifi- C&T 4052. Designing curriculum and the content areas (3) or cation and development of gifted children and instruction (2-3) • C&T 4842 Institute: Content area youth; implications for education, counseling Professors Lesko, Goodwin, Zumwalt and staff. literacies (3) and guidance. Application of models for designing curricu- lum and instruction. Students design curricu- COURSES: C&T 4022. Instructional models in lum in collaborative groups. the education of gifted students (2-3) C&T 4000. Disability in contexts (3) Professor Borland. A review and application of C&T 4078. Curriculum and teaching Professor Bejoian. For students preparing to special instructional systems for educating the in urban areas (2-3) be both general and special-education teach- gifted. Special attention devoted to frame- Professor Knight. Analysis of social context ers. Exploration of the historical, legal, cul- works developed by Bloom, Gordon, Parnes, and resources for curriculum and teaching in tural, and social/emotional experiences and Renzulli, Stanley, Tannenbaum, and Taylor. urban areas. representations of the characteristics of people Course also offered as summer workshop across the full range of disabilities. The course C&T 4822. C&T 4080. Risk and resilience in focuses on life contexts, including education, early development (2-3) family (caregiver), employment, and independ- C&T 4023. Differentiated curriculum Professor Recchia and Dr. Sall. A first course ent living as well as lifespan transitions. It for gifted students (2-3) in child development, pre-birth through age draws on a wide range of interdisciplinary Dr. Wright. This course examines the charac- 8, within a family context. Primary focus is on scholarship and ways of knowing. teristics of appropriate and defensible curricu- the impact of risk and disability on develop- lum for gifted children and youth. Particular mental outcomes, and those factors that pro- C&T 4001. Differentiating instruction emphasis is placed on instructional strategies, mote resilience in young children, with and in inclusive classrooms (2-3) curriculum theories, flexible grouping tech- without disabilities, and their families. Professor Naraian and faculty. For students niques, and meeting the needs of gifted learn- preparing to be both general and special-edu- ing in the regular classroom. C&T 4083. Working with families of cation teachers. This course is designed to young children with disabilities (2-3) foster collaborative, problem-solving relation- C&T 4025. Educating young potentially Professor Recchia or faculty. This course offers ships among general and special education gifted children (2-3) current and historical perspectives on the role teachers and student families in designing and Dr. Wright. Examination of theories and prac- of families in the lives of young children with modeling inclusive pedagogies and practices tices relevant to the education of the young special needs, with a focus on family struc- for diverse learners. It also overviews the class- (preschool through second grade) potentially tures, resources and concerns. Students will room uses of assistive instructional technolo- gifted child with particular focus on talent explore strategies for facilitating partnerships gies and other accommodations in a laboratory development, differentiated curriculum, non- between families and professionals that sup- format. traditional identification techniques, at-risk port the developmental and educational needs children, and parent education. of young children with disabilities. C&T 4002. Curriculum theory and history (3) C&T 4029. Creativity: Its nature and C&T 4112. Integrated curriculum in early Professors Lesko or Schoonmaker. The nature nurture (2-3) childhood education (full-year course) (6) and design of educational activities: theory, Faculty. An examination and critical appraisal Professors Genishi, Recchia, Shreyar, Dr. Sall research, and practice of curriculum design. of theories of creativity, test development to and faculty. A two-semester course focused measure creativity, and methods designed to on integrated theories and methods in ECE/ enhance the creativity of children and adults. ECSE. Will incorporate historical and socio- cultural contexts, emphasis on physical and

90 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING interpersonal environments in early childhood C&T 4124. Curriculum development who are English language learners and chil- settings, centrality of play, social studies and in elementary inclusive education (3) dren experiencing difficulty with school litera- science, adapting curricula for full range of Professors Hamre and Broderick. Permission cy. Emphasis on alternative models of design- abilities from infancy through grade 2. required. Continuation and extension of C&T ing literacy curricula, selection and use of 4123, with an emphasis on curriculum design materials (including technologies), and meth- C&T 4113. Early childhood methods issues, standards, and multi-level curriculum ods of assessing and teaching decoding, spell- and programs (3) development. Students work in teams to ing, fluency, text use, and comprehension. Faculty. Comparative study of traditional, cur- develop multi-grade/age curriculum. rent, and innovative program models designed C&T 4139. Constructing critical readers (3) for children from birth through 8 years of age. C&T 4130. Critical perspectives in Professors Calkins and Siegel. Prerequisite: elementary education (2-3) C&T 4138. Examination of theory and prac- C&T 4114. Multicultural approaches to Professors Schoonmaker and Zumwalt or fac- tice on teaching reading in intermediate grade teaching young children (2-3) ulty. Required for all professional certification classrooms. Consideration of curriculum Faculty. Analysis of major curriculum models M.A. students (elementary). Co-requisite: design, assessment practices, teaching methods for learning in young children through use of C&T 4502 (section 1). Examination of issues and children’s literature. Emphasis on curricu- culturally and environmentally-derived con- related to contemporary elementary education lar structures and strategies for teaching com- tent. in the United States from the perspective of prehension and critical analysis of fiction and teacher as a reflective practitioner and cur- nonfiction texts. C&T 4117. Play: The roots of competence riculum maker, with a focus on teaching for in young children (3) social justice. Designed to complement stu- C&T 4140. Literature for younger Faculty. The origins of play and related aspects dents’ master’s action research projects. children (2-3) of development with implications for practice. Faculty. Critical study of literary trends and C&T 4131. Language and literacy in materials for children in prekindergarten, C&T 4119. Issues and interdisciplinary the early childhood curriculum (3) kindergarten, and early grades. Consideration methods for working with parents of young Professor Genishi. Introduction to research of developmental issues and reader response children (2-3) and practices related to early communication theory relating to young children. Dr. Hoffman. Issues such as separation, prob- and literacy in early childhood settings (birth lematic behaviors, and assessment are exam- through grade 2). Focus will be on children C&T 4141. Literature for older ined in the development of interdisciplinary whose first language is English, as well as children (2-3) strategies for working with parents of young English language learners, and on curricula Professor Calkins. The course integrates theo- children, with and without disabilities. and adaptations for full range of learners. ry and practice for teachers. Topics include Sessions are taught by an interdisciplinary (3 credits toward state literacy requirement). writing development, research on writing, team of faculty and invited speakers from spe- models for responding to and evaluating stu- cial education, clinical psychology, early child- C&T 4132. Learning and teaching in dent writing, and classroom methods for hood education, psychiatry, pediatrics, and the primary reading/writing classroom (3) teaching the writing process in elementary social work. Professors Calkins and Siegel. Permission classrooms. required. Examines principles of literacy learn- C&T 4121. Early childhood teaching ing in young children and introduces theories, C&T 4143. Multicultural social studies in strategies within a social context (2-3) practices, and materials for teaching reading/ the elementary and middle school (1-3) Faculty. Exploration of the teaching strategies writing in primary grades. Professors Hamre, Oyler and Quinn. Permis- used in early childhood education through sion required. Teaching, learning, and curricu- analysis of the social contexts out of which C&T 4133. Learning and teaching in the lum development in social studies including a they have arisen. Emphasis on assimilation intermediate reading/writing classroom (3) critical examination of content and methodol- and application of differing strategies through Professors Calkins and Siegel. Permission ogy, current practices and issues, state, and workshop format. required. Examines strategies for teaching, professional standards. Materials fee: $20. organizing and assessing reading and writing C&T 4122. Issues in parenthood and in intermediate grades. C&T 4145. Critical perspectives in education (2-3) secondary education (2-3) Dr. Hoffman. Examination of relevant theory C&T 4136. Methods and materials Professors Knight and Lesko. A comprehen- and research on parent development. Topics for reading instruction (2-3) sive examination of adolescent development include transition to parenthood, pregnancy, Faculty. A survey of approaches to reading and learning as they relate to issues of curricu- parenting children of different ages, at-risk instruction from kindergarten through middle lum, teaching, and learning. parents, parenting the special needs child, and school with a critical examination of modern single parenthood. Methods of working with methods, materials, trends, and issues. C&T 4151. Teaching of writing (3) different parent populations are addressed. Professor Calkins. The course integrates theo- C&T 4137. Literacy and learning in ry and practice for teachers. Topics include C&T 4123. Curriculum and instruction the content areas (3) writing development, research on writing, cur- in elementary inclusive education (3) Professor Siegel. Introduction to theory, riculum development, methods of teaching Professors Hamre and Broderick. Permission research, and practice on the role of literacy in writing, models for responding to and evaluat- required. An introduction to teaching, learn- learning mathematics, social studies, science, ing student writing, and classroom methods for ing, and curriculum in elementary classrooms, and the arts. Examination of talk, texts, and teaching the writing process in elementary including: learning processes, instructional reading/writing practices used in content area classrooms. planning, child observation and assessment, teaching. classroom management and environments, C&T 4159. Teacher education programs (2-3) working in urban, diverse, and inclusive set- C&T 4138. Teaching literacy in the Faculty. Current developments in programs for tings, and culture and community. The course early years (3) the preparation and professional development of emphasizes the relationship between theory Professor Siegel. Examination of theory, teachers for elementary and secondary schools. and practice, and supports students in the research, and practice of literacy learning and development of self-analytic, reflective, and teaching in the early years, including children problem solving skills. Special fee: $100. Teachers College Columbia University 2008-2009 91 C&T 4160. Supervision in initial teacher C&T 4502. Master’s project (0-1) sorship of a classroom teacher with supervision education programs (2-3) Professors Knight, Lesko, Schoonmaker, shared by the cooperating teacher and Faculty. Theory and practice of supervision of Zumwalt or faculty. Permission required. Teachers College staff members. The experi- student teachers. This course will help students Required for M.A. students in the Curriculum ence begins with a three-week practicum peri- develop supervisory skills through case studies, and Teaching Program. Students work to dev- od, followed by a ten-week student teaching role playing, and analysis of teaching. elop proposals to initiate required Master’s experience; students spend a minimum of action research project. 3 1/2 days in the classroom each week. Assign- C&T 4161. The teacher: Socio-historical, ments to classrooms provide an emphasis on cultural contexts of teaching (2-3) C&T 4503. Problems: Curriculum and education for both younger and older children Professor Zumwalt or faculty. Exploration of teaching—independent study (1-3) in a range of urban settings, including opportu- what it means to be a teacher through analysis Faculty. Permission required. Majors work indi- nities in the College’s professional develop- of historical studies, teacher autobiographies, vidually or in small groups with a staff member. ment schools. Students applying to student proposals for change and personal reflection. Students should have had previous course- teach must file a Declaration of Intention to Focus questions are: What is a good teacher? work with their supervising staff member and Student Teach by April 15th prior to the fall What is a professional teacher? Prerequisite: should select a problem relating to this work. term. PreK-12 teaching experience. C&T 4615. Young children and social C&T 4842. Institute: Content area C&T 4200. Fieldwork in curriculum policy: Issues and problems (2-3) literacies (2-3) and teaching (1-4) Dr. Fennimore. Overview of social policy Professor Siegel. Introduces K-12 teachers to a Faculty. Permission required. Majors work under towards young children as it affects classroom toolkit of theories and practices to aid them in guidance. Students should have had previous practice and professional goals. Situations such rethinking and redesigning literacy practices coursework with their supervising staff member as child abuse, divorce and custody, student used in teaching mathematics, science, social and should select a problem relating to this classification, and foster care are examined. studies, and other content areas. work. C&T 4702. Student teaching—giftedness C&T 4858 Institute: Teaching of C&T 4301. Formal assessment of (3) reading (1 or 3) exceptional students (2-3) Dr. Wright. Observation and student teaching. Professor Calkins. Designed to help teachers Faculty. Permission required. Participation in Permission required. Course requires 3-5 days of grades K-8 develop a theoretical framework educational assessment of referred children. a week for participation in community, school, for the teaching of reading and a repertoire of Analysis of observational and standardized test and agency programs and a weekly seminar on strategies for enhancing students’ independ- data; formulation of educational enrichments, campus. ence and skills as readers. accommodations, and modifications. Conducted in the Dean Hope Center for Educational and C&T 4708. Student teaching—infancy C&T 4899. Federal Policy Institute (3) Psychological Services or in appropriate commu- and early childhood (2-3) Professor Kagan. The Federal Policy Institute nity facilities. Course meets double sessions. Lab Dr. Rikhye or faculty. Observation and student (FPI) is designed to give students a first-hand fee: $150. teaching. Permission required. This two-course opportunity to meet with key policy leaders sequence requires 3-5 days a week for partici- around the most crucial, contemporary policy C&T 4302. Supervised practicum in the pation in community, school, and agency pro- issues. Key themes will include: the enduring educational assessment of young children grams and a weekly seminar on campus. values of American education and how they with exceptionalities (2-3) shape current policy; current issues in national Dr. Rikhye or faculty. Permission required. C&T 4726. Professional laboratory educational reform; and the role of the federal Prerequisite: C&T 4080. Participation in educa- experiences/student teaching (year-long) government in shaping educational policy. tional assessment of young children with excep- in elementary education (4-6) tionalities. An introduction to formal and infor- Professors Broderick, Quinn, Hamre, Naraian, C&T 4900. Research and independent mal assessment strategies and their applications Oyler and staff. Permission required. Students study: Curriculum and teaching (1-8) to work with young children. Analysis of obser- must begin in the fall term. Students engage in Faculty. Master’s degree students undertake vational and test data; formulation of educa- an intensive field placement under the spon- research and independent study under the tional interventions. Lab fee: $150. sorship of a classroom teacher with supervi- direction of a faculty member. sion shared by the cooperating teacher and C&T 4308. Field experiences in early child- Teachers College staff members. The experi- C&T 5000. Theory and inquiry in hood/early childhood special education (2) ence begins with a three-week practicum peri- curriculum and teaching (Total of 9 Professor Recchia or faculty. A practicum for od, followed by a ten-week student teaching points, 6 points fall and 3 points spring) students in the Early Childhood initial certifica- experience; students spend a minimum of 3 Faculty. Required of and limited to first- tion program that serves as a prerequisite for 1/2 days in the classroom each week. Assign- year Ed.D. students in the Department of student teaching. Field experiences will system- ments to classrooms provide an emphasis on Curriculum and Teaching; must be taken in atically include at least 100 hours of observation education for both younger and older children both the fall and spring semesters. Introduction and practice across all EC age groups– 0-3, PreK, in a range of urban settings, including oppor- to and exploration of important problems and K, 1-2. Field experiences will relate to work tunities in the College’s Professional Develop- issues in curriculum and teaching, methods of in other courses and be paired with an ongoing ment Schools. Offered in conjunction with formulating questions, and modes of inquiry seminar designed to respond directly to issues C&T 4123 and C&T 4124. Students applying appropriate to doctoral-level research. as they arise in field placements. to student teach must file a Declaration of Intention to Student Teach by April 15th prior C&T 5006. Readiness for school: C&T 4311. Advanced practicum— to the fall term. Pedagogical and political issues (3) teaching students with disabilities (3) Professor Kagan. Course examines different Professors Broderick, Hamre, Bejoian, and C&T 4729. Professional laboratory conceptions of school readiness, focusing on Oyler. Permission required. Part-time practi- experiences/student teaching (semester- challenges faced by practitioners and policy cum in New York City schools, coupled with long) in elementary education (4-6) makers. Participants will examine different critical special education core classes. Co-req- Professors Broderick, Quinn, Hamre and approaches to the implementation and assess- uisites: C&T 5080, 5081, and 5905. Oyler. Permission required. Students engage in ment of readiness. an intensive field placement under the spon- 92 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING

C&T 5023. Giftedness and intelligence: participation of students with disabilities in nar on-site at the Rita Gold Early Childhood Theoretical approaches (2-3) various educational settings. It will critically Center. Enrollment is for 1 or 2 semesters. Professor Borland. Theories of cognition as examine the legal and structural framework they relate to the issues of intelligence and cre- that regulates the education of students with C&T 5302. Advanced practicum— ativity presented as a basis for conceiving of disabilities. This course will explore current giftedness (1-6) students as exceptional and for differentiating pedagogical practices within the field of special Professor Borland and Dr. Wright. Permission their curriculum. education, while it simultaneously seeks to required. Guided experiences for advanced build the tool-kit of teachers to meet the needs students in Giftedness. Supervised group field C&T 5024. Planning and implementing of students with varying kinds and degrees of visits. Initial internships arranged. Students programs for gifted students (3) educational needs. This will involve a critical submit reports analyzing experiences. Professor Borland. Examination of factors examination of classroom structures for partici- affecting planning and implementation of pro- pation that have traditionally been made avail- C&T 5308. Advanced practicum— grams for the gifted, components of gifted pro- able to students with disabilities as well as the infancy and early childhood (1-6) grams, and systems approach to program plan- exploration of alternate ones that can facilitate Professors Genishi, Recchia and faculty. ning. Students develop written program plans the learning and development of a diverse stu- Permission required. Guided experiences for for specific settings. dent body. advanced students in Early Childhood/Special Education. Preservice internships arranged. C&T 5036. Child and family policy (2-3) C&T 5081. Collaborative communication Students submit reports analyzing experiences. Professor Kagan. Course provides a foundation in cultural contexts of knowledge concerning the role of child and Faculty. This course is designed for students C&T 5321. Practicum in early childhood family perspectives in informing public policy. taking the Inclusive Elementary Disability education: Curriculum development, Studies Core, as well as for students in the observation, and assessment in early C&T 5037. Literacy, culture and the CUED program with a Disability Studies childhood (3-4) teaching of reading (2-3) Concentration. This course will explore, from Faculty. Permission required. Supervised profes- Professor Siegel. Examines current practices a disability studies perspective, strategies for sional competency-based field experiences in of reading instruction in light of theory and developing effective communication and inter- early childhood settings. Emphasis on emerging research on literacy as a social, cultural and personal interaction skills appropriate for both issues and refinement of practice. political practice. Emphasis on intersections collaborative and consultative relationships in of class, race/ethnicity, gender, and sexuality schools. Focus will be on the development of C&T 5323. Supervision and the organization as critical axes for understanding culturally- these skills in interactions with both school of programs for families with young children specific language and literacy practices, and professionals and family members of students. (3) as a basis for re-imagining reading instruction Particular attention will be paid to the devel- Faculty. Prerequisites: C&T 5118. Assessment rooted in the experiences of students. opment of these skills in ways that are respon- procedures, supervision, and social policy are re- sive and relevant to diverse students. lated to the development and administration of C&T 5042. Special topics in children’s programs for families with infants and toddlers. literature (2-3) C&T 5112. Issues in child care and Faculty. Study of specific genres or curricu- education: Infancy through school age (2-3) C&T 5502. Introduction to qualitative lum issues in children’s literature. Topics are Faculty. An examination of such issues as research in curriculum and teaching (2-3) announced in course schedules distributed inclusion, equity, effects of welfare reform, Professors Genishi, Knight, and Siegel. each semester. Registration not limited to one training needs, and the role of transdiscipli- Introductory seminar on methods in qualita- term. nary supports within the context of recent tive research, with focus on case studies in demographic, social, political, and economic classrooms and schools. C&T 5053. Staff development processes changes in our society. Public and private sec- and procedures (3) tor responses to newly emerging issues, the C&T 5513-C&T 5514. Seminar in early Faculty. Concepts and practices related to staff dilemmas posed, and recommended solutions. childhood education (3) development, professional education, and orga- Evaluations of the adequacy of the responses Professors Genishi and Recchia. Required of nizational improvement. Attention given to to the demand for child care, and the nature, all second-year doctoral students in early applications of staff development using institu- characteristic, and quality of the supply. childhood education and early childhood spe- tional cooperation, organizational dynamics, Invited speakers present perspectives from cial education and open to other post-master’s and research on teacher training. Designed for education, health and mental health, govern- students with permission. Examination of principals, supervisors, curriculum directors, ment, business, the community, advocacy, and underlying issues and currents in early child- and others concerned with staff and program communication. hood education, with formulation of initial development to deal with change in their own research plans. institutional contexts. C&T 5114. Development of multicultural curriculum for the early years (2-3) C&T 5515. Infancy research seminar (1-6) C&T 5074. Curriculum and teaching Faculty. Exploration of dynamics of curricu- Professor Recchia. Permission required. policy (3) lum development for young children from 3 Research in infant development is facilitated Professor Sobol. Prerequisite: C&T 4004. through 8 years of age. Participants will design and coordinated through exploration of a Examination of the theoretical and political a curriculum using principles of curriculum variety of research methods within a seminar bases of curriculum and teaching policies and construction and a multicultural, inclusive format. their influences on school organizations and philosophy. Prerequisite: C&T 4114 or equiva- teaching practices. Explores the policy-making lent. C&T 5800. Institute: Teaching of writing process from policy design through implemen- (1, 3, or 6) tation. C&T 5118. Infant and toddler development Professor Calkins. The focus of the institute and practice (2-4) will be on the teaching of writing with the par- C&T 5080. Access to full participation Professor Recchia. Permission required. Theory ticipants also working on their own writing. in schools is related to practice and research with infants, There will be a combination of large group Faculty. This course is designed to offer an in- toddlers and families. Students participate in depth understanding of issues that frame the classroom practice and meet for weekly semi-

Teachers College Columbia University 2008-2009 93 presentations, small interactive sessions, and C&T 6452-C&T 6453. Internship program C&T 6533. Advanced study of children’s writing workshops. Separate sections will be in supervision and curriculum improvement literature (3) offered for advanced participants. A partial list (2-4) Professor Calkins and faculty. Permission of topics to be covered includes: the central Professor Schoonmaker. Permission required. required. Issues and problems relating to the role of planning and curriculum development Prerequisite: C&T 4160 or C&T 4051. Work formulation of knowledge about children’s in the teaching of writing, methods for hold- with curriculum leaders in an ongoing pro- literature. ing our students accountable for doing their gram. Fieldwork involves school system prob- best work, classroom structures that support lems and leadership processes. C&T 6551. Seminar in supervision and inquiry and collaboration, and using literature curriculum improvement (3) to help students craft their writing. The • C&T 6452. Professional (2-4) Professor Schoonmaker. Permission required. Institute is appropriate for elementary and • C&T 6453. Initial (2-4) Prerequisite: C&T 4051, C&T 4005, or secondary teachers. equivalent. Primarily for doctoral students. C&T 6501-C&T 6502. Studies in Intensive study of selected problems. Major C&T 5902. Independent study— curriculum and teaching (2-3) emphasis on formulation of supervision strate- giftedness (1-4) Faculty. Permission required. Integrating semi- gies and curriculum change. Professor Borland. Permission required. nar provides an opportunity for students to Qualified students work under guidance on discuss issues and questions fundamental to C&T 6569. Seminar in theory and practical research problems. Proposed work the field of curriculum and teaching. research in curriculum (1-3) must be outlined prior to registration; final Faculty. Permission required. Critical study of written report required. C&T 6503. Seminar in field research (1-3) classroom environment as a laboratory for Faculty. Permission required. Corequisite: teacher education. C&T 5905. Seminar in disability studies C&T 6200-C&T 6201. Collect and organize in education (2-4) data and report field study findings. Abstract C&T 6900. Directed research and Professor Broderick. Permission required. generalizations or limited theories as guides theory development in curriculum Students work in small groups under guidance to practice and further research. and teaching (1-8) on practical problems related to teacher-as- Faculty. Permission required. scholar practitioner, teacher-as-classroom C&T 6505. Spencer Seminar (1-6) researcher, and teacher-as-change agent. Faculty. This seminar is designed to prepare C&T 6914-C&T 6915. Advanced studies Emphasis on ethical practices for diverse doctoral students to conduct collaborative in early childhood and childhood education learners. Special fee: $25. school-based inquiry focused on educational (1-4) practice in elementary, middle, and high Professors Genishi, Kagan and Recchia. C&T 5908. Independent study— schools or early childhood settings. Special Permission required. Identification and theo- infancy and early childhood (1-4) attention is given to issues of school-university retical and empirical investigation of selected Professor Recchia and faculty. Permission collaboration, context-sensitive research topics, problems, and issues in early childhood required. Qualified students work under guid- methodologies, urban educational improve- and childhood education. Topics vary. May be ance on practical research problems. Proposed ment, and the relation of research to develop- taken more than once for credit. work must be outlined prior to registration; ment in school settings. Participation in field final written report required. research and development is required. C&T 7500-C&T 7501. Dissertation seminar in curriculum and teaching (1-3) C&T 6200. Field study in designing C&T 6506. Advanced seminar— Professors Genishi, Knight, Schoonmaker and curriculum and instruction (1-3) giftedness (2-3) Zumwalt. Two semesters required of all doctoral Faculty. Permission required. Field experiences Professor Borland. For doctoral students in candidates in the department unless proposal is in relation to designing, conducting, and eval- Giftedness. Recent developments in theory defended in the first semester. Development uating programs in curriculum and instruction. and research in gifted education. of doctoral dissertations and presentation of proposals for approval. C&T 6259-C&T 6260. Fieldwork in C&T 6507. Advanced seminar— preservice teacher education (1-4) learning disabilities (3) C&T 8900. Dissertation advisement in Professor Broderick. For doctoral students in curriculum and teaching (0) C&T 6400. Internship program in learning disabilities and related fields. Recent Faculty. Individual advisement on doctoral curriculum research (1-6) developments in theory and research as relat- dissertations. Fee to equal 3 points at current Faculty. Permission required. Firsthand experi- ed to learning disabilities from psychological, tuition rate for each term. For requirements, ence in a center where curriculum research is educational, sociological, and other sources. see section in catalog on Continuous Registra- in progress. tion for Ed.D. degree. C&T 6508. Advanced seminar— C&T 6405. Advanced internship— infancy and early childhood (3) Continuing Education learning disabilities (1-6) Professors Genishi and Recchia. For doctoral Faculty. Permission required. Post-master’s students in early childhood, early childhood C&T 4802. Models of curriculum level. Intensive professional internship special education, and related fields. Recent and teaching (non-credit or 1) designed to meet individual student’s needs. developments in theory and research as related Professor Goodwin or Genishi. An institute Students submit reports analyzing experiences. to current issues in the field. focusing on current issues in curriculum and teaching, such as innovative models of teach- C&T 6408. Advanced internship— C&T 6532. Seminar in reading/language ing or curriculum development in specific set- infancy and early childhood (1-6) arts and related research (3) tings. Topics vary and institute may be taken Professors Kagan and Recchia. Permission Professors Calkins and Siegel. Permission more than once for credit. required. Post-master’s level. Intensive profes- required. Open only to advanced master’s sional internship at agency chosen to meet and doctoral students with a specialization in C&T 4822. Instructional models in the edu- individual student’s needs. Students submit literacy or a related area who have completed cation of gifted students (non-credit, 1 or 2) reports analyzing experiences. recent methods courses in literacy. In-depth Professor Borland. What should gifted students study and discussion of trends and issues in learn? How can we differentiate the curriculum literacy development and instruction.

94 www.tc.columbia.edu General Information: (212) 678-3000 CURRICULUM CURRICULUM ANDANDTTEACHINGEACHING for gifted learners in order to meet their spe- on the creation of practical products and cial needs more effectively? These and other practices that can be used in the participants’ questions will be addressed in this three-day schools. Schools are also encouraged to send workshop devoted to the discussion, analysis, both individuals and teams with clearly articu- and evaluation of instructional models lated issues and problems they would like to designed or adapted for gifted students. have discussed. Students enrolled for two Emphasis will be placed on the principles of credits will attend additional seminars to be curricular differentiation and on providing scheduled during the class. an overview of a range of models designed to modify content, enhance the development C&T 5853. Advanced multisensory teach- of thinking skills and enhance creativity. ing of basic language skills for students with learning disabilities (non-credit or 2) C&T 4835. Improving reading instruction Ms. Rowe. Prerequisites: C&T 4853, C&T (non-credit or 1) 4854, and C&T 4855. In-depth extension of Professor Siegel. An institute focusing on multisensory techniques for teaching reading current issues in reading and related areas. strategies, spelling situations and formulas, Includes oral and written language develop- advanced syllable division, lesson planning, ment and children’s literature. dictionary skills, composition, and comprehen- sion. Two-week summer session. C&T 4853. Multisensory teaching of basic language skills for students with learning C&T 5854. Advanced multisensory disabilities (non-credit or 3) teaching of basic skills I (non-credit or 1) Ms. Rowe. Introduction to the theoretical Faculty. Two day-long workshops to extend and practical issues of teaching a multisensory and refine skills in advanced phases of curricu- instructional language approach in reading, lum while teaching in school settings. spelling, and handwriting, and in the structure of English, based on alphabetic phonics to C&T 5855. Advanced multisensory dyslexic students. Offered in fall and summer teaching of basic skills II (non-credit or 2) terms. Materials fee: $30. Faculty. A continuation of C&T 5854. Four day-long workshops. C&T 4854. Multisensory teaching of basic skills I (non-credit or 1) Ms. Rowe. Prerequisite: C&T 4853. Two day- long workshops combined with the teaching of alphabetic phonics curriculum in school settings. Extension of practice in schedule II, teaching reading, spelling, and handwriting.

C&T 4855. Multisensory teaching of basic skills II (non-credit or 1) Ms. Rowe. Prerequisite: C&T 4854. Two day- long workshops combined with the teaching of alphabetic phonics curriculum in school settings. Extension of C&T 4854.

C&T 4858. Institute: Teaching of reading (3) Professor Calkins. Designed to help teachers of grades K–8 develop a theoretical framework for the teaching of reading and a repertoire of strategies of enhancing students’ independ- ence and skills as readers.

C&T 5810. Differential instruction for gifted students (non-credit, 1 or 2) Professor Borland and Dr. Wright. This three- day workshop provides participants with the opportunity to learn about and discuss new challenges and approaches to identifying and educating gifted students. Presentations and discussions will provide the core for each day. Small group work and individual consultations will also be integrated throughout the three days. The emphasis of these sessions will be

Teachers College Columbia University 2008-2009 95 96 www.tc.columbia.edu General Information: (212) 678-3000 Health and Behavior Studies CHAIR: Professor John P. Allegrante LOCATION: 531A Thorndike Hall TELEPHONE NUMBER: (212) 678-3964 FAX: (212) 678-8259 EMAIL: [email protected] WEBSITE: www.tc.edu/HBS

PROGRAMS: DEPARTMENTAL MISSION: APPLIED EDUCATIONAL PSYCHOLOGY 99 Department of Health and Behavior Studies programs share the common Reading Specialist goal of helping people to realize their full potential as learners, to make informed decisions, and School Psychology to attain the best possible quality of life. Health and learning are inextricably linked. Optimal learning cannot take place in an atmosphere permeated by physical, psychological, and social HEALTH STUDIES 104 health problems, and optimal health cannot be achieved without skill in learning and literacy. Health Education Nursing Education One way to enhance learning potential is by overcoming health-related constraints and barriers to literacy through work at both the individual and community levels. Some programs prepare NUTRITION 110 professionals to work with individuals and draw on and contribute to the behavioral sciences Nutrition and Public Health and education. Others emphasize the development and assessment of innovative, multidiscipli- Community Nutrition Education nary, community-based interventions. *Applied Physiology and Nutrition The programs in the Department fall into the following categories: SPECIAL EDUCATION 115 Administration of Special Education Applied Educational Psychology Applied Behavior Analysis This area of study includes the following programs: Reading Specialist and School Psychology. Blindness and Visual Impairment Such study prepares students to serve as educators, scientists, and service providers in a variety Cross-Categorical Studies of settings, including universities, schools, psychoeducational clinics, hospital-based child study Deaf and Hard of Hearing clinics, and community agencies. Guidance and Rehabilitation Instructional Practice in Health Studies and Nutrition Special Education These areas of study include the following programs: Health Education, Nursing Education, Intellectual Disability/Autism and Nutrition (Applied Physiology and Nutrition, Community Nutrition Education, Nutrition Physical Disabilities and Public Health, and Nutrition Education). Students in Nutrition may also complete a Research in Special Education Dietetic Internship option accredited by the American Dietetic Association. These programs Severe or Multiple Disabilities prepare students to serve in leadership roles in community-based organizations, government Supervision of Special Education agencies, corporations, health care settings, and educational settings. Current knowledge in behavioral science and education is integrated with field-based applications for health promo- TEACHING OF tion and disease prevention. AMERICAN SIGN LANGUAGE AS A FOREIGN LANGUAGE 126 Special Education Among the programs included in Special Education are Administration of Special Education Programs, Applied Behavior Analysis, Blindness and Visual Impairment, Cross-Categorical * Offered jointly with the Department of Studies, Deaf and Hard of Hearing, Guidance and Rehabilitation, Instructional Practice, Biobehavioral Sciences. Intellectual Disability/Autism, Physical Disabilities, Research in Special Education, Supervision of Special Education Programs, and Severe or Multiple Disabilities. These programs prepare stu- dents to serve as leaders and scholar-practitioners skilled in the development, evaluation, and application of practices that improve the life prospects of people with disabilities.

Teaching of American Sign Language (ASL) as a Foreign Language Teaching American Sign Language (ASL) as a Foreign Language prepares students to serve as scholar-practitioners who are skilled, knowledgeable and practiced in the development, evalua- tion, and implementation of pedagogy that will instruct and educate individuals unfamiliar with ASL, the deaf community, and the culture of individuals who are deaf or hard of hearing. Typically, the population that these scholar-practitioners will eventually instruct and educate are individuals who themselves have hearing, are in regular education programs, and possess a wide range of cultural backgrounds and cognitive, social, and academic abilities.

The Department faculty offers a broad spectrum of expertise. We encourage multidisciplinary efforts within the faculty and hope that in the course of their studies, students will acquire the valuable skill of working collaboratively with experts in other disciplines.

Teachers College Columbia University 2008-2009 97 FACULTY: ASSISTANT PROFESSORS: RESEARCH PROFESSOR: Peg Cummins (Special Education: Sherri Sheinfeld Gorin PROFESSORS: Blindness and Visual Impairment) John P. Allegrante (Health Education) Russell Rosen (Special Education: INSTRUCTORS: Charles E. Basch (Health Education) ASL as a Foreign Language) Valerie Chappell (Special Education) Isobel R. Contento (Nutrition) Ye Wang (Special Education: David Cohen (Special Education: R. Douglas Greer Deaf and Hard of Hearing) Blindness and Visual Impairment) (Special and Regular Education: Jessica Collado-Castillo (Special Education) Applied Behavior Analysis) LECTURERS: Christina Costa (Nutrition) Linda Hickson Susan Garni Masullo (Reading Specialist) Stephanie DiFiglia-Peck (Nutrition) (Special Education: Jessica Singer Dudek (Special Education) Lisa Marie Dille (Special Education) Intellectual Disability/Autism) Joe Dixon (Special Education) Dennis E. Mithaug ADJUNCT ASSISTANT PROFESSORS: Mary Anne Gray (Reading Specialist) (Special Education: Sharon R. Akabas (Nutrition) Leah Greenberg (Special Education) Administration and Leadership) Evan Berk (Nutrition) Maria Hartman (Special Education) Kathleen A. O’Connell Bonnie Bernstein (Nutrition) Amanda Howerton (Special Education) (Nursing Education) Jeanne Coleman (Health Education) Amanda Mazin (Special Education) Stephen T. Peverly (School Psychology) Maria Dolores Cox (Special Education) Shelley Mesznik (Nutrition) Philip A. Saigh (School Psychology) Dianne Dillon (School Psychology) Giani Pedulla (Special Education: Barbara C. Wallace (Health Education) Grant Gautreaux (Special Education) Blindness and Visual Impairment) Michelle Greenwald (School Psychology) Mary Ellen Rooney (Special Education: ADJUNCT PROFESSORS: Susan Hall (School Psychology) Intellectual Disability/Autism) Ann E. Boehm (School Psychology) Margot Hodes (Health Education) Michelle Saunders (Special Education: Darlynne Devenny (Special Education) L.P. Johnson (Health Education) Blindness and Visual Impairment) Robert E. Fullilove, III (Health Education) Richard Keller (Special Education) Lynn Settlow (Reading Specialist) Mindy Thompson Fullilove Thomas M. Kelly (Special Education) Kyle Shadix (Nutrition) (Health Education) William Kernan (Health Education) Joan Gussow (Nutrition) Ishita Khemka (Special Education: For information about faculty and their scholarly John T. Pinto (Nutrition) Intellectual Disability/Autism) and research interests, please refer to the Faculty Pamela Donofrio Koch (Nutrition) section of this bulletin, or visit us at ASSOCIATE PROFESSORS: Michael Koski (School Psychology) www.tc.edu/faculty. Marla R. Brassard (School Psychology) Noelle Regina Leonard (School Psychology) Robert E. Kretschmer Susan Lipkowitz (Special Education) (Special Education: Deaf and Hard of Hearing; Jennifer Mascolo (School Psychology) ASL as a Foreign Language) Patrick McAuliffe (School Psychology Dolores Perin (Reading Specialist) and Reading Specialist) Randi Wolf (Nutrition) Jose Eduardo Nanin (Health Education) Araxi Pasagian Macaulay VISITING ASSOCIATE PROFESSORS: (Health Education) C. Ronald MacKenzie (Health Education) Leslie Green Rennis (Health Education) Elizabeth A. Walker (Health Education) Katherine Roberts (Health Education) Dimitra Robokos (Reading Specialist) ADJUNCT ASSOCIATE PROFESSORS: Pamela Rothpletz-Puglia (Nutrition) Caroline Camuñas (Nursing Education) Maya Rom (Health Education) Dolleen-Day Keohane Britta Rothschild (School Psychology) (Special Education: Claudia V. Schrader (Special Education) Applied Behavior Analysis) James Sumowski (School Psychology) Toni Liquori (Nutrition) Rebecca Urciuoli (Reading Specialist) Ray Marks (Health Education) Mary Margaret Whelley (School Psychology) Christine Pawelski (Special Education) Ruth Zealand (Special Education) Margaret G.E. Peterson (Health Education) Karen Reznik Dolins (Nutrition) Lora A. Sporny (Nutrition)

98 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

PPLIED • Preparation to diagnose dyslexia: Students Required Courses (10 required courses, A learn to administer a battery of standard- total 28-30 points): EDUCATIONAL ized tests and formulate a diagnosis. • HBSK 4072 Theory and techniques of PSYCHOLOGY • Psychology focus: Understanding of reading assessment and typically developing and delayed literacy intervention in reading (3) The Applied Educational Psychology area development from the vantage point of • HBSK 4074 Development of reading of study includes the following programs: cognitive processes and their relation to comprehension strategies and study skills (3) Reading Specialist and School Psychology. race, ethnicity, language proficiency, and • HBSK 4077 Adult basic literacy (3) socio-economic status. or • Research focus: Emphasis on evidence-based READING • HBSK 4085 Behavioral management (scientifically based) intervention strategies SPECIALIST in the classroom for struggling readers. (child focus) (3) Program Coordinator: • Lifespan perspective: Students learn to or Professor Dolores Perin deliver assessment and intervention to indi- • HBSK 5099 Writing interventions viduals from preschool emergent literacy theory and practice (3) Program Office: (212) 678-3942 through adolescence and adulthood. (Choose HBSK 5099 or 4085 or 4077. Students who Email: [email protected] Students learn to develop content-area have taken a behavioral management course or are literacy interventions. Adults include adult Website: www.tc.columbia.edu/hbs/ otherwise experienced in managing classroom behav- literacy students and college dyslexics. It is ReadingSpecialist/ ior should take HBSK 5099.) never too late to improve literacy skills. Degree Offered: • Clinical experience: Students take • HBSK 5098 Diagnosis of reading and practica in a clinic at Teachers College writing disabilities READING SPECIALIST- where they deliver services to struggling (HBSK 4072 and INITIAL CERTIFICATION (READ-INIT) readers of all ages, who come from low- HUDM 4050 prerequisite) (3) Master of Arts (M.A.) income households. • HBSK 5373 Practicum in literacy • School experience: One practicum may be assessment and intervention I Program Description: taken at the student’s own school or an- (HBSK 4072 prerequisite or The Reading Specialist M.A. program provides other selected school. corequisite) (3) • HBSK 5376 Practicum in literacy students with a broad foundation in applied • Professional development focus: Preparation assessment and intervention II educational psychology as it relates to literacy for professional development in advanced (HBSK 4072 and acquisition and concentrated preparation in seminar as well as in graduate assistantship. HBSK 5373 prerequisite) (3) assessment and intervention in reading and • Full-time students (four courses in each aca- • HBSK 5377 Practicum in literacy writing difficulties. The program provides demic semester and summer courses) can assessment and intervention III experience in working with child, adolescent, complete the program in one calendar year. (HBSK 5376 prerequisite) (3) and adult learners. • HBSK 5580 Seminar in consultation and Special Application evaluation in reading (to be Key program characteristics are: Requirements/Information: taken during the final spring • Preparation for two New York State Students who apply to the Program must pos- of the program) (3) certifications: Teacher of Literacy, Birth-6 sess an undergraduate degree in a field rele- • HUDK 5090 Psychology of language and and Teacher of Literacy, 5-12. vant to literacy. Applicants are reviewed based reading (2-3) • HUDM 4050 Introduction to measurement • Preparation to work with children, adoles- on their undergraduate and any other academ- (2-3) cents, and adults with reading and writing ic performance, a personal statement, and at difficulties. least two references. Students who wish to Elective Courses • Individualized and small group focus: be recommended by TC for New York State (2 or 3 courses, total 6 points): Students are prepared to teach reading Literacy Teacher certification upon completion See program documents available at and writing to struggling readers both of the M.A. requirements must enter the pro- www.tc.edu/hbs/Reading-Specialist individually and in small groups. This pre- gram with prior certification in a regular edu- pares them to provide literacy instruction cation area. Applicants who do not have this Course grades in pull-out programs, inclusion classrooms, certification are asked to contact Professor Courses must be taken for a letter grade, and regular classrooms. Dolores Perin ([email protected]). not pass/fail. • Balanced literacy focus: Integration of Information about New York State certifica- rigorous, evidence-based phonics training tion is also available from the Office of Completion of M.A. Project with authentic literacy-encompassing word Teacher Education ([email protected]). The Master’s Integrative Project addresses recognition, reading comprehension, fluen- areas related to literacy and related learning cy, vocabulary development, spelling, and Degree Requirements: difficulties among children, adolescents, and expressive writing. adults. This culminating project is conducted MASTER OF ARTS • Assessment and intervention focus: under the supervision of an advisor. Students learn to deploy a battery of class- The Master of Arts consists of 34 points (mini- mum 12 courses: 10 required, 2 elective) and room-based and standardized assessment COURSES: can be pursued either part-time or full-time. measures to identify strengths and weak- See courses in Reading Specialist and School Completion of a Master’s Integrative Project nesses of individual students and groups Psychology programs. and then to develop an intervention plan is required for graduation. based on the assessment findings.

Teachers College Columbia University 2008-2009 99 SCHOOL Program Goals: available to spend a minimum of one full day Goal 1: Have a sound theoretical foundation per week for practica in their first year and PSYCHOLOGY in cognitive and developmental psychology; two full days per week for fieldwork in their access and diagnose learning, behavior and second year. Internships are full-time. Program Coordinator: Professor Stephen Peverly social-emotional problems and strengths; and plan, implement, and evaluate effectiveness Suggested sequence of courses by year Program Office: (212) 678-3942 of psychological and educational prevention and semester: Email: [email protected] and intervention programs that promote Website: www.tc.edu/hbs/SchoolPsych cognitive, behavioral, and social-emotional First Year: growth of children and families. Fall Degrees Offered: • HBSK 4025 Professional and ethical Goal 2: Effectively participate in their commu- functions of school APPLIED DEVELOPMENTAL AND LEARNING nity by promoting cognitive, behavioral, and psychologists PSYCHOLOGY- SCHOOL PSYCHOLOGY (SPSM) social-emotional, and educational growth of • HBSK 4072 Theory and techniques of reading assessment Master of Education (Ed.M.) children and families. and intervention SCHOOL PSYCHOLOGY (SPSD) • HBSK 5031 Family as a context for Goal 3: Understand and respect individual dif- Doctor of Philosophy (Ph.D.)* child development ferences and differences in culture, race/eth- • HBSK 5320 Individual psychological Program Description: nicity, gender, socioeconomic status, and sexu- testing I al orientation and work effectively in multicul- • HBSK 5378 Practicum in psycho- Both our master’s and doctoral programs are tural and pluralistic social contexts. educational assessment of fully approved by the National Association of school subject difficulties School Psychologists (NASP). Our Ph.D. pro- Goal 4: Have a breadth of knowledge and gram is also fully approved by the American variety of skills to plan and conduct psycho- Spring Psychological Association (APA). These pro- logical and educational research and evalua- • HBSK 4073 Childhood disorders grams focus on the application of cognitive and tion programs. • HBSK 5321 Individual psychological developmental psychology to the promotion of testing II competence in learning and mental health in • HBSK 6380 Practicum in psycho- Goal 5: Be actively involved in the profession, schools and other educational contexts. Course- educational assessment committed to professional ethics and stan- work provides students with a strong foundation with culturally diverse dards, and to life-long learning. in the theory and research of cognitive and dev- students elopmental psychology and its application to: • HBSS 6100 Measurement and Special Application program evaluation (a) the instruction and learning of school-related Instructions/Information: • HUDF 4029 Sociology of schools subjects, particularly reading and (b) the under- The GRE General Test and an academic writing (HUDF 4021 and HUDF standing and treatment of mental health prob- sample (a paper for an undergraduate or prior 4027 are acceptable alter- lems. Practica and internship experiences provide graduate class) are required for applicants to natives.) students with the opportunity to apply this the Ed.M. and Ph.D. degrees. Any student knowledge directly to their work with clients. wishing to focus on Low Incidence/Handicaps/ Summer • ORL 5362 Group dynamics: Deaf and Hard of Hearing should indicate this Clients are seen in a variety of contexts, includ- A systems perspective ing our collaborating schools (we provide school on the application form under “Area of • HBSK 6584 Seminar: School psychology psychological services to children and youth in Specialization.” consultation four schools that serve children from racially, ethnically, and linguistically diverse low and mid- Degree Requirements: Second Year: dle income environments). Faculty research, all Fall of which is cognitively and/or developmentally MASTER OF EDUCATION • HBSK 4074* Development of reading oriented, provides yet another vehicle for stu- Our National Association of School comprehension strategies dents (doctoral primarily) to develop and apply Psychologists (NASP)-approved Master of and study skills or their knowledge. Education program requires 69 points of coursework. The course of study stresses a • HBSK 5085* Observing and assessing preschool children The overall goal of the program is to educate firm grounding in the core areas of psychology, especially cognitive psychology, as well as in • HBSK 5050 Therapeutic interventions school psychologists who can promote the cog- for school psychologists the tools traditionally used by school psychol- nitive, behavioral, and social growth and devel- • HBSK 5070 Neural bases for language opment of children and families from diverse lin- ogists to apply their knowledge and skills to and cognitive development guistic, cultural or racial backgrounds. school settings. Completion of the Ed.M. pro- • HBSK 5280 Fieldwork in school psycho- gram in School Psychology can lead to certifi- logical services cation as a school psychologist in New York • HBSK 6382 Advanced practicum in *In addition to the Ph.D., the program in School State. psychoeducational inter- Psychology also has a New York State Department ventions in schools of Education registered Ed.D. option. However, that Ed.M. students should plan on three years degree is not accredited by the American Psycho- of full-time attendance, including summers. logical Association (APA), and the program has not Although part-time attendance is possible, accepted applications or admitted students to the full-time attendance leads to a richer educa- Ed.D. program in several years. tional experience. Ed.M. students must be

100 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

Spring Spring • HBSK 5051 Child-adolescent PTSD • CCPJ 6362 Group practicum • HBSK 4073 Childhood disorders and related disorders • HBSK 5051 Child-adolescent PTSD • HBSK 5321 Individual psychological • HBSK 5096 The psychology of memory and related disorders testing II • HBSK 5271 Supervised externship in • HBSK 5096 The psychology of memory • HBSK 6380 Practicum in psycho- psychoeducational practice • HBSK 5280 Fieldwork in school educational assessment • HBSK 5273 Supervised experience in psychological services with culturally diverse supervision • HBSK 6383 Neuropsychological students • HBSK 6570- Research in applied assessment of children • HBSK 6570- Research in applied HBSK 6578 educational psychology and adults HBSK 6578 educational psychology • ORL 5362 Group dynamics: Fourth Year: Summer A systems perspective Fall • HUDM 4122 Probability and statistical • HUDM 4122 Probability and • HBSK 7503 Dissertation seminar: inference statistical inference Schooling and reading Third Year: • HUDM 6122 Multivariate analysis I or an • HBSK 6480 School psychologist internship Summer Elective (in consultation with advisor) (full-time placement) • HUDM 5122 Applied regression analysis • HBSK 6584 Seminar: School psychology Spring consultation. *Take HBSK 5085 if you are interested in • HBSK 8902 Dissertation advisement: Second Year: working with young children; take HBSK 4074 Schooling and reading Fall if you are interested in late elementary/middle • HBSK 5050 Therapueutic interventions school and high school populations. Fifth Year: for school psychologists • HBSK 6480 School psychologist • HBSK 5070 Neural bases for language internship DOCTORAL PROGRAM and cognitive develop- Our American Psychological Association ment Deaf and Hard of Hearing (APA) and National Association of School • HBSK 5085 Observing and assessing Master’s and doctoral students in the School preschool children Psychologists (NASP) approved doctoral pro- Psychology program can choose, if they wish, • HBSK 5280 Fieldwork in school gram (Ph.D.) requires a minimum of 90 points. to focus on the Deaf and Hard of Hearing. Students may have to complete courses in psychological services addition to those included in the curriculum if • HBSK 6382 Advanced practicum in psychoeducational inter- The focus in Deaf and Hard of Hearing their advisor deems it necessary (e.g., an extra ventions in schools requires a core of nine courses (20 points) plus statistics course). Attainment of the doctoral • HBSK 6570- Research in applied appropriately planned fieldwork and internship degree prepares students for certification as a HBSK 6578 educational psychology experiences. One of these courses will meet school psychologist and licensure as a psychol- the program’s special education requirement. ogist. On average, doctoral students should Spring Students are expected to become proficient in plan on five years of full-time attendance, • CCPJ 6362 Group practicum communicating by sign at an intermediate including summers. This includes three years • HBSK 5280 Fieldwork in school level before the completion of the program. of coursework, a two-semester externship in psychological services the third year, a full-year internship during the • HBSK 6383 Neuropsychological Required courses: fifth year, and a dissertation. assessment of children • BBSQ 4042 Audiology and adults • HBSE 4070 Psychosocial and cultural • HBSK 6570- Research in applied Suggested Sequence of Courses by Year aspects of people who are HBSK 6578 educational psychology and Semester: deaf or hard of hearing • HUDM 5123 Linear models and • HBSE 4071 Special methods: Methods experimental design First Year: of teaching, reading, and Fall writing to individuals who Summer are deaf or hard of hearing • HBSK 4025 Professional and ethical • CCPX 6020 History and systems functions of school (2-3) of psychology • HBSE 4072 Development of language psychologists • HUDM 5059 Psychological measurement • HBSK 4072 Theory and techniques for individuals who are of reading assessment deaf or hard of hearing Third Year: • HBSE 4074 Linguistics of ASL and intervention Fall • HBSK 5320 Individual psychological • HBSE 4079 Language development • HBSK 5031 Family as a context for and rehabilitation: The testing I child development • HBSK 5378 Practicum in psycho- foundations • HBSK 5271 Supervised externship in • HBSE 4871 American Sign Language I educational assessment of psychoeducational practice school subject difficulties • HBSE 4872 American Sign Language II • HBSK 6570- Research in applied • HBSE 6070 Psychology of deafness • HBSK 6570- Research in applied HBSK 6578 educational psychology HBSK 6578 educational psychology • ORLJ 5540 Proseminar in social and There are many opportunities for fieldwork • ORLJ 5040 Research methods in organizational psychology social psychology and internship experiences in the New York City area including public and private schools Spring (e.g., St. Mary’s School for the Deaf; St. • HBSK 4074 Development of reading Joseph’s School for the Deaf; and St. Francis comprehension strategies and study skills School) and hospitals (e.g., Manhattan Eye and Ear Hospital).

Teachers College Columbia University 2008-2009 101

COURSES: HBSK 5031. Family as a context for HBSK 5099. Writing interventions theory (Reading Specialist and School Psychology child development (3) and practice (3) programs) Professor Brassard. Prerequisite: any introduc- Professor Perin. This is a literacy course that tory developmental psychology course. Exam- applies research on cognitive, linguistic, affec- HBSK 4025. Professional and ethical ines theories of family functioning and empiri- tive, social and cultural processes underlying functions of school psychologists (3) cal evidence of family processes that mediate writing performance to the development of Professor Peverly. Permission required. child and adolescent development outcomes. writing interventions. Writing is discussed Overview of issues associated with the school Emphasis on family factors associated with within a larger context of reading comprehen- psychologist’s roles within educational settings children’s cognitive, emotional, and academic sion and subject-matter knowledge. Students including assessment, intervention, and consul- development, including home-school collab- learn to evaluate and design content area writ- tation. Education and disability law and ethics oration and social functioning within cultural ing interventions for both typically developing are stressed. contexts. Materials fee: $10. and special-needs populations of differing ages in various educational settings. HBSK 4072. Theory and techniques of HBSK 5050. Therapeutic interventions reading assessment and intervention (3) for school psychologists (3) HBSK 5271-HBSK 5273. Supervised Professor Perin. Overview of theories, assess- Professor Saigh. This course is intended to pro- fieldwork in remedial reading and school ment, and intervention techniques for reading vide school psychology students with informa- difficulties and writing across the lifespan. Both typical tion about applied behavior analysis, behavior Faculty. Permission required. development and literacy difficulty are therapy, and cognitive-behavior therapy. Infor- addressed. Materials fee: $50. mation pertaining to behavioral assessment, • HBSK 5271. Supervised externship single-case research designs and behavioral and in psychoeducational practice (1-3) HBSK 4073. Childhood disorders (3) cognitive-behavioral approaches to the treat- Dr. Rothschild. Supervised experience Professor Saigh. Information involving the ment of childhood disorders and problems is in a school, hospital, or community symptoms, life-course, prevalence, and etiology considered. Information involving treatment clinic focusing on psychoeducational of a number of psychiatric disorders that are efficacy is a major focus of the course. assessment, counseling, remediation, manifested in childhood and adolescence is Materials fee: $20 and consultation. Prerequisite: HBSK presented. Information involving assessment 5280. Supervisory fee: $100. and treatment is also considered. Psycho- HBSK 5051. Child-adolescent PTSD educational assessment, diagnosis, and treat- and related disorders (3) • HBSK 5272. Supervised field ment of child and adolescent disorders. A Professor Saigh. This course presents information placement in reading (1-3) testing lab is included. Materials fee: $75. about the history, epidemiology, etiology, assess- Professor Perin. Students conduct ment, prevention, and cognitive-behavioral treat- projects in a variety of field sites, HBSK 4074. Development of reading com- ment of child-adolescent post-traumatic stress dis- including K-12 schools, community prehension strategies and study skills (3) order (PTSD) and related internalizing disorders. colleges, and adult education programs, Professor Peverly. Reading and study skills: Analogue diagnostic and treatment training is under faculty supervision. The field Practical procedures based on research find- provided. Materials fee: $50. experience provides an opportunity to ings appropriate for teachers, counselors, and understand both practical and theo- others. Discussion focuses on students in the HBSK 5070. Neural bases for language retical aspects of pressing questions middle elementary grades through young adult- and cognitive development (3) concerning literacy acquisition across hood. Dr. Sumowski. Permission required. Examina- the lifespan. tion of neural mechanisms involved in lan- HBSK 4077. Adult basic literacy (3) guage, reading, and the acquisition of academic • HBSK 5273. Supervised experience Professor Perin. An examination of the learning skills. Particular attention to language disor- in supervision (1-2) of reading and writing by adults who have not ders, variations in cerebral organization, and Professor Brassard. Advanced doctoral achieved full literacy. Populations discussed hemisphere specialization. students are supervised in their super- include adults with learning disabilities, adult vision of the comprehensive psycho- basic education students, community college HBSK 5085. Observing and assessing educational assessments with clients in continuing education and developmental edu- preschool children (3) the Center for Educational and Psycho- cation students, immigrants and others who Professor Boehm. Overview of assessment pro- logical Services performed by first year have limited English language proficiency, stu- cedures used with preschool and kindergarten- school psychology students enrolled in dents in correctional settings, and participants age children including review of related tests, HBSK 6380. in adult literacy programs outside of the U.S. the development of observation procedures, and the development of screening programs. HBSK 5280. Fieldwork in school HBSK 4085. Behavioral management Materials fee: $75. psychological services (2) in the classroom (3) Dr. Mascolo. Permission required. Limited to Professor Saigh. Behavioral analysis and man- HBSK 5096. The psychology of memory (3) second-year students in School Psychology. agement techniques applied to the classroom. Professor Peverly. An analysis of perspectives Must be taken concurrently with HBSK 6382- Observation and recording of behaviors, on human memory with particular attention to HBSK 6383. Supervised school-based experi- behavior change, reinforcement schedules, knowledge, attention, strategic processes, meta- ence in psychoeducational practice (two shaping token economies, contingency man- cognition, transfer, and context. The applica- days per week for the entire academic year). agement, and evaluation of behavior modifica- tion of this information to practice is stressed. Includes university-based supervision. Super- tion. Focuses on applications but includes visory fee: $100 per semester. familiarization with research. HBSK 5098. Diagnosis of reading and writing disabilities (3) HBSK 5320-HBSK 5321. Individual HBSK 4903. Research-independent study Faculty. Prerequisites: HBSK 4072 and HUDM psychological testing (3) in reading (1-3) 4050. Presents theories and practices of diag- Dr. Greenwald and Professor Brassard. Faculty. Permission required. Individualized nosing dyslexia and other disorders of literacy. Permission required. This is a year-long course research and fieldwork projects in literacy Students learn to administer, score, and inter- open to Ed.M. and doctoral students in School assessment and intervention. pret a test battery and to formulate a diagnosis. Psychology. Background, administration, and Materials fee: $50. 102 www.tc.columbia.edu General Information: (212) 678-3000

HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES interpretation of major psychological tests HBSK 5378. Practicum in psychoeducational • HBSK 6570. Neurosciences and from both nomothetic and ideographic per- assessment of school subject difficulties (3) education (0-3) spectives. Both courses cover the administra- Dr. Whelley. Covers the assessment of academic Faculty. tion of major cognitive and personality meas- skills, especially reading and cognitive function- ures and the interpretation and integration of ing. The administration, scoring, and meaning- • HBSK 6571. Cognitive processes data into case reports. Lecture plus lab/super- ful interpretation of test performance are and strategies in young children (0-3) visory section. Supervisory fee: $100; materials addressed. Students work in pairs with client. Professor Boehm. fee: $50 per term. HBSK 5580. Seminar in consultation • HBSK 6572. Post-traumatic stress • HBSK 5320. Individual psycho- and evaluation in reading (3) disorder (0-3) logical testing I (3) Professor Perin and Dr. Masullo. Current Professor Saigh. • HBSK 5321. Individual psycho- topics in literacy and schooling; professional logical testing II (3) issues; evaluation of intervention programs • HBSK 6573. Text comprehension and research; preparation for integrative (0-3) HBSK 5373. Practicum in literacy project requirement. Faculty. assessment and intervention I (3) Faculty. Prerequisite or corequisite: HBSK HBSK 6320. Practicum in college • HBSK 6574. Cognitive processes 4072, grade of B or better. This is the first of instruction (1-3) related to studying (0-3) three practica that provide experience in the Faculty. Permission required. Supervised expe- Professor Peverly. assessment and instruction of literacy skill rience in preparation of instructional materials including phonemic awareness, decoding, and in assessment of student performance at • HBSK 6575. Risk and resilience (0-3) word recognition, vocabulary, fluency, spelling, the college and university level. expressive writing, and reading comprehension. • HBSK 6576. Acquisition of Students receive clinical practice in administer- HBSK 6380. Practicum in psycho- reading and writing ability (0-3) ing, scoring, and interpreting a classroom test- educational assessment with culturally Professor Perin. based battery and providing an instructional diverse students (3) intervention to a client with literacy difficulty. Professor Brassard and Dr. Greenwald. • HBSK 6577. Psychoeducational At this level, students work with children in Permission required. Supervised experience in aspects of deafness (0-3) early childhood and elementary education. All psychoeducational assessment, including obser- Professor Kretschmer. work is conducted in a clinical setting under vation, interviewing, and testing of children the guidance of a supervisor and the course and youth from culturally diverse backgrounds; • HBSK 6578. Research: Family instructor. Besides assessment and intervention, integration and interpretation of data. and school violence (1-3) students learn to conduct intake interviews and Consideration of intervention procedures. Professor Brassard. client conferences, conceptualize individuals’ Students work with clients in the Dean Hope learning patterns, interact with parents and Center. Additional supervisory session required. HBSK 6584. Seminar: School psychology other family members, follow ethical guidelines Supervisory fee: $100. Materials fee: $50. consultation (3) appropriate for the profession, prepare regular Dr. Dillon. In this course, students develop and documentation, and write case reports to pro- HBSK 6382. Advanced practicum in psy- practice basic skills in school consultation and fessional standard. Materials fee: $100. choeducational interventions in schools counseling. Through readings, discussions, pre- (3) sentations and role plays, students demonstrate HBSK 5376. Practicum in literacy Dr. Leonard. Permission required. Concurrent an understanding of counseling theories and assessment and intervention II (3) registration in HBSK 5280 required for all approaches as well as practices consistent Faculty. Prerequisite or corequisite: HBSK School Psychology students. Cognitive-behav- with professional ethics and legal standards. 4072, HBSK 5373, grade of B+ or better. ioral interventions with children, adolescents, Students reflect on their own cultural back- Students work in a clinical setting to provide and their families. Special fee: $150. ground and acquire knowledge relevant to assessment and interventions within the con- cross-cultural consultations. text of a diagnostic teaching model for an indi- HBSK 6383. Neuropsychological vidual with literacy difficulties. Clinical work is assessment of children and adults (3) HBSK 6903. Research-independent conducted under the guidance of a supervisor Dr. McAuliffe. Permission required. study in reading (1-3) and the course instructor. Professional guide- Prerequisites: HBSK 5320 and either BBSN Faculty. Permission required. Advanced stu- lines, practices, and writing continue to be 5033 or BBSN 5070. Analysis, administration, dents work with professor on research projects emphasized. Materials fee: $100. and interpretation of special procedures used related to literacy skills across the lifespan. to assess brain damage/dysfunction in adults HBSK 5377. Practicum in literacy and children. Special fee: $150. HBSK 7503. Dissertation seminar: assessment and intervention III (2-3) Schooling and reading (1-3) Dr. Masullo. Prerequisite: HBSK 5376, HBSK 6480. School psychologist internship Faculty. Permission required. grade of B+ or better. Students gain literacy (0-3) assessment and intervention experience work- Dr. Rothschild. Permission required. Limited to HBSK 8902. Dissertation advisement: ing with small groups of learners in a school Ed.M. or doctoral students in school psychol- Schooling and reading (0) based setting. The practicum focuses on the ogy. Supervised experience in the delivery of Faculty. Permission required. Individual advise- full developmental range from early childhood psychological services in approved and appro- ment on doctoral dissertations. Fee to equal 3 through adolescent and adult literacy, including priate agencies, institutions, and schools. points at current tuition rate for each term. For content-area reading and writing. Students more information please see section on contin- have opportunities to work with classroom HBSK 6570-HBSK 6578. Research uous registration for Ed.D. degree. teachers, literacy teachers, and other school in applied educational psychology (0-3) personnel while continuing to adhere to profes- Faculty. Permission required. Prerequisite: sional ethical guidelines and standards in their familiarity with statistical procedures and assessment, teaching, and preparation of research design. Students participate in ongo- reports. Materials fee: $100. ing research or other special projects under the direction of a faculty member. Teachers College Columbia University 2008-2009 103 EALTH TUDIES Students also may participate in research encouraged to develop a strong sense of pro- H S being conducted in the Research Division fessional identity and commitment to profes- The Health Studies area of study includes at the Hospital for Special Surgery, the sional affairs in health education. This might the following programs: Health Education Department of Medicine at the Weill Medical take the form of active membership in appro- and Nursing Education. College of Cornell University, or with the priate national, regional, or local professional Diabetes Research and Training Center at organizations, participation in professional HEALTH the Albert Einstein College of Medicine. All meetings, presenting an abstract or a paper at EDUCATION have multi-institutional collaborative efforts a professional meeting, or serving on a profes- involving faculty from the Program in Health sional committee. Program Coordinator: Education at Teachers College. Professor John P. Allegrante Completion of the M.A. degree program The program prepares graduates who will makes graduates eligible to qualify for certi- Program Office: (212) 678-3964 assume positions of leadership and service as fication as a Certified Health Education Email: [email protected] professional health educators in a variety of Specialist through the National Commission Website: www.tc.edu/hbs/HealthEd practice, research, and policy-making settings. for Health Education Credentialing, Inc. Graduates of the program take positions as Specific information regarding each program Degrees Offered: leaders in health promotion and disease pre- and its degree requirements can be obtained by writing to the program coordinator, HEALTH EDUCATION (HLTH) vention programs of voluntary health agencies, hospitals and other health care organizations, Professor John P. Allegrante. Master of Arts (M.A.) universities, business and industry, and health- Master of Science (M.S.) related governmental agencies in the United Special Application Doctor of Education (Ed.D.) States and in other countries. Requirements/Information: The deadlines for application for admission Program Description: Each degree program has some flexibility in to the M.A. and M.S. degree programs are The Program in Health Education at Teachers order to accommodate differences in previous January 15 (early deadline) and April 15 (final College has had a long history in preparing professional preparation, interests, and profes- deadline), with ongoing review of applications. health education specialists. Health education sional career objectives of students. In general, The application deadline for admission to the is a professional field that has expanded rapidly, the programs of study emphasize the develop- Ed.D. degree program is January 15. The GRE primarily because of national policy that has ment of competencies in assessing individual is not required for applicants to the M.A., emphasized health promotion and disease pre- and community need for health education; M.S., or Ed.D. programs. vention. Its goal is to facilitate voluntary health- planning effective health education programs; related behavioral and social change through implementing health education programs; Admissions to the M.A., M.S., and Ed.D. the application of principles of behavioral and coordinating the provision of health education degree programs is based upon several criteria social sciences. services; acting as a resource person in health including adequacy and relevance of under- education; communicating health and health graduate preparation, relevance of prior pro- As such, health education is concerned with educational needs, concerns, and resources; fessional experience and related activities, and motivating and enabling individuals and groups evaluating the effectiveness of health educa- potential to benefit from additional profession- to assume responsibility for their health by tion programs; and conducting research in al preparation in health education. In general, learning and adopting behaviors and supporting health education. applicants who present strong undergraduate social policies that can promote and maintain academic preparation in the behavioral and health. Students at both the master’s and doctoral social sciences, education, nursing, public levels are encouraged to become actively health, social work, or allied health professions The program at Teachers College is grounded in involved in departmental, college, and univer- are given priority consideration for admission the belief that community-level structures and sity functions that facilitate interaction with to the program. Applicants to the Ed.D. organizations play a key role in determining the faculty and other students and that have the degree program are required to submit a writ- health of the people. It offers courses in which potential to enrich the student’s intellectual ing sample at the time of application (prefer- students learn to analyze and understand and and professional growth. They are expected to ably a course paper, master’s thesis, or pub- thus become able to influence community struc- undertake the complex and challenging tasks lished article). tures that either enhance or undercut health- associated with graduate study and other relat- promoting individual behaviors. ed learning experiences in such a manner as to Degree Requirements: demonstrate their intellectual discipline. Such MASTER OF ARTS In addition to Health Education courses, stu- discipline includes integrity, creativity, and The minimum College requirements for the dents are encouraged to pursue interdiscipli- innovation, as well as the student’s abilities to Master of Arts degree in Health Education nary study and research throughout Teachers conceptualize at a high level, think critically, include satisfactory completion of a program College, as well as other divisions of Columbia communicate effectively both orally and in of no less than 30 points of coursework and University such as the School of Public Health writing, and provide leadership. and the Graduate School of Arts and Sciences. a formal essay or 32 points with an acceptable departmental integrative project. At least The Center for Health Promotion at Teachers Students also are expected to demonstrate the 20 points must be earned in Teachers College College, which involves students and faculty, ability to appreciate, relate to, and communi- courses. In order to broaden the student’s provides opportunities to take part in ongoing cate with ethnically, racially, and linguistically background in education, no fewer than three research projects in health promotion and diverse individuals and groups of people who Teachers College courses from outside the disease prevention. possess different personal, social, and cultural major department, each for a minimum of 2 histories than their own. They are also points, must be taken. The remaining course-

104 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES work may be completed at Teachers College or • HBSS 5112 Social marketing and health hours (or 28 points if a formal essay is not sub- in other graduate divisions of the University, communications (3) mitted) of graduate credit may be used from but no more than 12 points from other facul- • HBSS 5113 Community health other recognized institutions to reduce the ties of the University will be credited toward analysis and intervention (3) degree requirement. Applicants who have com- the minimum point requirement. No transfer • HBSS 5115 Assessment and counseling pleted the Master of Arts (M.A.) degree in credit is granted for work completed at other for health promotion (3) Health Education through Teachers College, • HBSS 5116 Social relations, institutions. which is applicable to the M.S. degree, must emotions, and health (3) • HBSS 5408 Practicum in individual offer a minimum of 45 points of the required The program of study includes required and health advisement (3) 60 points under Teachers College registration. elective courses in several areas. The exact • HBSS 5410 Practicum in health program and sequence of study are determined education (1-6) The program of study for the Master of Science by the student’s previous academic prepara- • HBSS 5800 Health Disparities Research degree in Health Education includes required tion, professional experience, and professional Conference and elective courses in several areas. The exact career objectives. Programs of study typically • HBSS 6100 Measurement and program program and sequence of study is determined exceed the minimum College requirement of evaluation (3) by the previous academic preparation, profes- 32 points. Selection of courses that fulfill an • HBSS 6145 Health psychology (3) sional experience, and professional career • HBSV 4000 Introduction to nutrition: area requirement in the program of study listed objectives of the student. Selection of courses Facts, fallacies, and trends (3) below is guided by individual needs of the stu- • HBSV 4010 Food, nutrition and that fulfill an area requirement in the program dent and is not limited to those courses that behavior (3) of study listed below is guided by individual are listed. It should be noted that the point • HBSV 4011 Women and weight, needs of the student and is not limited to those requirements indicated for each area of study eating problems courses that are listed. It should be noted that given below are minimum requirements. and body image (2) the point requirements indicated for each area • HBSV 4013 Nutritional ecology (3) of study given below are minimum require- MAJOR (21 POINTS) ments. Required Core Courses (12 points): Broad and Basic Areas of Professional • HBSS 4100 Introduction to health Scholarship and Practice (6-9 points): MAJOR (36 POINTS) education (3) • One course in learning theory pertaining to Introductory Core Courses (9 points): • HBSS 4102 Principles of epidemiology a population group of interest, such as the • HBSS 4100 Introduction to health in health promotion (3) child, adolescent, adult, or older adult. education (3) • HBSS 4118 Relapse prevention for • One course in communications, computing, • HBSS 4102 Principles of epidemiology problem behaviors (3) or instructional technology and media. in health promotion (3) • HBSS 5110 Determinants of health • One required course in research methods, • HBSS 4118 Relapse prevention for behavior (3) problem behaviors (3) evaluation, measurement, or statistics. Elective Courses (9 points): • HBSN 5040 Research methods in Advanced Core Courses • HBSS 4110 Health promotion for health and behavior (Required 15 points): children and adolescents (3) studies I (3)* • HBSS 5110 Determinants of health • HBSS 4111 Addictions and behavior (3) dependencies (3) *Substitutions may be permissible with approval from a Health Education advisor. • HBSS 5111 Planning health • HBSS 4112 Social policy and education programs (3) prevention (3) Essay or Integrative Project • HBSS 5112 Social marketing and • HBSS 4113 Human sexuality health communications (3) education (3) In order to broaden the student’s background • HBSS 6100 Measurement and • HBSS 4114 Health promotion for in education, a formal essay or integrative program evaluation (3) multicultural populations (3) project is required. • HBSS 6145 Health psychology (3) • HBSS 4115 Health promotion for • Elective Courses (12 points) aging adults (3) MASTER OF SCIENCE (See M.A. elective list for course selection) • HBSS 4116 Health education for The Master of Science degree requires a mini- • Essay or Integrative Project teachers (1-3) mum of 60 points and an essay or project. The • HBSS 4117 HIV/AIDS epidemiology College requires that a minimum of 30 points and education (3) Broad and Basic Areas of Professional • HBSS 4120 Topics in health and formal essay or 32 points with an integra- Scholarship and Practice (18 points): education (2-3) tive project be completed under the auspices • Nature of education, persons and • HBSS 4121 Death education (3) of Teachers College, including 18 points that learning processes (required 6 points) • HBSS 4122 Women’s health (3) must be earned in Teachers College courses. • Communications, computing and • HBSS 4123 Violence and its prevention (3) In order to broaden the student’s background instructional technology and media • HBSS 4130 Alcohol and health (3) in education, no fewer than three Teachers (required 2-3 points) • HBSS 4140 Developing workplace health College courses from outside the major depart- • Methods of evaluation and research promotion programs (3) ment, each for a minimum of 2 points, must (required 9 points) • General research methods • HBSS 4141 Health and illness in cross- be taken. The remaining coursework may be cultural perspective (3) (required HBSN 5040, 3 points)* completed at Teachers College or in other • HBSS 4901 Research and independent • Statistics (required 3 points) study in health education graduate divisions of the University. • Measurement and evaluation (1-4) (Required 2-3 points) • HBSS 5111 Planning health education Although no transfer credit toward the Master * Substitutions may be permissible with an programs (3) of Science is granted for work completed at approval from a Health Education advisor. other institutions, a maximum of 30 semester

Teachers College Columbia University 2008-2009 105

DOCTOR OF EDUCATION • HBSS 4102 Principles of epidemiology school, family, and community in promoting The Doctor of Education degree requires a in health promotion (3) the health status of school-age children. minimum of 90 post-baccalaureate points and • HBSS 4118 Relapse prevention for the preparation and defense of a dissertation. problem behaviors (3) HBSS 4111. Addictions and dependencies (3) Professor Wallace. Social-psychological, cultur- Up to 45 graduate-level points taken at other Advanced Core Courses al, clinical, and pharmacological factors associ- institutions may be transferred toward doctoral ated with the use of psychoactive drugs and requirements. Candidates for the Ed.D. degree (Required 15 points): • HBSS 5110 Determinants of health other compulsive behaviors. are also expected to demonstrate satisfactory behavior (3) performance on a departmental certification • HBSS 5111 Planning health education HBSS 4112. Social policy and prevention (3) examination and to prepare and defend an programs (3) Professor Allegrante. Analysis of current acceptable dissertation project. In addition to • HBSS 5112 Social marketing and national health policy, its social, economic, the College requirements, all candidates for health communications (3) and political determinants, and implications the Ed.D. degree in Health Education must • HBSS 6100 Measurement and program for health education. have fulfilled the equivalent of the require- evaluation (3) HBSS 4113. Human sexuality education (3) ments for the Master of Arts (M.A.) degree • HBSS 6145 Health psychology (3) Dr. Nanin. Explore human sexuality from a in health education. Elective Courses (21 points): variety of perspectives; explore students’ own attitudes about human sexuality and how they (See M.A. list for course selection) For those students entering the doctoral pro- affect them personally and professionally; gram with only a baccalaureate degree, the examine methods of teaching and designing M.A. degree must be completed first. Those Research Seminar and Preparation sexuality education programs. applicants who, at the time of admission to of the Dissertation (5 points): the program, do not present the equivalent of • HBSS 6510 Research seminar in HBSS 4114. Health promotion for multi- a master’s thesis are required to prepare and health education (3) cultural populations (3) • HBSS 7501 Dissertation seminar in present an acceptable essay or pre-doctoral Professor Wallace. Health status, needs, and health education (2) problems of multicultural populations in urban project prior to or during the term in which • HBSS 8900 Dissertation advisement environments and sensitivity to these issues in 60 points of applicable graduate study have in health education (0) effective programs. been completed. Broad and Basic Areas of Scholarship HBSS 4115. Health promotion for aging The program of study for the Doctor of Edu- and Practice (27-30 points): adults (3) cation degree in Health Education includes • Nature of education, persons, and Dr. Marks. Changes in aspects of health during required courses, coursework in required areas, learning processes (required 6-9 points) the middle and later years; recent develop- and elective courses. The exact program and • Communications, computing, and ments in the field of gerontology as well as leg- sequence of study is determined by the previ- instructional technology and media islation and community organization designed ous academic preparation, professional experi- (required 2-3 points) to meet health needs of aging persons. ence, and professional career objectives of the • Methods of evaluation and research HBSS 4116. Health education for teachers student. Programs of study typically exceed the (required 17-18 points) • General research methods (1-3) minimum College requirement of 90 points, (required 6 points) Faculty. As part of teacher certification in New with most candidates offering between 90-120 • Statistics (required 6 points) York and other states, students must be trained points for the degree. Selection of courses that • Measurement and evaluation in the following health areas: reporting child fulfill an area requirement in the program of (required 5-6 points) abuse, instruction in alcohol and other drugs, study listed below is guided by individual and school violence prevention. This course needs of the student and is not limited to COURSES: satisfies these requirements and reviews theory those courses that are listed. and research on children’s health and health Introductory Courses behavior change. Students will learn how to develop health-related lesson plans and how to A student who presents evidence of proficien- identify, prevent, or intervene on behalf of chil- cy in those required courses or in an area of HBSS 4100. Introduction to health dren at risk or presenting with social-emotional coursework required for the program may, at education (3) or physical health problems. the discretion of the major advisor and upon Faculty. Determinants of health; relationship approval of the department chairman, select between health and human behavior; the role HBSS 4117. HIV/AIDS epidemiology and substitute courses that represent more of health education as a strategy in health pro- and education (2-3) advanced study in the area in which the stu- motion and disease prevention; selected issues Faculty. The role of schools, parents, and com- and problems. dent has demonstrated competence or addi- munities in educating youth about AIDS and human sexuality; review of methods and tional preparation in other areas in which HBSS 4102. Principles of epidemiology the student’s preparation is less extensive. It resource materials for providing such educa- in health promotion (3) tion; consideration of controversial issues sur- should be noted that the point requirements Professor Basch. Principles and methods of rounding these topics. indicated for each area of study given below epidemiologic investigation; application of are minimum requirements. epidemiology to prevention and control of HBSS 4118. Relapse prevention for disease, using health education. problem behaviors (3) MAJOR (50 POINTS) Professor Wallace. Theory and techniques of Introductory Core Courses HBSS 4110. Health promotion for relapse prevention across a range of addictive (Required 9 points): children and adolescents (3) behaviors. Topics include relapse prevention • HBSS 4100 Introduction to health Faculty. Basic topics in promoting child and for psychoactive substance use, eating disor- education (3) adolescent health; relationships between ders, gambling, and sex.

106 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

HBSS 4120. Topics in health education HBSS 5111. Planning health education HBSS 6145. Health psychology (3) (1-3) programs (3) Professor O’Connell. Topics include social Faculty. Review and synthesis of current Professor Basch. Process of developing social, learning theory, attribution, and attitudes as knowledge on a selected topic related to epidemiological, behavioral, and educational they apply to health promotion, disease pre- health, such as teenage suicide, child abuse, diagnoses; principles of planning, implementing, vention, reactions to illness, and adherence violence, teenage pregnancy and mental and evaluating health education interventions. to treatment regimens. health. HBSS 5112. Social marketing and health Seminars and Research HBSS 4121. Death education (3) communications (3) Dr. Coleman. Designed to increase aware- Faculty. Principles and theories of marketing HBSS 4901. Research and independent ness/insight of the multidimensional aspects and communication applied to health educa- study in health education (1-4) of death, dying, and bereavement. Gain skills tion. Practice in developing and evaluating Faculty. Permission required. Research and as health care professionals in dealing with health communications. independent study under faculty direction. death, its causes, treatment of life-threatening Proposals must have prior approval of a faculty illness, including AIDS, suicide, and violent HBSS 5113. Community health analysis member. death. Explore customs across cultures, after- and intervention (3) life beliefs, near-death experiences, and ethical Faculty. Survey and analysis of concepts, issues, HBSS 5510. Seminar in health issues. strategies, and methods relevant to community education (3) health analysis and intervention. Faculty. Current problems, issues, and trends HBSS 4122. Women’s health (3) in health education. Faculty. Explore health issues as they relate to HBSS 5115. Assessment and counseling the female body and psyche including: body for health promotion (3) HBSS 6510. Research seminar in health image, weight control, substance abuse, HIV, Professor Wallace. Assessment of clients’ education (2-3) cancer, reproductive health, contraceptives, health-compromising behaviors to reduce Faculty. Permission required. Review of abortion, domestic violence, rape, sexual relapse and facilitate referrals to mental health research literature, methods, and problems harassment, and lesbian health issues with staff; interventions for motivational counseling, in health education. attention paid to the media and women’s psychoeducational group, and focus group for- health. mats are covered. HBSS 6901. Research and independent study in health education (1-6) HBSS 4123. Violence and its prevention (3) HBSS 5116. Social relations, emotions, Faculty. Permission required. Open to matricu- Professor Wallace. This course covers the and health (3) lated doctoral students. Research and indepen- nature and prevention of invisible and covert, Faculty. Covers theory and research on the dent study under faculty direction. Proposals as well as visible and overt violence, including effects of social relationships and emotions on must have prior approval of a faculty member. intrapersonal, interpersonal, family, communi- health. Reviews and evaluates the use of social ty, gang, school, societal and international support and expressive writing interventions HBSS 7501. Dissertation seminar in health manifestations. for treating chronic health problems, such as education (2) heart disease, cancer, and arthritis, or acute Faculty. Permission required. Open to certified HBSS 4130. Alcohol and health (2-3) illnesses, such as upper respiratory infections. doctoral candidates only. Development and Professor Wallace. Background and theory Also considers the role of emergent technolo- presentation of doctoral dissertation proposals. related to alcohol use and misuse; health and gies in supportive-expressive therapies. social consequences of alcohol misuse; consid- HBSS 8900. Dissertation advisement in eration of special populations, such as children HBSS 5408. Practicum in individual health health education (0) of alcoholics; review of alternative approaches advisement (3) Faculty. Permission required. Individual to prevention and treatment. Faculty. Individual and small group practice in advisement on doctoral dissertations. Fee to the application of basic principles of counseling equal 3 points at current tuition rate for each HBSS 4140. Developing workplace in the area of health problems. term. health promotion programs (3) Professor Allegrante. Provides a comprehen- HBSS 5410. Practicum in health education sive step-by-step process to designing, imple- (1-6) menting, and evaluating health promotion Faculty. Permission required. Advance registra- programs at the workplace. tion required in the semester prior to taking the course. Intensive field experience in a com- HBSS 4141. Health and illness in cross- munity setting. Essay required at end of field cultural perspective (2-3) experience. Faculty. Examination of the role of healing and medicine, both historically and cross-culturally HBSS 5710. Supervised teaching in health and of the utility of considering cultural prac- education (1-6) tices and beliefs when designing health educa- Faculty. Permission required. Advance registra- tion programs. tion required in the semester prior to taking the course. Supervised health teaching in a school. Intermediate and Advanced Courses Essay required at end of teaching experience.

HBSS 5110. Determinants of health HBSS 6100. Measurement and program behavior (3) evaluation (3) Professor Allegrante. Theory-based analysis of Professor Basch. Theory, methods, and prob- the cultural, social-psychological, and social- lems of measurement and evaluation; standards structural determinants of health-related for evaluation of health, education, and related behaviors; implications for planned change at social programs; skills in critical evaluation of individual, small-group, and community levels. research and evaluation reports.

Teachers College Columbia University 2008-2009 107 NURSING To ensure that knowledge in nursing and Education 6 points in health behavior and health promotion is Emphasis area 9 points EDUCATION passed on to the next generation of nurses, grad- Elective 3 points uates of this program will also be prepared to Total 90 points Program Coordinator: engage in educationally sound programs for nurs- Professor Kathleen A. O’Connell ing students and for clients. Graduates of the pro- Nursing Courses gram will thus be able to take their place among • HBS 5551 Bioethics (3) • HBSN 6500 Research grant writing Program Office: (212) 678-3120 distinguished nursing leaders who carry out cut- for health and behavior Email: [email protected] ting-edge research and engage in innovative Website: www.tc.edu/hbs/NurseEd studies (3) strategies for teaching clients to modify their • HBSN 6501 Seminar in professional health behavior. nursing (1) Degree Offered: • HBSN 6503 Advanced topics in NURSING EDUCATION- PROFESSORIAL ROLE (NURS) In order to build on previous work done by nurses theories of nursing (3) and other investigators in the health behavior • HBSN 6600 Colloquium in nursing Doctor of Education (Ed.D.) arena, students will attain a background in the theory (3) • HBSN 6908 Independent study in Program Description: study of nursing theory, nursing research, and professional issues affecting the nursing profes- professional nursing (1-3) Teachers College was the first academic setting • HBSN 6909 Independent study in sion. In addition, students will gain expertise in to educate nurses. Nursing education began nursing theory (1-3) managing health behavior change and in using at Teachers College in 1899. The Nursing • HBSN 6940 Independent study in research and statistical approaches. Study of Education Program has a long and disting- nursing research (1-3) methods and approaches to teaching clients and uished tradition of commitment to the educa- to teaching nursing students at undergraduate tion of nurses who have diverse roles in aca- Health and Behavior Studies Courses and graduate levels will be included as an inte- demic and community settings in the United • HBSS 4102 Principles of epidemiology gral part of the preparation of nurse scholars. States and abroad. Current placement of the in health promotion (3) Students also are expected to demonstrate the • HBSS 4114 Health promotion for program within the Department of Health and ability to appreciate, relate to, and communicate multicultural populations (3) Behavior Studies ensures education with an with ethnically, racially, and linguistically diverse • HBSS 4115 Health promotion for interdisciplinary approach to problems in nurs- individuals who possess different personal, social, aging adults (3) ing, health, and society. and cultural histories than their own. • HBSS 4118 Relapse prevention for problem behaviors (3) This program is designed for: • HBSS 5110 Determinants of health Special Application behavior (3) (1) Nurse practitioners with master’s degrees Requirements/Information: who want to take the lead in developing inno- • HBSS 5112 Social marketing and In addition to the requirements for admission to vative interventions for improving health health communications (3) Teachers College, an applicant for the Doctor of behavior outcomes in primary care; • HBSS 5113 Community health analy- Education degree in Nursing must be a registered sis and intervention (3) (2) Nurse educators with master’s degrees who nurse in any U.S. state or in Canada and hold a • HBSS 5115 Assessment and counsel- want to gain more expertise in all aspects of baccalaureate degree and a master’s degree. ing for health promotion (3) education, including gaining the research skills Applicants are required to take the Graduate • HBSS 6145 Health psychology (3) that all faculty of the 21st century will be Record Examination (GRE) and provide a writing • HBSV 4011 Women and weight, eating expected to have; and problems and body image (2) sample (a course paper, master’s thesis, published (3) Clinical specialists with master’s degrees who • HBSV 5013 Strategies for nutrition paper, or other scholarly writing). Personal state- want to improve their effectiveness in helping education and health ment should include the research interest area of patients with chronic illness achieve maximal behavior change (3) the applicant. functioning. • HBSV 5015 Nutritional epidemiology (3) Degree Requirements: The purpose of this program is to give stu- Nursing Education The Doctor of Education program in Nursing dents who are registered nurses with master’s (Courses may also be selected from the courses Education requires a minimum of 90 points degrees in nursing doctoral-level education focused on adult education in the Department beyond the baccalaureate degree. Up to 38 grad- aimed at understanding and changing health of Organization and Leadership and appropriate uate-level points taken at another institution may behavior. It is well established that over 50% of education courses in other departments) be transferred toward doctoral requirements. For mortality of U.S. citizens can be attributed to • HBSN 6530 Seminar on curriculum all students, the program includes coursework in in nursing education (3) lifestyle. With the globalization of the market- four areas: nursing, health behavior, research, and • HBSN 6635 Colloquium in nursing place and of epidemics of infectious diseases, education. In addition, students choose a func- education (3) lifestyle and health behavior also significantly tional emphasis area in research, education, or • HBSN 6930 Independent study in affect the health and well-being of much of the another area consistent with the program and nursing education (1-3) world’s population. Graduates of this program with advisor approval. Nine points in addition will be prepared to design interventions and con- to those points required of all students must be Research duct research on health behavior, health educa- • HBSN 5040 Research methods in taken in the functional area. Points will be allot- tion, and health promotion. In addition, gradu- health and behavior ted as follows: ates of the program will be conversant with theo- studies I (3) ry and current trends in nursing so that they can • HBSN 5043 Research methods in Nursing 42 points use nursing knowledge and expertise to improve health and behavior Health and Behavior 12 points studies II (3) the health and well being of the citizens of the Research 18 points United States and of the global community.

108 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

• HBSN 6540 Seminar on dissertation HBSN 6909. Independent study in HBSN 6940. Independent study in design development (3) nursing theory (1-6) nursing research (1-6) • HBSN 6541 Advanced seminar on Faculty. Permission required. Individual guided Faculty. Permission required. Allows student dissertation design learning experience in a selected nursing theo- to contract with individual faculty member development (3) ry or theory problem. Topic agreed upon for research-related work in a defined area • HBSN 7500 Dissertation seminar (3) between student and faculty. of study. • HBSN 8900 Dissertation advisement (0) Professional Nursing HBSN 7500. Dissertation seminar in nursing (3) Additional statistics and research methods HBSN 6501. Seminar in professional Faculty. Permission required. Prerequisite: courses from Department of Human nursing (1) HBSN 6540 and certification. The departmen- tal examination, involving presentation of Development: HUDM 4122 and HUDM 5122 Professor O’Connell. Examination of selected professional nursing problems or domains. dissertation proposal for faculty approval. or equivalents required. This course is required of all certified doctoral HBSN 6908. Independent study in candidates and may be taken only once. COURSES: professional nursing (1-6) Faculty. Permission required. Individual guided HBSN 8900. Dissertation advisement General Nursing Courses learning experience at the doctoral level in a in nursing (0) Nursing domain courses deal with theory, pro- selected aspect of professional nursing. Topic Faculty. Individual advisement on doctoral fessionalization, research, issues, and trends. agreed upon between student and faculty. dissertation following completion of all course- They are also open to interested students, work. Fee to equal 3 points at current tuition nurses or non-nurses, from other departments Nursing Research rate for each term. See catalog on continuous registration requirements for Ed.D. degree. and include coursework in nursing theory, pro- fessional nursing, and nursing research. HBSN 5040. Research methods in health and behavior studies I (3) Nursing Education Nursing Theory Professor O’Connell. Introduction to research, study designs, and data collection methods HBSN 6530. Seminar on curriculum in nursing education (3) HBS 5551. Bioethics (3) in research in health and behavior studies, including nursing, nutrition, and health educa- Faculty. Permission required. Open only to Dr. Camuñas. Review of bioethical issues in doctoral candidates. Intensive study of select- society, health care, and health care delivery. tion with emphasis on reading and under- standing research literature. ed issues and/or designs in nursing curricula. HBSN 5005. Interdisciplinary theory HBSN 5043. Research methods in health HBSN 6635. Colloquium in nursing in nursing (3) education (3) Professor O’Connell. Prerequisites: HBSS and behavior studies II (3) Professor O’Connell. Prerequisites: HBSN Faculty. Prerequisite: determined by instructor 5110, HBSN 6503, HBSN 5040, or equiva- based on topic selected. Examination of select- lents. Evaluation of utility of theories and 5040, HUDM 4122, or equivalents. Builds on introductory research methods course to ed problems in nursing education practice and models from nursing and related disciplines administration. Course may be repeated for in posing research problems in nursing. enhance ability to design research, interpret findings and statistical analyses, and critique credit if different topic covered. research reports. HBSN 6500. Research grant writing HBSN 6930. Independent study in for health and behavior studies (3) nursing education (1-6) Professor O’Connell. Techniques of research HBSN 6540. Seminar on dissertation design development (3) Faculty. Permission required. Individual guided grant preparation with emphasis on National learning experience at the doctoral level in a Institutes of Health grants will be covered. Faculty. Permission required. Prerequisites: HBSN 5043, HBSN 6503, HBSN 5005, statis- selected aspect of nursing education. Topic Students will prepare an actual grant. In addi- agreed upon between student and faculty. tion, funding agencies, the budgeting process, tics, and certification. Required of all doctoral building research teams, the review process, candidates. Group critique of dissertation pro- responding to reviewers, and resubmitting posals; focus on beginning to intermediate grants will be covered. level aspects of analysis of theory and research design. This course may be repeated as often HBSN 6503. Advanced topics in theories as necessary until the student is ready for the of nursing (3) departmental examination. Once HBSN 6540 Dr. Camuñas. Examination of current issues, is taken, continuous fall/spring enrollment in utility, and applications of nursing theories. the course is required until the semester dur- Critical analyses of selected theories. ing which the departmental examination is held. HBSN 6600. Colloquium in nursing theory (3) HBSN 6541. Advanced seminar on Professor O’Connell. Prerequisites: 2 courses dissertation design development (3) in nursing theory. Examination of a selected Faculty. Permission required. Prerequisite: nursing theory or theory problem in depth. HBSN 6540 and certification. Focus on Course may be repeated for credit if different advanced aspects of research design and topics are covered. method.

Teachers College Columbia University 2008-2009 109 hospitals, private practice, media organizations, ally unlimited opportunities for students to NUTRITION and the workplace; to serve as teachers or become involved in a variety of food/nutrition- related activities. The faculty and staff can The Nutrition area of study includes the resource specialists in schools and universities; following programs: Nutrition Education; to fill a variety of planning, instructional, and arrange for students who have credit hours Nutrition and Public Health; Community administrative roles in community and public available to receive credit for such activities Nutrition Education; Applied Physiology health agencies; or to serve as researchers in a where appropriate. and Nutrition. variety of areas related to behavioral aspects of diet, nutrition education, nutritional epidemiol- Dietetic Internship Program Coordinator: ogy, clinical nutrition, nutrition and exercise, For students interested in professional certi- Professor Isobel R. Contento and sustainability of the food system. fication as registered dietitians (R.D.), the Department sponsors a Dietetic Internship Program Office: (212) 678-3950 The program provides students a thorough program accredited by the American Dietetic Email: [email protected] grounding in nutrition science, nutrition educa- Association (ADA). Students may begin the Website: www.tc.columbia.edu/hbs/Nutrition tion, and nutrition in clinical and public health internship in September each year. settings. In addition, the program emphasizes Degrees Offered: the development of competencies in: The internship is designed to bridge a student’s academic education and professional career NUTRITION EDUCATION (NUTR) • Designing and implementing nutrition and thus focuses on developing practitioner Master of Science (M.S.) education with individuals, groups, and skills. The internship sequence of courses Doctor of Education (Ed.D.) communities; (HBSV 5241-HBSV 5244) is offered on a part- NUTRITION AND PUBLIC HEALTH (NUTH) • Facilitating healthful and ecological time basis requiring eleven months to com- plete. Students may complete the requirements Master of Science (M.S.) food choices; Doctor of Education (Ed.D.) • Clinical assessments and nutrition for the Dietetic Internship concurrently while counseling; completing the requirements for the M.S. COMMUNITY NUTRITION EDUCATION (NUTC) • Designing and implementing public health degree programs in Nutrition. Students must Master of Education (Ed.M.) nutrition assessments and programs; satisfy all academic requirements for the degree • Understanding and applying principles award and the Dietetic Internship. Our ADA APPLIED PHYSIOLOGY AND NUTRITION (APPN) of nutritional epidemiology; didactic program advisor will work with stu- Master of Science (M.S.) • Applying nutrition science and exercise dents to develop an integrated plan of studies science principles to exercising individuals; and to facilitate the process. Students who suc- Program Description: • Thinking critically and independently; cessfully complete the Dietetic Internship are As we embark on the new millennium, there • Acting collaboratively and effectively with then eligible to take the registered dietitian is an increasing awareness of the fact that the others in organizations and communities certification examination. quality of the diets that people habitually con- with regard to important food and sume contributes to the quality of their lives. nutrition issues; Students may enroll for all degree programs Since its founding in 1909, the program in • Conducting food and nutrition-related on a full-time or part-time basis. Nutrition at Teachers College has been a research. leader in developing strategies for promoting Special Application health through encouraging dietary change. Because of the breadth of its aims, the program Requirements/Information: has long admitted academically qualified stu- The nutrition programs have ongoing admis- Current academic initiatives and research dents with undergraduate degrees in fields other sions, and will review applications throughout focus on analyzing and facilitating change in than nutrition or the related sciences (so long the year. Preference in scholarship awards will individuals and communities and on ways of as they can meet the science prerequisites), be for those applicants who meet the College modifying both personal choice and the food since such students often bring valuable skills early deadline. system within which such choices are made. and attitudes to the graduate study of nutrition. In particular, faculty and students are engaged The GRE General Test is required for all in a number of food and nutrition-related The program puts a heavy emphasis on provid- degrees. A writing sample is required for doc- demonstrations and research projects includ- ing students with practical experiences in addi- toral applicants, preferably a master’s thesis, ing the cognitive and psychosocial factors tion to traditional classroom lectures and discus- course paper, or published article. influencing food choice in children, adoles- sions. Among the course-related educational cents, and adults; characteristics of the dietary experiences available to students are field expe- For full admittance, applicants must also pro- change process; nutritional epidemiology; riences in community nutrition, planning and vide evidence of completion of prerequisite issues in clinical nutrition, exercise, and nutri- teaching of nutrition sessions to selected audi- courses, including introductory nutrition, tion; food and environment education in ences in the community, food education and statistics, general and organic chemistry with gardening projects in schools, dietary analyses, schools; food policy; and social, economic, labs, biochemistry (requiring organic chemistry and online computer activities. Students are and technological factors affecting the long- as a prerequisite) and two semesters of human welcome to participate in research and demon- term sustainability of the food system. physiology with labs. Introductory nutrition, stration projects within the Program in Nutri- biochemistry, and human physiology must have tion. These include food and environmental been taken within five years with a grade of B Building on its rich history, the Teachers College education programs designed for children, par- program aims to prepare graduates to take posi- or better. Courses in food science and in food ents and teachers, childhood obesity prevention, management and a course in microbiology are tions of leadership and service in nutrition coun- and fruit and vegetable promotion in urban also required for students wishing to become seling and education in health promotion and communities. Because of Teachers College’s registered dietitians. disease prevention programs, health agencies, location in New York City, there are also virtu-

110 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

Students in Nutrition may also complete a • HBSV 5231-33 Extended fieldwork in health policy. Students are required to take Dietetic Internship option accredited by the nutrition and education, HBSV 5018 unless previously taken. Other American Dietetic Association. Applicants nutrition and public health, courses in public health are selected to com- who wish to complete the Dietetic Internship or applied physiology plement the student’s previous academic back- (DI) option must submit directly to the and nutrition ground and work experiences and to take into • BBSR 5582 Research design in Internship Director a specific DI application account the student’s interests and career goals. movement sciences along with an ADA DPD verification state- and education ment (see Nutrition website for more informa- or The Nutrition and Public Health major pre- tion). Applicants must apply for admission for • HBSN 5040 Research methods in pares graduates to take leadership roles in the M.S. degree and be fully admitted to the health and behavior government, community, and public health M.S. program. For students who do not have studies I agencies, carrying out a variety of planning, a bachelor’s degree that satisfies DPD, the or instructional, and administrative tasks related needed coursework can be taken at undergrad- • HBSS 6100 Measurement and to health promotion and disease prevention. uate nutrition programs in the New York met- program evaluation These include community and individual ropolitan area in addition to completing the nutritional assessment and evaluation; pro- requirements for the M.S. degree at the As noted above, all three Master of Science gram planning and management; coalition College. Our ADA academic program advisor programs require a block of supervised field- building; and participation in multidisciplinary will work with students to develop an integrat- work as well as a substantial integrative depart- health teams to provide programs to meet ed plan of studies and to facilitate the process. mental project. Fieldwork can take place in public needs. the New York City area, in other parts of the Admission to the doctoral programs is based United States, or in an international setting, Applied Physiology and Nutrition: upon the applicant’s academic and work depending on the interests of the student. The Program in Nutrition and the Program record. Normally a student will be formally The Dietetic Internship may satisfy the field- in Applied Physiology offer a joint course of admitted to the doctoral program only after work experience requirement. Students must study leading to a 50 to 53-point Master of completion of coursework equivalent to the also submit a portfolio of their work. Science degree in Applied Physiology and 40-point Master of Science degrees or the 60- Nutrition (APN). In addition to the core point Master of Education degree. Nutrition Education: courses in nutrition, students are required to Students working toward the 41 to 47-point take a core of courses in applied physiology Degree Requirements: Master of Science degree in Nutrition (see section below on APN for more details). Education have the option of electing courses The program prepares students to provide MASTER OF SCIENCE that will especially prepare them to conduct individual counseling and group education The major program emphases are in the fields individual and group counseling and patient in nutrition and exercise and to design and of Nutrition Education, Nutrition and Public education or to provide food and nutrition implement exercise and nutrition programs Health, and Applied Physiology and Nutrition. education in community, school, work site, in weight control centers, work sites, fitness Students in all three Nutrition programs may health care, or mass media settings. centers, health centers, schools, and hospitals. qualify for the Dietetic Internship through coursework for the M.S. degrees and the com- In addition to the core curriculum in nutrition Community Nutrition Education: pletion of additional academic prerequisites science, the behavioral aspects of diet, and The program of study for the 60-point Master and requirements specifically for the Dietetic nutrition education, students are required to of Education degree in Community Nutrition Internship. Students who wish to complete the take HBSV 5018, Nutrition and human devel- Education includes additional coursework Dietetic Internship after the award of the M.S. opment, and HBSV 5513, Seminar in nutrition in advanced nutrition and permits stronger degree may pursue an Ed.M. degree in Com- education. They are also required to take at emphases in the behavioral sciences, commu- munity Nutrition Education. All three M.S. least two electives from a variety of other disci- nity assessment and planning, and education. Nutrition degrees require the following core plines in keeping with their own goals and A community-based, research, or other inte- courses: their area of specialization. The degree con- grative project is required. • HBSV 4010 Food, nutrition and forms to the guidelines for the training of behavior Nutrition Education Specialists set forth by Doctoral Degrees • HBSV 4013 Nutritional ecology the Society for Nutrition Education. The Program in Nutrition offers Doctor of • HBSV 4014 Community nutrition Education degrees in two areas of specializa- • HBSV 4034 Diet therapy Nutrition and Public Health: tion: Nutrition Education and Nutrition and • HBSV 5010 Advanced nutrition I Public Health. The two specializations prepare • HBSV 5011 Advanced nutrition II The Program in Nutrition and Public Health • HBSV 5013 Strategies for nutrition is an approved program of the Association graduates for a variety of leadership positions education and health of Faculties of Graduate Programs in Public in policy-making, education and administra- behavior change Health Nutrition. Coursework for the 41 to tion in schools and colleges, in government, • HBSV 5014 Analysis of the current 47-point Master of Science degree conforms and in public health and other service agen- literature and research to the recommendations of that association, cies. The program’s goal is to produce gradu- in nutrition so that the degree is equivalent to one offered ates capable of initiating needed action and • HBSV 5015 Nutritional epidemiology by a school of public health. of responding positively and creatively to • HBSV 5034 Clinical nutrition the clearly inevitable changes of the coming • HBSV 5036 Nutrition counseling In addition to the core in nutrition science and decades in the physical, intellectual, and polit- the behavioral sciences, coursework is required ical environments in which the food, health, in epidemiology, program planning, and public and educational systems operate.

Teachers College Columbia University 2008-2009 111

The general requirements for the Doctor of HBSV 4011. Women and weight, eating students undertake research and independent Education include a minimum of 90 graduate problems and body image (2) study under the direction of a faculty member. points, of which at least 45 must be taken Drs. Akabas and Bernstein. An intense, two- under Teachers College registration. Overall, week short course held in the summer. This Intermediate and Advanced Courses students will be expected to develop compe- course for students and practitioners examines the psychological, sociological, physiological, HBSV 5000. Topics in nutrition I (1-3) tence in nutrition science, behavioral science, and nutritional issues related to weight, eating Faculty. Review and synthesis of current methods of empirical research and data analy- disorders, body image and cultural messages as knowledge on a selected topic related to food sis, critical thinking and analysis, and broad they relate to women. Potential interventions and nutrition. areas of scholarship, in addition to developing are also examined. The issues will be discussed special skills and knowledge appropriate to using case material, films, and the current HBSV 5010. Advanced nutrition I (3) their chosen degree in nutrition education research literature. Taught by a licensed psy- Dr. Berk. In-depth review of current knowl- or public health nutrition. chologist and a nutritionist. edge and research on biochemical and physio- logical aspects of energy metabolism, carbo- Students will be expected to take courses HBSV 4013. Nutritional ecology (2-3) hydrates, lipids and lipid metabolism, and proteins; regulation of intake and impact in the following categories: Dr. Liquori and Professor Gussow. A course for nonmajors and majors. Nutrition and food as on health and disease. I. Major field and specialization viewed from a global, ecological perspective. (50-60 points) Topics include food/population problems and HBSV 5011. Advanced nutrition II (3) II. Research and evaluation (12-18 points) food aid, food product development and pro- Dr. Pinto. In-depth review of current knowl- III. Broad and basic areas of professional motion here and abroad, energy and food edge and research on the biochemical and scholarship (15-24 points) relationships, food safety and the changing physiological aspects of vitamins, minerals, The specific courses selected will depend on American diet, organic agriculture and natural and phytonutrients; applications to diet. the student’s particular background, interests, food, biotechnology, and other topics as appro- and goals. In consultation with a faculty priate. HBSV 5013. Strategies for nutrition advisor, students should develop a program education and health behavior change (3) Professor Contento. Understanding and appli- plan early in their course of study to provide HBSV 4014. Community nutrition (1-2) Dr. Liquori. This course provides an under- cation of theoretical frameworks from the a rational basis for their course selection. standing of where and how food and nutrition behavioral sciences and education to design Students will also be expected to pass a certifi- services are delivered to further the national and deliver food and nutrition education and cation examination usually after the comple- goal of healthy people in healthy communities exercise promotion to various groups and to tion of 60 points and Research seminar in and of the roles of nutrition professionals in facilitate the adoption of healthful behaviors. nutrition (HBSV 6550-6551) and to write a providing these services. Nutrition services, Includes both didactic and field practice com- dissertation. (See Nutrition Program descrip- both private and government-sponsored, will ponents. tions of the doctoral degree requirements.) be the primary focus. The course includes 35-40 hours of concurrent field experience. HBSV 5014. Analysis of current literature COURSES: Nutrition students only. and research in nutrition (3) Professor Wolf. Critical examination and eval- uation of current controversies and issues in HBSV 4000. Introduction to nutrition: HBSV 4034. Diet therapy (3) nutrition and food. Topics are reviewed and Facts, fallacies, and trends (3) Dr. Rothpletz-Puglia. This course is designed discussed in depth. Students learn how to ana- Dr. Sporny. (Course is offered to nonmajors to integrate the basic skills of dietary assess- lyze the medical and layperson literature con- and to those desiring admission to the ment with many aspects of patient care and cerning such topics as dietary fat and disease, Nutrition Program and to the Dietetic counseling, culminating in an understanding calcium and osteoporosis, fruit/vegetables and Internship Program.) Overview of the science of the art and science of dietary assessment cancer, weight loss regimens, supplements and of nutrition and its relationship to health, and planning. Students will be able to assess alternative therapies. taught through an analysis of historic and con- the food intake and the needs of individuals of temporary controversies, such as fat versus diverse ages and backgrounds. Students will HBSV 5015. Nutritional epidemiology (3) carbohydrates in the diet; vegetarianism; and learn how to develop nutrition care plans Professor Wolf. Study of methods for assessing supplement use. Special attention will be paid based on diet, medical history, and clinical food and nutrient intake, energy expenditure, to American trends in food consumption and findings. Case studies that cover a wide variety and body composition and for evaluating their impact on health and to the dietary prac- of health conditions will be used to illustrate nutritional status of individuals and communi- tices employed in the pursuit of weight main- how these skills are applied in practice. ties from clinical assessments, dietary intakes, tenance, health, and fitness. HBSV 4150. Sports nutrition (3) and behavioral evaluation. HBSV 4010. Food, nutrition, and Dr. Dolins. For nonmajors only. A practical HBSV 5018. Nutrition and human behavior (3) course designed to assist health professionals development (3) Professor Contento. For nonmajors and give the most accurate and up-to-date infor- Dr. Sporny. The focus of this course is on the majors. A study of physiological, psychological, mation to active people to help them improve physiologic changes and nutritional needs and socio-cultural factors that affect eating health and performance. Integration of princi- throughout the life cycle. Pregnancy, fetal behaviors and the development of individual ples of nutrition and exercise physiology and development, infancy, childhood, adolescence, and cultural food patterns. Topics include the application to exercising individuals. Topics for adulthood, and the later years will be exam- chemical senses, why we like sweet, salt, and discussion include energy expenditure, fuel ined. Special attention will be paid to the fol- fat; self-regulation of what and how much we substrate metabolism, specific nutrient needs, lowing issues: breast feeding versus bottle feed- eat; effect of early experiences with food; food ergogenic aids, hydration, and weight issues for ing, introduction of solid foods to infants, cop- and mood; interaction of food and culture exercising individuals and athletes. ing with picky eaters, maintaining a healthy through history; eating, cooking, and time feeding relationship between caregiver and use trends; meat meanings; psychosocial and HBSV 4902. Research and independent child, preventing health and dietary problems cultural factors in food choice. study in nutrition education (1-8) Faculty. Permission required. Master’s degree in children and adolescents (including disor-

112 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES dered eating), women’s nutrition and reproduc- HBSV 5333. Practicum in community tive function, menopause and hormone service (1-2) APPLIED PHYSIOLOGY replacement therapy, and the changes that Dr. Koch. Practical experiences in community, AND NUTRITION occur in an aging person and the dietary modi- food, and nutrition programs. fications needed to promote health and pre- Program Coordinator: vent disease. HBSV 5513. Seminar in nutrition Professor Isobel R. Contento education: Theory and applications (2) (Nutrition) HBSV 5034. Clinical nutrition (3) Professor Contento. An in-depth examination Faculty. This course is designed to provide stu- of the use of current theories and research in Program Office: (212) 678-3950 dents in nutrition and other health sciences the design, implementation, and evaluation of Email: [email protected] with an overview of the pathophysiology of nutrition education interventions. Course is Website: www.tc.edu/hbs/nutrition disease and resultant nutritional implications. designed to supplement topics covered in HBSV The course provides a vocabulary which will 5013. Required of nutrition education master’s enable students to converse with other medical and doctoral students. Students may register for Program Coordinator: professionals, a rationale for medical nutrition more than one semester. Professor Ronald De Meersman therapy, and parameters for monitoring nutri- (Applied Physiology) tional status of patients in a clinical setting. HBSV 5593. Nutrition for exercise and sport (3) Program Office: (212) 678-3325 HBSV 5036. Nutrition counseling (2) Dr. Dolins. Discussions of interactions between Email: [email protected] Ms. Mesznik. This course focuses on providing exercise and nutrition as applied to health and Website: www.tc.edu/bbs/Movement students an understanding of client-centered fitness. Controversial topics emphasized. Majors counseling models and practicing a variety of in either applied physiology or nutrition are eli- essential skills: nonverbal, active listening, gible to enroll during their second year of study. Degree Offered: goal assessment, motivational interviewing, (See also section on the interdisciplinary APPLIED PHYSIOLOGY AND NUTRITION and group counseling. Special fee: $10. Applied Physiology and Nutrition degree pro- (APPN) gram in this catalog.) Master of Science (M.S.) HBSV 5231-HBSV 5233. Extended field- work in nutrition and education, nutrition HBSV 5902. Guided study in nutrition and public health, and applied physiology (1-4) Program Description: and nutrition Faculty. Permission required. Opportunity for The Program in Nutrition and the Program Dr. Sporny. A block of supervised field experi- advanced students to investigate areas of special in Applied Physiology (in the Department of ence required of all degrees. Fieldwork is taken interest in nutrition. Biobehavorial Sciences) offer a joint 50 to 53- near completion of coursework. point Master of Science degree program. HBSV 6500-HBSV 6501. Seminar in • HBSV 5231. Nutrition and nutrition (3 per section) There are two main rationales for this pro- public health (3) Professors Contento and Wolf. For doctoral and gram. First, both disciplines are concerned other advanced students. Evaluative discussion with the theory of energy intake, transforma- • HBSV 5232. Nutrition and of current literature on specific nutrition and education (2) food-related topics. tion, and liberation. Second, there are many practical problems that can be more satisfac- • HBSV 5233. Applied physiology HBSV 6550-HBSV 6551. Research torily addressed by attending to both nutrition and nutrition (2) seminar in nutrition (2-3) and exercise than by attending to either one Professors Contento and Wolf. Required of all alone. Most prominent are health problems HBSV 5241-5244. Dietetic internship Ed.M. and Ed.D. candidates. Discussion of cur- such as obesity, cardiovascular disease, dia- in nutrition rent research issues and student projects. Stu- betes, and osteoporosis. Ms. Costa. Internship in service settings in dents may register for more than one semester. metropolitan New York, Rockland and West- Health professionals and educators need to chester counties, and Southern Connecticut. HBSV 6902. Research and independent know how these two aspects of lifestyle inter- It includes experiences in clinical nutrition, study in nutrition (1-4) act in children and adults to enhance health community nutrition, food service manage- Professors Contento and Wolf. Permission ment, and research in dietetics. Cumulative required. Open to matriculated doctoral stu- and prevent disease. Another application is experience totals 1088 hours. Malpractice/per- dents. Research and independent study under to sports performance, physical fitness, and sonal liability insurance, health insurance, lab faculty direction. ergonomics. Coaches, athletes, teachers, and coat, and physical exam required. work physiologists can profit from an under- HBSV 7502. Dissertation seminar in standing of how nutrition and exercise interact • HBSV 5241. Internship in clinical nutrition (2-3) to influence work capacity. To be effective in nutrition (3) Professors Contento and Wolf. Development of applying these concepts, professionals must be Ms. Costa. Special fee: $150. doctoral dissertations and presentation of plans aware of appropriate educational and behav- for approval. ioral change theory and strategies. • HBSV 5242. Internship in community nutrition (3) HBSV 8900. Dissertation advisement in Ms. Costa. Special fee: $150. nutrition (0) The program prepares students to: Faculty. Advisement on doctoral dissertations. • Provide individual counseling and group • HBSV 5243. Research and independ- Fee to equal 3 points at current tuition rate instruction in nutrition and exercise. ent practice (2) for each term. For requirements, see catalog on • Design, implement, and evaluate exercise Dr. Koch. Special fee: $20. continuous registration for Ed.D. degree. and nutrition programs in schools, weight control centers, work sites, recreational • HBSV 5244. Internship in food service (2) agencies, health centers, and hospitals. Mr. Shadix. Special fee: $20. • Evaluate and apply research.

Teachers College Columbia University 2008-2009 113 Special Application Students can complete the academic require- Requirements/Information: ments for dietetic registration (R.D.) through This program has ongoing admissions and coursework for the M.S. and other programs in will review applications throughout the year. the New York area approved by the American Preference in scholarship awards will be for Dietetic Association (ADA). The Program those applicants who meet the College in Nutrition offers a Dietetic Internship. Stu- early deadline. dents may work concurrently on the require- ments for the M.S. degree and the Dietetic The GRE General Test is required. Prerequi- Internship. Students must satisfy all academic sites for admission include a strong academic requirements for the degree award and the background, including at least one course each Dietetic Internship. Our ADA didactic pro- in statistics, general and organic chemistry, gram advisor will work with students to devel- introduction to nutrition, human physiology, op an integrated plan of studies and to facili- and biochemistry (the latter three taken with- tate the process. in the last five years, in which grades of B or better were earned). The biochemistry course Core Requirements for all M.S. Applied must have at least a one-semester course in Physiology and Nutrition Majors: organic chemistry as a prerequisite. Appli- • BBS 5060 Neuromuscular responses and cants who are deficient in the required back- adaptation to exercise ground in physiology and chemistry may be • BBS 5068 Brain and behavior I admitted on probation, with the understand- • BBSR 4095-4195 Applied physiology I and lab I ing that the deficiencies will be completed in • BBSR 5095 Exercise and health the first year of study. • BBSR 5194 Applied physiology lab II • HBSN 5040 Research methods in health The undergraduate specializations that pro- and behavior studies I vide the most relevant foundations for the or APN program include nutrition, exercise phys- • BBSR 5582 Research design in the iology, physical education, biology, physical movement sciences therapy, nursing, health education, and psy- • HBSV 4010 Food, nutrition, and behavior chology. • HBSV 4013 Nutritional ecology • HBSV 4014 Community nutrition Degree Requirements: • HBSV 4034 Diet therapy Students take a set of core courses in both • HBSV 5010-5011 Advanced nutrition I and II nutrition and applied physiology. While the • HBSV 5013 Strategies for nutrition program provides a solid foundation in the sci- education and health entific basis of nutrition and exercise, it also behavior change emphasizes practical applications in all cours- • HBSV 5014 Analysis of current literature es. The applied physiology lab courses provide and research in nutrition hands-on experience in physiological measure- • HBSV 5015 Nutritional epidemiology ment techniques. The interviewing and assess- • HBSV 5034 Clinical nutrition ment courses provide firsthand experience in • HBSV 5036 Nutrition counseling the collection of nutritional data. Courses in • HBSV 5233 Extended fieldwork in applied behavioral or educational methods provide physiology and nutrition insight into how applications are made in • HBSV 5593 Nutrition for exercise clinical or educational settings. and sport

There are two tracks from which students may choose when fulfilling fieldwork. Students may participate in clinical or educational fieldwork in some setting that provides services/educa- tion in both exercise and nutrition, such as work site fitness programs, health promotion projects, etc. Such fieldwork develops concrete application skills. Our location in New York City provides ready access to a wide range of field experiences and professional contacts that are helpful in securing employment after graduation. Contact Dr. Sporny for details at (212) 678-3952 or [email protected].

114 www.tc.columbia.edu General Information: (212) 678-3000 HEALTH AND Special Education Website: www.tc.edu/hbs/SpecialEdB EHA ProgramVIOR Office:STUDIES (212) 678-3880

ADMINISTRATION OF SPECIAL EDUCATION PROGRAMS (SEAD) GUIDANCE AND REHABILITATION (HABL) Program Coordinator: Program Coordinator: Professor Dennis Mithaug Email: [email protected] Professor Linda Hickson Email: [email protected] Degree Offered: Degree Offered: Doctor of Education (Ed.D.) Master of Arts (M.A.)

APPLIED BEHAVIOR ANALYSIS INSTRUCTIONAL PRACTICE IN SPECIAL EDUCATION (INST) Program Coordinator: Program Coordinator: Professor R. Douglas Greer Email: [email protected] All faculty Email: [email protected] Degrees Offered: Degree Offered: APPLIED BEHAVIOR ANALYSIS- DUAL CERTIFICATION Master of Education (Ed.M.) (BIRTH TO GRADE 6) (ABAS-DUAL) Master of Arts (M.A.) INTELLECTUAL DISABILITY/AUTISM APPLIED BEHAVIOR ANALYSIS (ABAS) Doctor of Education (Ed.D.) Program Coordinator: Doctor of Philosophy (Ph.D.) Professor Linda Hickson Email: [email protected] Degrees Offered: BLINDNESS AND VISUAL IMPAIRMENT INTELLECTUAL DISABILITY/AUTISM (ITDS) Program Coordinator: Doctor of Education (Ed.D.) Professor Peg Cummins Email: [email protected] Doctor of Philosophy (Ph.D.) Degrees Offered: INTELLECTUAL DISABILITY/AUTISM-INITIAL DUAL CERTIFICATION (ITDS-DUAL) BLINDNESS AND VISUAL IMPAIRMENT- INITIAL CERTIFICATION Master of Arts (M.A.) (BVIM-INIT) Master of Arts (M.A.) INTELLECTUAL DISABILITY/AUTISM AND EARLY Master of Education (Ed.M.) CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION BLINDNESS AND VISUAL IMPAIRMENT/ADOLESCENCE (ITDE-DUAL) Master of Education (Ed.M.) EDUCATION- INITIAL DUAL CERTIFICATION (BVAI-DUAL) INTELLECTUAL DISABILITY/AUTISM AND BLINDNESS AND VISUAL IMPAIRMENT/ ELEMENTARY/CHILDHOOD EDUCATION- INITIAL DUAL CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION CERTIFICATION (ITDC-DUAL) (BVCI-DUAL) Master of Education (Ed.M.) BLINDNESS AND VISUAL IMPAIRMENT/EARLY CHILDHOOD INTELLECTUAL DISABILITY/AUTISM AND CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION (BVEI-DUAL) EDUCATION- TRANSITIONAL B CERTIFICATION (ITDC-TRAN) Master of Education (Ed.M.) Master of Arts (M.A.) BLINDNESS AND VISUAL IMPAIRMENT (BVIM) INTELLECTUAL DISABILITY/AUTISM AND MIDDLE Doctor of Education (Ed.D.) CHILDHOOD GENERALIST- TRANSITIONAL B CERTIFICATION (ITDG-TRAN) CROSS-CATEGORICAL STUDIES (SECC) Master of Arts (M.A.) Program Coordinator: Professor Dennis Mithaug Email: [email protected] PHYSICAL DISABILITIES (PDIS) Degree Offered: Program Coordinators: Doctor of Education (Ed.D.) Professors Peg Cummins and Robert Kretschmer Degrees Offered: DEAF AND HARD OF HEARING *We are currently not accepting applications for the Ed.D. degree, but are accepting applications for the Ph.D. level. Program Coordinator: Doctor of Education (Ed.D.) Professor Robert Kretschmer Email: [email protected] Doctor of Philosophy (Ph.D.) Degrees Offered: HEARING IMPAIRMENT (DHEA) RESEARCH IN SPECIAL EDUCATION (SERS) Master of Education (Ed.M.) Program Coordinators: Doctor of Education (Ed.D.) Professors Linda Hickson and R. Douglas Greer b HEARING IMPAIRMENT- INITIAL CERTIFICATION (DHEA-INIT) Degree Offered: HEARING IMPAIRMENT/EARLY CHILDHOOD EDUCATION- Doctor of Education (Ed.D.) INITIAL DUAL CERTIFICATION (DHEI-DUAL) HEARING IMPAIRMENT/CHILDHOOD EDUCATION- SEVERE OR MULTIPLE DISABILITIES- ANNOTATION (MULT-ANOT) INITIAL DUAL CERTIFICATION (DHCI-DUAL) Program Coordinator: HEARING IMPAIRMENT AND READING SPECIALIST- Professor Linda Hickson Email: [email protected] INITIAL DUAL CERTIFICATION (DHRI-DUAL) HEARING IMPAIRMENT/ADOLESCENCE EDUCATION: Degree Offered: Master of Arts (M.A.) English, Social Studies, Mathematics, Biology, Physics, Earth Science (DHAE-DUAL) Master of Education (Ed.M.) SUPERVISION OF SPECIAL EDUCATION PROGRAMS (SUPV) Program Coordinator: Professor Dennis Mithaug Email: [email protected] Degree Offered: Master of Education (Ed.M.)

Teachers College Columbia University 2008-2009 115 Program Description: The Dean Hope Center provides learner-cen- ination. Students in the M.A. program also The special education programs at Teachers tered demonstrations of assessments and eval- complete requirements for and are eligible to College build upon a more than 80-year tradi- uations, instructional practices, and follow-up apply for CABAS® Board Certification for tion of leading the field of special education in evaluations that promote student-directed Teacher I, Teacher II, and Master Teacher policy, practice, and research for individuals learning and performance across settings and Ranks. The latter is an advanced certification with disabilities across the age span. time. Special education students work in col- recognizing criterion-referenced expertise in laboration with students from school psycholo- applied behavior analysis and applications with Students who earn M.A., Ed.M., Ed.D., gy, speech pathology, health, and nutrition, as children and youth. Doctoral students who and Ph.D. degrees in special education from well as clinical and counseling psychology pro- hold the CABAS® Master Teacher Rank Teachers College assume leadership and schol- grams. The Center provides opportunities for complete requirements for and are eligible to arly positions at all levels of professional activi- practicum experience and research-based submit for CABAS® Board Certification as ty including public and private schools, com- demonstrations of effective practice. The Assistant, Associate, and Senior Behavior munity and national service agencies, hospital Center has an extensive remediation and test- Analyst Ranks. and rehabilitation programs, colleges and uni- ing library, testing rooms, observation rooms, versities, research centers, and local, state, and and audio and video recording capabilities Doctoral and post-doctoral students with federal education agencies. available for graduate student use. Behavior Analyst Ranks are eligible for CABAS® Board Certification based on their The graduate coursework, independent studies, The Center for Opportunities and Outcomes research publication record (i.e., Assistant, research projects, and dissertations draw from for People with Disabilities provides support Associate, and Senior Research Scientist). the following five areas: for research, evaluation, and demonstration • Special education foundations. Includes efforts aimed at increasing opportunities for Financial assistance is available to students coursework on theories of process and individuals with special needs to become fully admitted to the Applied Behavior Analysis models of practice, cognitive structure and included members of society. The Center pro- program in the form of paid internships at process, behavioral selectionism and com- vides opportunities for students to participate the CABAS® Professional Teaching Schools. plex behavior, disability constructs, equity in research and evaluation projects in such Some international internships and training and excellence in public policy, psycho- areas as ethnic and cultural differences; lan- opportunities are available at our CABAS® linguistics and verbal behavior, and family guage and communication; motivation and sites in Europe. Faculty members, students, studies and child development. verbal behavior; systems of schooling and and CABAS® school professionals associated • Service delivery systems. Includes ad- models of service delivery; inclusion and its with the Program in Applied Behavior ministration and supervision, pedagogy, social impact; families and siblings; cognition, Analysis are published in numerous journals. enrichment and acceleration, inter- personality, problem solving, and self-regulated disciplinary programming, community- thinking; reading, literacy, and the arts; deci- The Department maintains close working rela- based systems change, infancy/early child- sion-making and abuse prevention, personnel tionships with a wide network of public and hood intervention, elementary education, preparation; social justice and social policy; private schools, agencies, and clinical facilities. transition and rehabilitation, urban educa- and self-determination and independence. Students may participate in field-based activi- tion, and technology. ties ranging from the Very Special Arts Festi- • Exceptionality areas. Provides coursework Students enrolled in the Program in Applied val hosted by the New York City Department in behavioral disorders (e.g., autism, emo- Behavior Analysis complete their M.A. and of Education and Teachers College to school- tional disturbance), blindness and visual Ph.D. internships in schools that meet the based practica in a variety of settings. impairment, deafness and hearing impair- research-based and professional accreditation ment, intellectual disability/autism, physical standards for the designation of CABAS® Financial Aid disabilities, and multiple handicapping con- Professional Teaching Schools (e.g., The Fred In addition to College-wide financial aid, ditions including intellectual disability/ S. Keller School, Rockland Middle School, instructional, research, and administrative autism coupled with sensory and/or physical Link Elementary CABAS® Program, internships may be available through the disabilities. CABAS® Classes for Students with Autism Program in Special Education. The Depart- • Assessment and intervention strategies. Spectrum Disorders, Rockland BOCES, Cork ment collaborates with schools and agencies in Includes management of social and unsocial CABAS® School, Dublin CABAS® School, the metropolitan area to provide internships. behavior, communication and language, CABAS® Integrated Classrooms, CABAS® When funds are available, federal traineeships mobility, mathematics, reading, problem Classrooms for non-categorized students). and assistantships are awarded by the program solving, visual skills and visual perceptual See www.CABAS.com. to qualified students. In order to be eligible for processing, and self-regulation. a federal traineeship, an applicant must be a • Research and evaluation. Includes applied Applied Behavior Analysis students do intern- United States citizen and be fully admitted to behavior analysis, experimental research ships simultaneously with their coursework at a degree program. with individuals, group experimental design, the university. They spend their days in our program evaluation, ethnography, and post- professional teaching schools and the evenings Students are encouraged to apply for all types positivistic inquiry. in classes at the university. The internships are of financial aid for which they are eligible. coordinated closely with the university course- Paid internships are available for some stu- In addition to lectures and seminars in the pre- work in behavior analysis. dents who have been admitted to the Program ceding five areas of study, students participate in Applied Behavior Analysis. The New York in special projects and complete practicum The Association for Behavior Analysis recog- City Department of Education has, for a num- assignments in a variety of settings, which nizes our Applied Behavior Analyisis program ber of years, provided full scholarships for any- include the following: as one whose M.A. graduates are eligible to sit one interested in becoming a teacher for indi- for the Behavior Analyst Certification Exam- viduals who are deaf or hard of hearing or who

116 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES have a visual impairment or are blind. tification in the education of individuals who Hard of Hearing, the probabilities are quite Endowed fellowships and research assistant- are deaf or hard of hearing and regular educa- high that such acceptance will be obtained ships are available to students who are prepar- tion either at the preschool, elementary, or since similar standards are used by the pro- ing for careers in the education of people with secondary level in the areas of mathematics, grams involved in the dual certification pro- intellectual disability/autism. The State of physics, chemistry, biology, environmental grams. If for some reason a student were not New York also provides full scholarships for sciences, social studies, or English education. admitted to the area of secondary certification, people interested in careers in the field of They will earn a Master of Education (Ed.M.) the student would still be eligible for the K-12 Blindness and Visual Impairment in New York. degree upon completion of the program and stand-alone program in the Education of the may be eligible for an M.A. degree. These Deaf and Hard of Hearing that leads to state Special Application individuals will be expected to have student certification, CED certification, and the M.A. Requirements/Information: teaching experiences with both individuals and Ed.M. degrees, assuming all other require- All applicants: Interviews are required who are deaf or hard of hearing and with indi- ments are met. for applicants to the Blindness and Visual viduals with hearing. Impairment, Deaf and Hard of Hearing, Master’s options in and Intellectual Disability/Autism programs. Two additional options are available: one that Blindness and Visual Impairment (M.A. and Ed.M.) Other program coordinators may arrange for certifies students to teach individuals who Individuals who wish to work in the area of applicants to have an admissions interview. are deaf or hard of hearing K-12 primarily in the capacity of an itinerant teacher not Education of Learners with Blindness and Visual Impairment that leads to New York M.A. applicants: Experience in special responsible for subject matter and another as State Certification as a Teacher of the Blind education is not a prerequisite for acceptance. a reading specialist. Both programs are a mini- mum of 60 points in length. The first option and Partially Sighted: PreK-12 may do so Doctoral applicants: Submit an academic leads to certification as a teacher of the deaf through enrollment in one of the following: Master of Arts (M.A.) Degree Program for or professional writing sample. and hard of hearing, K-12, whereas, the sec- Educators of Learners with Blindness and ond option leads to certification as a teacher Visual Impairment: Including Multiple Degree Requirements: of the deaf and hard of hearing and as a read- Handicapping Conditions - Option A, which Students may enroll in either M.A. programs or ing specialist. Admission to the second option, is a 49 to 51-point program designed for appli- Ed.M. programs designed to prepare them for i.e, the teacher of the deaf and hard of hearing cants with prior coursework in education positions as teachers and clinicians who serve and as a reading specialist, requires prior certi- and/or special education or Option B which is individuals with a full range of abilities and fication in regular education. a 60-point program that is intended for appli- disabilities in a wide array of settings based in cants with no prior experience and/or course- schools, communities, and agencies. They spe- The actual number of credits required may work in general or special education or who cialize in serving individuals with disabilities at vary slightly depending upon the individual’s are changing their career. Option A takes 1.5 specific age levels, from one or more of the background and the particular area of dual years to complete including coursework during certification the person is interested in obtain- above service delivery categories. both summer sessions, while Option B is com- ing. Individuals who matriculate into the pro- pleted in 2 years. Graduates from these degree Students who gain admission work with a facul- gram and are already certified in regular edu- programs typically work as itinerant teachers. ty advisor to design a program that meets their cation will be expected to complete the 45 In this capacity, they will be instructing stu- interests and fulfills the requirements for a point core program in the Education of the dents with varying levels of visual functioning. degree in special education with related New Deaf and Hard of Hearing, which leads to an In addition, these learners may have addition- York State teacher certification. Candidates for M.A. degree. They also have the option to al handicapping conditions as well as a range the M.A. degree must complete supervised take additional coursework in another area of of cognitive abilities. As itinerant teachers, practica requirements arranged on the Teachers special education, in the reading specialist pro- graduates will work with a caseload of learners College campus and in schools and agencies in gram, or another area in order to obtain addi- on vision-related skills and adaptations of cur- the City. They also must complete an integra- tional certification and to obtain an Ed.M. ricular materials that meet the unique educa- tive project or, in the case of the Blindness and degree. These individuals will be expected to tional and/or psycho-social needs of the learn- Visual Impairment and the Intellectual Disa- complete two full-time student teaching expe- ers. However, they are not responsible for a bility/Autism Programs, complete a comprehen- riences with deaf or hard of hearing individuals specific subject area. The program for Blind- sive examination in addition to the integrative and to fulfill additional student teaching or ness and Visual Impairment is only accepting project, prior to award of the degree. In desig- practicum requirements that are needed to applications for the M.A. and Ed.M. initial nated programs, master’s degree coursework obtain the additional certification. certification degree options as described also fulfills the requirements for New York State above. Applications for Ed.M. dual certifica- Certification as a Teacher of Students with All programs noted above also lead to Council tion, Blindness and Visual Impairment and Disabilities, Teacher of the Blind and Partially on the Education of the Deaf (CED) certifica- Childhood, Early Childhood, and Secondary Sighted, Teacher of the Deaf and Hard of tion. Admission into any of the dual certifica- levels are not currently being accepted. Hearing, or General Education Teacher at a tion programs requires dual admission. Once specific age level. the student is admitted to the program in the Individuals wishing to obtain dual certification Education of the Deaf and Hard of Hearing, and a Master of Education (Ed.M.) degree In order to meet New York State Certification the application is then forwarded to the perti- which are typically completed in two full years requirements, which are reciprocal with nent area of dual certification, e.g., Curriculum of study, may do so by completing the core numerous states throughout the country, the and Teaching, etc., for review. Although coursework in the Program for Educators of preservice preparation in the Education of the admission to the second area of certification Learners with Blindness and Visual Impairment Deaf and Hard of Hearing is a two-year, mini- is not guaranteed upon admission into the and one of the following: (1) Master of Educa- mum 60-point program that leads to dual cer- Program in the Education of the Deaf and tion (Ed.M.) Degree, Educators of Learners

Teachers College Columbia University 2008-2009 117

with Blindness and Visual Impairment: Early dent were not admitted to the area of secondary Specialization Requirements, Hearing Childhood- for individuals who are seeking certification, the student would still be eligible Impairment M.A./Ed.M. Students dual certification as teachers of students with for the PreK-12 stand-alone Program in Blindness • HBSE 4070 Psychosocial and cultural and without visual impairments or blindness at and Visual Impairment that leads to state certifi- aspects of people who are the early childhood level (birth through grade cation and the M.A. and Ed.M. degrees, assuming d/Deaf or hard of hearing 2); (2) Master of Education (Ed.M.) Degree, all other requirements are met. • HBSE 4079 Language development Educators of Learners with Blindness and Vis- and rehabilitation: The ual Impairment: Childhood- for individuals Master’s options in Hearing Impairment foundations • HBSE 4072 Development of language who are seeking dual certification as a teacher (M.A./Ed.M.) of individuals who are of students with and without visual impair- The Master of Education (Ed.M.) program in d/Deaf or hard of hearing ments or blindness at the childhood (elemen- Hearing Impairment, which includes an en pas- • HBSE 4073 Audiological principles and tary) level (grades 1-6); (3) Master of Educa- sant M.A., is designed to meet the needs of the teaching of speech and tion (Ed.M.) Degree, Educators of Learners individuals seeking initial certification in the listening skills to individu- with Blindness and Visual Impairment: Second- education of individuals who are d/Deaf or hard als who are d/Deaf or hard ary for individuals who are seeking dual certifi- of hearing. The program has two options: 1) a of hearing cation as teachers of students with and without course of study that leads to pre-K-12 certifica- • HBSE 4871-4872 American Sign Language visual impairments or blindness at the second- tion as an educator of individuals who are I, II ary (high school) level (grades 9-12) in areas of d/Deaf or hard of hearing and 2) a course of • HBSE 4860 Cued speech visual phonics mathematics, physics, chemistry, biology, envi- study that leads to certification as an educator • HBSE 4707 Observation and student ronmental sciences, social studies, or English of individuals who are d/Deaf or hard of hearing teaching in special educa- education. Students enrolled in any of the dual and focuses on a specific age group and/or con- tion: Deaf and hard certification programs and who complete all tent domain. The first option prepares students of hearing • HBSE 4074 Linguistics of American coursework at Teachers College may obtain to become certified teachers of individuals who Sign Language both a Master of Arts (M.A.) degree in Blind- are d/Deaf or hard of hearing throughout the • HBSE 4077 Seminar in teacher-as- ness and Visual Impairment (after all blindness entire school age span from preschool to high researcher degree requirements are met) and a Master of school (N-12) or within a specific age range or • HBSE 4071 Special methods: Methods Education (Ed.M.). These individuals will be content domain, for students who already hold of teaching reading and expected to have student teaching experiences a regular education certificate. Students who writing to individuals who with both individuals who have visual impair- pursue this option typically function as teachers are d/Deaf or hard of ments or blindness as well as individuals with within resource rooms, itinerant teachers, or hearing sight. For those applicants working toward dual classroom consultant teachers. This option • HBSE 4082 Assessment and evaluation certification at the secondary level, they will be also permits those individuals who are already of infants, children, and required to complete all fieldwork and student certified as regular education preschool or ele- youth with exceptionalities teaching placements in high schools and must mentary school teachers or teachers of content • Area specialization courses in area of second also complete all student teaching and field- material at the middle and secondary levels certification to be decided through advise- ment (approximately 15-16 additional work requirements for the content/subject area. to teach students who are d/Deaf and hard credits). of hearing at a specific age level or content The actual number of credits required in all of domain. If an applicant is interested in teaching Breadth Requirements: the aforementioned programs related to blind- in an inclusion class, a self-contained classroom, In order to broaden the student’s background in ness and visual impairment may vary slightly a school for the d/Deaf or hard of hearing, or a education, three Teachers College courses out- depending upon the individual’s background specific content domain but is not yet certified side the Teachers College major department and the particular area of dual certification the in regular education, that applicant will need to must be completed (in this case, a course is person is interested in obtaining. Individuals pursue the second program option. The second defined as one for which at least two points are who matriculate into the program and are option leads to dual certification, in early child- earned). These should be selected from the fol- already certified in regular education are ex- hood regular education, regular elementary edu- lowing areas: pected to complete the 45-point core course- cation, or a subject domain (i.e. English, mathe- • Age-appropriate developmental work in Program for Educators of Learners matics, social studies, or an area of science) in psychology course with Blindness and Visual Impairment. addition to certification as a teacher of the • Educational foundations course d/Deaf or hard of hearing. • Health requirement Admission into the dual certification program • Technology requirement requires dual acceptance. Once the student All program options require a minimum of 60 is admitted to the Program for Educators of credits and take approximately two years to com- Master’s options in Intellectual Learners with Blindness and Visual Impair- plete. Individualized programs can be developed Disability/Autism (M.A. and Ed.M.) ment, the application is then forwarded to for individuals with previous academic back- For individuals with an interest in the Intel- the appropriate area of dual certification, e.g., ground in regular education or in the education lectual Disability/Autism program area, three Curriculum and Teaching for Early Childhood of individuals who are d/Deaf or hard of hearing master’s-level program options leading to and Childhood, etc. for review. Although and may lead to additional certification. With initial New York State teacher certification admission to the second area of certification is advisor’s approval, coursework taken at the are available: (1) Master of Arts (M.A.), Degree not guaranteed when an individual is admitted undergraduate level or elsewhere that fulfills any Program in the Teaching of Students with to the Program in Blindness and Visual Impair- of the certification requirements may result in a Intellectual Disability/Autism and Students ments, the probability is high that acceptance waiver of such coursework at Teachers College. without Disabilities at the Childhood and will be obtained given the use of similar stan- However, even with a waiver, the program would Middle Childhood Generalist Levels — for indi- dards for the program. If for some reason a stu- still require completion of 60 credits. viduals who are seeking initial dual certification as a teacher of students with and without dis-

118 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES abilities at the childhood/elementary (grades • HBSE 4092 Introduction to foundations • HBSE 4700 Observation and student 1-6) and Middle Childhood Generalist (grades of special education teaching in special education: 5-9) levels. This integrated 47-point full-time opportunitiy Pre-student teaching program typically requires a year and a half to • HBSE 4300 Practicum in assessment (required for preservice complete; (2) Master of Education (Ed.M.), and evaluation of individuals applicants) degree program in the Teaching of Students with exceptionalities (required • HBSE 4706 Observation and student for majors in BVIM, ITDS teaching in special educa- with Intellectual Disability/Autism and Ele- and PDIS) tion: Blindness and visual mentary/ Childhood — for individuals who are impairment (or HBSE 5306) seeking initial dual certification as a teacher of Specialization Requirements, • HBSE 4880 Opportunities and out- students with and without disabilities at the comes for people with childhood (elementary) level (grades 1-6). This Applied Behavior Analysis: • HBSE 4015 Applied behavior analysis I disabilities - Annual 60-point full-time program typically requires • HBSE 4016 Applied behavior analysis II conference two years to complete; (3) Master of Education • HBSE 4017 Applied behavior analysis III: • HBSE 5062 Orientation and mobility (Ed.M.), Degree Program in the Teaching of School-wide systems applica- • HBSE 5063 Technological aids and Students with Intellectual Disability/Autism tions assistive devices in the and Early Childhood Education — for individ- • HBSE 4044 Curricular and pedagogical education of toddlers, uals who are seeking initial dual certification as foundations for teaching children and youth with a teacher of students with and without disabili- pre-listening through early disabilities ties at the early childhood level (birth through academic literacy (or HBSE 4005) grade 2). This 60-point full-time program typi- • HBSE 4045 Curricular and pedagogical • HBSE 5306 Advanced practicum in special education: Blindness cally requires two years to complete. All three operations for teaching the and visual impairment programs prepare preservice teachers to work foundations of functional academic literacy (2 terms) with advisor with students with and without disabilities in approval. inclusive and specialized settings. Through • HBSE 4046 Curricular and pedagogical operations for teaching • Area specialization courses in Blindness coursework and practicum experiences, the advanced functional aca- and Visual Impairment (15 points) programs foster the acquisition of the broad- demic literacy (4th grade based knowledge and skills needed to provide through early middle school) Breadth Requirements: effective educational programs for students • HBSE 4704 Observation and student In order to broaden the student’s background with the full range of learning and behavior teaching in special education: in education, three Teachers College courses characteristics. In addition, the programs pro- Applied behavioral analysis outside the Teachers College major program vide specialized preparation in working with and behavioral disorders (in this case, a course is defined as one for children with and without Intellectual Disabil- (3 or more terms) which at least two points are earned) must be ity/Autism at specific age levels. Breadth Requirement: completed. These courses should be selected from the following areas: Two additional master’s-level programs in the (For the list of required courses, contact the Intellectual Disability/Autism program area program coordinator or the special education • Age-appropriate developmental lead to New York State Transitional B certifica- secretary.) In order to broaden the student’s psychology course tion: 1) Master of Arts (M.A.) degree program background in education, three Teachers • Educational foundations course in the Teaching of Students with Intellectual College courses outside the Teachers College • HBSS 4116, Health for educators Disability/Autism at the Childhood level major program (in this case, a course is defined • Reading course (grades 1-6) and 2) Master of Arts (M.A.) as one for which at least two points are degree program in the Teaching of Students earned), must be completed. Specialization Requirements, with Intellectual Disability/Autism at the Deaf and Hard of Hearing: Middle Childhood Generalist level (grades 5- Specialization Requirements, • HBSE 4070 Psychosocial and cultural aspects of people who 9). Both of these 36-point degree options are Blindness and Visual Impairment: are d/Deaf or hard of hearing restricted to students who have been admitted • HBSE 4060 Psychosocial implications of vision loss on people (2 terms) to the Peace Corps Fellows Program, and they • HBSE 4071 Special methods: Methods require participation in the pre-service summer with blindness and visual impairment and their families of teaching reading and component and in other activities associated writing to individuals who with the Peace Corps Fellows Program. • HBSE 4061 Anatomy and physiology of the visual system and are d/Deaf or hard of hear- ing; and language, read- Core Departmental Requirements for related implications • HBSE 4062 Instruction and curriculum ing, and writing instruc- Special Education M.A. Students: development for infants, tion in the content areas • HBSE 4002 Instruction and curriculum children, and youth with for individuals who are for students with and blindness and visual d/Deaf or hard of hearing without disabilities impairment • HBSE 4072 Development of language • HBSE 4015 Applied behavior analysis I • HBSE 4063 Communication skills for of individuals who are • HBSE 4079 Language development people with blindness and d/Deaf or hard of hearing and rehabilitation: The visual impairments I: • HBSE 4073 Audiological principles foundations Literary Braille and the teaching of speech • HBSE 4082 Assessment and evalua- • HBSE 4064 Communication skills for and listening skills to indi- tion of infants, children, people with blindness and viduals who are d/Deaf and youth with exception- visual impairments II: and hard of hearing alities (Prerequisite for Nemeth code and • HBSE 4074 Linguistics of American HBSE 4300) tactile graphics Sign Language

Teachers College Columbia University 2008-2009 119 • HBSE 4077 Seminar in teacher-as- • HBSE 4880 Opportunities and out- • HBSE 4002 Instruction and curriculum researcher comes for people with for students with and • HBSE 4079 Language development disabilities - Annual without disabilities and rehabilitation: The conference • HBSE 4005 Application of technology foundations in special education • HBSE 4300 Practicum in assessment and Specialization Requirements, • HBSE 4006 Working with families of evaluation of individuals with Physical Disabilities: children with disabilities exceptionalities • HBSE 4010 Nature and needs of persons • HBSE 4010 Nature and needs of persons • HBSE 4707 Observation and student with intellectual disability/ with intellectual disability/ teaching in special educa- autism autism tion: Deaf and hard of • HBSE 4011 Education of persons with, • HBSE 4011 Education of students with hearing (two terms) intellectual disability/autism intellectual disability/autism • HBSE 4871 American Sign Language I • HBSE 4031 Education of persons with • HBSE 4015 Applied behavior analysis I • HBSE 4872 American Sign Language II physical disabilities • HBSE 4082 Assessment and evalua- • Area specialization courses in deaf • HBSE 4044 Curricular and pedagogical tion of infants, children, and and hard of hearing (15+ points) foundations for teaching youth with exceptionalities pre-listening through early • HBSE 4701 Observation and student For those individuals who matriculate into academic literacy teaching in special education: Intellectual disability/autism the Program in the Education of the Deaf and • HBSE 4083 Theory and techniques for educating infants, children, • HBSE 4880 Opportunities and outcomes Hard of Hearing and are not yet certified in and youth with sensory for people with disabilities - a common branch area in regular education, impairments Annual conference the students will complete a 60-point program • HBSE 4700 Observation and student leading to dual certification and an Ed.M. in teaching in special education: MASTER OF ARTS education at the preschool, elementary, or sec- Pre-student teaching Guidance and Rehabilitation ondary level in mathematics, physics, chem- • HBSE 4703 Observation and student istry, biology, environmental sciences, social teaching in special educa- The M.A. in Guidance and Rehabilitation, studies, or English education. tion: Physical disabilities which does not lead to New York State teacher (two terms) certification, is available to interested students Breadth Requirements: • HBSE 4880 Opportunities and outcomes with a broad range of career goals. for people with disabilities - In order to broaden the student’s background Annual conference in education, three Teachers College courses Required Department Courses: • HBSE 4010 Nature and needs of outside the Teachers College major depart- Non-Department Courses: persons with intellectual ment must be completed (in this case, a (For the list of required courses contact the disability/autism course is defined as one for which at least two program coordinator or the special education • HBSE 4011 Education of persons with points are earned). These courses should be secretary). In order to broaden the student’s intellectual disability/autism selected from the following areas: background in education, three Teachers • HBSE 4015 Applied behavior analysis I • Age-appropriate developmental College courses outside the Teachers College • HBSE 4060 Psychosocial implications psychology course major department (in this case, a course is of vision loss on people • Educational foundations course defined as one for which at least two points with blindness and visual • Health requirement are earned), must be completed. impairment and their • Technology requirement families • HBSE 4070 Psychosocial and cultural • Reading course MASTER OF ARTS Severe or Multiple Disabilities aspects of people who are deaf and hard of hearing Specialization Requirements, • HBSE 4071 Special methods: Methods Intellectual Disability/Autism: A Master of Arts (M.A.) Program in the Teaching of Students with Severe or Multiple of teaching reading and • HBSE 4000 Introduction to special Disabilities is available for individuals who writing to individuals who education already hold New York State initial certifica- are d/Deaf or hard of hearing • HBSE 4001 Teaching students with tion in the teaching of students with disabilities • HBSE 4082 Assessment and evalua- disabilities in the general at the early childhood, childhood, middle tion of infants, children, education classroom childhood, or adolescence age levels; in teach- and youth with exception- • HBSE 4005 Applications of technology ing of students who are blind or visually alities in special education impaired, deaf or hard of hearing, or who have • HBSE 4092 Introduction to foundations • HBSE 4006 Working with families of speech and language disabilities. This 32-point of special education children with disabilities M.A. program in the Teaching of Students opportunity • HBSE 4010 Nature and needs of persons with Severe or Multiple Disabilities leads to • HBSE 4880 Opportunities and outcomes with intellectual disability/ a recommendation for an annotation to their for people with disabilities - autism New York State certification, that recognizes Annual conference • HBSE 4011 Education of persons with additional pedagogical knowledge, skills, and • HBSE 5309 Advanced practicum in spe- intellectual disability/autism experiences in the teaching of students with cial education: Rehabilitation • HBSE 4700 Observation and student severe or multiple disabilities. of persons with developmental teaching in special education: disabilities Pre-student teaching Required Department Courses: • HBSE 5909 Problems in special education: • HBSE 4701 Observation and student • HBSE 4001 Teaching students with Guidance, rehabilitation, and teaching in special education: disabilities in the general career education Intellectual disability/autism education classroom • HBSE 6004 Public policy and administra- (two terms) tion in special education

120 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

MASTER OF EDUCATION Non-Department Courses Required: Core Requirements for all Ed.D. and Instructional Practice in • HUDM 4122 Probability and statistical Ph.D. Special Education majors: Special Education inference • HBSE 5010 Study of the philosophic Supervision of Special • HUDM 5122 Applied regression analysis foundations of special Education Programs education DOCTOR OF EDUCATION • HBSE 6001 Research in special Students interested in advanced study in selected EXCEPTIONALITY FOCUS AREAS: education areas of special education may seek the Ed.M., Blindness and Visual Impairment • HBSE 6010 Advanced study of problems which represents a broadening and refinement of Cross-Categorical Studies and issues in special education • HBSE 7500 Dissertation seminar in knowledge and skills in areas such as those listed Deaf and Hard of Hearing above. Award of the Ed.M. requires satisfactory special education Intellectual Disability/Autism • HBSE 8901-8907 Dissertation advisement completion of a special project reflecting the attain- Physical Disabilities ment of advanced professional competencies. in special education

PROFESSIONAL SPECIALIZATION AREAS: Instructional Practice in Specialization Requirements, Blindness Special Education Academic Cognate and Visual Impairment: Administration and Supervision • HBSE 5306 Advanced practicum in special education: Blindness Core Requirements: Instructional Leadership Research and Evaluation and visual impairment • HBSE 5010 Study of the philosophic (2 terms) foundations of special Students of exceptional ability who are inter • HBSE 5901 Problems in special education: education Intellectual disability/autism ested in and committed to contributing to spe- • HBSE 6010 Advanced study of problems • HBSE 5906 Problems in special education: and issues in special education cial education through leadership and scholarly Blindness and visual impair- work may apply for the Ed.D. degree, which ment (minimum two Specialization Requirements: represents the highest level of achievement semesters, 3 points each term) Students work in collaboration with a faculty in the profession. The doctoral program pre- • HBSE 6406 Advanced internship in spe- advisor to select coursework that builds upon pares graduates to assume leadership roles in cial education: Blindness and visual impairment (minimum their previous professional experiences and teacher education programs in colleges and uni- versities in this country and in other countries, two semesters, 3 points each increases their current repertoire of skills and term) knowledge. to administer special education programs in schools and agencies, and to conduct research • HBSE 6506 Advanced seminar in special education: Blindness and in special education and related services. Non-Department Courses Required: visual impairment (minimum two semesters, • HUDM 4122 Probability and statistical Students may focus their work and course of 3 points each term) inference study by exceptionality focus and by profession- • HUDM 5122 Applied regression analysis al specialization. Specialization Requirements, Supervision of Special Education Deaf and Hard of Hearing: DOCTOR OF PHILOSOPHY Programs • HBSE 5307 Advanced practicum in EXCEPTIONALITY FOCUS AREAS: special education: Deaf and Department Courses Required Applied Behavior Analysis hard of hearing Intellectual Disability/Autism • HBSE 5907 Problems in special education: Core Requirements for Supervision Physical Disabilities Deaf and hard of hearing of Special Education Majors: (including Blindness and • HBSE 6070 Psychology of deafness • HBSE 5010 Study of the philosophic Visual Impairment, Deaf • HBSE 6407 Advanced internship in foundations of special and Hard of Hearing) special education: Deaf education and hard of hearing • HBSE 6507 Advanced seminar in special • HBSE 6001 Research in special education Research and Evaluation Emphasis: • HBSE 6010 Advanced study of problems education: Deaf and hard of Students with excellent potential as research- hearing and issues in special education ers and theoreticians who are interested in • 15 points of work in linguistics and proficiency in scholarly careers in special education, educa- two forms of research methodology Specialization Requirements: tion, and related social sciences may apply for • HBSE 4092 Introduction to foundations of the Ph.D. degree program, which represents the Specialization Requirements, special education opportunity highest level of achievement in the Arts and • HBSE 5310 Advanced practicum in Administration and Supervision: Sciences. This degree program is administered special education: Policy • HBSE 4092 Introduction to foundations of and administration jointly by Teachers College and the graduate special education opportunity • HBSE 6002 Administration of special faculty of Columbia University. Prospective stu- • HBSE 5310 Advanced practicum in spe- education programs dents may obtain information on program offer- cial education: Policy and • HBSE 6004 Public policy and admin- ings by contacting the program office. administration istration in special education • HBSE 6002 Administration of special • HBSE 6410 Advanced internship in spe- Department Courses Required for All education programs • HBSE 6004 Public policy and admin- cial education: Policy and Student Majors in Degree Program administration istration in special education • HBSE 6410 Advanced internship in special education: Policy and administration

Teachers College Columbia University 2008-2009 121 Specialization Requirements, regarding scheduled times for particular cours- are trained in conflict resolution and must per- Intellectual Disability/Autism: es may be obtained by contacting the program form a minimum of 15 hours of respite to a fam- • HBSE 5301 Advanced practicum in coordinator or by consulting the schedule of ily with a child with an exceptionality. Special special education: Intellectual classes which is published each semester by fee: $15. disability/autism the College. • HBSE 5901 Problems in special education: HBSE 4008. Disability: Reconsidered Intellectual disability/autism Foundations, Exceptionalities, and reconstructed (2-3) • HBSE 6401 Advanced internship in and Methods Faculty. The course introduces students to the special education: Intellectual study of disability as social construct framed disability/autism HBSE 4000. Introduction to special within a reconstructivistic context that chal- • HBSE 6501 Advanced seminar in special education (2-3) lenges current theoretical and practical education: Intellectual disa- Professor Cummins and Drs. Cox, Lipkowitz, approaches and incorporates individual, inter- bility/autism and Zealand. Offered all terms. Enrollment personal, educational, and organizational per- limited to 25 students. Emphasis is placed on spectives. Special fee: $10. Specialization Requirements, the identification of characteristics of individ- Physical Disabilities: uals with disabilities and the impact of the HBSE 4010. Nature and needs of persons • HBSE 6403 Advanced internship characteristics on the learner and family mem- with intellectual disability/autism (2-3) in special education: bers of the learner. The course is a study of the Professor Hickson. Characteristics of persons Physical disabilities nature, psychosocial, and educational needs of manifesting different degrees of intellectual individuals across the lifespan with physical, disability/autism and other developmental dis- Specialization Requirements, mental, emotional, or sensory impairments. abilities from early childhood through adoles- cence. The course emphasizes implications Research in Special Education: Particular attention is placed on the way these special education programs fit, or should fit, for educational programming, curriculum and • HBSE 5312 Advanced practicum in instruction. Materials fee: $10. special education: Research into ongoing work in schools. Totally online versions of this course are available for non- • HBSE 5912 Problems in special HBSE 4011. Education of persons with education: Research HBSE majors in spring and summer A and B terms. Special fee: $25. intellectual disability/autism (2-3) • HBSE 6412 Advanced internship in Ms. Mazin. Curriculum development and special education: Research HBSE 4001. Teaching students with research-validated methods of instructing disabilities in the general education students with intellectual disability/autism Specialization Requirements, and other developmental disabilities from early Applied Behavior Analysis: classroom (2-3) Professor Cummins, Dr. Lipkowitz, Dr. Cox, childhood through adolescence across ability Students accepted for the Ph.D. or Ed.D. and Dr. Zealand. Problems of educational levels. Materials fee: $20. Programs in Applied Behavior Analysis must assessment, curriculum and teaching, organiza- complete the core M.A. program requirements tion, and guidance of students with physical, HBSE 4015. Applied behavior analysis I in behavior analysis including the internship cognitive, affective, and sensory disabilities. (2-3) requirement. Materials fee: $15 Professor Greer. Basic applications for learners without reading or writing repertoires. Strategic • HBSE 5304 Advanced practicum in HBSE 4002. Instruction and curriculum for applications of the science of behavior to instruc- special education: students with and without disabilities (2-3) tion, management, curriculum-based assessment, Behavioral disorders Professor Hickson. Curriculum development isolation of locus of learning/behavior problems • HBSE 5904 Problems in special education: and research-validated methods of instructing and measurably effective instructional practices. Applied behavior analysis students with and without disabilities from and behavioral disorders early childhood through adolescence, includ- HBSE 4016. Applied behavior analysis II (3) • HBSE 6008 Behaviorism and the ing methods of teaching reading and mathe- Professor Greer. Prerequisite: HBSE 4015. science of behavior matics and methods of enrichment and reme- Advanced applications to learners with writing, • HBSE 6015 The verbal behavior model: diation. Materials fee: $10. reading, and self-editing repertoires. Teaching Individual educational operations and curricula designed to teach programming HBSE 4005. Applications of technology academic literacy, self-management, and prob- • HBSE 6031 Single-case experimental in special education (2) lem solving. Data-based applications required. design in education, medicine, Dr. Pawelski. This course is intended to pro- Special fee: $15. and therapy vide preservice and in-service special educa- • HBSE 6504 Advanced seminar in special tion teachers with basic information on assis- HBSE 4017. Applied behavior analysis III: education: Applied behavior tive and instructional technology appropriate School-wide systems applications (3) analysis and behavioral dis- for use with infants, children and youths who Professor Greer. Applications of behavior orders (taken each year until require special education and related services. analysis to the schooling system that incor- approval of dissertation topic) Materials fee: $25. porates educating and working with families, providing classroom and school leadership, Non-Department Courses Required for HBSE 4006. Working with families of coordinating support personnel efforts across All Student Majors in Degree Program: children with disabilities (2-3) the school and home, and the development of learner independence through advanced scien- • HUDM 4122 Probability and statistical Professor Cummins and Drs. Keller and Cox. tifically based pedagogy and functional curricu- inference Current and historical perspectives on parent lum design, including computer-based instruc- • HUDM 5122 Applied regression analysis involvement in the special education and empowerment of infants, children, and youth tion. COURSES: with exceptionalities and their families. Emphasis on strategies and materials to facili- HBSE 4031. Education of students with A complete listing of the course offerings in physical disabilities (2-3) Special Education appears below. Courses tate a continuum of parent and family partici- pation to strengthen the relationships between Dr. Pawelski. Curriculum development and required for degree programs generally are given research-validated methods of instructing stu- one or more times each year. Specific details home, school, and the community. Students

122 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES dents with physical disabilities from early 4063 (may be taken concurrently). Learning HBSE 4072. Development of language for childhood through adolescence in regular theories; programs, methods, materials, and individuals who are d/Deaf or hard of hear- classes, special classes, hospitals, and home aids in the education of infants, children and ing (2-3) instruction. youth with blindness and visual impairments. Professor Kretschmer. Language development Particular emphasis is placed on the identifica- of deaf or hard of hearing individuals at differ- HBSE 4044. Curricular and pedagogical tion of appropriate instructional methods and ent maturational levels. Prerequisite: HBSE foundations for teaching pre-listening materials for teaching reading and mathemat- 4079 or equivalent. through early academic literacy (2) ics to learners with vision loss. Students com- Professor Ross. Pedagogical and curricular design plete 50 hours outside of class in observation HBSE 4073. Audiological principles and repertoires for realizing state educational objec- and clinical practice in assessment, develop- the teaching of speech and listening skills tives for children from pre-listener to early read- ment of instructional objectives, and adapta- to individuals who are d/Deaf or hard of er skills (NYSED Standards, English Excellence tion of materials. Special fee: $40. hearing (2-3) in Education Standards, and CABAS® Professor Kretschmer. Development of speech Standards Preschool through Kindergarten). HBSE 4063. Communication skills in children who are deaf or hard of hearing, Permission required for non-majors. for people with blindness and visual methods of teaching speech to children who impairments I: Literary Braille (2-3) are deaf or hard of hearing, development of HBSE 4045. Curricular and pedagogical Professor Cummins. (First of a two-semester educational programs for the maximum utili- operations for teaching the foundations of course. Students register for 3 points each zation of residual hearing. Lab required. functional academic literacy (2) term.) Corequisite: HBSE 4060, Research and Materials fee: $10. Professor Ross. Pedagogical and curricular practice in communication skills and media. repertoires for realizing state educational Students learn transcription and translation of HBSE 4074. Linguistics of American objectives for children with early to advanced the Braille code in the context of development Sign Language (2-3) self-editing and self-management repertoires of appropriate curriculum materials and Professor Kretschmer. An in-depth study of (grades 1 through 3). Materials fee: $10. research-validated methods of instructing stu- the phonology, morphology, syntax, and prag- Permission required for non-majors. dents with vision loss, including methods for matics of American Sign Language. Aspects teaching and remediation skills in reading and of the psycho- and socio-linguistics of this HBSE 4046. Curricular and pedagogical mathematics. Methods for teaching aural and language are covered. operations for teaching advanced functional tactile reading are covered extensively. Special academic literacy (4th grade through early fee: $40. HBSE 4077. Seminar in teacher-as- middle school) (2) researcher (2) Professor Ross. Pedagogical and curricular HBSE 4064. Communication skills Professor Kretschmer. Students are oriented repertoires for realizing state educational for people with blindness and visual to the role of teacher-as-researcher, in terms objectives for children with early to advanced impairments II: Nemeth code and of classroom-based inquiry, and they begin self-editing and self-management repertoires tactile graphics (2-3) designing their master’s projects. Additionally, (grades 4 through middle school). Permission Mr. Pedulla. (Second of a two-semester course. students are expected to translate basic required for non-majors. Students register for 3 points each term.) research in the area of language acquisition, Prerequisite: HBSE 4063 or Library of Con- reading, syntax, semantics, discourse processes, HBSE 4060. Psychosocial implications of gress Certification in Braille Transcription. and/or pragmatics into classroom pedagogy vision loss on people with blindness and Research and practice in communication skills and research. visual impairment and their families (3) and media. Students learn transcription and Professor Cummins. Blindness and Visual translation of the Nemeth code for mathemat- HBSE 4079. Language development and Impairment (majors must enroll for 3 points). ics in the context of development of appropri- rehabilitation: The foundations (2) Introduction to the education of children, ate curriculum materials and research-validat- Professor Kretschmer. Course designed to youths and adults with blindness and visual ed methods of instructing students with vision establish a firm foundation in generative syn- impairment and their families; historical aspects; loss, including methods for teaching and reme- tax, semantics, and pragmatics as it relates to development of professional agencies and serv- diating skills in mathematics and science. language development and rehabilitation. ices; psychosocial aspects of blindness; problems Particular emphasis is placed on the creation Materials fee: $10. and issues of the field. Special fee: $40. of instructional materials such as tactile graphs to promote skills acquisition. Special fee: $40. HBSE 4082. Assessment and evaluation of HBSE 4061. Anatomy and physiology of the infants, children, and youth with exception- visual system and related implications (2-3) HBSE 4070. Psychosocial and cultural alities (2-3) Professor Cummins. Blindness and Visual aspects of people who are d/Deaf or hard Dr. Cox. Enrollment limited to 20 per term. Impairment (majors must enroll for 3 points). of hearing (2) An in-depth study of theoretical principles of Structure and function of the human eye; Professor Rosen. Introduction to the educa- measurement, assessment, and evaluation nec- visual perceptual development; anomalies and tion of children, youth, and adults who are essary for appropriate identification of needs as diseases; functional and traditional methods deaf or hard of hearing; historical develop- related to implementation of educational plans of vision screening; interpretation of medical ment; psychosocial and cultural aspects; prob- for infants, children, and youth with disabili- reports and records; analysis of environmental lems and issues of the field. Materials fee: $10. ties. Applications of assessment data in factors; utilization of low vision. Observations, instructional programs for children with dis- simulations, and clinical practice. For special HBSE 4071. Special methods: Methods of abilities. Students complete approximately educators, health professionals, and reading teaching reading and writing to individuals 50 hours of assessments and evaluations of specialists. Special fee: $40. who are d/Deaf or hard of hearing (2-3) infants, children, youths, and young adults Dr. Berchin-Weiss. Study of special methods of with disabilities, as part of the course, through HBSE 4062. Instruction and curriculum teaching in programs for children and youth work in the Dean Hope Center and the development for infants, children and youth who are deaf or hard of hearing at nursery, ele- Harlem Tutoring Program. Special fee: $150. with blindness and visual impairment (2-3) mentary, and secondary levels, with particular Students participate in an additional, weekly Professor Cummins and Dr. Gerra. Prerequi- attention to the development of language lab session. (This course is a prerequisite for site: proficiency in translation and transcrip- within the language arts subject areas. HBSE 4300, which is now offered in the spring tion of the Braille-code and typing, or HBSE Materials fee: $10. only).

Teachers College Columbia University 2008-2009 123 HBSE 4083. Theory and techniques for • HBSE 4711. ASL and Deaf and youth with disabilities, including those educating infants, children, and youth with community and culture (3) with cognitive-based disabilities, sensory sensory impairments (2-3) impairments, and multiple handicapping con- Faculty. Discussion of diagnostic theories for HBSE 4871. American Sign Language I ditions. Field trips, demonstrations, and labo- teaching infants, children and youth with mul- (1-2) ratory sessions. Laboratory fee: $150. tiple sensory impairments; sensory motor, cog- Professor Rosen. A course designed to develop nitive, language, and adaptive skills develop- beginning receptive and expressive skills in HBSE 5301-5414. Advanced practica ment delays. Particular emphasis is focused on American Sign Language. in special education designing curriculum that is applicable and Permission required. Guided experiences appropriate for promoting literacy, communi- HBSE 4872. American Sign Language II in selected special education programs for cation, and mathematical skills for these (1-2) advanced students. Weekly seminar meetings. unique populations given their mode and Professor Rosen. A course designed to develop Supervised group field visits. Preservice intern- codes of learning. Students complete assign- intermediate receptive and expressive skills in ships arranged. Students submit reports ana- ments utilizing the various team approaches, American Sign Language. lyzing experiences. including familial involvement. Materials fee: $30. HBSE 4880. Opportunities and outcomes • HBSE 5301. Intellectual for people with disabilities- Annual disability/autism (1-6) HBSE 4092. Introduction to foundations conference (1-2) Professor Hickson. of special education opportunity (2-3) Professor Hickson and Dr. Pawelski. Research Professor Mithaug. Theory and practice in the conference sponsored by the Center for • HBSE 5304. Behavioral disorders rehabilitation and redress of human relation- Opportunities and Outcomes for People with (1-6) ships affecting people with disabilities across Disabilities provides a forum for the presenta- Professor Greer. the lifespan. Materials fee: $10. tion and discussion of research findings by Center researchers and their colleagues from • HBSE 5306. Blindness and visual HBSE 4300. Practicum in assessment the field. impairment (1-6) and evaluation of individuals with Faculty. Two terms. Note: that with exceptionalities (2-3) HBSE 4881. Opportunities and outcomes approval, section 001 of this course Dr. Cox. Supervisors affiliated with the Dean for people with disabilities- colloquium (0-1) may substitute for HBSE 4706 (teach- Hope Center. Permission required. Prerequi- Professors Hickson and Cummins. Biweekly ing) and/or section 002 for HBSE 4300 site: HBSE 4082. Participation in interdiscipli- research colloquia sponsored by the Center for (assessment and evaluation). nary, psychoeducational assessment of excep- Opportunities and Outcomes for People with tional children. Analysis of observational and Disabilities provides a forum for the presenta- • HBSE 5307. Deaf and hard test data; formulation of educational programs tion and discussion of research findings by of hearing (1-6) for exceptional learners. Conducted in the Center researchers and their colleagues from Professor Kretschmer. Dean Hope Center or in appropriate commu- the field. nity facilities. Course meets the equivalent of • HBSE 5309. Rehabilitation of per- one full day a week. Supervisory fee: $100 and HBSE 4901. Research and independent sons with developmental disabilities lab fee: $150. (Plus additional lab time). study: Special education (1-6) (1-6) Faculty. Permission required. Professors Hickson and Mithaug. HBSE 4700-HBSE 4711. Observation and student teaching in special education • HBSE 5310. Policy and Faculty. Permission required. Course requires HBSE 5010. Study of the philosophic administration (1-6) 3-5 days a week for participation in communi- foundations of special education (3) Dr. Kelly. Letter grade (6 points for ty, school, and agency programs and a weekly Professor Kretschmer. Permission required. For full-year continuous enrollment seminar on campus. post-master’s and advanced master’s students required). in the Department of Health and Behavior • HBSE 4700. Pre-student teaching Studies in special education. Overview of • HBSE 5312. Research (1-6) (2-3) major philosophic orientation within social sci- Faculty. ences and special education. Special fee: $10. • HBSE 4701. Intellectual disability/ • HBSE 5314. Behavior analysis autism (3) HBSE 5062. Orientation and mobility (2-3) and instruction (1-6) Ms. Saunders. Blindness and Visual Impair- Professor Greer. • HBSE 4703. Physical disabilities ment majors must enroll for 3 points. Princi- (3) ples and practices of orientation and mobility HBSE 5901-HBSE 5915. Problems in with primary emphasis on training for people special education • HBSE 4704. Applied behavioral with blindness and visual impairments. Devel- Permission required. Qualified students work analysis and behavioral disorders opment of self-concept, environmental aware- individually or in small groups under guidance (2-3) ness, and orientation to the environment from on practical research problems. Proposed work infancy through adolescence. Study of validat- must be outlined prior to registration; final • HBSE 4706. Blindness and visual ed mobility techniques. Practice of techniques written report required. impairment (1 or 3) Special fee: $20 under conditions simulating blindness; obser- vations and practice in preparing and present- • HBSE 5901. Intellectual disability/ • HBSE 4707. Deaf and hard ing material. Materials fee: $40. autism (1-4) of hearing (2 or 4) Professor Hickson. HBSE 5063. Technological aids and assist- • HBSE 4709. Rehabilitation (3) ive devices in the education of toddlers, • HBSE 5904. Applied behavior analy- children, and youth with disabilities (2-3) ses and behavioral disorders (1-4) • HBSE 4710. Intellectual disability/ Dr. Gardner. Technological aids and devices Professor Greer. sensory impairment (3) used in the education of toddlers, children,

124 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

• HBSE 5906. Blindness and visual behaviorism, interbehaviorism, social behav- • HBSE 6409. Guidance, rehabilitation, impairment (1-4) iorism, radical behaviorism, behavior selection, and career education (1-6) Faculty. (minimum two semesters, and the relationship of these to pragmatism, Professors Hickson and Mithaug. 3 points each term) natural selection, positivism, and their histori- cal roots of behavior selection and natural • HBSE 6410. Policy and administration • HBSE 5907. Deaf and hard of selection in the Scottish enlightenment. (1-3) hearing (1-4) Dr. Kelly. (4 points for full-year continuous Professor Kretschmer. HBSE 6010. Advanced study of problems enrollment required) and issues in special education (3) • HBSE 5909. Guidance, rehabilita- Professor Cummins. Permission required. • HBSE 6412. Research (1-6) tion, and career education (1-4) Required of doctoral students in Special Professor Hickson. Professors Hickson and Mithaug. Education in the Department of Health and Behavior Studies. Design and appraisal of cur- HBSE 6501-HBSE 6510. Advanced semi- • HBSE 5910. Policy and admin- rent practices and policies in the education of nars in special education. istration (1-4) exceptional children and adults. Permission required. For doctoral students in Professor Mithaug. special education and related fields. Recent HBSE 6015. The verbal behavior model: developments in theory and research as related • HBSE 5912. Research (1-4) Individual educational programming (3) to the specialization from psychological, educa- Faculty. Professor Greer. Prerequisites: HBSE 4015 and tional, sociological, and/or medical sources. HBSE 4043. Students will master Skinner’s • HBSE 5914. Behavior analysis (1-4) model of communicative behavior, the associ- • HBSE 6501. Intellectual disability/autism Professor Greer. ated literature, and major theoretical papers. (1-3) Research and data-based schooling applica- Professor Hickson. • HBSE 5915. Supervision and admin- tions of the model will be made to pedagogy istration of special education and and curriculum. • HBSE 6504. Applied behavior analysis human resource agencies through and behavioral disorders (3) organizational behavior analysis (1-4) HBSE 6031. Single-case experimental Professor Greer. Professor Greer. design in education, medicine, and therapy (3) HBSE 6001. Research in special education Professor Greer. Permission required. Course (2-4) covers inter-subject and intra-subject designs, Faculty. Permission required. Prerequisites: repeated measurement, generality, relevant HUDM 4122 and HUDM 4123. Instruction statistical techniques, direct and systematic in the development, conduct, and reporting replication, and selection of group or single of research. Student research studies. All case designs. Offered once every three years. doctoral students in Special Education in Health and Behavior Studies must take all HBSE 6070. Psychology of deafness (2) three sections of this course which are as Professor Kretschmer. Permission required. follows: I - Research and experimental design, Effects of deafness on intellectual and person- II- Qualitative approaches, and III- Single case ality development. Social psychology of deaf- experimental designs. Students register for the ness. Implications for education. latter two sections in the same semester. Special fee: $30. HBSE 6401-HBSE 6412. Advanced internships in special education. HBSE 6002. Administration of special Permission required. Post-master’s level. education programs (2-3) Intensive in-service internship at agency Professor Mithaug. For post-master’s special chosen to meet individual student’s needs. educators. Prerequisite: basic courses in school Students submit reports analyzing experiences. administration and experience in special edu- cation. Foundations of leadership and manage- • HBSE 6401. Intellectual disability/autism ment of special education programs. (1-6) Professor Hickson. HBSE 6004. Public policy and administra- tion in special education (3) • HBSE 6403. Physical disabilities (1-6) Professor Mithaug. Provides analytic perspec- Professor Mithaug or Professor Cummins. tive to assess special education policies and practices within the social and economic con- • HBSE 6404. Behavioral disorders (1-6) texts that affect immediate and long-term Professor Greer. expectations, opportunities, and outcomes for persons with disabilities. • HBSE 6406. Blindness and visual impairment (1-6) HBSE 6008. Behaviorism and the science Faculty. (minimum two semesters, of behavior (3) 3 points each term) Professor Greer. Permission required (for Ph.D. students in Applied Behavior Analysis and • HBSE 6407. Deaf and hard of hearing Behavior Disorders). A survey comparing and (1-6) contrasting the various behaviorisms includ- Professor Kretschmer. ing: methodological behaviorism, paradigmatic

Teachers College Columbia University 2008-2009 125 • HBSE 6506. Blindness and visual TEACHING OF scholarly manner and as a contextualized, impairment (1-3) investigatory, cultural, and problem-solving Professor Cummins. (minimum two semes- AMERICAN SIGN event with learners who typically have hearing, ters, 3 points each term) LANGUAGE (ASL) AS A are in regular education programs and possess a wide range of cognitive, social, and academic • HBSE 6507. Deaf and hard of hearing (2) FOREIGN LANGUAGE abilities and diverse cultural backgrounds. Professor Kretschmer. Program Coordinator: They will be able to consume, apply, and gen- • HBSE 6509. Guidance, rehabilitation, Professor Russell S. Rosen erate research on the instructional process as and career education (1-6) presented formally within journals and texts Professor Hickson. Program Office: (212) 678-3813 TTY or on the teaching of ASL and other second lan- (212) 678-3880 V guages, communication skills, Deaf studies, • HBSE 6510. Policy and administration (3) Email: [email protected] curriculum design, and the cognitive, social Professor Mithaug. Website: www.tc.edu/hbs/ASL and affective development of the learner.

HBSE 6901. Research and independent Degree Offered: Special Application study: Special education (1-8) Requirements/Information: Faculty. Permission required. TEACHING OF AMERICAN SIGN LANGUAGE The M.A. program in the Teaching of (ASL) AS A FOREIGN LANGUAGE- American Sign Language has ongoing admis- HBSE 7500. Dissertation seminar in INITIAL CERTIFICATION (ASLN-INIT) special education (2-3) sions, and applications are received and Master of Arts (M.A.) Professor Wang (fall). Permission required. reviewed throughout the year. Preference in Only advanced doctoral students in special scholarship awards will be for those applicants education programs are eligible. Prerequisites: Program Description: who meet the College early deadline. HBSE 5010, HBSE 6001, and HBSE 6010. The M.A. program in the Teaching of In addition to general College admission Development of doctoral dissertations and American Sign Language (ASL) as a Foreign requirements, the Program has two additional presentation of plans for approval. Special fee: Language provides students with foundations requirements: demonstrated proficiency in $10. in linguistics and applied linguistics; anthro- American Sign Language and an interview pology; sociolinguistics; social and cognitive HBSE 8901-HBSE 8907. Dissertation with the program coordinators. Proficiency in psychology; academic assessment, second lan- ASL at the Advanced Level is required for advisement in special education (0) guage instructional design, curriculum devel- Advisement on doctoral dissertations. Fee to graduation; students need to bring documen- opment, and assessment; and research equal 3 points at current tuition rate for each tation such as SCPI and ASLPI. Students who term. For requirements, see catalog on contin- methodology, as they pertain to the language, are not proficient in ASL at this level as meas- uous registration for Ed.D./Ph.D. degrees. community, and culture of persons who are ured by nationally recognized assessments may Deaf or hard of hearing. need to take additional conversational ASL • HBSE 8901. Intellectual disability/ courses. An interview may be scheduled by autism (0) ASL is a naturally developing language of contacting the program coordinator. Professor Hickson. Deaf and many hard of hearing people in the United States, possessing a linguistic system Degree Requirements: • HBSE 8903. Physical disabilities (0) with its own phonological, morphological, syn- Faculty. The Master of Arts program in the Teaching tactic, and discourse structures that are dis- of ASL consists of a minimum of 45 points tinct from English language. ASL users have • HBSE 8904. Behavioral disorders (0) distributed in the following manner: 13 points Professor Greer. developed a literary tradition in oratory, folk- of coursework on professional foundations, lore, and performance art, all recorded either 30 points of coursework and practica experi- • HBSE 8906. Blindness and visual in print or in permanent media like film and ences in the area of ASL and Deaf studies, impairment (0) video. The American Deaf community of per- and 2 points of electives. Students not Professor Cummins. sons, groups, and organizations provides the proficient in ASL will be expected to take basis for cultural identity and group cohesion additional coursework to develop the neces- • HBSE 8907. Deaf and hard of for about one million Deaf, hard of hearing, sary level of proficiency expected. hearing (0) and hearing individuals, who share a set of Professor Kretschmer. characteristics that bind them together, such The students will enroll in two semesters of as knowledge of ASL and traditions for social student teaching and practicum experience behavior. associated with coursework. Students will par- ticipate in introductory field observations and ASL has been afforded the status of a foreign student teaching for five days weekly with 400 language, and it can be pedagogically appro- hours of practicum experiences, divisible into ached with individuals unfamiliar with it in two semesters, with 100 hours of observation a manner similar to other foreign languages. and 100 hours of student teaching each semes- Students in the program will be practiced in ter. Before student teaching, students need to curriculum design and execution in general take a sign competency assessment test and and the curriculum principles found in attain an advanced rating. Modern Languages for Communication as a model. Students will be prepared to become In addition, the students would need to iden- professionals who approach the profession of tify pertinent issues of ASL teaching and/or teaching ASL as a foreign language in a highly deaf studies, embark on a review of literature,

126 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES formulate research questions and hypotheses, Curriculum and Instruction (5): conduct data collection and analysis, and pre- • HBSE 4076 Methods and materials in pare an M.A. Project. As for the final master’s teaching ASL and Deaf research paper, it will be completed during the community and culture final student teaching placement. The topics • HBSE 4077 Seminar in teacher-as- will be decided upon jointly by the student researcher and the program coordinators, with input from the master cooperating teacher, and should Assessment (3): • HBSE 4307 Assessment in ASL and arise out of some classroom concern. Students Deaf community and culture who successfully complete the master’s pro- gram and meet all of the requirements for Student Teaching/Practica (6): state certification will be recommended to the • HBSE 4711 Observation and student New York State Education Department for teaching in special education: certification as a Teacher of American Sign ASL and Deaf community Language. They will also be able to obtain a and culture of ASL (two national certificate from the American Sign terms) Language Teachers Association. Electives (2): COURSES REQUIRED: • A&HE 4050 Literature and teaching or Foundation (13 points): • MSTU 5191 Educational video production

Curriculum Design: COURSES: • C&T 4052 Designing curriculum and instruction (2) Other courses in the Program are described elsewhere. The following are courses specific Pedagogy: to the Program. • C&T 4005 Principles of teaching and learning (3 or 4) HBSE 4075. Selected topics in ASL and Deaf community and culture (4) Learner Characteristics: Professor Rosen. Exploration of a selected • HUDK 4029 Human cognition and topic in the field of study. Topics alternate learning (3) each year: Deaf and ASL Arts and Literature and second language acquisition of ASL. Anthropological Foundations: • ITSF 4010 Cultural and social bases HBSE 4076. Methods and materials in of education (3) teaching ASL and Deaf community and or culture (3) • ITSF 5003 Communication and Professor Rosen. Current theories and culture (3) approaches in curriculum design and instruc- • A&HH 4070 History of education in tional methods in second language acquisition the United States (3) and the teaching and learning of American • ITSF 4011 Social context of Sign Language and Deaf community and cul- education (3) ture will be discussed. Materials on American Sign Language and American Deaf community Specialization (32 points): and culture will be introduced. Students will develop curriculum and instructional methods Deaf Community and Culture (8): to apply current approaches to classroom prac- • HBSE 4070 Psychosocial and cultural tice. aspects of people who are deaf or hard of hearing, HBSE 4307. Assessment in American Sign (two terms) Language and Deaf community and culture • HBSE 4075 Selected topics in ASL (3) and Deaf community and Professor Rosen. Models of assessment in culture (two terms) American Sign Language and Deaf community and culture will be discussed and evaluated. Language and Communication (8): Students will select appropriate assessment procedures based on reasons for assessment • A&HL 4087 Introduction to second and will construct a complete plan for assess- language acquisition ment. • HBSE 4074 Linguistics of American Sign Language • HBSE 4079 Language development and rehabilitation: The foundations • HBSE 4871-4872 American Sign Language I & II

Teachers College Columbia University 2008-2009 127 128 www.tc.columbia.edu General Information: (212) 678-3000 Human Development CHAIR: Professor John B. Black LOCATION: 453 Grace Dodge Hall TELEPHONE NUMBER: (212) 678-3882 FAX: (212) 678-3837 EMAIL: [email protected] WEBSITE: www.tc.edu/HUD

PROGRAMS: DEPARTMENTAL MISSION:

COGNITIVE STUDIES The Department of Human Development is devoted to promoting an under- IN EDUCATION 130 standing of human development in families, schools, and social institutions across the lifespan. Educational Psychology: The department provides social scientists and educators with theories, empirical methods, and Cognitive, Behavioral and analytical tools for understanding and conducting research in human development and cogni- Developmental Analysis tion and for helping solve educational and social problems. Cognitive Studies in Education

DEVELOPMENTAL PSYCHOLOGY 135 Psychology: Developmental FACULTY: Developmental Psychology PROFESSORS: ADJUNCT ASSOCIATE PROFESSORS: John B. Black Joseph R. Lao MEASUREMENT, EVALUATION, (Cognitive Studies in Education/ (Developmental Psychology) AND STATISTICS 139 Instructional Technology and Media) Judith Miller Applied Statistics Jeanne Brooks-Gunn (Developmental Psychology) Measurement and Evaluation (Developmental Psychology) James E. Corter ASSISTANT PROFESSOR: SOCIOLOGY AND EDUCATION 142 (Measurement, Evaluation, and Young-Sun Lee Statistics/Cognitive Studies in Education) (Measurement, Evaluation, and Statistics) Herbert P. Ginsburg (Developmental Psychology/ ADJUNCT ASSISTANT PROFESSORS: Cognitive Studies in Education) Janet F. Alperstein Deanna Kuhn (Sociology and Education) (Developmental Psychology/ Ann Cami Cognitive Studies in Education) (Developmental Psychology) Suniya S. Luthar David Guralnick (Developmental Psychology/ (Cognitive Studies in Education) Clinical Psychology) Alyse C. Hachey Gary Natriello (Cognitive Studies in Education) (Sociology and Education) Michael Hanchett Hanson Aaron M. Pallas (Developmental Psychology/ (Sociology and Education) Cognitive Studies in Education) Barbara G. Tversky Sari Locker (Cognitive Studies in Education) (Developmental Psychology) Amy Stuart Wells (Sociology and Education) For information about faculty and their schol- Joanna P. Williams arly and research interests, please refer to the (Cognitive Studies in Education) Faculty section of this bulletin, or visit us at www.tc.edu/faculty. ADJUNCT PROFESSORS: Hugh F. Cline (Sociology and Education) Linda M. Hirsch (Cognitive Studies in Education)

ASSOCIATE PROFESSORS: Lawrence T. DeCarlo (Measurement, Evaluation, and Statistics/Cognitive Studies in Education) Peter Gordon (Developmental Psychology/ Speech-Language Pathology) Jane A. Monroe (Measurement, Evaluation, and Statistics)

Teachers College Columbia University 2008-2009 129 COGNITIVE STUDIES Students in the Cognitive Studies in Educa- between reading and writing skills. tion Program begin by taking a set of core Individual differences are also addressed, IN EDUCATION background courses, then pursue one of five especially with respect to students with Program Coordinator: concentrations: Cognition and Learning, learning disabilities, adult literacy, learning Intelligent Technologies, Reading Research, Professor John B. Black from text and educational policy issues. The Cognitive Studies of Educational Practice, or culminating experience for master’s students Creativity and Cognition. Students beyond Program Office: (212) 678-4190 is an empirical study in the area of reading. the M.A. level take more advanced courses, Email: [email protected] specifically including a statistics sequence. Website: www.tc.edu/hud/Cognition • Concentration in Cognitive Studies of Educational Practice: In addition, students register for research This concentration is for students interested Degrees Offered: practicum seminars during which they com- in understanding and facilitating the think- COGNITIVE STUDIES IN EDUCATION (COGN) plete a substantive project as a culminating ing and learning involved in educational Master of Arts (M.A.) experience for that degree. Choice of activities. Students will learn about cogni- Doctor of Education (Ed.D.) advanced courses and research seminars tive processes involved in both formal and Doctor of Philosophy (Ph.D.) should be shaped by the students’ area of con- informal education and how they are influ- centration, as described below. Students whose enced by various factors, including class- EDUCATIONAL PSYCHOLOGY: COGNITIVE, interests do not fit one of these tracks may room structure, teacher belief systems, BEHAVIORAL, AND DEVELOPMENTAL ANALYSIS (COGF) design their own concentration in consultation student motivation, and educational policy. Master of Education (Ed.M.) with their advisor. The concentration’s focus on understanding cognitive processes and development is Program Descriptions: • Concentration in Cognition and Learning: designed to help prospective and practicing In Cognitive Studies in Education, students The concentration in Cognition and teachers and other educators improve edu- examine the cognitive mechanisms that Learning is designed for students interested cational practice. The culminating experi- underlie learning and thinking in school and in theories of human cognition and learn- ence for master’s students is an empirical non-school settings. The program trains stu- ing, and experimental approaches to learn- study of cognition in a classroom setting. dents in basic theories of human cognition, ing, memory, language, reasoning, and prob- the practice and interpretation of empirical lem solving. The culminating experience for • Concentration in Creativity and Cognition: cognitive and developmental research and master’s students in this concentration is to Focusing on the importance, development, how to use research to improve educational conduct an empirical research study in the and influence of creativity, the concentra- practices and develop innovative methods area of cognition or learning. tion in Creativity and Cognition is designed built around new technologies. Studies in for those interested in creative problem cognitive, developmental and educational • Concentration in Intelligent Technologies: solving and multi-modal thinking as it psychology, and computer science provide The Intelligent Technologies concentration affects the classroom, curriculum develop- students with a valuable perspective on offers a program of study for students whose ment, community organizations, therapeutic cognition and learning. interests include developing cognitive sci- settings, and business. The culminating ence-based theoretical frameworks for experience for master’s students is an empiri- The curriculum and program requirements are informing the design of educational technol- cal study in the area of creativity. designed to prepare graduates for careers in ogy, as well as for students wishing to create several possible settings. For the master’s pro- educational applications that serve as test Special Application grams, these settings include: beds for such theoretical frameworks. By Requirements/Information: offering this concentration, the Program GRE General Test is required for admission • Publishers and software companies looking in Cognitive Studies in Education recognizes to the doctoral programs. for people with knowledge of cognition and the importance of computational and allied development and experience in instruct- technologies to both guide and be guided Degree Requirements: ional design. by cognitive research. Many of the courses • Research organizations seeking people to in this concentration are cross-listed with MASTER OF ARTS-32 POINTS conduct basic research and work on instruc- the programs in Communication, Comput- (Code: COGN) tional applications of computers and related ing, and Instructional Technology in the Core Courses (9 points): technologies. Department of Mathematics, Science and • HUDK 4029 Human cognition Technology. As a culminating experience, and learning (3) For the doctoral programs, work settings after master’s students in this concentration cre- • HUDK 4080 Educational psychology (3) graduation might include: research organiza- ate and evaluate an educational technology • HUDK 5023 Cognitive development (3) tions or universities seeking faculty in cogni- application. tive psychology, educational psychology, edu- Statistics/Research Design (3 points): cational technology, and reading. • Concentration in Reading Research: At least one of the following: This concentration prepares students to do • HUD 4120 Methods of basic research in reading, and theory on all empirical research (3) aspects of the psychology of reading, (e.g., • HUDM 4120 Basic concepts basic skills, comprehension and aesthetic in statistics (3) response) in order to improve educational • HUDM 4122 Probability and statistical inference (3) practice. Students address the connections • HUDM 5122 Applied regression analysis (3) between written and oral language and

130 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT

• HUDM 5123 Linear models and • MSTU 4083 Instructional design of • HUDK 4080 Educational psychology (3) experimental design (3) educational technology (3) • HUDK 5023 Cognitive development (3) • MSTU 4133 Cognition and computers (3) Research Practicum (3 points): • MSTU 4134 Cognition and computers Statistics/Research Design • HUDK 5324 Research work practicum (2-3) lab (1-3) (minimum of 12 points): or by permission • HUD 4120 Methods of empirical • HUDK 6539 Research practicum Reading Research: research (3) in educational psychology, • HUDK 5024 Language development (2-3) • HUDM 4120 Basic concepts in statistics (3) cognition and learning (1-3) • HUDK 5080 Experimental psychology: (if no undergraduate statistics) Schooling and reading (2-3) • HUDM 4122 Probability and statistical Breadth Requirement (6-9 points): • HUDK 5090 Psychology of language inference (3) (each course must be for at least 2 points) and reading (2-3) • HUDM 5059 Psychological measurement A minimum of three Teachers College courses • HUDK 6095 Critical review of current (3) outside of HUDK are selected in consultation journals in psychology (3) • HUDM 5122 Applied regression analysis (3) with an advisor: • HBSK 4074 Development of reading • A&HF 4090 Philosophies comprehension strategies Research (6 points): of education (3) and study skills (3) • HUDK 5324 Research work practicum • A&HL 4000 Introduction • MSTU 4086 Text understanding (2-3) or, by permission, a to linguistics (3) and design (3) 6000-level research work • BBS 5068-5069 Brain and behavior practicum, minimum of I and II (1-2 each; total of 3) Cognitive Studies of Educational Practice: 2 semesters. • BBSQ 4040 Speech and language • HUDF 4021 Sociology of education (3) disorders (2-3) • HUDK 4035 Technology and human Breadth Requirement (9 points): • ITSF 4010 Cultural and social development (3) To satisfy college requirements, all students must bases of education (3-4) • HUDK 6620 Special topics in develop- complete a minimum of three Teachers College • MSTU 4036 Hypermedia mental psychology (1-3) courses (a course for this purpose is one in which and education (2-3) • HBSK 4074 Development of reading at least 2 points are earned) outside of HUDK. • MSTU 4133 Cognition and computers (3) comprehension strategies Must select at least two of the following: • ORLJ 4005 Organizational psychology (3) and study skills (3) • A&HF 4090 Philosophies of education (3) • ORL 5522 Evaluation methods I (3) • A&HL 4000 Introduction to linguistics (3) Specialized Courses (8-11 points): • BBS 5068-5069 Brain and behavior I and II Selected in consultation with an advisor, and Creativity and Cognition: (1-2 each; total of 3) focusing on one of the following concentrations: • HUDK 5020 Development of creativity (3) • BBSQ 4040 Speech and language • HUDK 5025 Spatial thinking (3) disorders (2-3) Cognition and Learning: • HUDK 5029 Personality development • ITSF 4010 Cultural and social bases • HUDK 4015 Psychology of thinking (3) and socialization across of education (3-4) • HUDK 4027 Development of the lifespan (3) • MSTU 4008 Information technology mathematical thinking (3) • HUDK 5030 Visual explanations (3) and education (3) • HUDK 5024 Language development (2-3) • HUDK 5120 Development of creativity: • MSTU 4036 Hypermedia and • HUDK 5025 Spatial thinking (3) The case study method (3) education (2-3) • HUDK 5030 Visual explanations (3) • HUDK 5125 Cross-cultural developmental • MSTU 4133 Cognition and computers (3) • HUDK 5034 Cognitive research methods psychology (3) • ORLJ 4005 Organizational psychology (3) and applications (3) • HUDK 6095 Critical review of current Note: At least 2 courses (minimum of 4 Specialized Courses (24-27 points): journals in psychology (3) points) must be taken outside the department. Selected in consultation with an advisor and • HUDM 5058 Choice and decision making (3) focusing on one of the following concentrations: • HBSK 5096 The psychology of memory (3) Integrative Project: Varies according to selected concentration: Cognition and Learning: Intelligent Technologies: Cognition and Learning—an empirical cogni- • HUDK 4015 Psychology of thinking (3) • HUDK 4015 Psychology of thinking (3) tive research study; Intelligent Technologies— • HUDK 4027 Development of math- • HUDK 4035 Technology and human creation and evaluation of an educational ematical thinking (3) development (3) technology program; Reading Research—an • HUDK 5024 Language development (2-3) • HUDK 5025 Spatial thinking (3) empirical reading research paper; Cognitive • HUDK 5025 Spatial thinking (3) • HUDK 5030 Visual explanations (3) Studies of Educational Practice—an empirical • HUDK 5030 Visual explanations (3) • HUDK 5034 Cognitive research methods study of cognition in a classroom setting; and • HUDK 5034 Cognitive research methods and applications (3) Creativity and Cognition—an essay or project and applications (3) • HUDK 5035 Psychology of media (3) related to creativity. • HUDK 6620 Special topics in develop- • HUDK 5039 Design of intelligent mental psychology (1-3) learning environments (3) MASTER OF EDUCATION-60 POINTS • HUDM 5058 Choice and decision making • HUDK 5198 Psychology of instructional (Code: COGF) (3) systems design (2-3) Core Courses (9 points): • HBSK 5096 The psychology of memory • MSTU 4031 Programming I (4) • HUDK 4029 Human cognition (3) and learning (3)

Teachers College Columbia University 2008-2009 131 Intelligent Technologies: Statistics (12 points): • HBSK 4074 Development of reading • HUDK 4035 Technology and human • HUDM 4120 Basic concepts in statistics comprehension strategies development (3) (not recommended for those and study skills (3) • HUDK 5025 Spatial thinking (3) with undergraduate statis- • MSTU 4086 Text understanding and • HUDK 5030 Visual explanations (3) tics)(3) design (3) • HUDK 5039 Design of intelligent • HUDM 4122 Probability and statistical learning environments (3) inference (3) Cognitive Studies of Educational Practice: • HUDK 5198 Psychology of instructional • HUDM 5122 Applied regression analysis (3) • HUDF 4021 Sociology of education (3) systems design (2-3) • HUDM 5123 Linear models and • HUDK 4035 Technology and human • HUDK 6620 Special topics in develop- experimental design (3) development (3) mental psychology (1-3) • HUDM 6122 Multivariate analysis I (3) • HBSK 4074 Development of reading • MSTU 4083 Instructional design of comprehension strategies educational technology (3) Specialized Courses (minimum of and study skills (3) 15 points): • ORL 5522 Evaluation methods I (3) Reading Research: Selected in consultation with an advisor, • HUDK 5024 Language development (2-3) and focusing on one of the following concen- Research Apprenticeship (6 points): • HUDK 5080 Experimental psychology: trations: Two semesters in a research practicum: Schooling and reading (2-3) • HUDK 6523 Seminar in cognitive • HUDK 5090 Psychology of language Cognition and Learning: development (3) and reading (2-3) • HUDK 4015 Psychology of thinking (3) • HUDK 6539 Research practicum in • HUDK 6095 Critical review of current • HUDK 4027 Development of educational psychology, journals in psychology (3) mathematical thinking (3) cognition, and learning (1-3) • HUDK 6620 Special topics in develop- • HUDK 5024 Language development (2-3) mental psychology (1-3) • HUDK 5025 Spatial thinking (3) Special Seminars (minimum of 9 points): • HBSK 4074 Development of reading • HUDK 5030 Visual explanations (3) • HUDK 6620 Special topics in develop- comprehension strategies • HUDK 5034 Cognitive research methods mental psychology (1-3) and study skills (3) and applications (3) (taken during both first • HUDK 6095 Critical review of current and second years) Cognitive Studies of Educational Practice: journals in psychology (3) • HUDK 7502 Dissertation seminar (1-3) • HUDF 4021 Sociology of education (3) • HUDM 5058 Choice and decision • HUDK 8901 Dissertation advisement (0) • HUDK 4035 Technology and human making (3) • TI 8900 Dissertation defense (0) development (3) • HBSK 5096 The psychology of memory • HUDK 6620 Special topics in develop- (3) Breadth/Foundation Courses (12 Points): mental psychology (1-3) Take one course (minimum of 3 points) in each • ORL 5522 Evaluation methods I (3) Intelligent Technologies: of the 4 following areas: • HBSK 4074 Development of reading • HUDK 4015 Psychology of thinking (3) comprehension strategies • HUDK 4035 Technology and human 1. Biological Basis of Behavior: and study skills (3) development (3) • BBS 5068-5069 Brain and behavior I and II • HBSK 5099 Writing interventions • HUDK 5025 Spatial thinking (3) (1-2 each) theory and practice (3) • HUDK 5030 Visual explanations (3) • BBSN 5033 Human clinical neuro- • HUDK 5034 Cognitive research methods psychology (3) Integrative Project: Varies according to selected and applications (3) • MSTC 5000 Neurocognitive models of concentration: Cognition and Learning—an • HUDK 5035 Psychology of media (2-3) information processing (1-3) empirical cognitive research study; Intelligent • HUDK 5039 Design of intelligent Technologies—creation and evaluation of an learning environments (3) 2. Cognitive Basis of Behavior: educational technology program; Reading • HUDK 5198 Psychology of instructional • HUDK 4015 Psychology of thinking (3) Research—an empirical reading research paper; systems design (2-3) • HUDK 5090 Psychology of language Cognitive Studies of Educational Practice—an • MSTU 4031 Programming I (4) and reading (2-3) empirical study of cognition in a classroom set- • MSTU 4083 Instructional design of • HBSK 5096 The psychology of memory (3) ting. educational technology (3) • CCPX 5020 Emotion, culture, and health • MSTU 4133 Cognition and computers (3) (3) DOCTOR OF PHILOSOPHY-75 POINTS • MSTU 4134 Cognition and computers (Code: COGN) lab (1-3) 3. Social Cultural Factors and Individual Differences: Core Courses (9 points): • HUDK 5029 Personality development • HUDK 4029 Human cognition and Reading Research: and socialization across learning (3) • HUDK 5024 Language development (2-3) the lifespan (2-3) • HUDK 4080 Educational psychology (3) • HUDK 5080 Experimental psychology: • HUDK 5040 Development and psycho- • HUDK 5023 Cognitive development (3) Schooling and reading (2-3) pathology: Atypical contexts • HUDK 5090 Psychology of language and populations (2-3) and reading (2-3) • HUDK 5121 Personality development and • HUDK 6095 Critical review of current socialization in childhood (2-3) journals in psychology (3) • HUDK 5125 Cross-cultural developmental psychology (2-3)

132 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT

• ORL 5362 Group dynamics: A systems • HUDM 5058 Choice and decision making (3) Breadth/Foundation Courses (12 Points): perspective (3) • HBSK 5096 The psychology of memory (3) Take one course (minimum of 3 points) in each • CCPX 5034 Child psychopathology (3) of the following 4 areas: • HBSK 5031 Family as a context for Intelligent Technologies: child development (3) • HUDK 4015 Psychology of thinking (3) 1. Biological Basis of Behavior: • ORLJ 5017 Small group intervention: • HUDK 4035 Technology and human • BBS 5068-5069 Brain and behavior I and II Theory and method (3) development (3) (1-2) • ORLJ 5106 Psychological aspects of • HUDK 5025 Spatial thinking (3) • BBSN 5033 Human clinical neuro- organizations (2-3) • HUDK 5030 Visual explanations (3) psychology (3) • ORLJ 5540 Pro-seminar in social and • HUDK 5034 Cognitive research methods • MSTC 5000 Neurocognitive models of organizational psychology (2-3) and applications (3) information processing (1-3) • HUDK 5035 Psychology of media (3) 4. Measurement: • HUDK 5039 Design of intelligent learning 2. Cognitive Basis of Behavior: • HUDM 5059 Psychological measurement (3) environments (3) • HUDK 4015 Psychology of thinking (2-3) • HUDK 5198 Psychology of instructional • HUDK 5090 Psychology of language Non-departmental Courses systems design (2-3) and reading (2-3) (minimum of 8 points): • MSTU 4031 Programming I (4) • HBSK 5096 The psychology of memory (3) At least three courses outside the department • MSTU 4083 Instructional design of • CCPX 5020 Emotion, culture, and health (3) are selected in consultation with an advisor. educational technology (3) • MSTU 4133 Cognition and computers (3) 3. Social Cultural Factors and Individual Differences: Additional Requirements: Two papers—one • MSTU 4134 Cognition and • HUDK 5029 Personality development an empirical study the student has conducted, computers lab (1-3) and socialization across another an integrative research literature the lifespan (2-3) survey; certification examination; and an Reading Research: • HUDK 5040 Development and psycho- approved dissertation. • HUDK 5024 Language development (2-3) pathology: Atypical contexts • HUDK 5080 Experimental psychology: and populations (2-3) DOCTOR OF EDUCATION-90 POINTS Schooling and reading (2-3) • HUDK 5121 Personality development and (Code: COGN) • HUDK 5090 Psychology of language socialization in childhood (2-3) Core Courses (9 points): and reading (2-3) • HUDK 5125 Cross-cultural developmental • HUDK 4029 Human cognition • HUDK 6095 Critical review of current psychology (2-3) and learning (3) journals in psychology (3) • CCPX 5034 Child psychopathology (3) • HUDK 4080 Educational psychology (3) • HBSK 4074 Development of reading • HBSK 5031 Family as a context for • HUDK 5023 Cognitive development (3) comprehension strategies child development (3) and study skills (3) • ORLJ 5017 Small group intervention: Statistical and Research Methodology • MSTU 4086 Text understanding Theory and method (2-3) (12 points): and design (3) • ORLJ 5106 Psychological aspects of • HUDM 4120 Basic concepts in statistics organizations (2-3) (not recommended for Cognitive Studies of Educational Practice: • ORL 5362 Group dynamics: A systems those with undergraduate • HUDF 4021 Sociology of education (3) perspective (3) statistics) (3) • HUDK 4035 Technology and human • ORLJ 5540 Pro-seminar in social and • HUDM 4122 Probability and statistical development (3) organizational psychology (2-3) inference (3) • ORL 5522 Evaluation methods I (3) • HUDM 5122 Applied regression analysis (3) • HBSK 4074 Development of reading 4. Measurement: • HUDM 5123 Linear models and comprehension strategies • HUDM 5059 Psychological measurement (3) experimental design (3) and study skills (3) • HUDM 6122 Multivariate analysis I (3) Non-departmental Courses Research Apprenticeship (6 points): (minimum of 8 points): Specialized Courses (minimum of 30 points): Two semesters in a research practicum: At least three courses outside the department Selected in consultation with an advisor and focusing • HUDK 6523 Seminar in cognitive are selected in consultation with an advisor. on one of the following concentrations: development (3) • HUDK 6539 Research practicum in Additional Requirements: Cognition and Learning: educational psychology, Two papers, one in theory and application and • HUDK 4015 Psychology of thinking (3) cognition, and learning (1-3) one in empirical research; certification examina- • HUDK 4027 Development of mathemati- • HUDK 6592 Advanced research seminar: tion; and an approved dissertation. cal thinking (3) Learning and instruction (3) • HUDK 5024 Language development (2-3) Basic and General Courses • HUDK 5025 Spatial thinking (3) Special Seminars (minimum of 9 points): • HUDK 5030 Visual explanations (3) • HUDK 6620 Special topics in HUDK 4015. Psychology of thinking (3) • HUDK 5034 Cognitive research methods developmental psychology Professor Black. Examines cognitive psychology and applications (3) (1-3) (taken fall and spring theories and research about various kinds of thinking, what each kind is best suited for, and • HUDK 6095 Critical review of current semesters during both first and second years) problems people have with it. Also examines the journals in psychology (3) best ways of learning from each kind of thinking. • HUDK 7502 Dissertation seminar (1-3) Critically examines the various thinking skills • HUDK 8901 Dissertation advisement (0) curricula that have been proposed.

Teachers College Columbia University 2008-2009 133 HUDK 4027. Development of mathematical extract and apply techniques for conveying MSTU 4134. Cognition and computers thinking (3) objects, actions, forces relations, and emo- lab (1-3) Professor Ginsburg. The development of infor- tions, meanings that are both inherently visi- Permission required. Corequisite: MSTU 4133. mal and formal mathematical thinking from ble and non-visible. Implications for educa- See the Department of Mathematics, Science, infancy through childhood with implications tion, art, media, and HCI are drawn. and Technology for course description. for education. HUDK 5034. Cognitive research methods Advanced and Specialized Courses HUDK 4029. Human cognition and and applications (3) learning (2-3) Professor Black. Prerequisite: HUDK 4029 or HUD 4120. Methods of empirical research Professors Black and Tversky. Cognitive and equivalent. Introduction to techniques in psy- (3) information-processing approaches to atten- chological investigations of learning, language, Faculty. An introduction to basic concepts and tion, learning, language, memory, and reason- memory and thought, psychological analysis of issues in measurement. Descriptive statistics, ing. Fee: $20. instruction, and other practical problems. scales of measurement, norms, reliability, valid- ity. Advantages and limitations of measure- HUDK 4030. Cognitive clinical interview HUDK 5035. Psychology of media (2-3) ment techniques are discussed and illustrated. (3) Professor Black. Covers psychological theories Professor Ginsburg. Introduction to the cogni- and research that relate to various media and HUDK 5024. Language development (2-3) tive clinical interview and exploration of how what people learn directly and indirectly from Professor Gordon. Survey of research and theo- it has and can be used in psychological and them. Fee: $50. ry in the development of language, beginning educational research and assessment. with communication and the origins of lan- HUDK 5039. Design of intelligent learning guage in infancy and emphasizing acquisition HUDK 4035. Technology and human environments (3) of the forms of language in relation to their development (3) Faculty. Prerequisite: MSTU 4083 or permis- content and use. Professors Black and Tversky. Examines the sion of instructor. Covers ideas about represen- use and design of various educational tech- tation of knowledge, models of the learner, HUDK 5080. Experimental psychology: nologies (computer software, multimedia and teaching strategies that have been devel- Schooling and reading (2-3) shareware, TV, World Wide Web sites, etc.) oped in artificial intelligence and cognitive Professors Black and Williams. Permission from the perspective of basic research and the- psychology. Students have the opportunity to required. Open only to doctoral students in ory in human cognitive and social develop- design and implement intelligent computer- psychology. Critical evaluation of experimental ment. Provides a framework for reasoning assisted instruction materials. Special fee: $50. investigations of cognitive processes and about the most developmentally appropriate school-related problems. uses of technology for people at different ages. HUDK 5090. Psychology of language and reading (2-3) HUDK 5197. Psychology of training in HUDK 4080. Educational psychology (3) Professor Williams. Basic theories, empirical e-learning and industry (3) Professor Williams. Examines landmark issues findings, and educational applications in the Faculty. The design, conduct, and evaluation of in educational psychology, highlighting philo- psychology of language and reading: the cogni- training in closed systems. A critical review of sophical underpinnings and empirical evi- tive processes involved in the perception and available methods for task analysis, formative dence, tracing each issue from its roots to production of oral and written language. development, and the creation of performance contemporary debates and evaluating current aids. Special fee: $15. educational practice. HUDK 5120. Development of creativity: The case study method (3) HUDK 5198. Psychology of instructional HUDK 5020. Development of creativity Dr. Hanson. HUDK 5020 recommended. systems design (2-3) (2-3) This course focuses on the case study method Faculty. Enrollment limited. Systematic Dr. Hanson. Major theories and contemporary for understanding the principles and concepts approaches to instructional design in schools research in creative work, emphasizing case underlying creative individuals and their and corporate settings. Theoretical and empiri- studies of exceptional and historically influen- products. cal bases. Analysis of case-based examples. tial individuals. Materials fee: $25. HUDK 6095. Critical review of current HUDK 5023. Cognitive development (3) journals in psychology (3) HUDK 5324. Research work practicum Professor Kuhn. Theory and research on the Professor Williams. Limited to candidates in (2-3) development of cognitive processes across the psychology; others by permission. Critical Faculty. Students learn research skills by parti- lifespan. review of current journals in psychology and cipating actively in an ongoing faculty research project. HUDK 5025. Spatial thinking (3) education, analysis of articles, discussion of Professor Tversky. Analyzes research on how general trends in current theoretical and people learn, mentally represent, mentally research literature, and guidance in preparing HUDK 6522. Seminar in cognitive transform, describe, and act on the spaces they manuscripts for publication in peer-reviewed processes (2-3) encounter. Mental models of and transforma- journals. Faculty. Permission required. Advanced dis- tions of space underlie the way people think cussion of topics in cognitive psychology and about abstract domains, so thought about See also: their implications for instruction. space has implications for thought in general. HBSK 5096. The psychology of memory (3) Implications for education and HCI are con- Professor Peverly. See the Department of HUDK 6523. Seminar in cognitive (3) sidered. Health and Behavior Studies for course development description. Professor Kuhn. Permission required. Advanced topics in research and theory in cognitive HUDK 5030. Visual explanations (3) development. Professor Tversky. Surveys production and MSTU 4133. Cognition and computers (3) comprehension of visualizations ranging See the Department of Mathematics, Science, from ancient cave paintings and petroglyphs and Technology for course description. to diagrams, charts, graphs, comics, picture books, photographs, gesture and film to

134 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT

HUDK 6530. Seminar in theoretical issues See also selected courses and their descriptions DEVELOPMENTAL in cognitive and educational psychology in the following programs: (1-3) PSYCHOLOGY PROGRAMS Faculty. Permission required. Limited to doc- Program in Measurement, Evaluation toral candidates in psychology. and Statistics The Developmental Psychology Programs area of study offers a master’s degree (M.A.) in HUDK 6539. Research practicum in educa- • HUDM 5058. Choice and decision Psychology-Developmental and a doctoral tional psychology, cognition, and learning making (3) degree (Ph.D.) in Developmental Psychology. (1-3) Faculty. Permission required. Limited to doc- Program in Applied Linguistics toral candidates in psychology. PSYCHOLOGY- • A&HL 4000. Introduction to DEVELOPMENTAL HUDK 6592. Advanced research seminar: linguistics (2-3) Learning and instruction (3) Program Coordinator: Faculty. Permission required. Limited to doc- Program in School Psychology Professor Jeanne Brooks-Gunn toral candidates only. Review and discussion of advanced topics in learning, memory, and cog- • HBSK 4074. Reading comprehension Program Office: (212) 678-4190 nition and their relationship to educational strategies and study skills (2-3) Email: [email protected] issues and problems. This course may be Website: www.tc.edu/hud/DevPsych repeated. • HBSK 4077. Adult basic literacy (2-3) HUDK 6630. Special topics in cognitive Degree Offered: • HBSK 5096. The psychology of or educational psychology (2-3) memory (3) PSYCHOLOGY-DEVELOPMENTAL (DEVM) Faculty. Permission required. Topics to be announced. Master of Arts (M.A.) Program in Instructional Technology See also: and Media Program Description: The Master of Arts in developmental psycho- • HBSK 4074. Development of reading MSTU 4008. Information technology logy typically requires completion of 32 points. comprehension strategies and study and education (3) skills (2-3) In accordance with individual interests and Professor Peverly. See the Department of • MSTU 4080. Television and video objectives, students acquire familiarity with Health and Behavior Studies for course applications in education (3) description. basic theoretical and research orientations as • MSTU 4083. Instructional design well as exposure to substantive knowledge in HBSK 4077. Adult basic literacy (2-3) of educational technology (3) the areas of cognitive, language, personality, Faculty. See the Department of Health and and social functioning and development. Behavior Studies for course description. • MSTU 4085. New technologies for Opportunity exists for the study of deviant as learning (2-3) well as normal psychological functioning within Independent Study and Research a developmental framework. • MSTU 5030. Intelligent computer- Students may register for intensive individual assisted instruction (3) study of a topic of special interest. Registration Students may register for independent study in independent study is by permission of the • MSTU 5191-5192. Educational video in order to undertake theoretical or empirical instructor under whose guidance the work will production I and II (3-4) research projects or fieldwork. Students whose be undertaken. Credit may range from 1 to 3 goal is to acquire professional skills in clinical or points each term except for HUDK 8901 • MSTU 5194. Models of human-computer counseling psychology may enroll in introducto- (Dissertation advisement); registration is not interaction (3-4) limited to one term. Hours for individual con- ry course offerings, which in many cases can be ferences are to be arranged. applicable if the student is later admitted to one of the more advanced master’s or doctoral pro- HUDK 4902. Research and independent grams in these areas. study (1-3) Faculty. Permission required. In order to accommodate the diverse aims of individual students, a considerable degree of HUDK 6902. Advanced research flexibility has been built into the course of study and independent study (1-3) leading to the M.A. degree. An attempt has Faculty. Permission required. been made to minimize specific course require- ments, and the student will find that there is a HUDK 7502. Dissertation seminar (1-3) Faculty. Permission required. Development of good deal of freedom to choose from among the doctoral dissertation and presentation of plans many offerings provided by Teachers College for approval. Registration limited to two terms. and the Columbia University Graduate Facul- ties. In consultation with an advisor, students HUDK 8901. Dissertation advisement (0) may create an individually tailored program of Faculty. Individual advisement on doctoral study, or may enter a concentration in Risk, dissertation. Fee to equal 3 points at current Resilience, and Prevention; Developmental tuition rate for each term. See catalog section Psychology for Educators; or Creativity and on Continuous Registration for Ed.D./Ph.D. Cognition. degrees.

Teachers College Columbia University 2008-2009 135 The course of study has these main com- Degree Requirements: DEVELOPMENTAL ponents: PSYCHOLOGY • A basic course in methods of research. MASTER OF ARTS-32 POINTS • Required courses in cognitive development, Core Courses (five courses, 15 points): Program Coordinator: personality development in atypical popula- M.A. students take five core courses. Professor Jeanne Brooks-Gunn tions, and social and personality develop- • HUD 4120 Methods of empirical research ment. (must be with Developmental Program Office: (212) 678-4190 • A basic course in statistics. Faculty) (3) Email: [email protected] • Research practicum. • HUDK 5023 Cognitive development (3) Website: www.tc.edu/hud/DevPsych • HUDK 5040 Development and psycho- • Electives in developmental psychology plus pathology: Atypical contexts Degree Offered: relevant electives offered by other Teachers and populations (2-3) College and Columbia University programs. DEVELOPMENTAL PSYCHOLOGY (DEVD) • A special project. Either one of the following two courses: Doctor of Philosophy (Ph.D.) • HUDK 5121 Personality development and Students completing the M.A. degree accept socialization in childhood (2-3) Program Description: positions in research laboratories or field set- or The 75-point doctoral degree prepares students tings, biomedical institutions, educational • HUDK 5029 Personality development for faculty positions in colleges, graduate schools and child care agencies, foundations, public and socialization across of education, and universities, and for positions policy settings, state and local governments, the lifespan (2-3) as research associates in research laboratories, community programs, and as instructors in biomedical schools, foundations, public policy, For the fifth course, there are several options: community colleges, or they go on to pursue and arts and sciences, as well as policy research • HUDK 4027 Development of mathe- firms, governmental agencies, and NPOs. more advanced degrees in particular areas of matical thinking (3) Throughout their program, doctoral candidates specialization. • HUDK 4029 Human cognition and work in a close apprentice relationship with a learning (2-3) Students may elect, but are not required, to • HUDK 4080 Educational psychology (3) faculty advisor of their choice. The Ph.D. degree concentrate study in one of the following areas: • HUDK 5024 Language development (2-3) requires completion of 75 points with an empiri- • HUDK 5025 Spatial thinking (3) cal research dissertation. • Risk, Resilience, and Prevention: This con- • HUDK 5030 Visual explanations (3) centration brings knowledge of developmen- • HUDK 6620 Special topics in develop- The aim of instruction at the doctoral level is to tal psychology to future work relating to mental psychology (3) produce a psychologist who can make a sound competence and maladjustment among at- • BBS 5068-5069 Brain and behavior I and II and innovative research contribution to the risk children and families. Diverse areas are (1-2 each) study of human development, who is concerned considered, ranging from intellectual gifted- with the relationship between development and ness/mental retardation and academic Specialized Courses (two courses, 6 points): education, and who is equipped to teach about achievement to child poverty, cross-cultural Two courses in developmental psychology taken for such matters. Students acquire the conceptual differences, resilience, and different 3 points each: background and methodological skills necessary domains of psychopathology. • HUDK 5324 Research work practicum (2-3) for faculty positions in colleges and universities or or for positions as associates and consultants in • HUDK 6539 Research practicum in edu- • Developmental Psychology for Educators: research laboratories, biomedical schools, and cational psychology, cogni- This concentration helps to promote an other applied settings. tion, and learning (1-3) understanding of development in varying Plus one additional course in developmental psy- While consultation between student and faculty social contexts and cultures, ethnic and chology racial groups, and social classes. It focuses advisor is considered to be the best way to decide on how knowledge about development, Breadth Courses (two courses, 4-6 points): which steps should be taken towards these goals, thinking, and learning can be applied to Three Teachers College courses outside of develop- there are specific requirements for all students in educational practice and to educational mental psychology taken for 2-3 points each. Developmental Psychology that serve to define policy. the character of the program and to ensure that Statistics Course (one course, 3 points): all students have a common experience and • Creativity and Cognition: Focusing on the • HUDM 4120 Basic concepts in statistics acquire a common level of expertise in dealing importance, development, and influence of (if no undergraduate statistics)(3) with the core issues in the field. creativity, this concentration is designed for or those interested in creative problem-solving • HUDM 4122 Probability and statistical The courses offered through the program provide and multi-modal thinking as it affects the inference (3) content in the research and theoretical literature or classroom, curriculum development, com- relating to all phases of the psychology of human • HUDM 5122 Applied regression analysis (3) munity organizations, therapeutic settings, development. All age groups are covered, from and business. infancy through childhood, adolescence to adult- Elective Course: hood, and later life. Coursework in developmen- One course selected in consultation with an tal psychology can be supplemented by courses Special Application advisor. Requirements/Information: in the other psychology programs at Teachers Applicants who have undergraduate degrees in Special Research Project: The special research College as well as by courses in the social sci- fields other than psychology will be considered project is a research paper written under the super- ences, linguistics, and other fields offered at for admission to the M.A. program, as well as vision of a faculty advisor. The project can be an Teachers College and the graduate faculty of Columbia University (including the Columbia those whose previous training is in psychology. empirical research study, an evaluation of an edu- cational program, or a research review article. University College of Physicians and Surgeons).

136 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT

The doctoral program is focused primarily • HUDK 6523 Seminar in cognitive • ORLJ 5106 Psychological aspects of on training in the conduct of empirical (e.g., development (3) organizations (2-3) experimental, observational, and interview) • HUDK 6529 Seminar in risk, resilience, • ORLJ 5540 Proseminar in social and research. Other types of research (theoretical, and developmental organizational psychology (3) descriptive, and historical) may be undertaken psychology (3) in special circumstances of student and advisor 4. Measurement competence. Specialized Courses (Approximately 21 points): • HUDM 5059 Psychological measure- Selected in consultation with an advisor. ment (3) Special Application • HUDM 6051 Psychometric theory I (3) Requirements/Information: • HUDM 6055 Latent structure analysis This program accepts applications for fall sem- Methodology Courses (12 points): (3) ester only. GRE is required; Subject Test in Beginning in first year of study: • HUDM 4122 Probability and statistical Psychology is optional. Admission to the pro- inference (3) Proseminar Requirement (6 points): gram is highly competitive. Primary emphasis • HUDM 5122 Applied regression analysis Taken over 4 semesters: in evaluating applicants is given to prior (3) • HUDK 6620 Special topics in develop- achievements and recommendations, particu- • HUDM 5123 Linear models and experi- mental psychology (1-3) larly as evidence of a self-motivated research mental design (3) involvement. • HUDM 6122 Multivariate analysis I (3) Non-departmental Courses (Minimum of 8 points): Previous work in psychology is highly desirable Breadth Courses: (One course in each area At least three courses outside the department but there are no fixed course requirements. for a minimum of 2 points each; total of 11-12 selected in consultation with an advisor. Expertise in a related field, such as linguistics, points): philosophy, anthropology, or biology, may quali- Other Requirements: fy a student as well. At least one year of full- 1. Biological Basis of Behavior • HUDK 6901 Advanced research and time study in residence, i.e., two semesters of • BBS 5068 Brain and behavior I (1-2) independent study 12 or more points per semester, is required. • BBS 5069 Brain and behavior II (1-2) (1-3 points) • MSTC 5000 Neurocognitive models of • HUDK 7501 Dissertation seminar (1-3 points) Degree Requirements: information processing (1-3) • Service as a teaching assistant for two The 75-point course of study has four compo- Master’s-level Developmental Psychology nents: 2. Cognitive Basis of Behavior courses • Breadth Requirement. Students choose four • Supervision of two-to-five Master’s courses, with at least one chosen from each • HUDK 4015 Psychology of thinking (2-3) student’s special projects of the following areas: Biological Basis of • Enrollment in research practica Behavior, Cognitive Basis of Behavior, Social/ • HUDK 4029 Human cognition and learning (3) • Successful completion of certification Cultural Factors and Individual Differences, examination and Measurement. • HUDK 5023 Cognitive development (3) • HUDK 5024 Language development • Approved theoretical paper (concomitant with enrollment in HUDK 6901) • Doctoral Requirements. Students are (2-3) • HUDK 5025 Spatial thinking (3) • Approved empirical paper required to take advanced courses in Devel- • Approved doctoral dissertation opmental Psychology as well as proseminar • HUDK 5030 Visual explanations (3) (HUDK 6620, Special topics in develop- • HUDK 5090 Psychology of language COURSES: mental psychology). and reading (2-3) • CCPX 5020 Emotion, culture, and • Methodology. All students are required to health (3) HUD 4120. Methods of empirical research take the four-course statistics sequence. • HBSK 5096 The psychology of memory (2-3) Students are required to take a special certi- (3) Faculty. An introduction to basic concepts and fication examination in research method- issues in measurement. Descriptive statistics, ology. Students, in consultation with their 3. Social Cultural Factors and Individual scales of measurement, norms, reliability, valid- advisor, should also enroll in the necessary Differences ity. Advantages and limitations of measure- advanced coursework to prepare for both • HUDK 5029 Personality development ment techniques are discussed and illustrated. the certification examination and their own and socialization across the research work. lifespan (2-3) HUDK 4021. Developmental psychology: • HUDK 5040 Development and psycho- Infancy (2-3) • Qualifying Paper. Students are required to pathology: Atypical Doctors Cami and Lao. Review of research write both a theoretical and an empirical contexts and populations and theory in early perceptual, cognitive, and paper to qualify for dissertation status. (2-3) social/emotional development, with particular • HUDK 5121 Personality development attention to the interaction of biological and environmental factors in early life. Core Courses (12 points): Usually taken and socialization in child- during the first year of study: hood (2-3) • HUDK 5125 Cross-cultural develop- HUDK 4022. Developmental psychology: • HUDK 6010 Developmental research Childhood (2-3) methods (3) mental psychology (2-3) • HUDK 6036 Child and family policy I (3) Dr. Cami. Children’s cognition, perception, • HUDK 6520 Seminar in social and representation, language, affect, personality, emotional development • HBSK 5031 Family as a context for child development (3) and sexuality. Family structure and school as through childhood they influence these aspects of childhood. and adolescence (3) • ORLJ 5017 Small group intervention: Theory and method (2-3)

Teachers College Columbia University 2008-2009 137

HUDK 4023. Developmental psychology: ist, cognitive, psychoanalytic, and sociopoliti- HUDK 6010. Developmental research Adolescence (2-3) cal approaches. methods (3) Dr. Lao. Theoretical and empirical studies of Faculty. Advanced survey of both new and personality and social development processes HUDK 5028. Spiritual development across classical methods for conducting research in adolescence. An ecological systems the lifespan (3) designed to answer developmental questions. approach is emphasized. Dr. Miller. This course concentrates on the role of spirituality on human development HUDK 6036-HUDK 6037. Child and HUDK 4024. Developmental psychology: using a multidisciplinary focus. Spiritual tradi- family policy I and II (3) Adulthood and the lifespan (2-3) tions are examined using stage theory and par- Professor Brooks-Gunn. Prerequisites: Any Dr. Miller. Theories of adult development, allel theories from other fields. two of the following: HUDF 4000; HUDF with an emphasis on the historical transforma- 4024; HUDK 4120; HUDK 4121; C&T 4113; tion of adult roles, and the significance of mar- HUDK 5029. Personality development C&T 5113. Provides a multi-disciplinary per- riage, family, child rearing, work, and social and socialization across the lifespan (2-3) spective on child and family policy. Also pro- class in adulthood socialization. Dr. Miller. Theory and research regarding the vides a foundation of knowledge concerning interaction between naturally developing per- the role of child and family perspectives in HUDK 4027. Development of mathematical sonality structures and socialization processes informing policy. thinking (3) throughout life. Professor Ginsburg. The development of infor- HUDK 6520. Seminar in social and mal and formal mathematical thinking from HUDK 5040. Development and psycho- emotional development through childhood infancy through childhood with implications pathology: Atypical contexts and and adolescence (2-3) for education. populations (2-3) Professor Brooks-Gunn. Permission required. Professor Luthar. Using contemporary research How people become socialized and how HUDK 4030. Cognitive clinical interview (3) as the basis, the focus is on the interface psychology deals with the process in terms Professor Ginsburg. Introduction to the cogni- between classical developmental psychology of developmental concepts. tive clinical interview and exploration of how theories and patterns of development identi- it has and can be used in psychological and fied in atypical contexts (e.g., poverty) and HUDK 6523. Seminar in cognitive educational research and assessment. among atypical populations (e.g., resilient development (2-3) youth). Implications for interventions and Professor Kuhn. Permission required. HUDK 4820. Education for thinking: policy are also discussed. Advanced topics in research and theory in Goals and methods for the middle school (1) cognitive development. Professor Kuhn. Identifies and examines skills of HUDK 5120. Development of creativity: argument, analysis, and inference that are cen- The case study method (3) HUDK 6524. Seminar in cross-cultural tral to critical thinking, reviews research on Dr. Hanson. HUDK 5020 recommended. This developmental psychology (2-3) how they develop with practice during late course focuses on the case study method for Faculty. Permission required. Students partici- childhood and early adolescent years, and illus- understanding the principles and concepts pate in ongoing research. trates methods that support their development, underlying creative individuals and their prod- suitable for use in classrooms from middle ele- ucts. HUDK 6529. Seminar in risk, resilience mentary through junior high school years. and developmental psychology (2-3) HUDK 5121. Personality development Professor Luthar. Permission required. HUDK 5020. The development of and socialization in childhood (2-3) Students participate in ongoing research. creativity (2-3) Professor Brooks-Gunn. Prerequisite: HUDK Dr. Hanson. Major theories and contemporary 4020 or equivalent. Contemporary theory and HUDK 6620. Special topics in develop- research in creative work, emphasizing case research on children’s adaptation to develop- mental psychology (1-3) studies of exceptional and historically influen- mental tasks of childhood. Comparison of typi- Faculty. Permission required. Topics to be tial individuals. cal and atypical pathways in social-personality announced. development. Analysis of the logic and HUDK 5022. Emotional development (2-3) method of empirical studies of development. Independent Study and Research Faculty. Theory and research in the develop- ment of emotional experience and expression. HUDK 5123. Psychological development Students may register for intensive individual of women (3) study of a topic of special interest. Registration HUDK 5023. Cognitive development (3) Faculty. Theoretical and empirical issues con- in independent study is by permission of the Professor Kuhn. Theory and research on the cerning women’s psychosocial development, instructor under whose guidance the work will development of cognitive processes across the viewed in the context of modern feminist lifespan. thought. be undertaken. Credit may range from 1 to 3 points each term except for HUDK 8900. HUDK 5024. Language development (2-3) HUDK 5125. Cross-cultural developmental (Dissertation hours for individual consultation Professor Gordon. Survey of research and the- psychology (2-3) are to be arranged.) ory in the development of language, beginning Faculty. Survey of psychological studies of with communication and the origins of lan- development in different cultures, with HUDK 4901. Research and independent guage in infancy and emphasizing acquisition emphasis on perceptual and cognitive issues study (1-3) of the forms of language in relation to their and methodological problems specific Faculty. Permission required. content and use. to cross-cultural research. HUDK 6901. Advanced research and HUDK 5027. Moral development (2-3) HUDK 5324. Research work practicum independent study (1-3) Dr. Lao. Prerequisite: HUDK 4020, HUDK (2-3) Faculty. Permission required. 4023, HUDK 4024, or equivalent. Investiga- Faculty. Students learn research skills by tion of the major theoretical and empirical participating actively in an ongoing faculty HUDK 7501. Dissertation seminar approaches to the study of how morality devel- research project. (1-3) ops with particular emphasis on the behavior- Faculty. Permission required. Development of

138 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT doctoral dissertations and presentation of plans • HUDM 6030 Multilevel and longitudinal In addition to the satisfactory completion of for approval. Registration limited to two terms. data analysis (3) coursework, an integrative project is required • HUDM 6055 Latent structure analysis (3) for the master’s degree. HUDK 8900. Dissertation advisement (0) • HUDM 6122 Multivariate analysis I (3) Faculty. Individual advisement on doctoral • HUDM 6123 Multivariate analysis II (3) A doctorate is required for most college teach- dissertation. Fee to equal 3 points at current • W 4105 Probability (3)* ing positions and for positions of professional tuition rate for each term. See the section on • W 4107 Statistical inference (3)* Continuous Registration for Ed.D./Ph.D. responsibility in testing organizations, depart- degrees for details. ments of education, and licensure and certifi- * These courses are taken at the Graduate School cation boards. The Ph.D. is appropriate for of Arts and Sciences at Columbia University. MEASUREMENT, individuals with strong quantitative and tech- nical skills who wish to focus on theoretical EVALUATION, AND Electives (5 points): issues in measurement and evaluation or who STATISTICS Selected in consultation with an advisor and have a strong background in a substantive within the areas of management science, eco- area of psychology in which they wish to fur- The Measurement, Evaluation, and Statistics nomics, public health, computer science, psy- ther the development and application of meas- area of study includes the following programs: chology, sociology, or research methods in any urement techniques. Applied Statistics; Measurement and Evaluation. general area. The Ed.D. is appropriate for individuals who Program Coordinators: Breadth Requirement (4-6 points): wish to focus on the application of measure- James E. Corter At least two courses (for a minimum of 2 points ment and evaluation techniques in education, (Applied Statistics) each) must be taken at Teachers College from psychology, and business and industry. Both outside the department. doctoral degrees are accepted as qualification Program Office: (212) 678-4150 for faculty positions in schools of education in Email: [email protected] Culminating Experience: Special project. Website: www.tc.edu/hud/Measurement the United States.

Lawrence T. DeCarlo MEASUREMENT Special Application (Measurement and Evaluation) AND EVALUATION Requirements/Information: GRE General Test is required for all programs Program Office: (212) 678-4150 Degrees Offered: in Measurement and Evaluation. Some prepa- Email: [email protected] ration in college-level mathematics or statis- Website: www.tc.edu/hud/Measurement MEASUREMENT AND EVALUATION (MEAS) tics coursework is required for doctoral study. Master of Education (Ed.M.) APPLIED STATISTICS Doctor of Education (Ed.D.) Degree Requirements: Doctor of Philosophy (Ph.D.) Degree Offered: MASTER OF EDUCATION-60 POINTS Program Descriptions: Measurement and Evaluation APPLIED STATISTICS (STAT) The Ed.D. and Ph.D. programs in Measure- Core Courses (12 points): Master of Science (M.S.) ment and Evaluation are designed to prepare • HUDM 5059 Psychological measurement graduates for careers in a wide range of educa- (3) Program Description: tional settings. Graduates acquire specialized • HUDM 6051-6052 Psychometric theory I and II The M.S. in Applied Statistics requires at least knowledge and skills in test theory, test and (3 each) one year of study. This master’s degree provides instrument development and validation, pro- • HUDM 6055 Latent structure analysis (3) training for a number of positions in applied gram evaluation, and quantitative analysis of research settings, testing organizations, and busi- educational and psychological data. Some And at least 6 points selected from the follow- ness organizations. In addition to the satisfactory graduates pursue careers as college professors ing or other courses selected in consultation completion of coursework, an integrative project teaching measurement, evaluation, and statistics. with an advisor: is required. Some are employed in city or state departments • ORL 5522-5523 Evaluation methods I and II of education in the planning and supervision of (3 each) Special Application testing programs and research and evaluation • ORLH 5533 Advanced professional Requirements/Information: projects. Others work for test publishers, licen- seminar: Faculty evaluation GRE General Test is required for the M.S. in sure and certification boards, and government and development program- Applied Statistics. Background in calculus is agencies in the construction of tests or in the ming (2-3) also required. management of large-scale testing programs. Still others work in applied measurement, Quantitative Methods (15 points): Degree Requirements: evaluation, research design, and statistics in • HUDM 4122 Probability and statistical a variety of social science, health care, business, inference (3) MASTER OF SCIENCE-32 POINTS and industrial settings. • HUDM 5122 Applied regression analysis (3) Applied Statistics (27 points): • HUDM 5123 Linear models and • HUDM 4122 Probability and statistical The Ed.M. in Measurement and Evaluation is experimental design (3) inference (3) a two-year master’s degree. It provides training • HUDM 6030 Multilevel and longitudinal • HUDM 5122 Applied regression analysis (3) for a number of positions in educational research data analysis (3) • HUDM 5123 Linear models and bureaus and testing organizations. • HUDM 6122 Multivariate analysis I (3) experimental design (3)

Teachers College Columbia University 2008-2009 139 Psychology (12 points): • HUDM 6026 Statistical treatment of • HUDM 5123 Linear models and Taken in one or more of the following areas: mass data (3) experimental design (3) Developmental psychology, cognitive studies, • HUDM 6122-6123 Multivariate analysis I and II • HUDM 5124 Multidimensional scaling counseling psychology, organizational psycho- (3 each) and clustering (3) logy or social psychology. • HUDM 7500 Dissertation seminar (1-3 • HUDM 6026 Statistical treatment of each for two semesters) mass data (3) Research Methods (6 points): • HUDM 8900 Dissertation advisement (0) • HUDM 6122-6123 Multivariate analysis • HUD 4120 Methods of empirical • W4105 Probability (3)* I and II (3 each) research (3) • W4107 Statistical inference (3)* • HUDM 7500 Dissertation seminar • HUDM 5250 Research practicum (1-3 each for two semesters) in measurement *These courses are taken at the Graduate • HUDM 8900 Dissertation advisement (0) and evaluation (0-4) School of Arts and Sciences at Columbia University. Psychology (minimum of 18 points): Other Aspects in Education In consultation with an advisor, a group of (6-9 points): Psychology (minimum of 15 points): courses aimed at substantive preparation in To satisfy college requirements, all students In consultation with an advisor, a group of the field of psychology. must complete a minimum of three Teachers courses aimed at substantive preparation in College courses (a course for this purpose is the field of psychology. Related Courses (minimum of 6 points): one in which at least 2 points are earned) out- Selected in consultation with an advisor from side of HUDM: One course in foundations of Non-department Requirement the areas of curriculum development, guid- education and two courses in curriculum and (7 points): ance, applied human development, supervi- teaching and/or educational leadership. Courses in the social sciences, curriculum sion, and administration. and teaching, and educational leadership Electives: selected in consultation with an advisor from Electives (maximum of 10 points): Chosen in consultation with an advisor and offerings at Teachers College and other Selected to meet special interests and needs. designed to strengthen and broaden the stu- branches of Columbia University. dent’s professional preparation. Special Requirements: The first two years Special Requirements: The first two years require full-time study. An empirical paper Culminating Experience: A supervised project. require full-time study. An empirical paper and a research paper, certification examina- and a research paper, certification examina- tion, and completion of an approved doctoral tion, and completion of an approved doctoral DOCTOR OF PHILOSOPHY-75 POINTS dissertation, are also required. Measurement and Evaluation dissertation, are also required. Core Courses (21 points): COURSES: • HUDM 5059 Psychological measurement (3) DOCTOR OF EDUCATION-90 POINTS • HUDM 5124 Multidimensional scaling Measurement and Evaluation Courses at the 4000 level usually do not and clustering (3) Core Courses (18 points): require permission of the instructor and are • HUDM 5250 Research practicum in • HUDM 5059 Psychological measurement (3) open to nonmajors as well as majors. Many 5000 level offerings are also open to non- measurement and evaluation • HUDM 5250 Research practicum in majors with appropriate backgrounds; 6000 (0-4) measurement and evaluation (0-4) level courses are usually limited to majors with • HUDM 6030 Multilevel and longitudinal advanced standing in the program. See listings data analysis (3) • HUDM 6030 Multilevel and longitudinal analysis (3) below for prerequisites and limitations on • HUDM 6051-6052 Psychometric theory I and II enrollment. In addition to the courses listed • HUDM 6051-6052 Psychometric theory (3 each) below, students should consult the offerings of • HUDM 6055 Latent structure analysis (3) I and II (3 each) other programs in psychology, many of which • HUDM 6055 Latent structure analysis (3) are required or recommended in the program And at least 3 points selected from the following guides obtainable from the department office. or other courses selected in consultation with an And at least 11 points selected from the following advisor: or other courses selected in consultation with an Measurement and Evaluation • HUDM 5058 Choice and decision advisor: making (3) • HUDM 5058 Choice and decision HUD 4120. Methods of empirical research (3) • HUDM 6552 Seminar: Selected topics making (3) Faculty. An introduction to the methods of in measurement theory (3) • HUDM 6552 Seminar: Selected topics in scientific inquiry, research planning, and tech- measurement theory (3) niques of making observations and analyzing and presenting data. Quantitative Methods and Research • ORL 5522-5523 Evaluation methods I and II (3 each) Design (29 points): HUDM 4050. Introduction to measurement • HUD 4120 Methods of empirical Quantitative Methods and Research (2-3) research (3) Professor DeCarlo. An introduction to basic • HUDM 4122 Probability and statistical Design (27 points): concepts and issues in measurement. Descrip- inference (3) • HUD 4120 Methods of empirical tive statistics, scales of measurement, norms, • HUDM 5122 Applied regression analysis (3) research (3) reliability, validity. Advantages and limitations • HUDM 5123 Linear models and • HUDM 4122 Probability and statistical of measurement techniques are discussed and experimental design (3) inference (3) illustrated. • HUDM 5122 Applied regression analysis (3)

140 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT

HUDM 5058. Choice and decision making (3) cross-tabulation, breakdown, and scatterdia- of multivariate statistical analysis, including Professor Corter. Prerequisite: HUDM 4122 grams. Designed as a one-semester introduc- canonical analysis, MANOVA, factor analysis, or equivalent. Surveys quantitative models of tion to statistical methods. Will include read- and categorical data analysis. individual decision making, from the intro- ing journal articles. duction of the notion of “utility” by Daniel Independent Study and Research Bernoulli through current models such as HUDM 4122. Probability and statistical Students may register for intensive individual Tversky and Kahneman’s “Prospect Theory.” inference (3) study of a topic of special interest. Registration The focus is on psychological or descriptive Professors Lee and Monroe. Prerequisite: in independent study is by permission of the models of how people make decisions, HUDM 4120 or undergraduate statistics although methods of rational decision analysis course. Elementary probability theory; ran- instructor under whose guidance the work will are briefly discussed. dom variables and probability distributions; be undertaken. Credit may range from 1 to 3 sampling distributions; estimation theory and points each term except for HUDM 8900 HUDM 5059. Psychological measurement (3) hypothesis testing using binomial, normal, (Dissertation Advisement), and registration is Professor DeCarlo. Open to doctoral and T, chi square, and F distributions. not limited to one term. Hours for individual Ed.M. students in psychology; others only by conferences are to be arranged. permission. A previous course in statistics or HUDM 5122. Applied regression analysis (3) measurement is recommended. An in-depth Professor Monroe. Prerequisite: HUDM 4122 HUDM 4901. Research and independent examination of measurement and associated or permission of instructor. Least squares esti- study: Measurement and evaluation (1-3) techniques, norms, classical test theory, reli- mation theory. Traditional simple and multiple Faculty. Permission required. ability, validity, item response theory, issues, regression models and polynomial regression and applications. models, with grouping variables including one- HUDM 4902. Research and independent way ANOVA, two-way ANOVA, and analysis study: Applied statistics (1-3) HUDM 5250. Research practicum in of covariance. Lab devoted to applications of Faculty. Permission required. measurement and evaluation (0-4) SPSS regression program. Lab fee: $50. Faculty. Permission required. Students enrolled HUDM 6900. Advanced research and are expected to spend a semester involved in HUDM 5123. Linear models and exper- independent study (1-3) a research project, either assisting a faculty imental design (3) Faculty. Permission required. member or in an applied setting. A formal Professor Corter. Prerequisite: HUDM 5122. report will be submitted. Analysis of variance models including within HUDM 7500. Dissertation seminar (1-3) subject designs, mixed models, blocking, Latin Faculty. Permission required. Development of HUDM 6030. Multilevel and longitudinal Square, path analysis, and models with cate- doctoral dissertations and presentation of data analysis (3) gorical dependent variables. Lab devoted to plans for approval. Registration limited to two Professor DeCarlo. Prerequisite: HUDM 5122. computer applications. Lab fee: $50. terms. Multilevel models include a broad range of models called by various names, such as ran- HUDM 5124. Multidimensional scaling HUDM 8900. Dissertation advisement (0) dom effects models, multi-level models, and and clustering (3) Faculty. Individual advisement on doctoral growth curve models. This course introduces Professor Corter. Permission required. dissertation. Fee to equal 3 points at current the background and computer skills needed Prerequisites: HUDM 4122 and HUDM 5122 tuition rate for each term. See section in cata- to understand and utilize these models. or equivalent. Methods of analyzing proximity log on Continuous Registration for Ed.D./ data (similarities, correlations, etc.), including Ph.D. degrees. HUDM 6051-HUDM 6052. Psychometric multidimensional scaling, which represents theory I and II (3 each) similarities among items by plotting the items Professor Lee. Permission required. Prerequi- into a geometric space, and cluster analysis for sites: HUDM 5059, HUDM 5122, or equiva- grouping items. lents. Psychometric theory underlying test construction; classical test theory, item HUDM 6026. Statistical treatment of response theory, and applications. mass data (3) Professor Corter. Prerequisite: HUDM 5123 HUDM 6055. Latent structure analysis (3) or equivalent. Examines problems involved Professor DeCarlo. Permission required. in preparing and analyzing large data sets. Prerequisite: HUDM 5122. Recommended: Includes a survey of data manipulation and HUDM 6122. Study of latent structure analy- statistical tools in SAS (Statistical Analysis sis, including measurement models for latent System). Optional topics: introduction to traits and latent classes, path analysis, factor numerical methods and survey of “data min- analysis, structural equations, and categorical ing” tools. data analysis. HUDM 6122. Multivariate analysis I (3) HUDM 6552. Seminar: Selected topics Professors DeCarlo and Monroe. Permission in measurement theory (3) required. Prerequisite: HUDM 5122 or equiva- Faculty. Prerequisites: HUDM 6051 and lent; HUDM 5123 is recommended. An intro- HUDM 6122. One or more topics of current duction to multivariate statistical analysis, interest examined in depth. including matrix algebra, general linear hypothesis and application, profile analysis, Statistics principal components analysis, discriminant analysis, and classification methods. HUDM 4120. Basic concepts in statistics (3) HUDM 6123. Multivariate analysis II (3) Faculty. Descriptive statistics including organ- Professor Monroe. Permission required. izing, summarizing, reporting, and interpreting Prerequisite: HUDM 6122. A continuation data. Understanding relationships expressed by

Teachers College Columbia University 2008-2009 141 SOCIOLOGY The program in Sociology and Education also Doctor of Philosophy offers a Policy Studies Concentration for stu- The Doctor of Philosophy in Education AND EDUCATION dents in the M.A. and Ed.M. programs. For (Ph.D.) program is designed for students with more information on this concentration, substantial background and interest in the dis- Program Coordinator: which is open to students throughout Teachers cipline of sociology and its application to edu- Professor Amy Stuart Wells College, please contact Professor Amy Stuart cation. The Ph.D. is a highly specialized Wells. degree with few electives and requires substan- Program Office: (212) 678-4150 tial coursework to be done in daytime classes Email: [email protected] Degree Programs at the Graduate School of Arts and Sciences Website: www.tc.edu/hud/Sociology The graduate program in Sociology and at Columbia University. This program, there- Education offers four degree programs: the fore, requires full-time study. Students com- Degrees Offered: M.A., the Ed.M., the Ed.D., and the Ph.D. pleting this program are prepared to assume SOCIOLOGY AND EDUCATION (SOCL) Each program is designed to meet the needs of positions in college and university programs students with a particular combination of prior focused on sociological research in the field Master of Arts (M.A.)* experience and career objectives. The M.A., of education. Master of Education (Ed.M.)* Ed.M., and Ed.D. programs may be completed Doctor of Education (Ed.D.) on a part-time basis with classes offered in the Doctor of Education Doctor of Philosophy (Ph.D.) evening hours. The Ph.D. program requires The Doctor of Education (Ed.D.) program *Policy Studies in Sociology concentration full-time study. Although students from all of is designed to provide broad training in the available the programs in sociology and education are social sciences, education, and educational Program Description: prepared to assume positions in educational policy. The program prepares students for posi- institutions, the program does not offer tions in teaching, research, and policy through The sociological study of education began at teacher certification. Certification programs interdisciplinary study grounded in the socio- Teachers College in the first decade of the are available in other departments at Teachers logical perspective. All coursework is available twentieth century. Sociology was established as College. at Teachers College, and both part-time and the first social science discipline providing a full-time study is possible. Students completing basic framework for the study of education, Master of Arts this program are prepared to assume positions complementing the long-established reliance The Master of Arts program in sociology and in college and university programs in educa- on psychology. Over this period, the Sociology education (with a policy concentration option) tion as well as leadership positions in a variety and Education Program has applied research provides an introduction to the application of of organizations devoted to applied education- findings to education and has examined basic sociological perspectives to contemporary edu- al research, policy making, advocacy, consult- issues in education from a sociological perspec- cational policy issues. The program provides ing, and management of educational activities. tive. Although the program’s theory and coverage of the core principles and methods of research have emphasized schools and colleges, sociology as they are applied to policy research Special Application attention always has been given to education and analysis. Students completing this pro- Requirements/Information: in other contexts. gram are prepared to assume positions as gen- The GRE General Test is required for all doc- eral analysts in a variety of organizations toral applicants, and doctoral applications are The program staff for Sociology and Education devoted to applied educational research, poli- reviewed for fall term only. includes sociologists from other programs at cy making, advocacy, consulting, and direct the College and the Department of Sociology educational service. Degree Requirements: of the Graduate School of Arts and Sciences. Staff strengths are in education and social Master of Education MASTER OF ARTS-32 POINTS stratification; the social organization and The Master of Education in sociology and Sociology Core Courses (12 points) design of schools, classrooms, and other learn- education (with a policy concentration option) from among the following: ing environments; urban education; school is an advanced master’s degree pursued by stu- • HUDF 4000 Education and public desegregation and school choice; education dents who already possess a master’s degree in policy (3) (required for and the life course; and the social analysis of a substantive area of education or by students the policy option) education policy. The program provides train- without a prior master’s degree who want an • HUDF 4010 Sociology of online ing and hands-on experience in evaluation opportunity to combine study in sociology and learning (3) methods and both quantitative and qualitative education with another area in education. The • HUDF 4021 Sociology of education (3) methods. program involves study of sociological perspec- • HUDF 4022 Sociology of urban tives and methods in the context of contem- education (3) The curriculum of the Sociology and Educa- porary educational policy issues. Current sub- • HUDF 4024 Social stratification tion program emphasizes issues in urban edu- stantive areas that can be combined with and education (3) cation, including the social organization of study in sociology and policy include evalua- • HUDF 4027 Sociology of classrooms (3) urban schools and school systems, and the suc- tion and institutional analysis, human devel- • HUDF 4028 Sociology of the life course (3) cess or failure of urban schools in meeting the opment, technology, curriculum, administra- • HUDF 4029 Sociology of schools (3) educational needs of the diverse populations tion, and foundations. Students completing • HUDF 4031 Sociology of evaluation (3) they serve. The program faculty are actively this program are prepared to assume positions • HUDF 4032 Gender, difference, and engaged in the analysis and evaluation of edu- as specialists in a variety of organizations curriculum (3) cational policies and programs designed to devoted to applied educational research, poli- • HUDF 5022 Sociological analysis of serve educationally disadvantaged populations. cy making, advocacy, consulting, and manage- educational systems (3) ment of educational activities.

142 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT

• HUDF 5621 Technology and society (3) For the policy option: For the policy option, the following Policy • HUDF 6525 Seminar in sociology • HUDF 4899 Federal Policy Institute (3) Sequence replaces the above concentration: of education (3) (recommended) • HUDF 5645 Policy seminar I (3), and • ITSF 5023 The family as educator (3) • HUDF 5646 Policy seminar II (3), and • ITSF 5026 The family and television (3) Culminating Experience (0-3 points): • An approved content-driven policy course • ITSF 5120 Education in community • Master’s comprehensive examination, or settings: Museums (2-3) • Master’s essay and HUDF 6021, Social Electives (30 points): • ITSF 6520 Seminar in families and research methods: Reporting (1 point in Selected in consultation with an advisor from communities as educator fall; 2 points in spring) offerings at Teachers College or other schools (1-3) of Columbia University. • ORLA 4010 Introduction of organiza- MASTER OF EDUCATION-60 POINTS tional change theory in Sociology Core Courses (12 points) Culminating Experience (0-3 points): education (3) from among the following: • Master’s comprehensive examination, or • HUDF 4000 Education and public • Master’s essay and HUDF 6021, Social research For the policy option only, the following courses may policy (3) (required for methods: Reporting (1 point in fall; 2 points in be taken: the policy option) spring) • ITSF 5120 Education in community • HUDF 4010 Sociology of online settings (3) learning (3) Breadth Requirement: • HUDF 6030 Sociology of formal organiza- • HUDF 4021 Sociology of education (3) To satisfy College requirements, all students tions (3) • HUDF 4022 Sociology of urban must complete a minimum of three Teachers Or other approved courses. education (3) College courses (a course for this purpose • HUDF 4024 Social stratification is one in which at least 2 points are earned) Research Methods (6 points): and education (3) outside of HUDF. • HUDM 4122 Probability and statistical • HUDF 4027 Sociology of classrooms (3) inference (3) • HUDF 4028 Sociology of the life course (3) DOCTOR OF PHILOSOPHY-75 POINTS • HUDF 4029 Sociology of schools (3) The coursework for the Ph.D., which totals a And an approved course in qualitative meth- • HUDF 4031 Sociology of evaluation (3) minimum of 75 points, has seven components: ods, including one or more of the following: • HUDF 4032 Gender, difference, and social theory, basic social research design and • C&T 5502 Introduction to qualitative curriculum (3) methods, advanced social research design and research in curriculum and • HUDF 5022 Sociological analysis of methods, foundational coursework in sociolo- teaching (3) educational systems (3) gy, core coursework in the sociology of educa- • ITSF 5000 Methods of inquiry: • HUDF 5621 Technology and society (3) tion, seminars and colloquia, and elective Ethnography and partici- • HUDF 6525 Seminar in sociology courses. The required coursework is offered at pant observation (3) of education (3) Teachers College and in the Sociology Depart- • ITSF 5001 Ethnography and partici- • ITSF 5023 The family as educator (3) ment in Columbia’s Graduate School of Arts pant observation: Field- • ITSF 5026 The family and television (3) and Sciences. With advisor permission, stu- work, analysis, reporting • ITSF 5120 Education in community dents may pursue courses in other professional (3) settings: Museums (2-3) schools at the University or through the Inter- • ITSF 5007 Race, class, and schooling: • ITSF 6520 Seminar in families and com- University Doctoral Consortium. (Please refer Ethnographic approaches munities as educator (1-3) to the Inter-University Doctoral Consortium (3) • ORLA 4010 Introduction of organizational section of this bulletin for participating schools.) change theory in education (3) Policy Sequence (6 points; or 9 points For the policy option only, the following courses may Social theory (6 points) includes coursework with policy option): be taken: in classical and contemporary sociological • HUDF 5645 Policy seminar I (3), and • ITSF 5120 Education in community theory. • HUDF 5646 Policy seminar II (3) settings (3) For the policy option, both of the above courses plus • HUDF 6030 Sociology of formal organiza- Basic social research design and methods an approved content-driven policy course. tions (3) (12 points) involves coursework in research design, probability and statistics, applied Colloquia (3 points): Research Methods (9 points): regression analysis, and qualitative research • HUDF 4620 Introductory colloquium in • HUDM 4122 Probability and statistical methods. Courses in advanced social research sociology and education (2-3) inference (3) design and methods (minimum 6 points) build or • HUDM 5122 Applied regression analysis (3) on these basic courses in the quantitative • HUDF 5100 Supervised research and • An approved course in qualitative methods (3) and/or qualitative domains. Students also practice (1-6) enroll in at least one 3-point course offered by Concentration (9 points): the Graduate School of Arts and Sciences at Electives (3-5 points; or 0-3 points Courses in Sociology of Education or an addi- Columbia or a Consortium institution in each with policy option): tional area of concentration, selected in consul- of the areas of social stratification/inequality, Selected in consultation with an advisor. tation with an advisor. social organization, and social change.

Ph.D. students also pursue a minimum of 12 points in core classes in the sociology of edu-

Teachers College Columbia University 2008-2009 143 cation and 6 points in seminars and colloquia HUDF 4021. Sociology of education (3) HUDF 4027. Sociology of classrooms (3) designed to prepare students for dissertation Professor Pallas. A broad analysis of education Professor Natriello. An examination of socio- research. The balance of the 75-point mini- using basic sociological concepts, including logical research on the structure and operation mum is earned through elective courses select- schools as organizations, socialization, stratifi- of classrooms. Particular attention to the pro- ed in collaboration with the student’s advisor. cation, and ethnic relations. cesses of stratification, socialization, legitima- tion, and social organization. HUDF 4022. Sociology of urban education (3) DOCTOR OF EDUCATION-90 POINTS Professor Wells. Analysis of urban schools and HUDF 4028. Sociology of the life course (3) The coursework for the Ed.D., which totals a districts within the context of urban social and Professor Pallas. Sociologists define the life minimum of 90 points, has seven components: political systems. course of individuals by when, and in what basic social research design and methods, order, people assume key social roles, such as advanced social research design and methods, HUDF 4024. Social stratification and becoming an adult or moving from the work- social theory, core coursework in the sociology education (3) force to retirement. This course looks at the of education, seminars and colloquia, course- Faculty. An examination of the link between sociology of the life course. Focusing on how work in the social context of teaching and education and social inequality in Western historical and societal factors combine with societies, questioning whether schools are a learning, and elective courses. All of the the personal characteristics of individuals to mechanism of social mobility, enabling poor produce unique life course patterns. required coursework is offered at Teachers and disadvantaged children to get ahead in College. life, or whether schools perpetuate the hard- HUDF 4029. Sociology of schools (3) ships faced by poor and minority populations. Professor Natriello. An examination of socio- Basic social research design and methods Topics include the importance of quantity and logical research on the structure and operation (12 points) involves coursework in research quality of schooling for adult success; the ways of schools. Particular attention to the process- design, probability and statistics, applied in which race/ethnicity, sex, and social class es of socialization, stratification, and legitima- regression analysis, and qualitative research background structure students’ educational tion as well as social organization and the experiences; the role of tracking and ability methods. Courses in advanced social research sociology of school curriculum. grouping within schools; and the link between design and methods (minimum 6 points) build schooling and the economy. on these basic courses in the quantitative HUDF 4030. Sociology of educational (3) and/or qualitative domains. Social theory processes in formal organizations Faculty. An introduction to organizational the- courses (3 points) draw from sociology and ory as it applies to a variety of institutions with other social sciences. Ed.D. students also pur- particular attention to the potential of educa- sue a minimum of 15 points in core classes in tional activities as a force in formal organiza- the sociology of education and 6 points in tions. seminars and colloquia designed to prepare students for dissertation research. HUDF 4031. Sociology of evaluation (3) Professor Natriello. An examination of the One of the hallmarks of the Ed.D. curriculum social dimensions of the development and is a 9-point concentration in the social con- operation of different kinds of evaluation sys- text of teaching and learning, which draws on tems in modern societies. Major topics include the social, political, and intellectual contexts courses in Human Development, Curriculum for evaluation, the institutional bases of evalu- and Teaching, and International and Trans- ation activities, the social settings in which cultural Studies. All students take at least one evaluation takes place, and the effects of eval- course in Developmental Psychology and uations on individuals and groups. Cognitive Studies in Education. The balance of the 90-point minimum is earned through HUDF 4032. Gender, difference, elective courses selected in collaboration with and curriculum (2-3) the student’s advisor. Dr. Alperstein. A study of the extent and causes of gender inequality in society and the Policy Studies in Sociology Concentration Option: ways in which schools work both to reduce • HUDF 4000 Education and public and exacerbate inequality. policy (3) HUDF 4620. Introductory colloquium • HUDF 5645 Policy seminar I (3) in sociology of education (2-3) • HUDF 5646 Policy seminar II (3) Professor Pallas. Permission required. Intensive • Approved content-driven policy course (3) readings and discussions of basic literature in sociology of education, with attention to com- COURSES: mon issues and research strategies.

HUDF 4000. Education and public policy (3) HUDF 4899. Federal Policy Institute (3) Professor Wells. Current issues in American Professor Kagan. The purpose of the Federal educational policy. Policy Institute is to examine three themes: the enduring values of American education, HUDF 4010. Sociology of online learning (2-3) contemporary issues in national school reform Professor Natriello. Exploration of the social efforts, and the role of the federal government. dimensions of online learning. Students exam- During a week-long program in Washington, ine the structure of online learning programs, students will have the opportunity to identify the social organization of online learning com- a policy issue of personal interest and to munities, and the social experience of online explore that issue with the nation’s senior learning activities.

144 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT policymakers. Introductory and concluding HUDF 6525. Seminar in sociology sessions meet at the College. of education (1-3) Faculty. A seminar for doctoral students to HUDF 5020. Methods of social research: further their professional development and Survey methods (3) to prepare for doctoral research. Professor Pallas. Relationship between research problem and study design, choice of Individualized Studies population, sampling methods, instrument construction, interviewing, data processing, HUDF 4903. Research and independent and analysis. study (1-3) Faculty. Permission required. HUDF 5022. Sociological analysis of educational systems (2-3) HUDF 5100. Supervised research Faculty. Analysis of local and national educa- and practice (1-6) tion systems through application and adapta- Faculty. tion of organization theory, with special atten- tion to problems of innovation. HUDF 6903. Research and independent study (1-9) HUDF 5430. Internship (1-6) Faculty. Permission required. Faculty. Permission required. Supervised expe- rience in diverse settings designed to develop HUDF 6920. Studies in sociology skills in policy-related research, development, and education (1-8) planning, and evaluation. HUDF 7503. Dissertation seminar (0-3) HUDF 5620. Advanced colloquium in Faculty. Permission required. Required of sociology of education (1-3) doctoral students in the semester following Professor Wells. This course is designed to successful completion of certification exam- enhance student knowledge of social theory in inations. sociological research. Particular attention is devoted to deductive models of explanation HUDF 8903. Dissertation advisement (0) and their use in the construction of theory and Faculty. Individual advisement on doctoral its application as a basis for empirical inquiry. dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, HUDF 5621. Technology and society (3) see section in catalog on Registration for Dr. Cline. Explores the many and varied Ed.D./Ph.D. degrees. dimensions of the impact of changing informa- tion technologies on major social institutions Advanced students may register for intensive in contemporary society. individual study of some aspect of their spe- cialization. Registration is only by permission HUDF 5645. Policy seminar I (3) of the instructor under whose guidance the Professor Pallas. Conceptualization and identi- work will be undertaken. Times for individual fication of social and educational problems conferences will be arranged. Enrollment may that can be subjected to policy interventions. be for 1 or more points each term, and regis- Design and evaluation of alternative policy tration is not limited to one or two terms. choices. Effective strategies for presenting policy analysis to multiple audiences.

HUDF 5646. Policy seminar II (3) Professor Pallas. An introduction to the eval- uation of social and educational programs. Topics include evaluation to inform program conceptualization and design; measuring pro- gram implementation; impact assessment, including randomized experiments; cost-effec- tiveness analysis; and the social and political context of program evaluation.

HUDF 6021. Social research methods: Reporting (1-2) Faculty. Student teams will analyze data and write a social science article.

HUDF 6030. Sociology of formal organizations (3) Faculty.

Teachers College Columbia University 2008-2009 145 146 www.tc.columbia.edu General Information: (212) 678-3000 International and Transcultural Studies CHAIR: Professor George C. Bond LOCATION: 375B Grace Dodge Hall TELEPHONE NUMBER: (212) 678-3947 FAX: (212) 678-8237 EMAIL: [email protected] WEBSITE: www.tc.edu/ITS

PROGRAMS: DEPARTMENTAL MISSION:

ANTHROPOLOGY 148 The Department of International and Transcultural Studies Anthropology and Education In recognition of the interconnectedness of all human beings around the globe, Teachers College Applied Anthropology has a longstanding commitment to the international arena. It dedicates the resources of several social science disciplines and a program in bilingual education to developing the College’s BILINGUAL/BICULTURAL contribution to the understanding of global processes. EDUCATION 151 New technologies have led to a rapidly increasing flow of people, information, goods, and INTERNATIONAL AND COMPARATIVE services within and across national boundaries. As these boundaries become more permeable, EDUCATION PROGRAMS 154 modern societies are characterized by greater diversification of people and resources. Such Comparative and diversification introduces complex forces that can be best understood as transcultural. As International Education individual and institutional identities increasingly reflect diverse cultural traditions and values, International Educational Development a major challenge to education is to promote new ways of understanding and negotiating these identities. ECONOMICS AND EDUCATION 160 The United States is a powerful example of an international and transcultural society, and the metropolitan area in which Teachers College is located is a particularly vivid expression of such a society. New York City and the United States are, in many ways, harbingers of what the 21st century will bring to cities and countries around the world.

International and transcultural forces will be increasingly present in all societies, and these forces will be crucial in understanding education in every domain of human experience—family, community, school, the workplace. Such education will take place not only in schools, colleges, and universities, but in all societal institutions—families; churches, synagogues, mosques, and temples; libraries, museums, and parks; mass media such as newspapers, magazines, radio, television, and computer networks; and the various kinds of workplaces that are emerging in our technological era.

Our department prepares professionals to provide leadership in the educative configurations emerging in the new century. To do so, we offer a range of disciplinary and professional programs and concentrations with distinct emphases within the collective mission. The programs in Anthropology, Economics, and Comparative and International Education emphasize research on the social, cultural, economic, and political aspects of global processes. The programs in International Educational Development and Bilingual Education prepare professionals across the whole range of educational practice to gain a global perspective.

Students work with faculty within the department on a variety of topics including AIDS education, civic education, drugs and society, privatization of education, and language and literacy. Students can concentrate within the department in such areas as African education, bilingual/bicultural education, family and community education, international humanitarian issues, international educational policy studies, language, literacy, technology, and peace educa- tion. We work with other departments at the College to provide our students additional concen- trations in such areas as adult education, conflict resolution, curriculum and teaching, educa- tional leadership, health education, and policy studies. In addition, we cooperate with the School of International and Public Affairs at Columbia University to develop regional areas of expertise (e.g., Latin American Studies, African Studies, Eastern European Studies, Middle East Studies, Russian Studies, East Asian Studies, South Asian Studies). Students in Comparative and International Education who select academic disciplines other than anthropology or eco- nomics (e.g., sociology, political science, history, or philosophy) also work closely with faculty outside the department. Degrees are offered by programs only, not in concentrations.

Teachers College Columbia University 2008-2009 147 FACULTY: ANTHROPOLOGY chological anthropology—all from a strong PROFESSORS: cross-cultural and comparative perspective. Thomas R. Bailey Methodological emphasis is placed on inten- The Anthropology area of study includes (Economics and Education) sive and systematic ethnography. The faculty George C. Bond the following programs: Anthropology and has a distinguished record of publications and (Anthropology and Education Education, and Applied Anthropology. research projects, most of which has been and Applied Anthropology) Lambros Comitas conducted in the United States, Africa, the (Anthropology and Education ANTHROPOLOGY Caribbean, South America, and Europe. and Applied Anthropology) AND EDUCATION Ofelia Garcia Anthropology and Education (Bilingual/Bicultural Education) Charles C. Harrington Program Coordinator: The program in Anthropology and Education (Anthropology and Education Professor Lambros Comitas offers a disciplinary approach that carefully and Applied Anthropology) explores and contributes to the analysis and Hope Jensen Leichter Program Office: (212) 687-4040 understanding of educational processes in (Comparative and International Education; schools and classrooms, in families, on street International Educational Development) Email: [email protected] Henry Levin Website: www.tc.edu/its/Anthro corners, in community centers, in churches (Economics and Education) and in all settings where education may pro- Francisco Rivera-Batiz Degrees Offered: ceed. The department houses the largest group (Economics and Education) of anthropologists of education to be found in Gita Steiner-Khamsi ANTHROPOLOGY AND EDUCATION (ANTH) any university in the world. (Comparative and International Education; International Educational Development) Master of Arts (M.A.) Mun C. Tsang Master of Education (Ed.M.) Applied Anthropology (a joint program) (Economics and Education; Comparative and Doctor of Education (Ed.D.) In 1968, Teachers College and the Graduate International Education; International School of Arts and Sciences of Columbia Educational Development) Doctor of Philosophy (Ph.D.) Hervé Varenne University initiated and implemented a joint (Anthropology and Education program of Applied Anthropology. This joint and Applied Anthropology) APPLIED venture trains graduate students registered at ANTHROPOLOGY either graduate school. By this agreement, all ASSOCIATE PROFESSORS: applied anthropological training at Columbia Lesley Bartlett Program Coordinator: (Comparative and International Education; University is administered through Teachers International Educational Development) Professor Lambros Comitas College. The joint program offers a course of Regina Cortina study and thorough training in applied anthro- (Comparative and International Education; Program Office: (212) 687-4040 pology that is certified by both institutions, International Educational Development) Email: [email protected] and capitalizes on the strength of the univer- Jo Anne Kleifgen Website: www.tc.edu/its/Anthro (Comparative and International Education; sity’s faculty. International Educational Development) Maria Emilia Torres-Guzman Degree Offered: This program focuses on the complex issues (Bilingual/Bicultural Education) involved in applying anthropological knowl- APPLIED ANTHROPOLOGY (ANTA) edge and approaches to matters of policy con- ADJUNCT ASSOCIATE PROFESSOR: Clive Belfield Doctor of Philosophy (Ph.D.) cern in medicine, psychiatry, psychoanalysis, economic and community development, edu- ASSISTANT PROFESSOR: Program Descriptions: cation, businesses and corporations, institu- Monisha Bajaj Teachers College has been a pioneer in both tional programs, and ecological and environ- (Comparative and International Education; International Educational Development) Anthropology and Education and Applied mental change. Anthropology. These two programs function ADJUNCT ASSISTANT PROFESSOR: as one entity and provide a unique research and Resources Fenot Aklog training experience for a very select group of Both the Anthropology and Education and the Applied Anthropology programs are conduct- LECTURER: students. This highly personal academic envi- Andrew Okolie ronment within the larger university complex ed in collaboration with the Department of maximizes the interaction between students and Anthropology at Columbia University, INSTRUCTOR: faculty while offering a variety of scholarly and Graduate School of Arts and Sciences, the Patricia Velasco professional resources. School of International and Public Affairs, (Bilingual/Bicultural Education) and other professional schools and institutions RESEARCH ASSISTANT PROFESSOR Both programs prepare students to enter current of the University (School of Public Health, OF EDUCATION: research and policy conversations about educa- Lamont-Doherty Laboratory, for example). Louis F. Cristillo tion and the application of anthropology to In addition, our location in New York City VISITING ASSISTANT PROFESSOR other fields. The programs are built on the OF EDUCATION: premise that one can apply anthropology only to allows students easy access to a myriad of Reza Arjmand the extent that one has been rigorously trained prestigious academic and research institu- (Comparative and International Education; in the theory and methodology of the discipline. tions and provides a natural laboratory for International Educational Development) student research on ethnicity, migration, and urban life. Students may take courses For information about faculty and their scholarly and Theoretical emphasis is given to social and research interests, please refer to the Faculty section political processes, cultural theory, and psy- through the Inter-University Doctoral of this bulletin, or visit us at www.tc.edu/faculty.

148 www.tc.columbia.edu General Information: (212)678-3000

INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL

Consortium (for participating institutions, Minimally, candidates for the Ed.M. degree in with the requisite knowledge of epistemologi- see the Inter-University Doctoral Consortium Anthropology and Education take 21 points in cal, theoretical, methodological, ethnographic, section in this bulletin). courses related to the main fields of the disci- and substantive areas of anthropology. They pline, including at least 15 points in socio- aim to develop competency in the discipline, Most graduates find academic posts and cultural anthropology. A minimum of three while addressing the specific intellectual inter- administrative positions in colleges, universi- courses (6-9 points) must be taken in fields ests of the student. Fifteen points in research ties, and professional schools. Others locate in foundational to anthropology (economics, his- methods and statistical courses are also federal and international agencies, research tory, linguistics, philosophy, psychology, sociol- required. institutes, private foundations, medical institu- ogy). An additional 30-36 points must also be tions, consulting firms, and social welfare and taken to complete the course of study. To sat- An objective understanding of education and community service organizations in the United isfy breadth requirements, masters students educational institutions, of persons and the States and abroad. must complete three Teachers College courses learning process, and the various forms of (for this purpose a course is defined as one in measurement and evaluation in cognate areas Special Application Requirements: which at least 2 points are earned) outside the prepares program graduates with the knowledge Applications are reviewed for these programs major program. and skills necessary for researching and working on an ongoing basis. Preference in scholarship in a variety of formal and non-formal educa- awards will be for those applicants who meet These courses should be chosen so as to tional settings through 18 points of broad and the early application deadline. enhance the professional preparation of the basic areas. student in his or her expected field of practice. The GRE General Test is required, except of Up to 30 of the required 60 points may be This leaves 30 points of electives to increase international students for whom the TOEFL transferred from previous coursework to the competence in comparative, regional or inter- is required. If the applicant will be in or near extent that they fulfill some of the require- national studies, or to enhance technical skills New York City, an interview with one of the ments listed above. Students are also required used in conjunction with but outside the major program faculty is recommended. to conduct an integrative project in addition course of study. At least three of these courses to the 60 points of coursework. (8–9 points) must be taken in fields founda- Degree Requirements: tional to anthropology (economics, history, Doctoral Degrees linguistics, philosophy, psychology, sociology). ANTHROPOLOGY AND EDUCATION The Doctor of Education and Doctor of MASTER OF ARTS Philosophy degree tracks are for students DOCTOR OF PHILOSOPHY The Master of Arts program in Anthropology who plan to engage in scholarly writing and Each student develops, in collaboration with and Education is designed for students who research, applied research and evaluation, or an advisor, a program of study in anthropology are planning to enter one of the doctoral pro- teaching and administrative responsibilities at designed to establish a high level of competen- grams, as well as those seeking a terminal mas- colleges, universities, professional schools of cy. A minimum of 75 points of acceptable ter’s degree. Administrators, counselors, eval- education and medicine, research institutes, or graduate credit is required for the Doctor of uators, and research associates can improve state, federal, and international agencies and Philosophy (Ph.D.). Of these 75 points, a maxi- their work through learning how anthropo- bureaus. The following are required of stu- mum of 45 points can be completed through logical methods are applied to educational dents in both the Ed.D. and Ph.D. tracks: another faculty of Columbia University, or a problems, policy, and practice. maximum of 30 points may be transferred in Certification Requirements from other recognized graduate schools. A total The program requires at least four courses (12 Certification is the means of indicating that of 40-45 points of major courses is required. points) in anthropology offered through the the student is regarded as having attained the Department. The program should include at expected competencies of the program. An These courses prepare students with the requi- least one colloquium or seminar level course; overall grade average of B+ is expected. In site knowledge of epistemological, theoretical, three courses (6-9 points) in the fields founda- addition, students must complete a set of methodological, ethnographic, and substantive tional to anthropology (economics, history, written examinations on topics relevant to areas of anthropology. They aim to develop linguistics, philosophy, psychology, sociology); Anthropology and Education and to Applied competency in the discipline, while addressing and four other courses (9-12 points) that Anthropology. the specific intellectual interests of the student. directly contribute to the emerging profession- al interest of the candidate. The M.A. program Dissertation Requirements At least 15 points of the anthropology require- requires an integrative project as well as an After passing the written certification exami- ments must be taken within the program. internship in addition to the 32-point program. nation, the candidate prepares a dissertation A minimum of 25 points of the 40 points proposal to be defended in oral examination. required in anthropology must be taken at To satisfy college breadth requirements, mas- One or two years of anthropological field Teachers College, or in other faculties of ters students must complete three Teachers research is required for the collection of Columbia University. Within the major course College courses (for this purpose a course is original field data based on the dissertation requirements, 15 points in required courses research proposal. defined as one in which at least 2 points are must be taken: the four-semester sequence earned) outside the major program. of colloquiums and summer field research DOCTOR OF EDUCATION (a minimum of 12 points) and an independent MASTER OF EDUCATION A minimum of 90 points of acceptable grad- study (3 points) used in preparation for the cer- The Master of Education degree program is uate credit is required for the Doctor of tification examination and dissertation propos- flexible, allowing students to address various Education (Ed.D.), a minimum of 45 points al. Fifteen points in research methods and sta- professional concerns, satisfy diverse academic must be completed through Teachers College tistical courses are also required. The remaining needs, and enhance professional skills. registration. Forty-two points of major courses 15 points of electives are used to increase com- are required. These courses prepare students

Teachers College Columbia University 2008-2009 149

petence in comparative, regional, or interna- guistics and one from either archaeology or ITSF 4014. Urban situations and education tional studies, or to enhance technical skills physical anthropology; and an independent (3-4) used in conjunction with but outside the major study (3 points) used in preparation for the Professor Bond. An introduction to the course of study. At least three of these courses certification examination and dissertation anthropological study of the sociocultural pat- (8-9 points) must be taken in fields founda- proposal. terns of populations residing in urban settings, with emphasis on domestic, ethnic, class, and tional to anthropology (economics, history, educational relationships. linguistics, philosophy, psychology, sociology.) Fifteen points in research methods and statisti- Of the 75 graduate points required for the cal courses are also required. The remaining ITSF 4016. Culture and society in Africa (3) degree, a minimum of 45 must be taken for 15 points of electives are used to increase Professor Bond. A general survey of sub- an evaluative letter grade. competence in comparative, regional, or inter- Saharan Africa, using contributions from theo- national studies, or to enhance technical skills retical approaches to anthropological research Foreign Language Requirement used in conjunction with but outside the in the area. Emphasis on socioeconomic, ideo- Each candidate must satisfy the foreign lan- major course of study. At least three of these logical and religious, educational, and political guage requirement by demonstrating proficien- courses (9 points) must be taken in fields analysis of African communities. cy in two scholarly languages, or one scholarly foundational to anthropology (economics, his- ITSF 4017. Anthropological perspectives language and one field language, or one schol- tory, linguistics, philosophy, psychology, sociol- on homelessness and social control (3) arly language and a two-semester sequence of ogy). Of the 75 graduate points required for Faculty. Theoretical and ethnographic analyses prescribed statistics courses. the degree, a minimum of 45 must be taken of contemporary forms of social exclusion in for an evaluative letter grade. urban settings. Emphasis on the interaction APPLIED ANTHROPOLOGY between institutional arrangements and the DOCTOR OF PHILOSOPHY Foreign Language Requirement experience of homelessness. Each student, in collaboration with an advisor, Each candidate must satisfy the foreign lan- develops a program of study in anthropology guage requirement by demonstrating proficien- ITSF 4018. Anthropology and development in Africa (3) designed to establish a high level of compet- cy in two scholarly languages, or one scholarly language and one field language, or one schol- Professor Bond. This seminar considers issues ency. A minimum of 75 points of acceptable and problems of development in sub-Saharan arly language and a two-semester sequence of graduate credit is required for the Doctor of Africa. It examines specific development proj- Philosophy. prescribed statistics courses. ects from different theoretical and empirical perspectives. Of these 75 points, a maximum of 45 points COURSES: can be completed through another faculty of ITSF 4026. Technology and culture (3) Introductory Courses Columbia University, or a maximum of 30 Professor Varenne. An exploration of the points may be transferred in courses from impact of technology broadly defined upon ITSF 4010. Cultural and social bases cultural evolution as currently discussed in other recognized graduate schools. Forty to of education (3-4) forty-five points of major courses are required. anthropology and related disciplines. Special Professor Comitas. Analyses of basic anthropo- fee: $30. Also listed as MSTU 4028. logical concepts, with particular reference to These courses prepare students with the requi- the sociocultural context of education and the Intermediate Courses site knowledge of epistemological, theoretical, role of educational institutions in community, methodological, ethnographic, and substan- national, and regional development. Four- point enrollment requires attendance at film ITSF 5011. Process and change in Africa (3) tive areas of anthropology. They aim to devel- Professor Bond. Anthropological studies of op competency in the discipline, while address- showings before or after class and at discussion sessions held at hours to be arranged. social systems, cultural change, and develop- ing the specific intellectual interests of the stu- ment. Special emphasis on the role of politics, dent. ITSF 4011. Social context of education religion, economics, and education in change (3-4) processes. At least 15 points of the anthropology require- Professor Bond. The exploration of anthropo- ments must be taken within the program. logical and social science concepts for the ITSF 5012. Culture and society in A minimum of 25 points of the 40 points analysis of educational, cultural, and social the Caribbean (3) required in anthropology must be taken at institutions, organizations, and processes of Professor Comitas. Detailed survey, utilizing contributions from theoretical approaches to Teachers College, or in other faculties of different peoples of the world. Four-point anthropological research in the area. Emphasis Columbia University. Up to 15 points in enrollment requires attendance at film show- ings before or after class and additional discus- on socioeconomics, community studies, and anthropology courses may be taken at other sociopolitical analyses. graduate institutions which are members of sion sessions held at hours to be arranged. the Inter-University Doctoral Consortium, ITSF 4012. Cross-cultural studies ITSF 5013. Psychological anthropology (3) to satisfy major course requirements. of learning (3-4) Professor Harrington. The concepts, theories, Professor Harrington. Analyses of basic and methods of psychological anthropology. Within the major course requirements, anthropological concepts, with particular ref- Cross-cultural studies of learning processes. 30 points in required courses must be taken: erence to the influence of cultures and subcul- Emphasis on recent work in the field, prob- the four-semester sequence of colloquia and tures on the learning process, to education in lems of cross-cultural methodology, and the study of socialization. summer field research (a minimum of 12 multicultural classrooms, and to the relevance points); an additional theory course outside of psychological anthropology to educational issues. Four-point enrollment requires atten- ITSF 5015. Political anthropology: of the first semester colloquium (3 points); Labor, race, and belief (3) two ethnography courses, one within and dance at film showings before or after class and additional discussion sessions held at Professor Bond. This course considers the the- one outside of one’s interest (6 points); two hours to be arranged. ories and concepts used by anthropologists and sub-discipline courses (6 points), one in lin- other social scientists in the analysis of politi-

150 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL cal behavior and institutions. It emphasizes the Research Seminars comparative study of political systems, move- BILINGUAL/BICULTURAL ments, and processes within the context of ITSF 6510. Education and cultural produc- EDUCATION rural and urban situations. tion (3) Professor Varenne. Seminar reviewing theoret- Program Coordinator: ITSF 5016. Ethnography of education (3) ical developments in culture theory as it focus- Professor Ofelia Garcia Professor Varenne. Introduction to the ethno- es on education as the foundation of cultural graphic investigation of educative institutions production. Program Office: (212) 687-3758 (villages, neighborhoods, families, peer groups, Email: [email protected] schools, etc.) and to the policy issues it ITSF 6511. Seminar in psychological Website: www.tc.edu/academic/Bilingual/ addresses. anthropology (3) Professor Harrington. Permission required. Degrees Offered: ITSF 5018. Drugs and society (3) Prerequisite: ITSF 5013. A research seminar Professor Comitas. Utilizing theoretical and focusing on current issues in psychological BILINGUAL/BICULTURAL CHILDHOOD methodological perspectives from social and anthropology. EDUCATION- DUAL CERTIFICATION cultural anthropology, this course is designed (BILC-DUAL) to explore the contextual dimensions of illicit ITSF 6512. Social theory and structure (3) Master of Arts (M.A.) drug use as well as other drug-related issues. Professor Bond. Investigation of issues and A comparative, cross-cultural approach will BILINGUAL/BICULTURAL CHILDHOOD problems in social theory through the analysis EDUCATION- TRANSITIONAL B CERTIFICATION be utilized and case material drawn from tradi- of relevant literature in the social sciences. (BILC-TRAN) tional as well as modern settings. Master of Arts (M.A.) ITSF 6513. Topics in anthropology and ITSF 5020. Practicum in anthropological education: Exploration of a selected topic BILINGUAL/BICULTURAL EDUCATION- field techniques (3) in anthropology (1-4) INITIAL CERTIFICATION (BILG-INIT) Professor Comitas. For anthropologists and Faculty. Permission required. Topics vary each Master of Arts (M.A.) non-anthropologists contemplating independ- semester and may include any of the following: ent, qualitative research, this course provides Cultural analysis, social structure, religion and BILINGUAL/BICULTURAL EDUCATION- hands-on experience in techniques for gener- politics in contemporary Africa, resilience in NON CERTIFICATION (BILG) ating, recording, and managing anthropological at-risk populations, anthropology and the law, Master of Arts (M.A.) data in the field. and world ethnography. BILINGUAL/BICULTURAL EDUCATION- INITIAL CERTIFICATION (BILG-INIT) Colloquia ITSF 6911. Workgroup in psychological anthropology (0-1) Certificate Professor Harrington. This workgroup meets ITSF 5610. First-year colloquium in Program Description: applied anthropology (3) every other week to discuss current issues in In a world characterized by a greater flow Professors Bond and Varenne. Permission psychological anthropology. It also discusses required. This is a year-long critical review of and reviews current research and proposals for of people, information, goods and services, important works in anthropology and educa- research of workgroup members, including bi/multilingualism, and the ability to commu- tion and applied anthropology. During the faculty, alumni, and doctoral students concen- nicate cross-culturally are important resources. spring semester students present proposals for trating in psychological anthropology. The program in Bilingual/Bicultural Education their summer fieldwork before the members of prepares educators, policy makers and re- both programs. Required of, and open only to, Individualized Studies searchers to understand issues surrounding first-year doctoral students. Meets concurrent- the education of linguistically and culturally ly with ITSF 5611 during the spring semester. Advanced students may register for intensive diverse students. The program also develops individual study of some aspect of their con- the understandings and strategies necessary to ITSF 5611. Second-year colloquium in centration. Registration is only by permission educate for bi/multilingualism, multicultural- anthropological method (3) of the instructor under whose guidance the Professors Comitas and Harrington. Permission work will be undertaken. Times for individual ism and cross-cultural understandings, and the required. This is a year-long review of the conferences will be arranged. Enrollment may use of multiple literacies. It does so while being methods of field research and data analysis in be for 1 or more points each term, and regis- mindful of the differences in educating lan- anthropology, with special reference to educa- tration is not limited to one or two terms. guage minority students, language majority stu- tional systems and processes. Network analysis, dents, and linguistically heterogeneous groups. systematic observation, quantification proce- ITSF 4900. Research independent study dures, participant observation, ethnographic anthropology and education (1-8) New York City, the most multilingual city interview, use of film and videotape, cross-cul- of the world, and specifically the schools tural survey techniques, and testing and exper- ITSF 6900. Research independent study of New York City, give the program in imental design. During the spring semester, anthropology and education (1-8) Bilingual/Bicultural Education at Teachers students report on their completed summer College the ability to study in depth issues of fieldwork before the members of both pro- ITSF 6910. Studies in anthropology and grams. Required of, and open only to, second- education (1-8) bi/multilingualism and multiculturalism, espe- year doctoral students. Meets concurrently cially as they are manifested in schools and with ITSF 5610 during the spring semester. classrooms. The program pays attention to the bilingual education of English Language Learners in the United States. It focuses on the kind of bilingual education known in the United States as dual language programs, pro- grams where language minority and language majority children become bilingual and biliter- ate in each other’s languages.

Teachers College Columbia University 2008-2009 151 Students interested in policy and research, as Special Application • ITSF 4133 Curriculum and methods well as international students, might be inter- Requirements/Information: for bilingual teachers: ested in the Master of Arts (M.A.) in Bilin- In addition to the Teachers College admissions Science (2-3) gual/Bicultural Education not leading to New application, applicants to the M.A. and • ITSF 4134 Curriculum and methods York State Certification. Students interested Advanced Certificate program in Bilingual/ for bilingual teachers: in teacher certification may follow any of our Bicultural Education must submit: Math (2-3) Master of Arts in Bilingual/Bicultural Education • Program application (available from the Office • A&HT 4076 TESOL methodologies that lead to a New York State teacher certifica- of Admission, the Program Office, or the Web) for K-6 (3) tion or an Advanced Certificate in Bilingual/ • Proof of Language proficiency (please see • Literacy elective (3) Bicultural Education. Other programs and program application) departments offer joint programs with a Bilin- Master of Arts programs leading to certification gual/Bicultural Education emphasis and special- Proficiency in a Language Other than English is (Stream A) require one full year of student ization, which may lead to the bilingual exten- required for the Program in Bilingual/Bicultural teaching with the accompanying courses (a total sion New York State teachers certificate. All Education. Students pursuing the NYS teacher of 17 additional credits) for a total of 40 credits. students must be bilingual. certification programs must be proficient in Master of Arts programs leading to certification English and a language other than English. (Stream B) Transitional B and second Initial cer- The course of studies offered: Students must verify their proficiency in a lan- tification require a half a year of student teaching • The M.A. in Bilingual/Bicultural Childhood guage other than English by showing education (a total of 7 credits) for a total of 33 credits. All Education- Dual Certification- is for students or residence abroad, undergraduate coursework courses in the Master of Arts programs leading to who are pursuing Initial New York State in a language other than English, language profi- certification are required for Stream A, Stream B teacher certification in Childhood Education ciency exam scores such as the GRE, SAT, or and Transitional B. (grades 1-6), Bilingual Education, and an Peace Corps Assessment. optional Middle Childhood certification (grades Master of Arts programs that do not lead to cer- 7-9). It has two streams. Stream A is for stu- For further program information, contact the tification require a 3 credit practicum for a total dents without prior experience in education. Program in Bilingual/Bicultural Education at of 33 points. It is possible to take electives to Students take 40 points and must be bilingual. Teachers College, Box 122, complete this degree. Stream B is for students who have student 525 West 120 Street, New York, NY 10027 taught or are presently teaching. Students take Telephone: (212) 678-3758 CERTIFICATE IN BILINGUAL EDUCATION 33 points and must be bilingual. Email: [email protected] Students who already hold teaching certification • The M.A. in Bilingual/Bicultural Childhood in another area or who are simultaneously pursu- Education- Transitional B- is only for students in Degree Requirements: ing teacher certification in another area can the Peace Corps Fellows Program who are pur- choose to follow the 15-16 credit Advanced Certificate curriculum in Bilingual education suing Initial New York State teacher certifica- MASTER OF ARTS tion in Childhood Education (grades 1-6), Please see the degree guide to determine to which leads to the New York State Bilingual Bilingual Education and an optional Middle which program to apply. Also consult with an extension certification. The following courses Childhood certification (grades 7-9). Students academic advisor. All the different Master of are required: complete an intensive 200 hour summer session, Arts programs in Bilingual/Bicultural Educa- • ITSF 4021 Foundations of bilingual/ after which they follow a 33 point program. tion require an integrative project and a differ- bicultural education (3) • The M.A. in Bilingual/Bicultural Education- ent student teaching/practicum experience. • ITSF 4075 Cross-cultural communica- Initial Certification- is for students who hold certi- tion and classroom ecology fication in another teaching area and want to All Master of Arts programs require: (3) add initial bilingual certification. Students take • ITSF 4021 Foundations of bilingual/ • ITSF 4024 Linguistic foundations of 33 points. It is only open to students who already bicultural education (3) bilingual/bicultural education hold teacher certification in any area and leads • ITSF 4024 Linguistic foundations of (3) to New York State Professional certification in bilingual/bicultural education that area. (3) Students may also elect to take: • The M.A. in Bilingual/Bicultural Education- • ITSF 4075 Cross-cultural communica- • ITSF 4121 Bilingual/bicultural curriculum Non Certification- does not lead to New York tion and classroom ecology design in elementary and State teacher certification and is 33 points. This (3) middle schools (3) is for students who do not plan to be classroom • ITSF 4150 Teacher educational inquiry: • ITSF 4133 Curriculum and methods teachers. Bilingual/bicultural education for bilingual teachers: • The Certificate in Bilingual/Bicultural (1-3) Science (2-3) Education is 15 points and is for students who • ITSF 4134 Curriculum and methods either hold teaching certification in another Master of Arts programs leading to certification for bilingual teachers: area or are pursuing teaching certification in also require: Math (2-3) another area simultaneously. It leads to bilingual • ITSF 4020 Bilingualism and disabilities or education certification. (1) • ITSF 4028 Teaching literacy in bilingual • ITSF 4028 Teaching literacy in bilingual education (3) The program in Bilingual/Bicultural Education settings (3) • ITSF 4720 Student teaching in bi- grants scholarships. Competitive scholarships • ITSF 4121 Bilingual/bicultural curriculum lingual/bicultural education are based on academic performance, field experi- design elementary and middle (4) ence, and commitment to bilingual education to school (3) students in the teacher certification programs.

152 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL

Bilingual/Bicultural the content areas, using children’s literature, ITSF 4323. Practicum/student teaching for Education Emphasis and assessing students’ literacy development in practicing teachers in bilingual/bicultural Students who wish to obtain an M.A., Ed.M., the second and native language. Strategies to education (3-4) or doctoral degree within another cooperating develop biliteracy in dual language programs. Faculty. Offered every fall. Permission required. This course is for current teachers program may choose bilingual/bicultural edu- ITSF 4075. Cross-cultural communication or students with prior teaching experience. cation as an emphasis, if they are bilingual. and classroom ecology (3) Practical application of bilingual and bicultural Depending on their program of study, students Professor Torres-Guzman. Offered in the fall. classroom practices in all content areas, the may be able to simultaneously meet both their Examination of the influence of culture in the teaching of an additional language (ESL or department’s requirements and the require- design and implementation of school instruc- LOTE), and the development of bilingualism. ments of the program in bilingual/bicultural tion. Identification of salient theoretical issues Classroom observations and supervision will education. Emphasis students who hold, or will related to culture and social organization as be provided for full-time teachers and student hold teaching certification and wish to be rec- they relate to the education of ethnolinguistic teachers. Weekly seminars focus on teaching ommended for the New York State’s bilingual and minority children. Exploration of the learn- strategies for a variety of bilingual settings, education extension certification, must take the ing/teaching processes within the context of including teaching content and developing multicultural and bilingual classroom settings language. certificate specified above and will be assessed from a cultural perspective. Reflection upon the for bilingual proficiency. role of the teacher in creating cultural learning ITSF 4325. Practicum/Internship in environments. Survey of research approaches bilingual/bicultural institutions (3) The number of points required for bilingual which serve as tools to examine classroom Faculty. Offered every fall. Develop practical emphasis varies with the degree desired: 12 interaction. skills in teaching an additional language other points for an M.A. (no transfer credits accept- than English and developing cross cultural ed); 18 points for an Ed.M.; 24 points for an ITSF 4121. Bilingual/bicultural curriculum understandings through working weekly with a Ed.D. design in elementary and middle schools (3) small group of students in a non-formal school Faculty. Offered in the spring. Corequisites: setting. Seminars focus on methods and strate- COURSES: ITSF 4133 and ITSF 4134. Permission required. gies for integration of language and cultural Prerequisites: ITSF 4021 and proficiency in the awareness taught in hands-on ways. Fluency ITSF 4020. Bilingualism and disabilities (1) English language and one additional language. in a language other than English required. Faculty. This course examines the interaction The course focuses on: (a) linguistic, cognitive, between disability and bilingualism through the developmental, and socio-cultural considera- ITSF 4720. Student teaching in lifespan and across home, school, work, and tions in the design of bi/multilingual curricula; bilingual/bicultural education (4) other life contexts. It draws on theories and (b) exploration of bi/multilingual instructional Faculty. Offered every spring. Permission practices from linguistics, bilingual education, methods and materials for use in language arts required. Student teaching in bilingual ele- the literatures of disability rights, and the teach- and content areas; (c) critique of current com- mentary classroom. Practical application of ing of students with disabilities. mercially prepared products. bilingual and bicultural classroom practices in all content areas, the teaching of an additional ITSF 4021. Foundations of bilingual/ ITSF 4133-ITSF 4135. Curriculum language (ESL or LOTE), and the develop- bicultural education (3) and methods for bilingual teachers (1-3) ment of bilingualism. Classroom observations Professor Garcia. Offered in the fall. Review Faculty. Offered spring. Corequisite: ITSF 4121. and supervision will be provided for full-time of the linguistic, socio-cultural, philosophical, Prerequisites: ITSF 4021, or permission of teachers and student teachers. Weekly semi- political, and historical foundations that have instructor. Intensive review of curriculum and nars focus on teaching strategies for a variety shaped bilingual education policies, program methods appropriate to the teaching of the sub- of bilingual settings, including teaching con- models, and teaching and assessment practices. ject areas in bilingual instructional settings. tent and developing language. Analysis of how diverse bilingual education pro- Offered as needed for those wishing to obtain gram models throughout the world respond to bilingual teacher certification. ITSF 5021. Assessment and evaluation different linguistic, social, and educational goals. in bilingual education (3) • ITSF 4133. Science Faculty. Permission required. Prerequisite: ITSF 4024. Linguistic foundations of Introductory course in educational or psycho- bilingual/bicultural education (3) • ITSF 4134. Mathematics logical assessment. Survey of tools and tech- Professor Kleifgen. Offered in the spring. Intro- niques used in different types of assessment duction to the study of bilingualism. Study of • ITSF 4135. Language arts and evaluation including linguistic, psychoed- sociolinguistics and psycholinguistics as applied ucational, and programmatic areas; principles, to the design and implementation of bilingual/ ITSF 4150. Teacher/educational inquiry: limitations, and alternatives applied to the bicultural educational models and materials. Bilingual/bicultural education (1-3) above as they pertain to effective bilingual Professors Torres-Guzman and Garcia. programs. Emphasis on methods of assessment ITSF 4027. Current topics in bilingualism Permission required. Open only to students and evaluation that can be used by the and bilingual/bicultural education (1-3) registered in any of the M.A. Programs in teacher/supervisor with English Language Faculty. Studies of selected topics in bi/multi- Bilingual/Bicultural Education. Reflective Learners. lingualism and bilingual/bicultural education. inquiry focused on bilingualism or bicultural- ism in relation to instruction in the native lan- ITSF 5022. Administration of bilingual ITSF 4028. Teaching literacy in bilingual guage, native language development, second programs (3) settings (3) language learning, and the relationship Faculty. Focus on managerial, legal, and finan- Professor Garcia. Offered in the spring. between the theory and practice of learning cial issues in bilingual education, with particu- Prerequisite: ITSF 4021. Approaches to develop- and/or teaching in bi/multilingual/multicul- lar emphasis on urban and suburban settings ing literacy in a second and native language in tural settings. Course supports students in at elementary and secondary school levels. elementary and middle schools. Techniques for development and presentation of their developing listening, speaking, reading and writ- Integrative Project. Offered only in the fall. ing, developing language and literacy through

Teachers College Columbia University 2008-2009 153 ITSF 5024. Bilingual/multilingual • ITSF 4021. Foundations of INTERNATIONAL AND education: International perspectives (3) bilingual/bicultural education (3) Professor Torres-Guzman. A survey of bilin- COMPARATIVE EDUCATION gual/multilingual educational policies and • ITSF 4024. Linguistic foundations of PROGRAMS practices throughout the world. While such bilingual/bicultural education (3) models and designs are analyzed from a com- The two international education programs pro- parative educational perspective, much atten- • ITSF 4075. Cross-cultural communica- vide advanced preparation for professional careers tion is given to the ethnolinguistic, social, eco- tion and classroom ecology (3) in a wide range of teaching, policy and evaluation, nomic, and political contexts. administrative, and research roles. Students may • ITSF 4027. Current topics in bilingualism combine their studies with other areas of concen- ITSF 5123. School counseling of and bilingual/bicultural education (1-3) tration offered throughout the College. bilingual/bicultural children, adolescents and their families (3) • ITSF 5123. School counseling of Faculty. Guidance and counseling theory, bilingual/bicultural children (3) Program Coordinator: research and practice regarding bilingual and Hope Jensen Leichter racially/culturally diverse children, adolescents • ITSF 5024. Bilingual/multilingual educa- and their families. The course examines para- tion: International perspectives (3) Program Office: (212) 678-3184 digms used to understand the behavior of Email: [email protected] bilingual/bicultural children, the impact of Website: http://www.tc.edu/its/CIE&IED various factors on their functioning, models for assessing their functioning, and preventive and Teachers College offers two programs in rehabilitative interventions to effect change. international education: ITSF 5512. Bilingual/multicultural COMPARATIVE AND INTERNATIONAL education program development and change theory (1-3) EDUCATION, AND INTERNATIONAL Faculty. Permission required. Analysis of EDUCATIONAL DEVELOPMENT change theory with emphasis on factors affect- ing development, implementation, staffing, Prospective students should visit the website and administration of bilingual/bicultural and email the program assistant, for more programs. information ([email protected]).

ITSF 5513. Staff development in multi- Description of the Two Programs: lingual/multicultural settings (3) In 1899, Teachers College became the first grad- Professor Torres-Guzman. Permission required. uate institution in the United States to develop a Critical study of theory and practice of staff program in comparative education. The Program development in multilingual/multicultural faculty were co-founders of the Comparative and settings. International Education Society in 1956 and ITSF 6202. Advanced fieldwork edited the Society’s journal, Comparative Educa- (1-6 each course) tion Review, for many years. Faculty. Permission required. In the 1960s, Teachers College also became ITSF 6402. Internship in instrumental in the study of the international bilingual/bicultural education (1-6) development of education, founding the program Faculty. Permission required. Occasional in International Educational Development. The opportunities in areas represented by the faculty of the programs continue to be active in department. Students must inquire to see if conducting research and participating in educa- opportunities are available during any given tional activities around the world. semester.

ITSF 6521. Seminar in Graduates of the programs are found in numerous bilingualism/bilingual education (3) positions, including academic research and teach- Professors Garcia and Torres-Guzman. ing, educational planning, project design and eval- A review of research in bilingual/bicultural uation, program management in foundations, education from an inter-disciplinary perspec- non-governmental organizations, governmental tive. The focus is on the analysis of research, organizations, businesses and corporations, and evaluation methodologies and findings, and private and public educational institutions. their potential application to current theory and practice. The primary distinction between the two pro- grams is the area of concentration leading at the Courses Open to Non-Majors doctoral level to the Ph.D. for Comparative and A number of departmental offerings are suit- International Education students and to the Ed.D. able for non-majors because of their non-tech- for International Educational Development stu- nical nature. Consult advisors about other dents: Students applying for Comparative and courses not listed. Interntional Education need to select a discipline

154 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONAL AND TRANSCULTURAL focus (anthropology, economics, history, sociology, Anthropology INTERNATIONAL philosophy, or political science), whereas students The concentration in Anthropology offers a dis- EDUCATIONAL in International Educational Development select ciplinary approach that carefully explores and DEVELOPMENT a concentration within the field of education (for contributes to the analysis and understanding of example, African Education, Bilingual/Bicultural educational processes in schools and classrooms, Degrees Offered: Education, Finance and Planning, International in families, on street corners, in community cen- Education Policy Studies, etc.). Approximately ters, in churches and in all settings where educa- INTERNATIONAL EDUCATIONAL one-third of the courses are to be taken in the tion may proceed. In addition, the concentration DEVELOPMENT (INTL) area of concentration. The courses offered in con- offers coursework in the application of anthropo- Master of Arts (M.A.) centrations vary each academic year. A few con- logical knowledge and approaches to matters of Master of Education (Ed.M.) centrations are not available at the doctoral level, policy concern in ecological and environmental Doctor of Education (Ed.D.) as noted in their description below. change, economic and community development, education, immigration, institutional programs, Up to 30 graduate-level credits can be trans- Students in both international education pro- literacy, psychiatry, and psychoanalysis. ferred into the Ed.M. and 45 credits into the grams are encouraged to select a geographical Ed.D. degree programs. area of specialty. Geographical areas currently Economics represented by faculty in the Department of Economics is a powerful tool for scholars and Areas of concentrations offered inside the International and Transcultural Studies are: educational practitioners who wish to develop a Department of International and Transcultural Africa, the Caribbean, Central Asia, East Asia, better understanding of educational institutions Studies: Europe, Latin America, the Middle East, South and decisions. Students in the program develop • African Education Asia, and the U.S. (for a transcultural/immigra- an array of skills in the application of economic • Bilingual/Bicultural Education tion focus). Most area studies courses are avail- concepts and theory, in benefit-cost analysis and • Family and Community Education able at the School of International and Public other evaluative procedures, and in the statistical • Finance and Planning Affairs and in discipline-based departments at treatment of mass data. • International Education Policy Studies Columbia University to which students in inter- • International Humanitarian Issues national education have access. The list of courses offered in anthropology and • Language, Literacy and Technology economics can be found under the respective • Latin American and Latino Education Applications are reviewed once a year to begin in degree programs, listed in this section of the • Peace Education the fall semester only. The deadlines for applica- catalog. tions are in December or January depending on The following presents a description of con- the degree program. Areas of concentrations offered outside the centrations in International Educational Department of International and Transcultural Development offered in the department. COMPARATIVE AND Studies: INTERNATIONAL • History African Education EDUCATION • Philosophy The concentration in African Education reflects • Political Science the growing demand within schools and other • Sociology public agencies for persons knowledgeable about Degrees Offered: the diverse institutions and historical processes The courses for these areas of concentration in COMPARATIVE AND INTERNATIONAL that have shaped the African continent and its the Comparative and International Education EDUCATION (COMP) educational systems. There is also an unprece- program—offered outside the department—can dented need for educators and policy makers Master of Arts (M.A.) be found under the respective degree programs, who understand the fundamental changes in Master of Education (Ed.M.) listed in other sections of the catalog. African education stemming from decentraliza- Doctor of Education (Ed.D.) tion, democratization, and privatization as well Doctor of Philosophy (Ph.D.) The Ph.D. program in Comparative and as religious and political movements on the con- International Education includes a foreign lan- tinent. The concentration provides students with Up to 30 graduate-level credits can be trans- guage requirement as well as comprehensive a foundation in African studies through courses ferred into the Ed.M. and Ph.D. degree training in research methods and data analysis. on cultural and social relations in African com- programs. Ph.D. students are expected to take some of munities, demographic changes on the conti- the courses in their discipline at the Graduate nent, and comparative studies of education in Areas of concentrations offered inside the School of Arts and Sciences, Columbia specific African countries. Those who select this Department of International and Transcultural University. concentration will be prepared for further aca- Studies: demic studies as well as for professional careers • Anthropology in teaching, policy-making, and international • Economics development. Through courses offered at Teachers College, the School of International The following presents a description of concen- and Public Affairs, the Mailman School of Public trations in Comparative and International Health, and other Columbia-affiliated institu- Education offered in the department. tions, students will examine the multiple dimen- sions of African studies as they relate to the cul- tural, economic, social, and political dimensions of education in Africa and the African Diaspora. Coursework in these different departments and

Teachers College Columbia University 2008-2009 155

programs will allow students to explore from an well as the changing configurations of education Students in the IHI concentration will plan an interdisciplinary perspective the role of formal in community settings, for example, linkages appropriate course of study with their advisors, but and non-formal education in a broad range of among museums, families, and schools. they are required to take at least six credits within development issues affecting people of African the Department of International and Transcul- descent. Students should consult with one of the Faculty affiliated with the concentration: tural Studies at the master’s level and nine credits faculty members affiliated with the concentration Hope Jensen Leichter (liaison) and at the doctoral level. They are also strongly to select courses from appropriate departments at Hervé Varenne. advised to take courses from at least two of the Teachers College as well as from other programs institutions listed above. Additionally, at the doc- at Columbia University. Finance and Planning toral level, students are recommended to com- The Finance and Planning concentration is plete an internship with an organization involved Faculty affiliated with the concentration: devoted to the preparation of researchers, policy in humanitarian issues, such as the African George Bond (liaison) and Andrew Okolie. analysts, as well as managers and leaders in the Services Committee or the International Rescue financing and planning of education. The cours- Committee with whom standing internship pro- Bilingual/Bicultural Education es are designed to examine issues and topics cen- grams exist. This concentration enables students to develop tral to the financing and planning of education the understanding necessary to educate language at various levels across countries today and in Faculty affiliated with the concentration: minorities throughout the world. It focuses on the new century. These issues and topics include Gita Steiner-Khamsi (liaison), and Lesley individual and societal bi/multilingualism as well financing quality basic education for all, equity Bartlett. as the influence of cultural and linguistic diversi- and efficiency in financing, higher-education ty in the design of educational systems and class- finance, privatization and educational choice, International Education Policy Studies room instruction. For more information, please international aid and education, decision analysis The International Education Policy Studies con- see the section titled Bilingual/Bicultural and planning in education, as well as the inter- centration is interdisciplinary and encompasses a Education. national and transcultural contexts of education- wide range of local and global perspectives in the al financing and planning. field of international educational development. Faculty affiliated with the concentration: Courses are taught with attention to multiple Ofelia Garcia (liaison), Maria Torres Guzman, The concentration is intended for students who paradigms and worldviews to prepare future JoAnne Kleifgen, and Lesley Bartlett. will pursue a career dealing with financial and scholars to engage in the work of policy analysis, planning aspects in a variety of education set- formation, and study. Faculty who teach educa- Family and Community Education tings, including schools and universities, govern- tion policy courses come from a variety of aca- Teachers College continues its long history of ment education departments and ministries, demic disciplines across the College, such as groundbreaking work through the concentration international development organizations, as well anthropology, economics, law, political science, in Family and Community Education. In all soci- as non-profit and community organizations. In psychology, and sociology. There are also faculty eties, individuals learn from many others in their addition to required courses, students can select who work in interdisciplinary areas, such as early social networks, e.g., parents, siblings, grandpar- relevant courses from departments such as childhood education, family and community ents, peers, clergy, as well as teachers, and other Organization and Leadership, Arts and education, public health, education leadership, professionals. What is more, education takes Humanities, as well as from the larger university. and international educational development. The place through many institutions, e.g., families, International Education policy concentration fol- day-care centers, businesses, the media, muse- Faculty affiliated with the concentration: lows the same approach to policy studies as the ums, libraries, community agencies, religious Mun C. Tsang (liaison), Henry M. Levin, and College-wide Policy Studies courses: students institutions, as well as the schools. Francisco Rivera-Batiz. learn about the craft of policy making and analy- sis, acquire content and historical background Since the configurations of these educational International Humanitarian Issues information, enroll in content-driven policy networks and institutions are subject to change— The International Humanitarian Issues (IHI) courses, and take research methodology courses. sometimes drastically—as in the case of new concentration is an interdisciplinary specializa- Policy methods courses are offered throughout technological enterprises, studies in Family and tion. It is designed for students interested in con- TC, and students are required to take a combi- Community Education examine the changing ducting research on humanitarian issues or in nation of both qualitative and quantitative linkages among educative institutions in the providing humanitarian assistance in regions courses. Most courses in this concentration focus community. Fundamental changes in education experiencing conflict, post-conflict recovery, or on school reform in the United States and also stem from the extensive transnational natural disasters. Through courses offered at abroad. migration and immigration taking place in many Teachers College, the School of International areas of the world today. Given increasing geo- and Public Affairs, the School of Social Work, Students must meet with their advisors to select graphic mobility, together with new forms of the Earth Institute, and the Mailman School of appropriate policy related courses from across the communication, an understanding of the con- Public Health, students will examine the social, College or at one of the other Columbia schools. nections between local and global cultures, and political, environmental, and economic dimen- Many courses are offered by the departments of the resources families and communities bring sions of humanitarian emergencies and the International and Transcultural Studies, Organi- from one area to another is essential for educa- impact of these emergencies on the education zation and Leadership, and Human Develop- tors and policy makers. Thus, another focus of sector. Coursework in these different depart- ment at Teachers College. study is family migration, immigration, and edu- ments and programs will allow students to cation. explore from an interdisciplinary perspective the Faculty affiliated with the concentration: role of formal and non-formal education in peri- Gita Steiner-Khamsi (liaison), Lesley Bartlett, Courses examine basic processes of education ods of conflict and crisis, and to consider the lim- Ofelia Garcia, Hope Jensen Leichter and Henry within families, for example, the social construc- itations of education in resolving different kinds M. Levin. tion of family memories, the mediation of televi- of humanitarian emergencies. sion and other forms of technology by families, as

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Concentration in Latin American and areas such as language and the Internet, multi- Special Application Latino Education modal discourses and literacies, and the design Requirements/Information: Latin American and Latino Education (LALE) is and evaluation of multimedia materials. Applicants to the master’s and doctoral degree an interdisciplinary concentration focused on edu- in the international education programs must cation across the Americas. Responding to the In addition to the courses listed under this con- indicate their area of concentration and a geo- importance of the Latin American and Caribbean centration, students can select relevant courses graphical or transcultural area of specialty on region as well as the growing number of immi- from Bilingual/Bicultural Education and Anthro- their application for admission. These concentra- grants from that region to the United States, this pology within this department, from other tions are not binding, and enrolled students are concentration provides students with a foundation departments such as Mathematics, Science and at liberty to change their concentration and spe- in Latin American/Latino studies through courses Technology, and Arts and Humanities as well as cialty at the beginning of their studies. that consider topics such as: the impact of eco- from the larger university. nomic processes on education in the region; lan- Applicants to the Ed.M., Ph.D., and Ed.D. guage policy in schools; the social, cultural, and Faculty affiliated with the concentration: programs must have a Masters degree. Doctoral political dimensions of education, ethnicity, and JoAnne Kleifgen (liaison), Lesley Bartlett, Ofelia applicants must submit an academic writing sam- academic achievement; gender and social change; Garcia, Maria Torres-Guzman and Hervé ple and should arrange if possible for an inter- educational access and quality; teacher preparation Varenne. view prior to applying. Applicants for the Ph.D. and curricular development; patterns of migration program in Comparative and International within and between countries in the Western Peace Education Education are expected to have already complet- hemisphere; intercultural education; and the In recognition of the unprecedented dimensions ed some coursework in the discipline they select impact of international and bilateral educational of issues of security, war and peace, human rights as their concentration. policies and institutions on educational policy and and global justice, and sustainable development practice in the region. Students are also encour- in a world of violent conflict, the department has Application deadlines: aged to pursue relevant coursework at the School developed a concentration in Peace Education. M.A., Ed.M.: January 15 of International and Public Affairs, the Mailman Peace Education is primarily concerned with Ed.D.: January 2 School of Public Health, and other Columbia-affili- addressing direct and structural violence through Ph.D.: December 15 ated institutions to examine the variety of linguis- the transformation of pedagogy, curriculum, and tic, cultural, social, political, and economic process- policy related to education in both formal and Degree Requirements: es that shape education across the Americas. non-formal contexts. Through the concentration, The programs are designed to provide students students are provided with a conceptual under- with challenging coursework related to interna- Faculty affiliated with the concentration: Lesley standing of issues related to peace and human tional and transcultural dimensions of education. Bartlett, Lambros Comitas, Regina Cortina, Ofelia rights as well as practical skills in curriculum Requirements include work in four areas: a core Garcia, Jo Anne Kleifgen, Hope Leichter, and development. Students are required to take two curriculum, a concentration that is either a disci- Francisco Rivera-Batiz. core courses in Peace Education and, in addition, pline (for Comparative and International Edu- can select courses related to peace, security, con- cation) or a professional field of education (for Language, Literacy and Technology flict resolution, human rights, and global justice International Educational Development), trans- This concentration systematically brings together offered throughout the College and within other cultural or geographically related study, and social studies of language from three interrelated programs at Columbia University, Jewish elective credits. vantage points: Theological Seminary, and Union Theological • Discourse Studies Seminary. The program arrangements are designed to be as • Literacy Studies flexible as possible so that previous educational • Multimodal Discourse and Literacies Faculty affiliated with the program: and professional experiences and the future Monisha Bajaj (liaison), Lesley Bartlett career goals of the student may be taken into We are concerned with educational problems and Henry M. Levin. account in the choice of appropriate coursework. faced by immigrant families and by speakers of Each student is expected to assume major minority languages and varieties; with the devel- Areas of concentrations offered outside the responsibility for formulating, in cooperation opment of cross-national computer-mediated- Department of International and Transcultural with the academic advisor, a plan of study that communication skills; with the design of comput- Studies: will best meet the general program requirements er-supported learning materials for language and • Adult Education in a way most compatible with her/his own pro- literacy; and with bringing knowledge about • Conflict Resolution fessional goals. Keep in mind that degrees are human communication to bear on problems of • Curriculum and Teaching offered only by program, that is, applicants need understanding within and across groups such as • Educational Leadership to specify to which of the two international edu- families, community, workplace, national, and • Higher Education cation programs they are applying. international entities. • Organizational and Social Psychology (only at M.A. and Ed.M. level) MASTER OF ARTS (32 POINTS) Students specializing in this field may focus on Core Courses: 6 points, (ITSF 4090 or ITSF 4091 areas such as the teaching of English in interna- The courses for these areas of concentrations in and a second course: ITSF 4090, ITSF 4091, tional settings, the education of speakers of the International Educational Development pro- ITSF 4025, or ITSF 4051) minority languages and language varieties, litera- gram—offered outside the department—can be • Concentration Courses: cy practices around the world, the development found under the respective degree programs, list- 12 points (in an academic discipline for of literacy in the first and second language, and ed in the catalog. Note that any program offered Comparative and International Education language policy and planning in the U.S. and at Teachers College qualifies, in principle, as an or in a professional field of education for abroad. Those interested in the relationship area of concentration for the International International Educational Development, as between language and technology may focus on Educational Development program. listed in the Program Description above)

Teachers College Columbia University 2008-2009 157

• Transcultural/geographical area studies: Core Courses ITSF 4015. Introduction to computers, 6 points language and literacy (2-3) • Electives: 8 points ITSF 4025. Languages, society and Professor Kleifgen. Sociocultural implications • Each M.A. candidate must complete a schools (3) of computer use in education; viability of soft- special integrative project, demonstrating Professor Garcia. This course studies the role ware use in the light of language learning the- ories; evaluation of electronic materials for use the ability to integrate, synthesize, and apply that languages play in different societal con- texts. It examines the language policies of differ- by bilingual, ESL, and native- and foreign- what has been learned in the program of ent societies and looks at how these policies are language learners. Materials fee: $20. study. enacted or not in different institutional con- texts by diverse speakers. In doing so, the course ITSF 4018. Anthropology and development MASTER OF EDUCATION (60 POINTS) pays attention to diverse language ideologies as in Africa (3) Core Courses: 9 points (ITSF 4090 or ITSF 4091 well as to the relationship between language and Professor Bond. See course description under and a second course: ITSF 4090, ITSF 4091, identity. Languages and literacies in schools, Anthropology course listing. ITSF 4025, or ITSF 4051, and one especially educational language policy in multi- additional department course) lingual contexts, receive special consideration. ITSF 4025. Languages, society, and schools • Concentration Courses: (3) 18 points (in an academic discipline for ITSF 4051. Education and economic Professor Garcia. This course studies the role Comparative and International Education development (3) that languages play in different societal con- Professor Rivera-Batiz. This course examines the texts. It examines the language policies of dif- or in a professional concentration for links between education and various aspects of ferent societies and looks at how these policies International Educational Development, economic development. Topics include the are enacted or not in different institutional as listed in the Program Description above) impact of human capital accumulation on eco- contexts by diverse speakers. In doing so, the • Transcultural/geographical area studies: nomic growth, the educational attainment of course pays attention to diverse language ideo- 18 points men and women in developing countries, the logies as well as to the relationship between • Electives: 15 points effects of schooling on labor force participation, language and identity. Languages and literacies • Ed.M. degree candidates must complete a wages and fertilities, and the issues of school in schools, especially educational language special integrative project designed to illumi- finance and educational policy in the Third policy in multilingual contexts, receive special nate a major aspect of the program of study. World. consideration. ITSF 4090. Issues and institutions in ITSF 4034. Dynamics of family interaction DOCTOR OF EDUCATION (90 POINTS) international educational development (3) (3) Core Courses: 12 points. (ITSF 6580, Professors Bajaj, Bartlett, Steiner-Khamsi, Professor Varenne. An introduction to commu- ITSF 6581 and two additional ITSF courses) and Tsang. This course explores theoretical nication patterns inside families, with a special • Courses in a field of professional appropaches to the study of education in inter- emphasis on both their complexity at the inter- concentration: 27 points national development and uses these approaches personal level and their simplicity within the • Transcultural/geographical area studies: to consider current topics and debates in the social structure of a community. Class time is 27 points fields of international and comparative educa- dominated by cross-cultural data on family • Electives: 24 points tion. This course also introduces students to structure and videotape analyses of communica- institutions involved with educational develop- tion patterns within American families. DOCTOR OF PHILOSOPHY (75 POINTS) ment in diverse global settings, such as the (Comparative and International Education only) United Nations and the World Bank. This ITSF 4054. Education and strategic planning course is also offered at the doctoral level (ITSF (3) Core Courses: 9 points. (ITSF 6580 and 6581). Faculty. Educational planning within the con- ITSF 6581 and one other ITSF course) text of national economic planning; the meth- • Courses in an allied discipline: 30 points ITSF 4091. Comparative education (3) ods, assumptions, validity, and usefulness of the • Transcultural/geographical area studies: Professors Bajaj, Bartlett, Cortina, Steiner- major approaches; examples mainly from the 18 points Khamsi, and Tsang. Introduction to theories in less developed countries. • Electives: 18 points comparative education, cross-national compara- tive analysis, educational indicator research, ITSF 4055. Resource allocation in For further program information, contact the educational transfer and borrowing, and the education (3) Programs in International Education, Teachers relation between culture and education. This Professor Levin. See course description under College, Columbia University, Box 55, New course is also offered at the doctoral level (ITSF Economics course listing. 6580). York, N.Y. 10027, call (212) 678-3184 or email ITSF 4092. Qualitative research and [email protected]. General Courses evaluation in international education (3 or 5) Professor Steiner-Khamsi. The study of qualita- COURSES: Note that general courses are not offered tive methodologies appropriate to various kinds For courses in the concentrations of the every year. of educational programs, issues, and problems Comparative and International Education pro- in diverse research settings. gram and in out-of-department concentrations ITSF 4013. Literacy and development (3) of both international education programs, please Professor Bartlett. This course examines ITSF 4093. Preparation of instructional check the appropriate programs and departments common assumptions about the relationship materials for developing countries (3) for course descriptions. between literacy and cognitive and/or social, Faculty. Problems, issues, and approaches in the political and/or economic development. preparation of written and other instructional materials for developing countries. ITSF 4014. Urban situations and education (3-4) ITSF 4094. Educational planning in Professor Bond. See course description under international educational development (1-3) Anthropology course listing. Faculty. Point allocation to be determined by

158 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL topic each time course is offered. Topic courses dents develop the professional knowledge and ITSF 5005. Interdisciplinary study of explore issues related to the socioeconomic and skills necessary for effective communication the family (3) cultural context of educational planning and through such genres as research projects, con- Professor Varenne. Critical examination of the policy studies. They consider the relation to ference presentations, contributions to journals, interaction of internal and external forces and specific issues of various approaches to planning grant proposals, and evaluation reports. their effects upon individuals and families, and their attendant outcomes. Topics vary and drawing upon perspectives of various social may include any of the following, Education in ITSF 4603. Human and social dimensions science disciplines. the Middle East, Educational Development in of peace (3) the Muslim World, Emergency Education, Professor Bajaj. Focuses on issues and problems ITSF 5007. Race, class, and schooling: Gender, Education, and International Dev- of human rights, global ethics, gender issues, Ethnographic approaches (3) elopment, Human Rights, International Edu- and various aspects of structural and cultural Professor Bartlett. This course examines the cation Policy, and Education in Post-Conflict violence. Offered in distinct versions in fall and role of schooling in the formation of race and Settings. spring; one emphasizing ethical issues and the class structures across the Americas, including other gender perspectives. Another course in Latin America, the Caribbean, and the United ITSF 4096. Strategic planning and organiza- human rights may be substituted for the con- States. tional change in international and national centration in peace education. settings (3) ITSF 5023. The family as educator (3) Professor Steiner-Khamsi. The seminar uses ITSF 4611. Education for global security (3) Professor Leichter. Permission required. Analysis theories and methods of social network analysis Faculty. Explores issues of peace and violence of the family as educator and its interrelations for examining regional and global policy net- from various perspectives, among them global with schools and other educational institutions. works. Besides reading and discussing sociologi- security culture and militarism. Emphasizes Emphasis on inquiry deriving from educational cal texts and policy studies literature, we will alternative security systems such as disarma- practice and behavioral science theory. conduct collaborative empirical analyses of poli- ment, international and gender justice, eco- cy networks and policy entrepreneurs. Willing- logical and human security. ITSF 5026. The family and television (3) ness to conduct empirical research (content Professor Leichter. Permission required. An and reference analyses) is a condition for partic- ITSF 4613. Fundamental concepts in analysis of the impact of television on the family’s ipating in this seminar. peace education (3) educative functions, with special attention to Professor Bajaj. This course provides a ground- the process by which the family mediates ITSF 4097. International and comparative ing in the theory, pedagogy, and practice of television. studies in educational finance (3) peace education. It draws from the internation- Professor Tsang. Educational finance in interna- al literature of the field as it has been devel- ITSF 5090. Education and demographic tional settings. Financing role of international oped over the past three decades, and reviews change (3) development agencies. International and com- teaching practices relevant to various cultures Faculty. This course examines the relationship parative studies in educational finance. and learning settings. between education and demographic change in international educational development. It focus- ITSF 4098. Educational development ITSF 4614. The United Nations as es on historical and cultural changes in the areas and policies in China (3) peace educator (3) of fertility, migration, mortality, and sustainable Professor Tsang. Historical and national devel- Faculty. This course reviews and assesses the development. opment contexts of educational development in work of the world organization and how it facil- China. Key policy issues in education by level itates the learning necessary to an integrated ITSF 5120-ITSF 5121. Education in and across levels. global society. The area of emphasis and prob- community settings (2-3) lem of focus vary from semester to semester. Professor Leichter. Permission required. A review ITSF 4155. Evaluating educational and an analysis of educational issues and opportuni- privatization and school choice (3) ITSF 5000. Methods of inquiry: Ethnography ties in various community settings. Special fee: $5. Professor Levin. See course description under and participant observation (3) Economics course listing. Professor Harrington. See course description • ITSF 5120. Museums (2-3) under departmental course listing. ITSF 4160. Human rights education in • ITSF 5121. Community centers (2-3) Africa: Politics, policies, and pedagogies (3) ITSF 5001. Ethnography and participant Faculty. Students examine the historical con- observation: Fieldwork, analysis, ITSF 5519. Research in language ditions that give rise to human rights viola- reporting (3) and literacy I (2-3) tions and the efforts to protect rights through Professor Varenne. Permission required. Faculty. Research in such areas as spatial, tem- policy and education. They explore different ITSF 5000 or equivalent required. See course poral, textual, and social deixis in language, approaches to human rights education, apply description under departmental course listing. with particular attention to culturally variant them to case studies of specific African coun- norms and their implications for educational tries, and develop human rights education cur- ITSF 5002. Ethnography and participant practice. Materials fee: $20. ricula. observation: Comparative and quantitative analysis (3) ITSF 5520. Research in language ITSF 4190. Communicative practices: Professor Harrington. Permission required. and literacy II (2-3) Intercultural perspectives (2-3) ITSF 5000 or equivalent required. See course Faculty. Research in the varieties of language Professor Kleifgen. A topical course exploring description under departmental course listing. used in literate expression, with particular language as situated social practice and focusing attention to culturally variant norms and their on communication within and across national ITSF 5003. Communication and culture (3) implications for educational practice. Materials boundaries. Domains examined include school- Professor Varenne. Introduction to major theo- fee: $20. ing, work, community, and the public arena. ries of human communication and culture as Both spoken and written modes are considered. they relate and build on each other. ITSF 5580. Postcolonial studies of education (2-3) ITSF 4195. Academic literacies (2-3) Professor Steiner-Khamsi. Prerequisites or coreq- Faculty. This course is designed to help stu- uisites: ITSF 4090 and ITSF 4091. This course

Teachers College Columbia University 2008-2009 159 explores the impact of missionary, colonial edu- ITSF 6581. Advanced seminar in ECONOMICS cation, and neo-colonial education on school international education II (3) reform both in dependent countries and in for- Professors Bajaj, Bartlett, Cortina, Steiner- AND EDUCATION mer colonial countries. Khamsi, and Tsang. This course will focus on issues, institutions, and applications in the Program Coordinator: ITSF 5590. Education and the development practice of international and comparative Francisco Rivera-Batiz of nations (3) education. Professors Bajaj. Prerequisites: ITSF 4090/6580 Program Office: (212) 687-3152 or ITSF 4091/6581. This seminar explores the ITSF 6590. Doctoral seminar in inter- Email: [email protected] politics of education in international and tran- national and transcultural studies (1-3) Website: www.tc.edu/its/Economics scultural contexts. Course topics include educa- Faculty. Permission required. Presentation tional equity and quality as well as the role of of research in progress and examination of international donors in transplanting particular professional roles. Degrees Offered: “best practice” or reform packages from one national context to another. ECONOMICS AND EDUCATION (ECON) Master of Arts (M.A.) ITSF 5691. Colloquium on international Master of Education (Ed.M.) education and the United Nations—Goals and Doctor of Philosophy (Ph.D.) content: Major world developments and their implications for education (3) (Education Policy option available for Professor Steiner-Khamsi. The course presents degree levels above) the history as well as the current strategies and initiatives of various international organizations. The general introduction attempts to highlight, Program Description: from a critical perspective, the logic of donors Economics is a powerful tool for scholars and and the rationale for external assistance. educational practitioners who wish to develop Several trends will be analyzed in greater detail: a better understanding of educational institu- knowledge banks, demands for good gover- tions and decisions. The program in Econo- nance, post Cold War studies, south-south mics and Education at Teachers College was transfer, and the War on Terror and U.S. assis- one of the first of its kind and has maintained tance. To enable a comparative perspective, its position of leadership in this rapidly growing international organizations discussed in this field. course are not restricted to U.N. organizations but also include development banks, interna- Graduates hold teaching positions in univer- tional NGOs, bilateral assistance programs as well as other international organizations. sity and college faculties, and administrative A few representatives of international organiza- or research positions in a variety of settings, tions are invited as guest speakers. including foundations, government depart- ments, and international agencies. Increas- ITSF 5692. Colloquium on international ingly, schools and universities are appointing education and the United Nations—Theory economists with a special appreciation of edu- and teaching techniques: New trends in cational goals and procedures to conduct insti- international education (3) tutional research. Some have gone into private Faculty. Permission required. Enrollment limit- business. ed. Through class interchange and use of United Nations human and material resources, Students in the program develop an array of participants develop innovative teaching mate- rials suitable for their own educational systems. skills in the application of economic concepts and theory, in benefit-cost analysis and other ITSF 6125. Research issues in evaluative procedures, and in the statistical communicative practices (2-3) treatment of mass data. Within broad college Professor Kleifgen. A critical review of selected and university guidelines, students may pursue research directions and paradigms for the individually designed programs that satisfy analysis of spoken and written communication. their unique interests and career objectives.

ITSF 6520. Seminar in families With the help of an academic advisor, students and communities as educators (1-3) select courses from those offered within the Professor Leichter. Permission required. program of economics and education and sup- A research seminar in the family and the community as educational systems. plement these with courses outside the depart- ment, including courses offered in other ITSF 6580. Advanced seminar in schools of Columbia University. international education I (3) Professors Bajaj, Bartlett, Cortina, Steiner- Master of Arts Khamsi, and Tsang. This course will focus on The objective of the 32-point Program in the history, methods and theories in the field of Economics and Education is to equip educa- international and comparative education. tional professionals and policy-makers with the skills required for the effective design and implementation of educational policy. The pro-

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INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL gram has a strong emphasis on the financial, Education and Economic Development: Special Application managerial, and developmental challenges fac- Current trends and challenges facing interna- Requirements/Information: ing educational institutions in developing tional educational development are discussed The GRE General Test is required for the Ph.D. countries and economies in transition. in this concentration. It offers a cross-national, program. A strong background in economics is comparative analysis of school finance and the also required. The Ph.D. program prefers appli- The program can be completed within one role of education on economic development. cants with a solid background in mathematics. year and is highly focused to accommodate the demands of promising professionals and policy- Privatization and the Governance Applications are reviewed on an ongoing basis, makers. The course of study is designed to of Educational Systems: and will be reviewed throughout the year. convey the lessons of educational research This concentration provides a comprehensive Preference in scholarship awards will be for and practice as well as management science discussion of alternative governance systems those applicants who meet the early application through the intensive study of actual educa- in education and their impact on student deadline. tional policy successes and failures. The cur- achievement and other educational outcomes. riculum of the program assumes that students Decentralization, school choice, and vouchers COURSES: possess some measure of intellectual maturity are discussed, among others. (For out-of-department courses, please check the and exposure to the problems of educational appropriate department for course descriptions.) policy-making. Economics and Finance of Higher Education: This concentration focuses on the analysis of ITSF 4050. Economics of education (3) The program begins in September and con- higher education institutions and the financ- Professors Bailey, Levin and Tsang. Teaches the cludes in August of the following year. It con- ing of tertiary education, including coverage of basic economic concepts and methods to be sists of two semesters and a summer session. cost recovery in higher education institutions, used for further study and analysis of educa- tional finance, education and inequality, educa- community colleges, financial aid, and equity The curriculum of the program aims to: tion, and economic growth, the impact of edu- issues. cational policies on education; and outcomes, • build students’ technical competence in the school reform, and school choice. basic tools of educational management and Currently, a limited number of scholarships are policy making; available through the Joint Japan/World Bank ITSF 4051. Educations of and economic • provide the academic and professional envi- Graduate Scholarship Program. For informa- development (3) ronment for students to apply these skills; tion about the program, call the Program Professor Rivera-Batiz. This course examines and Coordinator. the links between education and various • educate students about the global educa- aspects of economic development. Topics tional landscape, including current thinking A student may also pursue a Master of Arts include the impact of human capital accumula- on educational reform and the financing of program in Economics and Education, without tion on economic growth, the educational attainment of men and women in developing education. a concentration in Educational Policy. The countries, the effects of schooling on labor In order to achieve these goals, the program student will design that program under the force participation, wages and fertilities, and begins in September with an intensive two- guidance of the academic advisor. the issues of school finance and educational semester session in which students are taught policy in the Third World. skills that are essential building blocks for Master of Education their career development. The program is This 60-point program is intended for individ- ITSF 4055. Resource allocation skills-oriented and students will be asked to uals interested in the applications and prac- in education (3) take courses in three topics: economic analysis tices in the economics of education. The pro- Professor Levin. This course reviews the liter- and research skills, statistical tools for policy- gram is flexible and is designed by the student, ature on school effectiveness with respect to makers, and management skills for educational under the guidance of the academic advisor. the allocation of resources. It addresses and policy. In addition to these three topics, stu- analyzes education production functions and cost-effectiveness analysis in educational deci- dents, in collaboration with their faculty advi- Doctor of Philosophy sion-making. sor, will design their own programs of study in This 75-point program is intended for individ- five areas of concentration: uals who want to acquire advanced training in ITSF 4057. Economics of urban and the theory, methods, and practices in the eco- minority education (3) Economic and Financial Policy Analysis nomics of education. It is a selective program Professor Rivera-Batiz. Policy-oriented in Education: to prepare individuals for leadership roles in approach to the connections between educa- This concentration covers the fundamentals teaching, research, or administrative settings. tion and the economy in an urban context. of cost-benefit analysis in education, fiscal Topics include urban industrial restructuring accountability, and the principles and practice The coursework for this program consists of and socioeconomic trends, equity in school of financial educational policy. three parts: core courses, courses in research finance, teacher salaries, public versus private roles in education, linkages between schools methods, and courses in a specialized area of and the business sector, the economics of dis- Human Capital and Labor Markets: study. The available specialized areas include: crimination, and immigration policy issues. The various impacts of human capital on labor education and economic development, educa- market outcomes are studied in this concen- tion and transition to work, economics of ITSF 4058. Economics of higher education tration. Methods of estimating rates of return higher education, educational finance, eco- (3) to education are examined, and case studies nomic evaluation and cost analysis in educa- Professor Bailey. This course uses theoretical on the demand for education are presented. tion, economics of urban and minority educa- and empirical economic analysis to analyze tion, economics of educational technology, the behavior of higher education students and teachers labor markets, and others. institutions and to study private and public policy related to post-secondary education.

Teachers College Columbia University 2008-2009 161 ITSF 4097. International and comparative • HUDM 5122. Applied regression ITSF 5000. Methods of inquiry: Ethnography studies in educational finance (3) analysis (3) and participant observation (3) Professor Tsang. Educational finance in inter- Professor Harrington. The methods of the national settings. Financing role of interna- • ORLA 4025. Resource allocation behavioral and social sciences as they relate tional development agencies. International for student achievement (3) to ethnography and participant observation. and comparative studies in educational Emphasis on the role of theory, characteristics finance. • ORLA 5020. Information systems and relative efficiencies of various research for decision making in learning techniques, and the importance of integrated ITSF 4151. Special topics in the organizations (3) research design. economics of education (2-3) Professors Bailey, Levin, Rivera-Batiz and Tsang. • ORLH 4031. Financial administration ITSF 5001. Ethnography and participant A seminar on topics in the economics of educa- of higher education institutions (3) observation: Fieldwork, analysis, reporting (3) tion. Themes to be announced each term. Professor Varenne. Permission required. See also in the Columbia University Bulletin: ITSF 5000 or equivalent required. Emphasis on ITSF 4155. Evaluating educational Econ G6215, Macroeconomic analysis; Econ the issues arising out of ethnographic research privatization and school choice (3) G6211-G6212, Microeconomic analysis; Econ as they arise during a pilot project from entry Professor Levin. This course addresses the into the field to the writing of the results. G6411-G6412, Introduction to econometrics; increasing emphasis on market-type choice systems including educational vouchers, for- Econ G6451-G6452, Economics of labor and ITSF 5002. Ethnography and participant profit educational firms, and charter schools. population; Econ W4228, The urban econo- observation: Comparative and quantitative It places great emphasis on the theory of my; Econ W4328, Economic development; analysis (3) emerging empirical evidence underlying Econ W4410, Mathematical methods for Professor Harrington. Permission required. these developments in education. economists; Econ W4460, Health economics. ITSF 5000 or equivalent required. Issues of comparative and quantitative analysis of data ITSF 5550. Workshop in economics Departmental Courses generated by ethnographic/participant observa- and education (1-3) tion inquiries. Professors Bailey, Levin, Rivera-Batiz and ITSF 4060. Latinos in urban schools (3) Tsang. For doctoral students and others with ITSF 5430. Internship (1-6) Faculty. Students will be introduced to theo- research projects or potential research projects Faculty. Permission required. Supervised experi- ries and research explaining why Latinos in in the field. Participation required for doctoral ences in diverse settings designed to develop the United States are least likely of all major students writing their dissertation. Students skills in research, development, planning, and social groups to be enrolled in school and, as who are beginning to think about their disser- evaluation. adults, are most likely to lack a high school tation topic or working on proposals are also diploma. The course will explore the racial/ encouraged to participate. Faculty members ITSF 6200. Field research outside ethnic differences that exist between and may also be invited from within or outside the the United States (0) within recent immigrant groups, drawing espe- department to present their work. Faculty. Permission required. Required of cially on research that shows the diversity of doctoral students when choice of doctoral cultural backgrounds within Latino subgroups. ITSF 5650. Readings in the economics research necessitates data generation in other Topics will include assimilation of new immi- of education (3) countries. One year of field experience under grants, educational achievement and persist- Faculty. Selected readings in the economics supervision in approved geographical and insti- ence in school, language and schooling, the of education. Recommended for students with tutional site. Students secure approval interplay of race and gender and class with background in economics or a related disci- of department chair and principal advisor in educational attainment, and transitional com- pline. As the selection of readings differs in advance and render periodic reports. munities. different semesters, a student may register for more than one semester of ITSF 5650. ITSF 7500. Dissertation seminar in inter- ITSF 4195. Academic literacies (2-3) national and transcultural studies (0-3) Faculty. This course is designed to help stu- ITSF 6050. Education and economic Faculty. Permission required. Proposal writing. dents develop the professional knowledge and development: Advanced topics (3) Required of doctoral students in the semester skills necessary for effective communication Professor Rivera-Batiz. This course provides an following successful completion of certification through such genres as research projects, con- advanced discussion of the links between edu- examinations. ference presentations, contributions to jour- cation and economic development, including nals, grant proposals, and evaluation reports. both theoretical frameworks and empirical ITSF 8900. Dissertation advisement in inter- models. national and transcultural studies (0) ITSF 4600. Group studies in educational Individual advisement on doctoral dissertations. issues (1-3) ITSF 6151. Advanced microeconomics Fee to equal 3 points at current tuition rate for Faculty. Permission required. Opportunity for with applications to education (3) each term. For requirements, see section in cat- groups to organize colloquia, seminars, or Professor Rivera-Batiz. A doctoral-level survey alog on Continuous Registration for Ed.D./ practica, with faculty sponsorship, for the of microeconomic theory with applications Ph.D. degrees. study of specific educational issues, problems, of relevance to the economics of education. or policies, and for the development of partic- Includes the theory of the firm and its implica- In each of the areas within the department, ular skills, in accordance with emerging social tions regarding factor demands, educational advanced students may register for intensive situations and urgent common concerns. production functions, and the demand for individual study of some aspect of their concen- Students wishing to engage in such studies education. Consumer theory and the theory tration. Registration is only by permission of the must present a plan and secure the sponsor- of labor supply. Human capital externalities. instructor under whose guidance the work will ship of a faculty member of the department Intertemporal decision-making. Public finance be undertaken. Times for individual conferences who will serve as advisor. Registration and and local public goods. will be arranged. Enrollment may be for 1 or evaluation procedures will be worked out more points each term, and registration is not and carried through with this advisor. (For out-of-department courses, please check the limited to one or two terms. See courses below: appropriate department for course descriptions.)

162 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL

ITSF 4902. Studies in international and transcultural studies (1-8)

ITSF 6902. Studies in international and transcultural studies (1-8)

ITSF 6950. Studies in economics and education (1-8)

ITSF 6990. Studies in international educational development (1-8)

ITSF 6991. Studies in comparative education (1-8)

Teachers College Columbia University 2008-2009 163 164 www.tc.columbia.edu General Information: (212)678-3000

Mathematics, Science, and Technology CHAIR: Professor O. Roger Anderson LOCATION: 321 Thompson Hall TELEPHONE NUMBER: (212) 678-3405 FAX: (212) 678-8129 WEBSITE: www.tc.edu/MST

PROGRAMS: DEPARTMENTAL MISSION:

COMMUNICATION, Mathematics, Science, and Technology programs focus on issues of educational COMPUTING, AND TECHNOLOGY practice and related professions in mathematics, science, technology, and cognate human IN EDUCATION 167 sciences, including the relationships among these disciplines. Our modern world has been Communication transformed by the achievements in pure and applied disciplines grounded in mathematics, Computing in Education science, and technology. Current reforms in education place increasing significance on broad- Instructional Technology and Media based public understanding of these three fields of human endeavor. The study of communication Technology Specialist and technology in education is broadly based and enriched by cultural and historical wisdom that provides a scholarly perspective on the role of media and technology in society and particularly in MATHEMATICS EDUCATION 175 educational subject areas. Within this unifying view, the Department of Mathematics, Science, and Technology includes specialized programs to address the needs of professional practitioners SCIENCE EDUCATION 180 in each area.

The Department incorporates the programs in three areas: Mathematics Education; Science Education; and Communications, Computing, and Technology in Education. The Mathematics and Science Education programs include scholars who address the preparation of mathematics and science teachers and teacher educators and focus particularly on the acquisition of scientific and mathematical literacy to foster future development of science and technology; the understanding of environmental sciences, and improved global stewardship of the environ- ment and the link between science and society; the use of computers, computer modeling, and instrumentation in mathematics and science instruction. These scholars have extensive inter- national experience in their subject-matter disciplines and in educational theory and practice.

The Program in Communication, Computing, and Technology in Education (CCTE) provides a cluster of degree programs for students who seek to develop leadership capacities for use of infor- mation and communication technologies in education across subject domains. The programs prepare candidates for leadership roles in integrating digital technologies into education and soci- ety, and for entry into creative work in the educational uses of new media. CCTE doctoral pro- grams develop scholars who use the social and human sciences to study how applications of advanced technologies in education act as powerful social and historical forces, empowering edu- cators to seek new solutions to established problems. Graduate study in CCTE is tightly integrat- ed with design and implementation projects situated in several externally funded centers and institutes at Teachers College and Columbia University. This program is led by faculty with exten- sive international experience and also links the College to ongoing university initiatives in com- munication and information technologies. Faculty and students of this program examine technol- ogy as well as the role of computers and other media of communication on education and the assessment of educational performance in a wide variety of institutional settings. The technology program includes technology’s influence on areas such as literacy, teacher education, and culture.

Each program has a unique focus or perspective, but the faculty share common scholarly per- spectives, educational ideals, and a strong commitment to the improvement of society through improved scholarly practice in the educating professions and enhancement of human potential.

Teachers College Columbia University 2008-2009 165

FACULTY: Howard Budin Craig Bolotin (Communication, Computing, (Communication, Computing, PROFESSORS: and Technology in Education) and Technology in Education) O. Roger Anderson Judith Cramer-Fendelman Shawna Bú Shell (Science Education) (Communication, Computing, (Communication, Computing, John Black and Technology in Education) and Technology in Education) (Communication, Computing, and Technology Donald Fulton Chris Carella in Education; Cognitive Studies in Education) (Science Education) (Communication, Computing, Herbert Ginsburg Jennifer Kotler and Technology in Education) (Mathematics Education; Developmental (Communication, Computing, Thomas Chandler Psychology; Cognitive Studies in Education) and Technology in Education) (Communication, Computing, Charles K. Kinzer Susan Lowes and Technology in Education) (Communication, Computing, (Communication, Computing, Thomas A. Covotsos and Technology in Education) and Technology in Education) (Science Education) Robert McClintock Thane B. Terrill Matthew Curinga (Communication, Computing, (Communication, Computing, (Communication, Computing, and Technology in Education) and Technology in Education) and Technology in Education) Hervé Varenne Shuli Gilutz (Communication, Computing, ASSISTANT PROFESSORS: (Communication, Computing, and Technology in Education; Anthropology Christopher Emdin and Technology in Education) and Education; Applied Anthropology) (Science Education) Steven Goss Bruce R. Vogeli Felicia Moore (Communication, Computing, (Mathematics Education) (Science Education) and Technology in Education) Ann Rivet Jessica Hammer VISITING PROFESSORS: (Science Education) (Communication, Computing, Henry Landau Lalitha Vasudevan and Technology in Education) (Mathematics Education) (Communication, Computing, Daniel Hoffman Joseph Malkovich and Technology in Education) (Communication, Computing, (Mathematics Education) Erica Walker and Technology in Education) Henry O. Pollak (Mathematics Education) (Mathematics Education) Dominic Mentor J. Philip Smith ADJUNCT ASSISTANT PROFESSORS: (Communication, Computing, (Mathematics Education) Fernand Brunschwig and Technology in Education) (Science Education) Laura Pesutti ADJUNCT PROFESSOR: Verneda E. Johnson (Science Education) Jaime Sanchez (Science Education) Jennifer Fitzsimmons Riccio (Science Education) Sheila Kieran-Greenbush (Science Education) Mario Riccobon ASSOCIATE PROFESSORS: (Communication, Computing, and Technology in Education) (Communication, Computing, Alexander Karp and Technology in Education) (Mathematics Education) Angela Kelly Antonio Saravanos Jo Anne Kleifgen (Science Education) (Communication, Computing, (Communication, Computing, and Patrizia Magni and Technology in Education) (Communication, Computing, Technology in Education; International David Shaenfield Educational Development; Comparative and Technology in Education) (Communication, Computing, and International Education) Jose Maldonado and Technology in Education) (Science Education) Xiaodong Lin Joshua Simons (Communication, Computing, Brenda I. Lopez-Ortiz (Communication, Computing, and Technology in Education) (Communication, Computing, and Technology in Education) and Technology in Education) Ellen Meier Patrick Slater (Communication, Computing, Kathy Powell (Communication, Computing, (Communication, Computing, and Technology in Education) and Technology in Education) and Technology in Education) Robert P. Taylor Lance Vikaros Robin Stern (Communication, Computing, (Communication, Computing, (Communication, Computing, and Technology in Education) and Technology in Education) and Technology in Education) VISITING ASSOCIATE PROFESSORS: Jonathan Vitale J. Peter Garrity INSTRUCTORS: (Communication, Computing, (Mathematics Education) Paul Acquaro and Technology in Education) Matt Larsen (Communication, Computing, Alyson Vogel (Mathematics Education) and Technology in Education) (Communication, Computing, and Technology in Education) ADJUNCT ASSOCIATE PROFESSORS: Xin Bai Yan Wang Jamsheed Akrami (Communication, Computing, (Communication, Computing, (Communication, Computing, and Technology in Education) and Technology in Education) and Technology in Education)

166 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY

Stuart Weinberg COMMUNICATION, Certificate Programs: (Mathematics Education) DESIGNING INTERACTIVE MULTIMEDIA COMPUTING, AND LECTURERS: INSTRUCTION (DLMM) Frank Moretti TECHNOLOGY IN TEACHING AND LEARNING WITH (Communication, Computing, EDUCATION TECHNOLOGY (DLTL) and Technology in Education) Jessica Riccio Program Coordinator: Program Description: (Science Education) Professor Charles Kinzer Communication, Computing, and Technology in Education (CCTE) provides a cluster of Program Office: (212) 678-3344 For information about faculty and their scholarly degree programs for students who seek to Fax: (212) 678-8227 and research interests, please refer to the Faculty develop leadership capacities in the use of Email: [email protected] section of this bulletin or visit us at www.tc.edu/ information and communication technologies Website: www.tc.edu/mst/CCTE faculty. in education and society. The program applies to all subject areas and serves students, staff, The Communication, Computing, and and faculty members who share a commitment Technology in Education area of study as educators to use digital technologies to includes the following programs: improve education at all levels. Work through Communication; Computing in Education; CCTE should move simultaneously toward Instructional Technology and Media; and two poles of understanding and practice: Technology Specialist. toward a comprehensive understanding of the cultural and historical implications of new COMMUNICATION technologies for education and life and toward purposefully selecting and shaping the Degrees Offered: uses of new media in educational practice at all levels and subject areas. COMMUNICATION (TECM) Master of Arts (M.A.) CCTE’s programs deal with the many ways in Master of Education (Ed.M.) which material culture changes and shapes Doctor of Education (Ed.D.) educational practice. Listed are current assumptions about the long-term effects that COMPUTING innovations in information, communication, and game technologies are having on educa- IN EDUCATION tion and culture. Work through CCTE should Degrees Offered: lead faculty and students to study, criticize, develop, and extend propositions such as COMPUTING IN EDUCATION (TECP) these: Master of Arts (M.A.) • With emerging intellectual demands and COMPUTING IN EDUCATION- conditions, activities contributing to the cre- ONLINE (TECD) ation of knowledge will increase in relative Master of Arts (M.A.) value, while those devoted solely to its dissem- ination will decrease. INSTRUCTIONAL • When changes in information and commu- TECHNOLOGY nication technologies transform the ways peo- ple create, disseminate, and apply knowledge, AND MEDIA deep changes in educational practices occur. Degrees Offered: • Educational institutions, including schools of education, will undergo prolonged change INSTRUCTIONAL TECHNOLOGY and significant transformation, occasioned by AND MEDIA (TEIT) changes in the media of intellectual produc- Master of Arts (M.A.) tion. Master of Education (Ed.M.) • Literacy practices will become more central Doctor of Education (Ed.D.) to active participation in information networks and modern life. TECHNOLOGY • Preservice education will need to focus more SPECIALIST on the active integration of Information Communication Technologies or ICTs into Degree Offered: pedagogy and research. TECHNOLOGY SPECIALIST- • As digital information and communication K-12 INITIAL CERTIFICATION (TETS-INIT) technologies become more accessible, the sep- Master of Arts (M.A.) aration of schools and higher education into two, largely distinct, educational cultures will markedly diminish.

Teachers College Columbia University 2008-2009 167

• Campuses will remain important foci of a high priority on group work; fieldwork and In the course of completing a degree, students intellectual activity, while participation in internships; and planning, implementing, and should expect to attend closely to both techni- them will become more flexible via networks completing innovative projects. Schools, com- cal artifacts and human activity: that is, both supporting asynchronous, distributed involve- puter companies, businesses, and other agen- to material systems of communication in which ment. cies are normally partners in projects, providing technologies are the primary interest and to • Specialists in education will need to work environments, materials, personnel, or opportu- interpersonal, direct communication dynamics closely with scholars, scientists, and profession- nities for carrying them out. The Institute for in which unmediated face-to-face exchanges als to embed powerful learning experiences in Learning Technologies (www.ilt.columbia.edu), are the subject of inquiry. A major theme for digital technology for advancing knowledge. the Center for Technology and School Change continuous reflection should be the diverse • Increasingly, educators will de-emphasize (www.tc.columbia.edu/ctsc/), and the Columbia ways in which the modes of communication imparting a static stock of information and Center for New Media Teaching and Learning condition meanings that are actually and ideas and will instead seek to enable all people (www.ccnmtl.columbia.edu) work closely with potentially communicated—whether in face- to contribute to the advancement of knowl- CCTE faculty members and students and pro- to-face conversation through distance learning edge. vide a wide range of internship and fieldwork technologies or through societies that are cre- • Demand for highly skilled educators will opportunities. The resources of the Games ated in virtual worlds. increase and preparing them will largely be a Research Lab are also available to students and field-based engagement in situations where faculty in CCTE (www.tc.edu/academic/mst/ Computing in Education students interact with new knowledge ccte/GamesResearchlab). Short video segments Students who complete the master’s program resources. of several CCTE faculty members and students in Computing in Education take positions in: • Schools and other educational institutions talking about their courses and interests are • Schools, as computer coordinators or will increase in public importance, and the found through the CCTE program website teachers using advanced technologies in educating professions will increasingly become (www.tc.edu/mst/ccte). the classroom; high-tech and high-prestige professions. • New media companies, developing software • Changes in information, games, and commu- Communication and multimedia applications for education, nication technologies will resuscitate the pro- The program in Communication prepares training, and gaming environments; and gressive movement in education, enabling it to students for various roles: • Academic computer centers, corporate be both broadly egalitarian and intellectually • Teaching and research positions in higher information services, and in education depart- rigorous. education; ments at the federal, state, and local levels, • Working in schools using information and managing the integration of information and Communication, Computing, and Technology communications technologies to improve communication technologies into schools. in Education aims to prepare students to deal educational practice; with both present and future implications of • Conducting formative and evaluative Instructional Technology and Media new media and to play a constructive role in research in the areas of educational media and Students who have earned degrees in shaping the educational response to innova- information technologies, in and out of school Instructional Technology and Media find posi- tions in information and communication settings and across subject areas; tions in education, government, and industry. technologies. Although these concerns are • Designing innovations in the use of new Some continue to work within formal educa- common to all three programs, each has dis- media for educational purposes; and tion, as teachers, researchers, or administrators tinct nuances with respect to methods and • Working in business and government settings on the elementary, secondary, or college level. purpose: to design and implement corporate communi- Others work in training and development • Communication relies primarily on social cation programs. departments in business or government agen- science inquiry to understand, interpret, and cies. An increasing number work as independ- shape how information and communication The program uses methods of the social ent professionals in a variety of settings such technologies influence culture and education, sciences, encompassing both qualitative and as educational service, production consulting, including areas such as literacy and teacher quantitative approaches to the study of com- and publishing. Still others have established education. munication and education. It asks in particular themselves as researchers, designers, and pro- • Computing in Education works with com- how education and other social systems change ducers for innovative multimedia projects. puter information systems to facilitate the under the impact of new media. Faculty mem- effective extension of digital technologies into bers and students pursue three broad areas of The World Wide Web and related technolo- educational practice. This strand includes inquiry, enabling them to: gies have lowered the costs of distance learn- within it an intensive master’s program that • Reflect on the historical effects of media and ing programs greatly while increasing their can be completed by students who live too far on the cultural uses of developments such as flexibility. Through Instructional Technology away to attend classes during the regular aca- face-to-face speech, writing, printing, photog- and Media, faculty members and students join demic year. raphy, film, radio, television, computers, and to develop the skills needed to make full use of • Instructional Technology and Media concen- networked multimedia; the new opportunities in distance and distrib- trates on the creation and application of inno- • Use anthropological and linguistic methods uted learning. vative technologies, guided by a research tradi- to study how the diverse forms of communica- tion grounded in pedagogy and cognitive sci- tion, literacy, information processing, and cog- In recent years, students in the program have ence, in order to make new media work as nition condition educational practice; and made four questions paramount: powerful tools for study and teaching. • Explore positive and negative effects of • Which emerging technologies hold greatest media, including games, on social relations, and promise for enriching learning experiences Across the three programs, students and facul- develop strategies for using information and throughout the educational enterprise? ty members engage in research, development, communications technologies to improve con- • What pedagogical strategies should design- theory, and application. All three programs put ditions of education and life. ers embody in instructional materials, includ-

168 www.tc.columbia.edu General Information: (212) 678-3000

MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY ing those based on multimedia and those Online Master’s Program in In addition to academic criteria, CCTE takes reflected in gaming environments? Computing in Education into account the relevance of its resources to • How should educators deploy, manage, and The program in Computing in Education in- a prospective student’s professional goals as evaluate information and communication cludes a strand in which all coursework is con- described in the personal statement when technologies in classrooms for optimal educa- ducted online. The online program is designed making admission decisions. tional effect? for teachers and others who work with schools • What principles of design and practice and offers the same kinds of courses as the Financial Aid and Other Assistance should educators incorporate into distributed Intensive Master’s program. Participants take In addition to college-wide financial aid oppor- educational courses and programs? about ten courses online, which use video con- tunities and student services, the faculty mem- ferencing, discussion boards, and other means bers of CCTE are committed to generating an Participants in the three CCTE program areas of online communication. Besides these cours- increasing range of opportunities for remunera- share a basic conviction that good design in es, students have the opportunity to work on tive work that will integrate well into our pro- educative matters starts with careful atten- an independent project and to attend three- gram of studies. Essentially, such opportunities tion to the needs and characteristics of the day workshops at Teachers College in the sum- are of three types: assistantships in research and individuals that the design will serve. For mers. Like the Intensive Program, students will development projects; instructorships to teach example, the ability to understand the indi- concentrate in Teaching and Learning with basic courses in the field; and internships in vidual through empirical research and Technology or Technology Leadership. All industry, government, and education. The pre- empathic engagement will make the design of online courses are open to all CCTE students. cise opportunities that exist in these areas con- instructional technology not only technically For more information, write Dr. Howard Budin tinually change as projects here and elsewhere proficient but educationally valuable as well. at [email protected], call (212) 678-3773, begin, proceed, and culminate. To find out more In all, this attention to the individual in soci- or visit http://www.tc.columbia.edu/ctsc/. about these opportunities, students should con- ety and culture defines the technological sult individual faculty. humanism we seek through all components of Technology Specialist Program: the programs in CCTE—a humanism that An M.A. program leading to a New York State Degree Requirements: combines the use of sophisticated technology teaching license for “Technology Specialist K- The college-wide degree requirements are with humane commitments for guiding pur- 12” prepares candidates to become technology stated in the Degree Requirements section of poses. coordinators in schools. Student teaching and this bulletin. The following steps specific to fieldwork are required. The program is avail- Communication, Computing, and Technology Special Degree Cohorts: able to those with or without initial teaching in Education amplify the college-wide require- licenses who have some knowledge and experi- ments and should serve as an aid for structur- The Intensive Master’s Program ence in using technology in teaching. For fur- ing an individualized program of study based on in Computing in Education ther information, contact Dr. Ellen Meier, previous experience, professional goals, and This track is designed primarily for those Teachers College, (212) 678-3829; interests. Enrolled students can obtain further teachers who live too far from Manhattan to [email protected]. information about requirements and the aca- attend courses during the regular academic demic calendar from the program office at year. Students in this program attend inten- Special Application Requirements: TC Box 8; phone (212) 678-3344. Degrees rep- sive four-week sessions at Teachers College, Masters (M.A. and Ed.M.) applicants are resent advanced levels of mastery in rigorous usually in July, and do the remainder of their reviewed on an ongoing basis. For scholarship scholarship and disciplined practice. In devel- credit work through independent study awards, applicants who meet the early dead- oping a program, students should find ways to and/or online courses during the regular aca- lines receive preference (January 15 for sum- meet the intrinsic demands of the field. demic year. The degree can be obtained in mer and fall and November 1 for spring) with two summers and the intervening academic the most aid going to doctoral students who MASTER OF ARTS year, but can also be done over a longer period meet the Ed.D. January 2 early deadline. (32 POINTS REQUIRED) of time. All applicants should consult the Admissions To earn the Master of Arts (M.A.), students Office (www.tc.columbia.edu/admissions/) for must satisfactorily complete 32 points of Students in the Intensive Program concen- additional application information. coursework (36 points for the Technology trate in the area of Teaching and Learning Specialist) and an integrative project. In with Technology or Technology Leadership. Doctoral (Ed.D.) applicants are required to CCTE programs, the M.A. degree serves two Courses in the program focus on using tech- submit a writing sample, prior transcripts, main functions: a mark of entry-level profes- nology in schools, programming and hyper- letters of recommendation, a personal state- sional qualifications in the fields covered and a media development, theories of cognition and ment, and results from the GRE General Test grounding for further, more advanced special- learning, and theories of school change and (a TOEFL test score is required of internation- ization in the field. leadership. The Intensive Program accepts al students). They are also strongly encouraged approximately 20 new students per summer; to arrange for an interview. In making financial Master of Arts (M.A.) programs are offered more than 300 students have completed the aid decisions, CCTE reviews doctoral applica- in Communication, Computing in Education, program. tions once a year in late February with the and Instructional Technology and Media. expectation that doctoral students will start In each of these M.A. programs, students Housing is available at a Columbia dormitory. during summer or fall sessions. Consequently, must take coursework totaling at least 32 For more information, write Dr. Howard Budin doctoral candidates are encouraged to meet points. The following are required of all at [email protected], call (212) 678-3773, the January 2nd early deadline. There is no M.A. students: or visit http://www.tc.columbia.edu/ctsc/. guarantee of progression from a masters pro- gram to a doctoral program within CCTE.

Teachers College Columbia University 2008-2009 169 Core Seminar (1 point) Additional Requirements for M.A. students 60-point requirement. Ed.M. candidates who • MSTU 4000 Core seminar in commu- in Communication and Education (TECM) have completed an M.A. in CCTE, or an nication, computing, and • MSTU 4016 The history of communi- equivalent program, should select further technology cation courses to broaden and deepen their mastery • At least nine points of additional MSTU of the field. Those who are transferring a Foundational Knowledge. At least three areas courses significant number of points from a different must be represented (9 points, minimum) • Other courses chosen in consultation with specialty toward the Ed.M. should include a Cognitive Issues and Technology an advisor selection of CCTE core program courses in • MSTU 4133 Cognition and computers their remaining coursework. In addition to Social Issues and Technology Additional Requirements for M.A. students completing the minimum course requirements • MSTU 4020 Social and communicative in Computing in Education (TECP) and developing a skill specialization, candi- aspects of the internet • At least nine points of MSTU courses or dates for the Ed.M. degree culminate their • MSTU 4005 Equity, ethical, and social other courses with the faculty advisor’s work through a research or development proj- issues in educational tech- approval (MSTU 5031, Programming II is ect submitted to the faculty. nology recommended). In particular, M.A. stu- Cultural Issues and Technology dents in the Intensive Masters Program, Master of Education (Ed.M.) programs are Requirement can be met through specific the Educational Specialist Program, or offered in Communication and Instructional topical courses (MSTU 5510). Please consult completing the Computing in Education Technology and Media. In each of these Ed.M. an advisor. degree through the completely online programs, students must take coursework Educational Practice and Design option have a slightly more constrained totaling at least 60 points. The following are • MSTU 4050 Online schools and set of courses available to meet program required of all Ed.M. students: online schooling K-12 requirements and should work closely • MSTU 4083 Instructional design of with their respective advisor. Core Seminar (1 point) educational technology • MSTU 4000 Core seminar in communi- • MSTU 4001 Technology and Additional Requirements for M.A. students cation, computing, and school change in Instructional Technology and Media (TEIT) technology • MSTU 4083 Instructional design of Outside-the-Program Courses (6 points, educational technology Foundational Knowledge. At least three areas minimum) (counts toward the Founda- must be represented (9 points, minimum) Three courses at Teachers College outside tional Knowledge area) Cognitive Issues and Technology Communication, Computing, and Techno- • MSTU 4031 Programming I and • MSTU 4133 Cognition and computers logy (courses with a prefix other than • MSTU 4032 Programming I lab Social Issues and Technology MSTU), each for at least 2 points, for a • MSTU 5031 Programming II • MSTU 4020 Social and communicative total of at least 6 points (e.g., three 2-point • At least six points of additional MSTU aspects of the internet courses; one 3-point and two 2-point courses; courses • MSTU 4005 Equity, ethical, and social or three 3-point courses). • Other courses chosen in consultation issues in educational tech- with an advisor nology Integrative M.A. Project Cultural Issues and Technology The Integrative M.A. Project can be either Candidates for the M.A. degree are expected Requirement can be met through various an individual project or part of a larger pro- to culminate their work with an integrative topical courses (MSTU 5510). Please con- ject involving several students. For students project. Such a project might be a review essay sult an advisor. completing only the M.A. degree, this project in which they give a thorough, well written Educational Practice and Design should be related to their career goals and summation of current research and develop- • MSTU 4050 Online schools and should provide tangible evidence of their ment work in an area of their choice within online schooling K-12 skills and strengths. the broad field of Information and Commun- • MSTU 4083 Instructional design of ications Technologies in Education or a multi- educational technology Note: No more than 3 points of “skills” courses media instructional application. In addition, • MSTU 4001 Technology and may be counted toward the M.A., although stu- because experientially grounded learning is school change dents are encouraged to take additional skills invaluable preparation for professional prac- courses that further their interests and goals. tice, students are strongly advised to take Outside-the-Program Courses (6 points, “Skills” courses include the following (this is a fieldwork or internships as an integral part minimum) sample list): of their master’s program. • MSTU 4029 Managing educational • Three courses at teachers College outside Communication, Computing, and Tech- technology resources MASTER OF EDUCATION nology (courses with a prefix other than • Topical courses (MSTU 5510 and MSTU (60 POINTS REQUIRED) 5814) offered on the following topics: MSTU), each for at least 2 points, for a An Ed.M. degree represents roughly the equiv- total of at least 6 points (e.g., three 2- Database-driven website development; direc- alent of two years of full-time study. It serves tor; 3-D modeling; flash communication point courses; one 3-point and two 2- for some to mark progress toward a doctorate point courses; or three 3-point courses). server; Adobe InDesign; digital video; GIS in and for others to initiate intermediate profes- Suggested: HUDM 4120, Basic concepts curriculum; creating dynamic websites with sional qualifications for students who have in statistics, and/or ITSF 5000, Methods dreamweaver previously completed a master’s degree at of inquiry: Ethnography and participant Teachers College or another institution. observation, and/or other basic research/ Up to 30 points of graduate credit earned else- inquiry course without an MSTU prefix. where may be counted toward the minimum

170 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY

Integrative Ed.M. Project skill but do not require doctoral-level academic Cognitive Issues and Technology The Integrative Ed.M. Project is a research certification. For instance, students can put • MSTU 4133 Cognition and computers or development project that should result together a very effective 60-point program deal- Social Issues and Technology from independent effort equivalent to that ing with “school media for curriculum innova- • MSTU 4020 Social and communicative of a 3-point course. Like the M.A. integra- tion.” In a similar way, one can develop a very aspects of the internet tive project, it should provide tangible evi- strong grounding in educational software devel- • MSTU 4005 Equity, ethical, and social dence of a student’s skills and strengths and opment through the Ed.M. degree. It can serve issues in educational tech- should represent the student’s interests as well many purposes. One needs to think through nology as display the specialized skills developed for one’s aspirations and use the scope of the Ed.M. Cultural Issues and Technology the degree. program to build academic and experiential Requirement can be met through various foundations in accordance with one’s achieve- topical courses (MSTU 5510). Please con- Note: No more than 6 points of “skills” ment goals. sult an advisor. courses may be counted toward the Ed.M., Educational Practice and Design although students are encouraged to take addi- DOCTOR OF EDUCATION • MSTU 4050 Online schools and online tional skills courses that further their interests Doctor of Education (Ed.D.) degree candidates schooling K-12 and goals. “Skills” courses include the follow- should read Requirements for the Degree of • MSTU 4083 Instructional design of ing (this is a sample list): Doctor of Education, which can be obtained educational technology • MSTU 4029 Managing educational from the Teachers College Office of Doctoral • MSTU 4001 Technology and technology resources Studies. It states the formal requirements for school change • Topical courses (MSTU 5510 and MSTU the degree and lays out the steps leading to it. 5814) offered on the following topics: Communication, Computing, and Technology Research Methods and Design (12 points, Data-base-driven website development; in Education requirements provide experiences minimum) director; 3-D modeling; flash communica- through basic courses, skill concentrations, and Introductory Quantitative Methods Course tion server; Adobe InDesign; digital video; independent projects, all leading to the certifi- (3 points) GIS in curriculum; creating dynamic web cation examination and the dissertation. These • HUDM 4122 Probability and statistical sites with dreamweaver experiences have been designed to ensure that inference students develop skills in one or more modes Additional Requirements for Ed.M. students of inquiry; contribute professionally to a field Note: HUDM 4120, Basic concepts in statistics in Communication and Education (TECM) through conferences, presentations, or publica- does not meet this requirement. • MSTU 4016 The history of communi- tions; and participate actively in CCTE func- cation tions outside of class work. Introductory Qualitative Methods Course, taken • MSTU 5606 Readings in communica- from the following or similar (3 points): tion theory and social Programs are planned individually in consult- • C&T 5502 Introduction to qualitative thought I ation with a faculty advisor. Doctoral candi- research in curriculum and • MSTU 5607 Readings in communica- dates should develop a systematic plan for study teaching tion theory and social early in their program, encouraging sustained • ITSF 5000 Methods of inquiry: thought II consideration of a dissertation area and tailor- Ethnography and partici- • At least 15 points of additional MSTU ing course selection to support dissertation pant observation work. The doctorate represents the highest courses • ITSF 5001 Ethnography and partici- level of educational preparation achievable in • Other courses chosen in consultation pant observation: the field. To complete it well, students should with an advisor Fieldwork, analysis, meet all requirements in an intellectual spirit reporting consonant with this status. Doctor of Education Additional Requirements for Ed.M. students (Ed.D.) programs are offered in both Communi- Research/Research Design Applied to Technology in Instructional Technology and Media (TEIT) cation and Instructional Technology and Media. (3 points) • MSTU 4083 Instructional design of edu- In each of these Ed.D. programs, students must • MSTU 5001 Assessing the impact of cational technology (counts take coursework totaling at least 90 points. The technology in schools toward the Foundational following are required of all Ed.D. students: • MSTU 5025 Research technology in Knowledge area) educational environment • MSTU 4031 Programming I and Core Seminar and Doctoral Colloquium • MSTU 4032 Programming I lab (3 points) Additional, non-introductory quantitative, • MSTU 5031 Programming II One-point registration for MSTU 4000. qualitative, or other non-introductory • At least 15 points of additional MSTU Ed.D. students must take MSTU 6600 for research methodology class (3 points). courses a total of two points after taking MSTU The following are examples of what is avail- • Other courses chosen in consultation 4000. After two points of registration in able. Students should familiarize themselves with an advisor MSTU 6600, students must register for with the full range of courses that are offered MSTU 6600 for zero points each semester and choose a class that is relevant to their dis- Students accepted for a doctoral program should until graduation. sertation work, in consultation with their fac- earn the Ed.M. as an integral part of their doc- ulty advisor. toral work. However, the Ed.M. can be far Foundational Knowledge • A&HE 6151 Narrative research in more than a stepping stone to a doctorate. It All four areas must be represented (12 English education allows for great flexibility, and students can use points, minimum). • A&HL 4104 Discourse analysis it to lay a strong foundation for significant posi- • HUDM 5122 Applied regression analysis tions of leadership that demand high levels of

Teachers College Columbia University 2008-2009 171 • HUDM 5123 Linear models and experi- Additional Requirements for Ed.D. students When the faculty advisor verifies that the stu- mental design in Instructional Technology and Media (TEIT) dent has completed the Integrative Question • ORL 6500 Qualitative research meth- • MSTU 4083 Instructional design of portion, the Literature Review paper, and the ods in organizations: educational technology Certification Project, the student is recom- Design and data collection (counts toward the mended for certification. The CCTE program • ORL 6501 Qualitative research meth- Foundational Knowledge has designed its certification requirements to ods in organizations: area) help prepare students for work on their disser- Data analysis and reporting • MSTU 4031 Programming I and tations and to document that preparedness. • MSTU 4032 Programming I lab To receive full certification for doctoral work, Outside-the-Program Courses (6 points, • MSTU 5031 Programming II students must also meet certain college-wide minimum) • At least 15 points of MSTU courses requirements, as explained in the Degree Three courses at Teachers College outside • Other courses chosen in consultation with Requirements section of this bulletin. Communication, Computing, and Technology an advisor (courses with a prefix other than MSTU), Policies on the Written Examination Portion each for at least 2 points, for a total of at Doctoral Certification Process of the CCTE Certification Process least 6 points (e.g., three 2-point courses; The Doctoral Certification Process for CCTE one 3-point course and two 2-point courses; students has three steps. Students’ names are There are three hours available to write a or three 3-point courses). Courses taken out- not sent forward to the Office of Doctoral response to one question. There is no choice side CCTE to meet the Research Methods and Studies to be certified until all three of the fol- of question. The question is constructed design category count as meeting outside-the- lowing requirements have been successfully broadly so that it can be addressed by people department requirement. completed. from different perspectives and program strands within CCTE. CCTE students may Complete the doctoral certification process 1. An Integrative Question that the student bring resources into the examination (books, (see explanation later in this section). answers in writing during the regular certifi- notes, etc.), but these cannot include elec- tronic items on disk or flash-drivers. While Successfully propose, complete and defend cation examination session that the Office of references to people and articles are expected the doctoral dissertation. Doctoral Studies schedules each semester. This question is about some currently promi- in the body of the response and work must not Register for the Dissertation Seminar (MSTU nent educational technology topic that stu- be mischaracterized, there is no need to pres- 7501 or 7503, 3 points) when presenting the dents answer by pulling material from CCTE ent a formal reference list at the end of the Dissertation Proposal. See also the regulations courses and course-related as well as inde- response or to be accurate on every date for for MSTU 8900 and the section in the Aca- pendent readings. The best way to prepare for each citation. Past questions are available on demic Catalog on continuous registration. this question is to think of currently important the certification examination section of the educational technology topics related to your StudyPlace wiki (www.studyplace.org; search Note: No more than 6 points of “skills” courses area of interest and try to think of how you for “certification exam”). may be counted toward the Ed.D., although stu- would integrate content covered in different dents are encouraged to take additional skills courses to address these topics. Please Note: Students can attempt to successfully complete courses that further their interests and goals. CCTE’s certification examination is offered in the written response portion of the certifica- “Skills” courses include the following (this is a the morning session of the exam day; there is tion process no more than two times. sample list): no CCTE afternoon session. Evaluation Procedures • MSTU 4029 Managing educational Each response is evaluated by the CCTE fac- technology resources 2. A Literature Review or critical assessment ulty, who meet as a group to read students’ • Topical courses (MSTU 5510 and MSTU of scholarship (a paper of around 30 pages, double-spaced) related to what is planned for examinations. Students’ names are removed 5814) offered on the following topics: the dissertation. This gives a head start on the from their examinations, and the examinations Database-driven website development; literature review section of the dissertation. are then circulated during the meeting of the director; 3-D modeling; flash communica- This paper is graded by the faculty advisor. faculty. The examination is read and discussed tion server; Adobe InDesign; digital video; Approved papers will be posted and generally and a decision is made about its grade. GIS in curriculum; creating dynamic web- available to others for future reference. sites with dreamweaver. Basic Evaluation Criteria All responses are evaluated with regard to Additional Requirements for Ed.D. students 3. A Certification Project that would be a small- er scale version of what might be done in the the following four questions: in Communication and Education (TECM) dissertation or a project or pilot study that 1) Does the response address the question • MSTU 4016 The history of communi- leads to the dissertation project. This certifica- asked? cation tion project has three steps: 2) Does the response integrate material (using • MSTU 4031 Programming I and a. Write a short proposal (five or fewer dou- several references and sources) from each • MSTU 4032 Programming I lab ble-spaced pages) of the planned project, of three different core courses or from vari- • MSTU 5606 Readings in communica- which the faculty advisor must approve. ous perspectives or theories? tion theory and social The nature of the project would vary 3) Does the response present a coherent and thought I depending on the student’s interests; meaningful discussion? • MSTU 5607 Readings in communica- b. Complete the project; 4) Is the response substantive enough to con- tion theory and social c. Write a project report (around 30 pages), vince the reader that the student has an thought II which is graded by the advisor. advanced, graduate-level grasp of the field? • At least 15 points of MSTU courses • Other courses chosen in consultation with COURSES: an advisor Most courses are offered once each year; others are offered each term and some are offered 172 www.tc.columbia.edu General Information: (212) 678-3000

MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY every two years. Current scheduling information MSTU 4018. Design and communication learning a variety of computer applications, may be obtained from the program office. in modern culture (3) focusing primarily on word processors, spread- Professor McClintock. How have practices of sheets, and database managing. Students create MSTU 4000. Core seminar in commun- abstract reasoning, the pursuit of formalism, their own educational applications. No computer ication, computing, and technology (0-1) and conceptualizing the structure of complex background assumed. Special fee: $45. Professor Black and faculty. Required for incom- phenomena affected modern design and com- ing students. Meets with MSTU 6600. Discus- munication? Readings and class discussions MSTU 4031. Programming I (2-4) sion of critical issues, reading of key works, dev- explore this question, using examples drawn Faculty. Communicating with computers and elopment of project in Communication, Com- from architecture, fine art, graphics, typogra- humans through programs. Uses a graphic lan- puting, and Technology in Education, presenta- phy, photography, advertising, industrial design, guage to formalize the concepts behind software tion of work in progress, conversations with formal organization, process control, trans- structure and a current, widely used implemen- leaders in the field. Special fee: $35. portation, information theory and manage- tation language such as Java to construct repre- ment, and major media of communication. sentative applications. Co-requisite: MSTU MSTU 4001. Technology and school change Special fee: $35. 4032. Special fee: $45. (3) Explores how technology is currently used in our MSTU 4020. Social and communicative MSTU 4032. Programming I laboratory (0) schools and how technology can be used more aspects of the internet (3) Faculty. Corequisite: MSTU 4031. Concentrated effectively as a catalyst for larger school reform Professor Kinzer. Examines: social communica- time to reinforce programming concepts through efforts. Participants will examine some of the tive practices as synergistic; how space, time, practice. Lab is led by instructor or teaching institutional forces shaping the integration of and social networks evolve and interact; and assistant. Attendance is mandatory. Special fee: technology into our schools and some of the what this implies for the design and use of $45. institutional change theories that influence these technology. Special fee: $45. forces to address the question: What can tech- MSTU 4035. The computer as an nology contribute to school improvement and MSTU 4022. Telecommunications and instructional aid (3) how can we facilitate those changes? distance learning (2-3) Dr. Budin. A presentation of research and Professor Taylor. Introduction to the use and issues surrounding the use of computing MSTU 4005. Equity, ethical, and social issues educational implications of telecommunica- in schooling. Cognitive and social effects of in educational technology (2-3) tions, distance learning, and collaborative computers on students are investigated and Dr. Budin. Addresses a wide range of issues con- interchange using telecommunications, partic- strategies are developed for integrating comput- cerning equity and access, including differential ularly the internet and the World Wide Web. ing into the curriculum. Special fee: $30. gender, racial, and ethnic uses of computers. Special fee: $35. Examines legal and ethical issues in students’ use MSTU 4036. Hypermedia and education of technology with an emphasis on improving MSTU 4023. Cinema as cross-cultural (2-3) access and use of technology for all students. communication (3) Ms. Bú Shell, Dr. Kelsey, and Dr. Magni. Special fee: $35. Dr. Akrami. Analyzes how films explore cul- Introduction to hypermedia products and pro- ture. Discussion of the film as well as the cul- gramming and their role in education. Four- MSTU 4008. Information technology tural messages portrayed. Special fee: $45. point registration is for hypermedia programming and education (3) lab. Special fee: $45. Faculty. Analytic overview of the uses of infor- MSTU 4024. Television and the develop- mation technology in instruction. Examination ment of youth (2-3) MSTU 4037. Computers and the uses of psychological and practical impact of informa- Professor Vasudevan. A comprehensive survey of information in education (2-3) tion technology on our culture and its educa- of the socializing and educational effects of tel- Dr. Budin. This course examines how comp- tional institutions. Special fee: $35. evision viewing during childhood and adoles- uters can structure and present information, cence. Within a developmental framework, evaluates current educational software that uses MSTU 4010. Theories of communication emphasis is placed on reviewing and critiquing information, and considers the design of soft- (2-3) research involving the effects of both formal ware for integrating information applications Dr. Moretti. A broad, multidisciplinary survey features of television (e.g., cuts, pans, pace) into education. Prerequisite: MSTU 4030 or of contemporary perspectives on communica- and the various types of television programs on equivalent computer experience. Special fee: tion. Topics include: definitions, models and the- viewers’ comprehension, behavior, attitudes, $45. ories of information processing, history of media and beliefs. Special fee: $45. change, cross-cultural communication, interper- MSTU 4039. Video games in education (3) sonal communication, and the uses and effects MSTU 4028. Technology and culture (3) Faculty. Provides students with tools they will of mass media. Special fee: $35. Professor Varenne. An exploration of the need to understand, analyze and build games. impact of technology broadly defined upon Focus is on gaining an understanding of rules, MSTU 4012. Film as art: Introductory (2-3) cultural evolution as currently discussed in interactivity, play, social interaction, and all other Professor Akrami. Film as 20th century art, anthropology and related disciplines. Special factors that go into making an innovative and fun emphasizing form and style. Analysis of feature- fee: $35. game. Primary focus is on the basic language of length and short films of different nations, styles, games: game play and game design. Course also themes, and genres. No previous experience in MSTU 4029. Managing educational addresses games from an educational perspective. film analysis needed. Special fee: $45. technology resources (2-3) Special fee: $45. Dr. Terrill. For educators involved in the plan- MSTU 4016. The history of communication ning, implementation, and maintenance at the MSTU 4049. Technologies and literacies (2-3) building/campus level. Students learn how to (2-3) Dr. Moretti. A comprehensive survey of the his- apply educational technology to achieve edu- Professor Kleifgen and Dr. Magni. An examina- tory of communication, tracing the development cational objectives and to manage interperson- tion of the relationship between computers and of the dominant modes of transmitting knowl- al relations in the process. Special fee: $45. the writing process. The course explores the effect edge, from speaking to writing, from printing to of electronic text on traditional notions of text, the electronic media. Special fee: $35. MSTU 4030. Computer applications literacy, and communication. Assumes no com- in education (2-3) puting experience. Lab fee: $30. Dr. Kieran-Greenbush. Hands-on experience Teachers College Columbia University 2008-2009 173

MSTU 4050. Online schools and online • MSTU 4134. Cognition and computers MSTU 5030. Intelligent computer-assisted schooling K-12 (3) lab (1-3) instruction (2-3) Dr. Lowes. This course examines the different Permission required. Corequisite: MSTU 4133. Professor Black and Ms. Bai. Prerequisite: models of the K-12 virtual school and virtual Special fee: $30. MSTU 4133. Participants study ideas about schooling experience in the United States and the representation of knowledge, models of the internationally. Special fee: $35. MSTU 4901-MSTU 4904. Research learner, and teaching strategies that have been and independent study (1-6) developed in artificial intelligence and cognitive MSTU 4052. Computers, problem solving and Faculty. Permission required. For master’s students psychology, as well as develop and test intelli- cooperative learning (2-3) only. Students propose a program of independent gent computer-assisted instruction materials Dr. Budin. Considers how computers may be used research or project development to a faculty for topics of interest. Special fee: $35. to promote cooperative learning in problem solv- member. Students in their first term of study are ing for students throughout the curriculum, generally not accepted. Conference hours are MSTU 5031. Programming II (3-4) focusing on the use of simulations, databases, pro- arranged. Faculty. Prerequisite: MSTU 4031 or a solid gramming, and problem solving software. Course basic knowledge of programming. Applies pro- content will include active participation in coop- MSTU 5000. Possibilities of virtual worlds (3) gramming to significant problems using Java or erative learning using computers as well as back- Professor Kinzer. Explores possibilities of virtual C++ to construct salient applications. Special ground work in educational theory as it relates to worlds for gaming and education. Through read- fee: $45. problem solving and cooperative learning. Special ings and theoretical discussions of identity con- fee: $30. struction, positioning and social aspects of virtu- MSTU 5035. Technology and metacognition al and traditional communities, participants (3) MSTU 4080. Television and video applications explore how virtual environments may support Professor Lin. This course explores how theories in education (3) teaching and learning and how virtual communi- of learning, development and cognition can Faculty. The role of media literacy is explored ties are affecting people’s lives. Special fee: $45. shape the design of instruction. Readings cover as a means to understand our popular culture a range of instructional theories and highlight and foster critical autonomy in young people. MSTU 5001. Assessing the impact of the underlying influences of those theories. Emphasis is placed on critiquing educational tele- technology in our schools (3) Although the course includes a brief survey of vision programs and video and using them effec- Faculty. Examines the evidence of effectiveness of historical trends in the field, the primary course tively in the classroom. Special fee: $35. technology in our schools. Through an examina- focus is on current and emerging theories of tion of key concerns in the technology research instruction, such as distributed and dynamical MSTU 4083. Instructional design of educa- literature, we will address essential questions for views of cognition and learning. Students are tional technology (2-3) understanding the impact of technology. encouraged to present and discuss their Professor Lin. The nature of instructional tech- research interests and projects as they relate nology, systems approaches to planning, manag- MSTU 5005. Case-based teaching in to the focus of the course. Special fee: $45. ing, and evaluating instructional processes and electronic environments (3) materials. Emphasis is on instructional design. Professor Kinzer. Focuses on theory related to MSTU 5191-MSTU 5192. Educational Special fee: $45. designing, developing, and using multimedia video production I and II (2-3) case methodology in education. Students are Mr. Riccobon. Permission required for MSTU MSTU 4085. New technologies for learning encouraged to examine educational case metho- 5192. Practical studio and field production (2-3) dology within their interest area. Special fee: $45. experience of educational video programs, with Professor Taylor and visiting experts. A survey of special concern for realizing educational purpos- technologies such as multimedia and telecommu- MSTU 5020. Computer-mediated es through directing, scripting, staging, camera nications applied to learning and research, with communication (3) operation, lighting, and sound design. Special full demonstrations and critical discussion by Faculty. Analyzes characteristics of such comput- fee: $50. experts. Includes discussion of implications for er-mediated communication systems as networked educational change. Special fee: $35. multimedia, electronic mail, bulletin boards, and MSTU 5194. Models of human-computer computer conferencing and situates these systems interaction (2-3) MSTU 4086. Text understanding and in the context of the emerging national informa- Faculty. This course explores the psychological design (3) tion infrastructure. Students will participate in and educational literature on human-computer Professor Black. Explores ideas about how people online communication systems. Special fee: $35. interaction and learning. What is the role of understand textual materials and learn from human-computer interaction in learning and them; then applies these ideas to the design of MSTU 5025. Researching technology teaching with new educational technologies? instructional text. Students design instructional in educational environments (3) What are the key formats and attributes of materials for topics of interest to them. Special Faculty. This course is designed as an overview human-computer interaction with electronic fee: $35. of research designs and methodologies for stu- media? These and other questions are studied dents who are interested in researching the uses by discussing current theory and research and MSTU 4133-MSTU 4134. Cognition of technology in education, including both face- by evaluating state-of-the-art media projects. and computers to-face and online/distance learning environ- Special fee: $35. Professor Black. This course explores ideas ments. The course looks at the theoretical bases about cognition and knowledge representation for, and practical implementation of, different MSTU 5201. Fieldwork (1-6) and how they relate to the use of computers in quantitative and qualitative research approaches, Faculty. Permission required. Opportunity instruction. Students select a subject area, learn methodologies, and instruments. It is structured for qualified students, individually or in small to represent knowledge from it so that it can be around a series of hands-on case studies in which groups, to develop and pursue projects in implemented in a computer instructional sys- students design research studies, revise existing schools, community agencies, business organi- tem, and use the knowledge representation to instruments, and analyze previously collected zations, and communication facilities. Stu- characterize the cognitive prerequisites and con- data for technology-related projects in classrooms dents in their first term of study are generally sequences of learning to use computers. and online. Students are encouraged, but not not accepted. Conference hours are arranged. required, to come with a research project in mind. • MSTU 4133. Cognition and computers (2-3) Special fee: $30. MSTU 5510. Topical seminar (1-3) Special fee: $45. Faculty. Permission required. Periodically under

174 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY this course number, various faculty and staff cational software using hypermedia, authoring members offer courses on important topics in languages, and programming languages. Some MATHEMATICS communication, computing, or instructional background in instructional design recom- EDUCATION technology and media which will be announced mended. Special fee: $50. at least one semester in advance. Topics may Program Coordinator: vary each semester and may include any of the MSTU 6201-MSTU 6204. Advanced Professor Bruce R. Vogeli following: art, music, and technology; their fieldwork (1-6) symbiotic interplay; assessing the impact of Faculty. Permission required. Extended oppor- Program Office: (212) 678-3381 technology in our schools; database driven tunities for students who have completed Fax: (212) 678-8129 website development; educational technology MSTU 5200. Email: [email protected] research; gender, communication, and digital Website: www.tc.edu/mst/Mathematics technology; media and education; research MSTU 6401-MSTU 6404. Internship (1-6) methodologies; social and emotional learning Faculty. Permission required. Prerequisite: and digital technology; technology and school basic courses in the student’s specialization, Initial Master of Arts degree students should change; technology, education, and public poli- evidence of competence in the internship direct admissions and certification questions cy; technology, inquiry, and culture; writing area, and prior arrangement with cooperating to Professor Alexander Karp (212) 678-3842, technology. Special fee: $30-50. institution. Internship in schools, colleges, [email protected]. Teachers College facilities such as the Micro- MSTU 5515. New media teaching and computer Resource Center, community agen- Degrees Offered: learning (3) cies, business organizations, and communica- Dr. Moretti. Permission required. This course tion facilities. Students in their first term of MATHEMATICS EDUCATION (MATH) provides students with experience in the devel- study are generally not accepted. Master of Arts (M.A.) opment of new media projects and a forum for Master of Science (M.S.) discussing the implications for new media on MSTU 6532. Seminar in cognitive science Master of Education (Ed.M.) education, particularly in higher education. The (1-3) Doctor of Education (Ed.D.) course involves a fieldwork component. Special Professors Black and Lin, and Dr. Halberstam. Doctor of Education in the College fee: $35. Permission required. In-depth discussion and Teaching of an Academic Subject (Ed.D.C.T.) critique of research proposed and conducted Doctor of Philosophy (Ph.D.) MSTU 5555. Technology and the by others and by students in the class. Topics emergence of a global curriculum (2-3) vary from term to term. Course is for ad- MATHEMATICS EDUCATION- Professor Taylor. This course deals with the vanced students who are designing and con- INITIAL CERTIFICATION (MATH-INIT) impact of technology on human society over ducting their own research projects; they may Master of Arts (M.A.) the ages, how technology in particular is take the course as many times as they like. shaped by, and in turn shapes, the vision Special fee: $45. *MATHEMATICS EDUCATION- informing a specific culture and its curriculum, PROFESSIONAL CERTIFICATION (MATH-PROF) and how the global sharing of technology is MSTU 6600. Colloquium in communica- Master of Arts (M.A.) inexorably contributing to the emergence of a tion, computing, and technology in educa- Master of Science (M.S.) common global curriculum. Uses its own web- tion (0-1) Master of Education (Ed.M.) site, www.tc.columbia.edu/~global. Faculty. Continuous participation required of Special fee: $35. certified doctoral students. Discussion of criti- MATHEMATICS EDUCATION- cal issues, reading of key works, formal propos- TRANSITIONAL B (MATH-TRAN) MSTU 5606-5607. Readings in commun- al of dissertation topics, presentation of work Master of Arts (M.A.) ication theory and social thought (3) in progress, conversations with leaders in the Professor McClintock. Each week during the field. Special fee: $30. * Program not currently accepting applications academic year, participants in this course will read and discuss important work in the litera- MSTU 6901-MSTU 6904. Research and ture of communication. These works all con- independent study in communication, Program Description: sider how the conditions and constraints of computing, and technology in education Over its long and distinguished history, the human interaction affect culture, public dis- (1-6) Program in Mathematics Education has stressed course, and the historical quality of life. The Faculty. Permission required. For doctoral stu- the preparation of leaders in education. These aim is to acquire a thorough grounding in how dents only. The participating student will pro- leaders are successful scholars in their discipline, thinkers have addressed a basic problem in the pose a program of independent research or as well as educators. Faculty and staff are com- study of communication over the past century project development to a faculty member. mitted to leadership training through a variety and a half. Completion of written work for the Students in their first term of study are gener- of courses, workshops, and research experiences. colloquium is part of the certification require- ally not accepted. Many of these are performed in collaboration ment for doctoral candidates in the Communi- with private, public, and parochial schools in cation program, and it can serve as the culmi- MSTU 7501 and MSTU 7503. Dissertation the tri-state metropolitan region. nating project required for completion of the seminar (1) Master of Education degree in that program. Faculty. Permission required. Presentation of dissertation proposal for approval by a spon- Through funded projects, dissertation research, MSTU 5814. Work conference (1-2) soring committee. Student arranges one two- training and service to national organizations, Faculty. Permission required. Occasional brief hour meeting with his or her sponsoring com- the faculty and students in mathematics edu- conferences convened by Communication, mittee. cation have helped frame the curriculum and Computing, and Technology on subjects of methodology used in the schools of this and special interest. Special fee: $35. MSTU 8900. Dissertation advisement (0) other nations. The Program in Mathematics Faculty. Advisement on doctoral dissertations. Education emphasizes strong content prepara- MSTU 6031. Multimedia educational Fee to equal 3 points at current tuition rate tion in a variety of areas of pure and applied projects (3-6) for each term. See section in this bulletin on mathematics relevant to education. Professor Taylor. Permission required. Team Continuous Registration for Ed.D. degree. approach to developing computer-based edu- Teachers College Columbia University 2008-2009 175 Master’s-level offerings in mathematics educa- Applicants for the M.S. and Ed.M. degrees degree should include evidence that these tion are appropriate for both initial and profes- must also prepare a written integrative project. components have been fulfilled. sional teachers. Advanced master’s and doctor- al programs complete preparation for a variety Doctoral Degrees Supervision in Schools of positions including teaching, supervisory, and The department provides programs for both Students interested in mathematics supervi- research roles spanning the elementary through the Ed.D. and the Ph.D. degrees. In general, sion in schools may elect to develop individual college levels of instruction. Some courses the Ed.D. degree places emphasis on breadth programs that reflect their specific background offered through these programs are intended of professional coursework with a focus on and interests and that draw on the resources especially for students from other areas of study educational practice. All candidates are of the department and college, or they may at Teachers College who need to acquire knowl- required to be competent in statistical work as part of the staff of the field-based edge and skills in mathematics but who do not research methodology and computer pro- teacher education programs. School and uni- wish to earn a degree in this area. gramming and to have knowledge of the epis- versity faculty work with graduate students in temology of mathematics and of psychology a collaborative effort where teaching, preser- Master of Arts sufficient to be an informed scholar-practition- vice, and supervision training and education Emphasis is placed on those competencies nec- er. All doctoral candidates must have a written research are intimately related. essary for effective mathematics teaching as program plan approved by their advisor. The a means of enhancing professional growth of approved plan then must be approved by the Teacher Education in Mathematics initial and professional teachers. Conceptual Office of Doctoral Studies. Following submis- The Teacher Education in Mathematics pro- issues in teaching are translated into practice sion of a statement of total program, the stu- gram is designed to prepare scholars for educa- through group and individualized instruction dent normally completes doctoral coursework tional leadership roles as education professors in special methods courses. Master of Arts and engages in doctoral research and writing. in colleges and universities. Participants in requirements include a culminating scholarly Refer to the Ph.D. and Ed.D. Requirements the program have opportunities to build their project. Bulletin, prepared by the Office of Doctoral mathematics content background through Studies, for a fuller description of degree content courses in the department and the A minimum of 32 points of coursework is requirements. offerings of Columbia University. There are required, along with a final essay or project. No opportunities also for professional experiences transfer credit for graduate courses completed In planning a program of study, it should be in the initial and professional teacher educa- elsewhere can be applied to the M.A. degree. noted that doctoral students are required to tion programs. Courses taken through these programs and complete a minimum of 20 points after taking elsewhere at Teachers College in mathematics, the certification examination for the first time, College Teaching of an Academic Subject mathematics education, and professional edu- including points taken during the term in Teachers College offers a doctorate in college cation to meet individual needs may be supple- which that examination is taken. teaching that emphasizes preparation in con- mented with permission by courses taken in tent supplemented by a program of profession- other faculties of Columbia University. Specializations al education. Field experiences can be pursued Elementary School Mathematics in mathematics, computing, and several Master of Science and The Elementary School Mathematics related disciplines. The course content and Master of Education Specialist program is designed for those who sequence are especially organized to meet the Both programs require a minimum of 60 are preparing for positions of leadership in ele- unique needs and career goals of each candi- points, a formal essay or integrative project, mentary schools or in the training of elemen- date within the general requirements of the and involve extensive preparation in mathe- tary school teachers. Programs for elementary Ed.D. degree at Teachers College. matics as well as education. For the Master of school specialists emphasize knowledge of sub- Science degree the college requires that a mini- ject matter, methodologies, and curricula of Special Application mum of 32 points with an integrative project mathematics and include appropriate field Requirements/Information: (or 30 points with a formal essay) be completed experiences with elementary school students Applications are reviewed on an ongoing basis. under the auspices of Teachers College, includ- and teachers. In addition to program offerings, Preference in scholarship awards will be given ing 18 points that must be earned in Teachers students have access to courses in related to applicants who meet the early deadline. College courses. Master of Science students departments and institutions. who choose to do an integrative project may Mathematics education students seeking use a maximum of 28 semester hours of gradu- Secondary School Mathematics Master of Arts, Master of Science, and Master ate credit from other recognized institutions to The Secondary School Teaching program of Education degrees are expected to have reduce the degree requirement. Master of includes an in-service component for experi- completed at least 24 credits of undergraduate Science students who choose to do a formal enced teachers and preservice education for mathematics. essay, as well as Master of Education students, students entering the profession. Programs are may apply a maximum of 30 semester hours of designed individually in consultation with a Applicants who wish to receive Initial New graduate credit toward their degree require- faculty advisor to reflect each teacher’s back- York State teaching certification should apply ment. Please refer to the Degree Requirements ground and goals. The program stresses the to the Master of Arts degree program. section of this bulletin for college-wide mini- direct application of theory to practice with mum point requirements. For the M.S. degree, particular emphasis on experiences with teach- Mathematics education students seeking there is greater emphasis on preparation in ing strategies that match classroom activities Doctor of Education or Doctor of Education mathematics content. In the Ed.M. program, to student characteristics, that examine in the College Teaching of an Academic Sub- there is greater emphasis on preparation in pro- teacher and student interpersonal interaction, ject degrees are expected to have completed fessional education. Programs are arranged in and that reflect the historical and philosophi- an undergraduate major in mathematics. consultation with the major professor to meet cal roots of the discipline. Final project for the Mathematics education students seeking a both program and college requirements.

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MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY

Doctor of Philosophy degree should have both three areas to communicate content effectively ics/mathematics education requirement or can undergraduate and master’s degrees in their at the freshman and sophomore college levels. be taken as research electives. specialization. Algebra and analysis are recommended as areas of concentration. Content courses can be DOCTOR OF EDUCATION Degree Requirements: selected from courses offered by the depart- A program of study for the Doctor of Educa- ment or from courses offered by the Graduate tion (Ed.D.) degree must include a minimum Mathematics Education School of Arts and Sciences of Columbia of 90 semester hours of approved graduate Programming competencies in at least one University. Preparation in computing and sta- credit, at least 45 points of which must be computer language and further computer sci- tistics is also recommended. taken under Teachers College registration. In ence training equivalent to at least 6 points order to permit the acquisition of broad basic of graduate study ordinarily are required of all MASTER OF EDUCATION scholarship, each program of study should students seeking degrees beyond the Master Typically, the program of studies for the Master include at least 70 points in mathematics and of Arts. These points either can be included of Education (Ed.M.) degree should include 42 mathematics education. At least 24 points in the mathematics/mathematics education points in courses in mathematics and mathe- should be at an advanced level. Ordinarily, requirement or can be taken as electives. In matics education. Preparation in mathematics points in mathematics and mathematics educa- order to ensure that prospective college teach- content should be of sufficient depth to pro- tion should include at least 45 points in mathe- ers understand the history, organization, and vide leadership to elementary and secondary matics content courses, 12 points in mathe- function of American higher education, all stu- school teachers. Content courses can be select- matics education courses, and 12 points of dents seeking degrees beyond the Master of ed from courses offered by the department or research preparation including MSTM 6500 Arts should enroll in at least two courses relat- from courses offered by the Graduate School and MSTM 7500. ed to college teaching. of Arts and Sciences of Columbia University. Students interested in developing research Professional courses taken outside the program In addition to content courses in mathematics, competencies for further graduate study should of Mathematics Education normally should students should enroll in at least two profes- elect at least 6 points in statistics. HUDM include 15 points in the curricular, psycho- sional courses in mathematics education 4122, Probability and statistical inference, and logical, and social foundations of education. including MSTM 4019, MSTM 4020, MSTM HUDM 5123, Linear models and experimental Students specializing in teacher education are 5012, or MSTM 5520. All students are encour- design, are recommended. encouraged to select elective courses related aged to take MSTM 5800-5801 for 1 to 3 to higher education programs and practices. points in at least two semesters. Doctoral Degrees All candidates for the Ed.D., Ed.D.C.T., or Preparation in computing and statistics is also MASTER OF ARTS Ph.D. degrees are expected to demonstrate recommended. Programming competencies in Normally students complete 24 points in cours- both mathematics and mathematics education at least one computer language and further es in mathematics and mathematics education competencies through a series of certification computer science training equivalent to at including MSTM 4019 and selected courses in examinations taken upon the completion of 60 least 6 points of graduate study are desirable. related disciplines such as statistics and com- graduate points. Certification examinations test Students whose dissertations involve statistical puting. The remaining 8 points (3 courses) are the student’s knowledge of current research analysis are required to include appropriate sta- reserved for electives chosen from professional and theory in mathematics education and tistics courses in their programs. These points areas such as psychology, philosophy, curricu- mathematics content. Examinations are offered can be included either in the mathematics/ lum, etc. It is recommended that students once in the fall, spring, and summer terms. mathematics education requirement or can enroll in MSTM 5800-5801 for 1 to 3 points. Courses recommended as preparation for the be taken as electives. Programs for specialists in the teaching of ele- examinations include MSTM 4019/4020, mentary school mathematics should include MSTM 6037, and 6000-level mathematics The Ed.D. culminates in a dissertation con- MSTM 5010. Secondary school specialists content courses. tributing knowledge to the field and should should enroll in MSTM 5023, MSTM 5032, be planned early in the doctoral program when and MSTM 5037. Students must demonstrate acceptable profi- sufficient advanced courses have been com- ciency in at least three of the following six pleted to permit the candidate to enroll in rele- Prospective community college teachers should mathematics content areas: algebra, analysis, vant research courses and pertinent advanced select courses in at least three mathematical computer mathematics, foundations of mathe- study to enable efficient preparation of the dis- areas such as analysis, algebra, and computing, matics, geometry and topology, and probability sertation. Dissertations in mathematics educa- in preparation for study beyond the master’s and statistics. Students may sit for the exami- tion can be (1) experimental studies in learn- level. Preparation in computing is recommend- nation in mathematics content during the reg- ing, (2) design and formative evaluation of ed for all specializations. Initial certification ular certification examination times. Alterna- mathematics curricula, or (3) analytical studies students should refer to the program brochure tively, they may register for advanced content in policy theory in mathematics education. for information on additional requirements for courses and, with permission of the program, state certification. All applicants for the M.A. sit for the content area certification examina- DOCTOR OF EDUCATION IN THE COLLEGE degree must prepare a written project as a tion upon completion of the course. Incoming TEACHING OF AN ACADEMIC SUBJECT culminating integrative experience. doctoral candidates should register for Profes- The Program in Mathematics Education at sional Seminar in Mathematics during the first Teachers College offers a program of study MASTER OF SCIENCE year of doctoral studies. leading to the Doctor of Education Degree Normally the program of studies for the Master in the College Teaching of Mathematics of Science (M.S.) degree should include 42 Doctoral students whose dissertations require (Ed.D.C.T.) to prepare students for positions points in courses in mathematics and mathe- statistical analysis should include appropriate as teachers of mathematics in two- and matics education. Preparation in mathematics statistics courses in their programs. These four-year colleges. content should be of sufficient depth in two or points can be included either in the mathemat-

Teachers College Columbia University 2008-2009 177 This degree program is designed to develop doctoral program when sufficient advanced The Ph.D. dissertation is a scholarly study both the depth and breadth in the students’ courses have been completed to permit the contributing new knowledge to the field and knowledge of mathematics but is intended candidate to enroll in relevant research courses should be planned early in the program when to prepare graduates for careers in teaching and pertinent advanced study to enable effi- sufficient advanced courses have been complet- rather than in mathematics research. For fur- cient preparation of the dissertation. Doctoral ed to permit the candidate to enroll in relevant ther details concerning general degree require- dissertations in the college teaching of mathe- research courses. Ph.D. dissertations in mathe- ments, students should consult the bulletin, matics can be (1) experimental studies in adult matics education should be (1) experimental “Requirements for the Degree of Doctor of learning, (2) design and formative evaluation studies in learning, (2) analytical studies in pol- Education in the College Teaching of an of college mathematics curricula, or (3) analyt- icy theory in mathematics education, or (3) Academic Subject” available in the Office ical studies in policy theory in mathematics other scholarly investigations of problems and of Doctoral Studies. post-secondary education. issues of broad significance in the field.

A program of study for the Ed.D.C.T. degree DOCTOR OF PHILOSOPHY COURSES: (* = course open to non-majors) must include a minimum of 90 semester hours The Doctor of Philosophy (Ph.D.) degree of approved graduate credit, at least 45 points emphasizes research competencies. The degree Mathematics Education of which must be taken under Teachers College requires a scholarly dissertation of intellectual For certain courses in the program in registration. In order to permit the acquisition merit and sound research methodology. Disser- Mathematics Education, special fees, including of broad and basic scholarship, each program tation research may include analytical studies laboratory fees, may be assessed. of study should include at least 75 points in of the process of teaching or experimental mathematics and mathematics education, with studies of the teaching-learning process, Theory and Methods at least 30 points in advanced courses and 15 including studies of verbal learning and labo- points in professional educational disciplines ratory practice, or historical studies. *MSTM 4019. Mathematics teaching and including at least two courses related to and learning I (3) higher education programs and practices. Candidates are encouraged to develop an asso- Dr. Garrity. Cognitive development and learn- ciation with a faculty member early in their ing strategies for teaching and the use of Ordinarily, points in mathematics and mathe- studies to identify a problem area of mutual instructional materials. Current research in matics education should include at least 50 interest to plan a course of studies that leads mathematics education. Required for pre- points in mathematics content courses, three to the competencies needed to complete dis- service students. points in either MSTM 5012 or MSTM 5520, sertation research and prepare for a profession- and 12 points of research preparation including al role. Further details are available in the MSTM 4020. Mathematics teaching MSTM 6500 and MSTM 7500. (See course brochures on doctoral studies and in the gen- and learning II (3) listing for descriptions). Preparation in mathe- eral descriptions of doctoral programs available Professor Vogeli. Historical/comparative study of mathematical education programs in the matics content should be of sufficient depth in from the Office of Doctoral Studies. three areas to communicate content effectively United States and abroad. Current research in mathematics education. at the freshman and sophomore college levels. A program of study for the Doctor of Philoso- Algebra and analysis are recommended as ini- phy degree must include at least 45 points *MSTM 4025. Teaching computer tial areas of concentration. Content courses taken under Teachers College registration. In mathematics (2-3) can be selected from courses with the depart- order to permit the acquisition of broad and Faculty. A review of teaching methods and ment or from courses offered by the Graduate basic scholarship, each program of study curricular innovations in computing and com- Faculties of Columbia University. should include at least: 60 points in mathe- puter mathematics. matics, mathematics education, statistics and Candidates for the Ed.D. in College Teaching computing. At least 35 points should be in *MSTM 4026. Teaching applied who have not completed the equivalent of at advanced courses– including research courses mathematics (2-3) least one year of full-time service as a college (MSTM 6500 or 6501 and MSTM 7500). Faculty. The role of applications in mathemat- teacher of mathematics/computing/statistics (Any Teachers College course at the 6000 ics curriculum. Mathematical models, use of calculators and computers. Applications in the are required to include MSTM 6400 within level or above, any Columbia University natural and social sciences. their doctoral programs. Interns will teach col- Graduate School of Arts and Sciences course lege mathematics courses under the supervi- with a “G” prefix, any “W” course numbered sion of experienced college teachers for a peri- *MSTM 5010. Mathematics in the above 4000, or any transferred course with a elementary school (3) od of at least one semester. Incoming doctoral graduate-level prerequisite will be considered candidates should register for Professional Professor Walker, Dr. Garrity. Problems, issues, an advanced course.) Further, 15 points in the and methods in the teaching and supervision Seminar in Mathematics during the first year philosophical, psychological, and curricular of elementary school mathematics. of doctoral studies. foundations of education must be included in every Ph.D. program. MSTM 5011. Mathematics in the Candidates for the Ed.D.C.T. are required to secondary school (3) demonstrate competency in one language cho- Candidates for the Ph.D. degree are required Mr. Weinberg. Problems, issues, and methods sen from among French, German, and Russian. to demonstrate competency in two languages in the teaching and supervision of secondary Students who require other languages for the chosen from among French, German, and school mathematics. Includes field experi- preparation of their dissertation may petition ences. Required for preservice students. the department to request substitution. Russian. Students who require other languages Students in mathematics may not use comput- for the preparation of their dissertation may petition the program to request substitution. MSTM 5012. Mathematics in two- er languages to satisfy the language require- and four-year colleges (3) ment. The Ed.D.C.T. degree requirements Students in mathematics may not use comput- er languages or statistics to satisfy the language Professor Vogeli, Professor Smith. Problems, include a dissertation contributing knowledge issues, and methods in the college teaching of requirement. to the field and should be planned early in the mathematics.

178 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY

*MSTM 5020. Mathematics and multi- MSTM 5030. Topics in probability MSTM 6033. Advanced topics in algebra (3) cultural education (2-3) theory (2-3) Professor Vogeli, Professor Smith. Open only Professor Walker. Survey of mathematical topics Dr. Landau. Simple, compound, and condi- to doctoral students. Advanced study of and methods appropriate for multicultural and tional probabilities and applications. Doctoral groups, rings, and fields. bilingual programs. students should register for MSTM 6030. MSTM 6034. Advanced topics in analysis (3) MSTM 5022. Mathematics curriculum MSTM 5031. Topics in the foundations Dr. Landau. Open only to doctoral students. development (2-3) of mathematics (3) Advanced study of real or complex functions. Professor Vogeli. Principles, strategies, and Professor Vogeli, Professor Smith. Proposi- techniques for curriculum development and tional and predicate calculi, set theory, axio- MSTM 6036. Advanced topics in discrete textbook preparation in mathematics. matics, order types, the linear continuum and mathematics (3) Goedel’s theorem. Professor Pollak. MSTM 5023. Problem solving (2-3) Professor Karp, Professor Smith. Theories and MSTM 5032. Topics in geometry/topology (3) MSTM 6037. Advanced selected topics and methods of mathematical problem solving with Professor Karp, Professor Malkevich. Founda- issues in mathematics education (1-3) applications to classroom instruction. tion of geometry/topology. Emphasis upon the Faculty. relationship between topology and geometry MSTM 5061. Evaluation in mathematics and other mathematical areas. MSTM 6126. Advanced topics in the education (3) mathematical foundations of statistics (3) Professor Karp, Professor Smith. Theories and MSTM 5033. Topics in algebra (3) Faculty. Open only to doctoral students. methods of evaluating pupils and programs in Professor Landau, Professor Vogeli. Groups, Prerequisite: MSTM 5030 or MSTM 6030. the cognitive and affective domains. rings, fields. Doctoral students should register Advanced topics including hypothesis testing, for MSTM 6033. distribution theory, and analysis of variance MSTM 5520. Seminar in the college and regression. teaching of mathematics (3) MSTM 5034. Topics in analysis (3) Professor Vogeli. Current issues in under- Professor Smith, Professor Pollak. Real or com- Preservice Mathematics graduate mathematics. Examination of plex functions and their properties. Doctoral Teacher Education relations between elementary and advanced students should register for MSTM 6034. mathematics. MSTM 5035. Mathematical models in MSTM 4005. Teaching mathematics in diverse cultures (2-3) Content Courses the natural sciences (3) Professor Pollak. Simulation, information the- Professor Vogeli. Principles, techniques, and Courses in mathematics review and extend issues in the teaching of mathematics in other competencies that support graduate study and ory and coding, stochastic models, probabilistic systems, simple harmonic motion. cultural and national settings. Study tour of research in mathematics education, statistics, schools and institutions in various nations. computing, and in other fields such as science education, measurement, and evaluation. MSTM 5036. Topics in discrete mathe- matics (3) MSTM 4023. Mathematics for exceptional students (1-3) MSTM 4031. Number theory (3) Professor Pollak. Discrete mathematics, combi- natorics, graph theory. Faculty. Content, methods, and instructional Professor Walker. Primes, composites, divisibility models for teaching exceptional students, and factorization, congruence, historical topics. *MSTM 5037. History of mathematics (3) including LED, LD, and MT students. MSTM 4032. Mathematical models in Professor Karp, Professor Smith. Historical development of major ideas in mathematics. MSTM 4760. Student teaching in the behavioral sciences (3) mathematics (2 or 4) Professor Pollak. Design and development Contributions of noteworthy mathematicians. Analysis of mathematical classics. Mr. Weinberg. Permission required. Prerequi- of mathematical models of human behavior, site: MSTM 5011. Open only to students including social, political, management, and enrolled in the preservice program. Students defense models. MSTM 5038. Topics in mathematical logic (3) Faculty. Prepositional calculus, Church-Turing do supervised teaching in metropolitan area schools. MSTM 4034. Exploring secondary school thesis, Goedel’s incompleteness theorem. mathematics (2-3) MSTM 5010. Mathematics in the Professor Karp. For students who are preparing MSTM 5126. Mathematical foundations of statistics (3) elementary school (3) to teach in secondary school. The mathematical Professor Walker, Dr. Garrity. Problems, issues, content of advanced secondary school mathe- Faculty. Prerequisite: MSTM 5030 or MSTM 6030. Estimation, hypothesis testing, and tests and methods in the teaching and supervision matics and the development and application of of elementary school mathematics. fundamental ideas in mathematics. based on the chi-square distribution. The nor- mal distribution and its applications. Analysis MSTM 5011. Mathematics in the secondary MSTM 4038. Finite mathematics (3) of variance and regression. Doctoral students should register for MSTM 6126. school (2-3) Faculty. Statements, propositions, and sets; Mr. Weinberg. Problems, issues, and methods vectors and matrices; probability. Applications: in the teaching and supervision of secondary finite Markov chains, game theory. MSTM 6030. Advanced topics in probability theory (2-3) school mathematics. Includes field experi- ences. Required for preservice students. MSTM 5027. Numerical methods Dr. Landau. Open only to doctoral students. Emphasis on proof and advanced applications. and computability (3) MSTM 5061. Evaluation in mathematics Faculty. Number representation; uncertainty and education (3) error; numerical solution of algebraic equations MSTM 6032. Advanced topics in geometry/topology (3) Faculty. Theory and methods of evaluating and systems; numerical calculus; numerical solu- pupils and programs in the cognitive and tion of differential equations. Professor Karp, Professor Malkevich. Foundation of geometry/topology. Emphasis affective domains. upon the relationship between topology and geometry and other mathematical area.

Teachers College Columbia University 2008-2009 179 MSTM 5264. Guided supervision of SCIENCE resources, natural phenomena, and the human student teaching in mathematics (2) impact on nature can be investigated and Professor Karp, Mr. Weinberg. Permission EDUCATION translated into new science curricula. required. Open only to doctoral students. Guided field experience in supervising Program Coordinator: Master’s-level offerings in science content are student teachers. O. Roger Anderson coordinated with methodology and supervision appropriate for both initial and professional Independent, Advanced, Program Office: (212) 678-8174 teachers. Advanced master’s and doctoral and Dissertation Study Fax: (212) 678-8145 programs complete preparation for a variety of Email: [email protected] positions including teaching, supervisory, and MSTM 4901. Guided study in mathematics Website: www.tc.edu/mst/Science education (1-6) research roles spanning the elementary through college levels of instruction. Some courses Faculty. Permission required from the instru- Initial Science Education M.A. applicants may ctor with whom the student wishes to work. offered through these programs are intended refer admissions questions to [email protected] Independent study in selected areas. especially for students from other areas of Degrees Offered: study at Teachers College who need to acquire MSTM 5800-MSTM 5801. Mathematics knowledge and skills in science but who do colloquium (1-3) INITIAL CERTIFICATION- not wish to earn a degree in these areas. Professor Pollak. Lecture series featuring pre- Biology 7-12 (SCIB-INIT) sentations by distinguished guest speakers. Chemistry 7-12 (SCIC-INIT) Special Application Earth Science 7-12 (SCIE-INIT) Requirements/Information: MSTM 6400. Internship in mathematics Physics 7-12 (SCIP-INIT) Preference in scholarship awards will be for education (1-6) Master of Arts (M.A.) Faculty. Permission required. Supervised intern those applicants who meet the early deadline. service in a variety of field settings including TRANSITIONAL B- Applicants who wish to receive New York classroom teaching at various levels, supervi- Biology 7-12 (SCIB-TRAN) State teaching certification must apply to sion, curriculum development, and inservice Chemistry 7-12 (SCIC-TRAN) the M.A. degree program in a science content education. Earth Science 7-12 (SCIE-TRAN) area. Science education students seeking Physics 7-12 (SCIP-TRAN) M.A., Ed.M., M.S., Ed.D., and/or Ph.D. MSTM 6500-MSTM 6501. Research Master of Arts (M.A.) degrees should have at least the equivalent seminar in mathematics education (1-3) of an undergraduate degree in the sciences. Professors Karp and Walker. Permission SUPERVISOR/TEACHING OF SCIENCE (SCSS) required. Research oriented seminars dealing Degree Requirements: with a variety of issues and leading to prepara- Master of Arts (M.A.) tion of preliminary proposals for the doctoral dissertation. Required for doctoral students. TEACHER EDUCATION IN SCIENCE (SCTE) MASTER OF ARTS Emphasis is placed on those competencies nec- Master of Science (M.S.) MSTM 6901. Research and independent essary for effective science teaching as a means Master of Education (Ed.M.) study in mathematics education (1-6) of enhancing professional growth of in-service Faculty. Permission required. Guided independ- SCIENCE EDUCATION (SCSD) and pre-practice through group and individu- ent study leading to the preparation of a major alized instruction in a general methods course project or paper. May be taken repeatedly by Doctor of Education (Ed.D.) and in courses applicable to specific sciences. doctoral candidates engaged in research. Doctor of Philosophy (Ph.D.) In order to meet New York State Certification MSTM 7500. Dissertation seminar Program Description: requirements, the M.A. degree is comprised of in mathematics education (1-3) Throughout its long and distinguished history, 36 credits of coursework in the areas of profes- Professors Vogeli and Walker. Development of the Science Education Program has stressed sional education, science content, and science final doctoral dissertation proposals and pres- the preparation of leaders in education. These methods. In consultation with your advisor entation of proposals for departmental review. leaders are successful scholars in their disci- upon acceptance to a degree, a program plan pline, as well as theoretically and practically MSTM 8900. Dissertation advisement will be outlined based on your specific content based educators. The faculty and staff are in mathematics education (0) certification area. Faculty. Individual advisement on doctoral committed to the idea of leadership training dissertations. Fee to equal 3 points at current through a variety of courses, workshops, and For preservice candidates, i.e., those who tuition rate for each term. For requirements, research experiences. Many of these are per- intend to fulfill the requirements of New York see section in catalog on Continuous formed in collaboration with private, public, State for initial certification to teach science Registration for Ed.D./Ph.D. degrees. and parochial schools; informal science centers in secondary schools, MSTC 4000 and MSTC (i.e., museums, outdoor education, etc.); and MSTM 9900. Research and independent 4363 are required and should precede the community-based organizations in the tri-state semester in which student teaching is com- study in mathematics education (1) metropolitan region. Faculty. Permission required. Open to post- pleted. MSTC 4000 and MSTC 4363 are both doctoral students accepted for study at offered in the fall and student teaching in the Teachers College. Through funded projects, dissertation research, spring. training, and service to national teacher organi- zations, the faculty and students in science edu- Other requirements that must be met before cation have helped to frame the curriculum and graduation include completion of a science methodology used in the schools of this and safety workshop, successful completion of the other nations. Science courses are organized program’s Gateway Performance Assessments around a global systems perspective so that

180 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY for Teaching, and a Final Master’s Portfolio sional education courses, 6 points in research chology sufficient to be an informed scholar- Project. See the Teacher Education section of methodology courses, and 3 points in technol- practitioner. this bulletin for details on other requirements. ogy courses. This leaves 12 points of optional studies to be determined in consultation with All doctoral candidates must have a written Initial Science Education M.A. applicants may the advisor. program plan approved by their advisor. The refer admissions questions to the program approved plan should then be forwarded to the coordinator at [email protected]. Master’s Integrative Project Office of Doctoral Studies. Following submis- For the M.S. and the Ed.M. degrees in the sion of the statement of total program, the stu- Ed.D. and Ph.D. applications are reviewed Science Education Program, a master’s paper dent normally completes doctoral coursework once a year for study beginning in the fall. will be required. This project may be an exten- and engages in doctoral research and writing. All other programs admit students on a rolling sion of some paper that has been prepared for Refer to the Ph.D. and Ed.D. Requirements basis. See the Admissions section of this bul- a course included in the program of the stu- Bulletin, prepared by the Office of Doctoral letin for application deadlines as advertised dent. The paper may take a variety of forms. Studies, for a fuller description of require- by the college. It may be a report of an empirical investiga- ments. tion, or it may be a library-type research paper MASTER OF SCIENCE AND dealing with some problem in which the can- Specializations MASTER OF EDUCATION didate has a special interest. The form of the Students enrolled in the doctoral program may The Science Education program offers curric- paper should be carefully chosen in the con- specialize in an area of interest to them perti- ula leading to a Master of Science (M.S.) text of the candidate’s professional goals. The nent to science education by taking courses in degree and a Master of Education (Ed.M.) M.S. paper, however, must address a problem their area of interest. Some potential areas to degree. Both programs require a minimum in science content either through scientific pursue include elementary school science, number of graduate points of coursework laboratory research, a synthesis of scientific secondary school science, urban science edu- and a master’s paper. knowledge from the literature, and/or the pro- cation, and technology studies. duction of a novel model synthesizing data. The M.S. and Ed.M. degrees require a pro- Supervision in Schools gram planned in consultation with an advisor The latter may be a computer-level simulation Students interested in science supervision in who may also sponsor the master’s paper. The or theoretical model of scientific phenomena. schools may elect to enroll in courses in other M.S. degree requires more science subject The M.S. paper may be a research thesis in departments to satisfy the single school and matter coursework than the Ed.M. degree, basic science within the candidate’s field of multiple school supervisory certificates. Please while the Ed.M. degree requires more inten- specialization. see the Teacher Education section of this bul- sive work in education including science edu- letin for updated information on programs that cation. The M.S. degree is recommended for The Ed.M. project should focus more on sci- lead to administrative certification. science educators who want a professional ence education topics and can be either a syn- degree with intensive preparation in science thesis of information or an empirical study. The DOCTOR OF EDUCATION subject matter. This degree is especially appro- paper may form the basis for a subsequent doc- The Science Education Program offers priate for prospective community college toral dissertation. In other cases, it may be the curricula leading to the degree of Doctor of instructors who do not intend to pursue a doc- culmination of studies that have been carried Education (Ed.D.). This program is intended torate immediately. The Ed.M. degree is rec- out in the 60-point master’s degree program. to prepare students for leadership in science ommended for science educators who want a education. This program is designed to prepare professional degree with intensive preparation The paper should be planned and prepared in professional science educators who are (1) in science education. Both programs include cooperation with a full-time member of the educated both broadly and deeply in science some depth of study in science, work in the Science Education Program faculty. It must be subject matter, (2) competent in methods of candidate’s specialization, and the develop- approved by a full-time member of this faculty scholarly analysis, and (3) have a deep under- ment of competence in method of scholarly before the application is made for the degree. standing of education and science education. analysis. Some credits obtained at the M.A. Hence, the master’s paper is a departmental Students should also consult the Requirements level may be applied toward the Ed.M. or M.S. requirement for the M.S. and/or the Ed.M. for the Degree of Doctor of Education bul- degree. Its acceptance needs to be noted on letin, available from the Office of Doctoral MASTER OF SCIENCE the candidate’s application by faculty for the Studies, for College-wide Ed.D. requirements. In total, a minimum of 60 course points are award of either the M.S. or Ed.M. degree. required: A minimum of 30 points in breadth However, the approved paper is not to be sub- In total, a minimum of 90 course points are of science content courses, 12 points in core mitted to the Office of the Registrar as part of required: A minimum of 15 points in breadth science education courses, 6-9 points in pro- general college-wide degree requirements but of science content courses, 15 points in core fessional education courses, 3-6 points in will remain in the departmental files. science education courses, 12 points in profes- research methodology courses, and 3 points sional education courses, 9 points in research in technology courses. This leaves at most a Doctoral Degrees methodology courses, 3-6 points in technology remaining 6 points of optional studies to be The Department provides programs for both courses, and 6 dissertation study points. This determined in consultation with the advisor. the Ed.D. and the Ph.D. degrees. In general, leaves a remaining 27-30 points of optional the Ed.D. degree places emphasis on breadth of studies to be determined in consultation with MASTER OF EDUCATION professional coursework with a focus on educa- the advisor. In total, a minimum of 60 course points are tional practice. All candidates are required to required: A minimum of 15 points in breadth be competent in both quantitative and qualita- The student, in consultation with an advisor, of science content courses, 15 points in core tive research methodology and to have knowl- plans a program of study consistent with science education courses, 9 points in profes- edge of the epistemology of science and of psy- the student’s prior education and oriented

Teachers College Columbia University 2008-2009 181 toward professional goals. This program plan tion and the nature of persons and the learn- and curriculum writers play in the design and is approved by the advisor and then submitted ing process. implementation of empowering curricular and to the Office of Doctoral Studies. In planning pedagogical practices in urban science class- a program of study, the student would be wise In total, a minimum of 75 course points is rooms, and (3) the issue of multicultural sci- to pay particular attention to the time when required: A minimum of 15 points in breadth ence education in terms of both content and pedagogy. This course challenges commonly the certification exam is taken. Students are of science content courses, 15 points in core used practices where multiculturalism is often required to complete a minimum of 20 points science education courses, 12 points in profes- taught as one distinct and often separate com- after taking the certification examination for sional education courses, 12 points in research ponent of the science curriculum. This course the first time, including points taken during methodology courses, 3-6 points in technology provides students with both research-based the term in which that examination was taken. courses, and 6 dissertation study points. This and field-based experiences. leaves a remaining 12-15 points of optional The certification examination is ordinarily studies to be determined in consultation with MSTC 4040. Science in childhood taken no later than the term in which the stu- the advisor. education (3) dent completes 65-75 percent of coursework. Faculty. This is an integrated lecture/labora- A special certification examination is designed Dissertation Requirements tory course. This course provides an introduc- for each candidate. The certification exam In addition to all other guidelines, it should be tion to the creation of science curriculum and instruction that attends to current state and generally takes place in the student’s third noted that the dissertation must be a research national standards. The course is based in thesis based on a theoretical rationale and year of full-time study. Please refer to the constructivist perspectives and has as a goal Office of Doctoral Studies bulletin and the must exhibit thorough and comprehensive the teaching of science well with all children. departmental advisor for details. mastery of a research discipline. MSTC 5040. Science curriculum Dissertation Guidelines COURSES: improvement in the elementary school (2-3) The Ed.D. dissertation is a scholarly endeavor Faculty. This course provides an introduction contributing new knowledge to the field and Science Education Program Advisors: to the creation of science curriculum and should be planned early in the doctoral pro- Professors O. Roger Anderson, Christopher instruction that attends to current state and Emdin, Felicia Moore, Ann Rivet and gram when sufficient advanced courses have national standards at the elementary level. Dr. Jessica Riccio. been completed to permit the candidate to MSTC 5042. Science, technology, enroll in relevant research techniques courses For certain courses in the program in Science and society (3) and pertinent advanced study to enable effi- Education, special fees, including laboratory Faculty. The nature and interrelationships of cient and high-quality preparation of the the- fees, will be assessed. The amounts and cours- science, technology, and society as represented sis. Dissertations in science education can be es involved will be announced each semester in policy and curriculum for education. (1) empirical or theoretical studies in learning, in the schedule of classes for that semester. (2) design and formative evaluation of science MSTC 5047. Science teacher education curricula, or (3) analytical studies in policy Core Science Education Courses (2-3) theory in science education. The candidate is Faculty. MSTC 5047 is a required core course recommended to seek an advisor within the MSTC 4000. Science in secondary school in the Science Education doctoral and department who can best guide the design and (3) advanced masters programs. The course con- cerns both in-service and preservice teacher completion of the type of thesis chosen. Faculty. Foundations of science education. Planning, assessment, and management of education. In the course, students will con- instruction. Required of initial science duct research with preservice teachers, as well DOCTOR OF PHILOSOPHY students. as practicing and expert teachers. We will This program is designed to prepare students examine the classic and contemporary knowl- for leadership in science education. The pro- MSTC 4001. Qualitative research methods edge base of teacher education, as well as cur- gram includes advanced preparation in science in science education (3) rent issues and questions in the education of to develop both breadth and depth in science Professor Moore. This introductory course is science teaching professionals. Open to stu- subject matter background. Preparation in designed to support graduate students in quali- dents who are not in the Science Program research methods in science education as well tative research methodology in science educa- with the professor’s permission. as study of recent developments in the broad tion. It includes qualitative research design field of professional education is included in and role of theory in guiding and informing MSTC 5048. Curriculum and pedagogy in science education (3) the program. Students should refer to the bul- research. Faculty. This course offers students in the sci- letin, Requirements for the Degree of Doctor ence education doctoral and advanced master’s of Philosophy, available from the Office of MSTC 4007. Urban and multicultural science education (3) programs the opportunity to ask fundamental Doctoral Studies, for information on admis- Faculty. Students will explore the intersections questions about curriculum in multiple ways. sion, residence, certification, examinations, and of policy, science and society and the impact the dissertation. The general requirement is for these have on standard K-12 urban science MSTC 6502. Science education research a minimum of 75 points of approved graduate curriculum and multicultural teaching prac- seminar (0-3) credit, at least 45 points of which must be tices. Drawing from scholarship in policy, cur- Faculty. Research oriented seminars dealing taken through Teachers College registration. riculum, and teaching, this course explores with a variety of issues and leading to prepara- major issues faced in urban science education, tion for the doctoral certification examination. Required for doctoral students. In order that candidates become familiar with including (1) the issue of resources (physical, recent investigations in the broad fields of pro- human, and social) in urban schools and how fessional education, each program will include urban science education programs might draw from local resources in meeting the needs of one or more courses in the nature of educa- urban learners, (2) the issue of what roles might teachers, administrators, policy makers,

182 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENANDCET ANDECHNOLOGYTECHNOLOGY

Disciplinary Courses MSTC 4055. Concepts in biology (3) MSTC 4153. Invertebrate biology (2-3) Professor Anderson or Professor Moore. Faculty. A survey of major invertebrate groups, MSTC 4043. Science in the environment Professional content knowledge course examin- including phylogeny, morphology, and ecology, (2-3) ing the major concepts in biology and their appli- with examples suitable for biological education. Faculty. Exploration of environmental science cations in teaching secondary school biology. from an earth physiology perspective. Focus on MSTC 5041. The nature and practice connections between contemporary environ- MSTC 4056. Concepts in earth science (3) of science (3) mental issues and environmental science con- Faculty. Study of models of our planet, Earth Faculty. This course is one of the required core cepts. A community study utilizing scientific in space, and weather and climate. courses in the science education doctoral and inquiry procedures and applying pertinent envi- advanced master’s programs. It is designed to ronmental science concepts will be conducted. MSTC 4057. Concepts in earth science II (3) help students develop an adequate understand- Faculty. Study of earth materials and processes ing of the nature of science or of how science is MSTC 4044. Biology methods and shaping the surface, interior, and geologic history practiced. In this course, through the analysis of curriculum laboratory (3) of the Earth. a number of current issues and problems in sci- Faculty. Theoretical basis of secondary school ence and the extensive use of case studies, stu- science education and its practical application MSTC 4059. Concepts in chemistry I (2-3) dents will address questions such as What is sci- to biology teaching and laboratory experiences. Faculty. Prerequisite: one year of college chem- ence? What distinguishes science from other istry. The growth of, and change in, the major ways of knowing? What standards of evidence MSTC 4045. Earth science methods concepts of the science of chemistry are explored, and scientific explanations, processes, and con- and curriculum laboratory (3) from the Greek philosophers to the alchemists to ventions are used in science? What philosophi- Faculty. Theoretical basis of secondary school those of modern chemistry. Concepts explored cal, social, ethical, and historical perspectives are science education and its practical application include chemical composition and the elements; important in understanding the nature of sci- to earth science teaching and laboratory chemical change, the acids, activity; the nature ence? experiences. of matter; and the structure of the atom and bonding. MSTC 5046. Advanced chemistry methods MSTC 4046. Chemistry curriculum and curriculum laboratory (3) and methods laboratory (3) MSTC 4060. Concepts in chemistry II (2-3) Faculty. Permission required. Prerequisite: Faculty. Individualized work with secondary Faculty. Prerequisite: MSTC 4059 or instructor MSTC 4046 or equivalent. Individualized work chemistry curricula, stressing laboratory permission. The historical development of selec- with advanced topics from secondary chemistry activity. ted chemical concepts are examined with respect curricula, stressing laboratory activity. to the arguments developed in their support, with MSTC 4047. Physical science curriculum the intent that current meanings will be elucidat- MSTC 5052. Principles of biochemistry (2-4) and methods laboratory (3) ed in the process. Professor Anderson. Major principles of bio- Faculty. Discussion of middle or secondary chemistry including biochemical reactions, path- school curricula each offered in separate semes- MSTC 4075. Concepts in physics I (3) ways, enzyme catalysis, and application of physi- ters, stressing laboratory activity. May be taken Faculty. Exploration of physics themes of cal chemistry concepts such as energetics, redox twice, once for each grade level. molecules and molecular kinetic theory, heat, potentials, standard free energy changes, and mechanics, waves, electricity and magnetism, kinetic theory to biologically significant chemical MSTC 4048. Structure of science and modern physics. Of particular interest to processes with relations to cellular biology. knowledge and curriculum design (2-3) introductory physics, physical science, and Students can do an additional project for 4 Faculty. Analyses of the organization of and general science teachers. points. relationships between concepts, laws, and theo- ries in the life and physical sciences, using a MSTC 4076. Concepts in physics II (3) MSTC 5058. Advanced topics in earth variety of analytical techniques suitable for Faculty. Exploration of electricity, magnetism, and environmental sciences (3) curriculum design. light, optics, quantum mechanics, and selected Faculty. Permission required. Prerequisite: MSTC topics in atomic, nuclear, elementary particle 4056, MSTC 4057, MSTC 4558, or equivalent. MSTC 4049. Middle school living physics and astrophysics. New concepts in geology, oceanography, and environment methods laboratory (3) environmental sciences explored in lecture and Faculty. Discussion of middle school life MSTC 4140. Laboratory methods and laboratory setting. Occasional field trips. science methods. experiences for elementary school teachers (1) Faculty. Corequisite: MSTC 4040. Demonstra- MSTC 5152. Biochemistry lab (1-3) MSTC 4051. Microbial ecology (2-3) tion of teaching science from constructivist per- Faculty. Permission required. Recommended: Professor Anderson. The physiological ecology spectives. Focus on teachers and children learn- MSTC 5052. Laboratory techniques used in and life history of free-living and parasitic ing science through inquiry. biochemical cellular biology, emphasizing experi- protista. ments that can be adapted for secondary school MSTC 4151. Modern principles of biology courses. MSTC 4052. Plant biology (2-3) evolution (2-3) Faculty. Introduction to plant physiological Faculty. Interdisciplinary study of scientific Field-Based Courses ecology with an emphasis on global systems. theories about origin and evolution of life on Laboratory sessions to be announced. Earth. Includes demonstration and laboratory experiments. MSTC 4363. Introduction to science education practice (3) MSTC 4054. Human anatomy and physiology (2-3) MSTC 4152. Modern concepts in genetics Faculty. Corequisite: MSTC 4000. Directed field Faculty. Prerequisite: A basic biology course. (2-3) experiences and seminars explore school envi- A survey of major organ systems and their Faculty. A survey of modern principles of genet- ronments and teaching strategies. physiology. Suitable for a wide variety of profes- ics, including molecular genetics, behavioral sionals in physical education, nursing, health, genetics, and relationship to Mendelian genetics. nutrition, and science.

Teachers College Columbia University 2008-2009 183 MSTC 4761. Student teaching in science (6) MSTC 5044. Selected topics and issues Faculty. Permission required. Prerequisites: in science education (1-3) MSTC 4000 and MSTC 4363. Students do Faculty. Permission required. A focus on special supervised teaching in metropolitan area schools. issues in science education (curriculum, instruc- tion, assessment, research, or content) which MSTC 5265. Guided supervision of changes from one semester to another, high- student teaching in science (1-2) lighted by current research and interest. Faculty. Permission required. Open only to doc- toral students. Guided field experience in super- MSTC 6902. Research and independent vising student teachers. study in science education (1-6) Faculty. Permission required. Guided independ- MSTC 6401. Internship in science ent study leading to the preparation of a major education (1-6) project or paper. May be taken repeatedly by Faculty. Permission required. Supervised intern doctoral candidates engaged in research. service in a variety of field settings including classroom teaching at various levels, supervision, MSTC 7501. Dissertation seminar in curriculum development, and in-service educa- science education (1-3) tion. Faculty. Development of doctoral dissertation proposals and presentation of proposals for departmental review. Independent, Advanced and Dissertation Study MSTC 8901. Dissertation advisement in science education (0) MSTC 4852. Informal science education Faculty. Individual advisement on doctoral (1-2) dissertations. Fee to equal 3 points at current Faculty. Study of museums. tuition rate for each term. For requirements, see section in catalog on Continuous Registration MSTC 4902. Guided study in science for Ed.D./Ph.D. degrees. education (1-6) Faculty. Permission required from the instructor MSTC 9901. Research and independent with whom the student wishes to work. study in science education (1 or more) Independent study in selected areas. Use Faculty. Permission required. Open to postdoc- of professional laboratory facilities. toral students accepted for study at Teachers College. MSTC 5000. Neurocognitive models of information processing (1-3) Professor Anderson. Permission required. An analysis of emergent theory in neuroscientific bases of cognition with applications to science education.

184 www.tc.columbia.edu General Information: (212) 678-3000 Organization and Leadership CHAIR: W. Warner Burke LOCATION: 213 Zankel Building TELEPHONE NUMBER: (212) 678-3258 FAX: (212) 678-3036 WEBSITE: www.tc.edu/o&l

PROGRAMS: DEPARTMENTAL MISSION: ADULT LEARNING AND LEADERSHIP 188 The mission of The Department of Organization and Leadership Adult Learning and Leadership is to educate, train, and serve current and future leaders. They include: administrators, policy Adult Education Guided makers, researchers, psychologists, and educators from around the world. Our students are, or Intensive Study (AEGIS) aspire to be, in the fields of public and private education, higher and postsecondary education, adult education, health administration, politics, advocacy, organizational behavior, and organ- EDUCATION LEADERSHIP 193 izational development and change. We educate, train, and serve:

HIGHER AND POSTSECONDARY (1) Leaders, managers, and administrators for all types of organizations, with an emphasis on EDUCATION 203 educational and nonprofit institutions and health organizations in both the private and NURSE EXECUTIVE 208 public sectors; (2) Those who help these leaders, managers, and administrators; and POLITICS AND EDUCATION 211 (3) Those who conduct research pertinent to organizational dynamics and learning, and who teach leadership, administration, education policy, politics, organizational behavior, SOCIAL-ORGANIZATIONAL and organizational change. PSYCHOLOGY 213 To accomplish this mission the Department provides programs in Adult Learning and Leadership, Education Leadership, Nurse Executive Education, Higher and Postsecondary Education, Politics and Education, and Social-Organizational Psychology.

FACULTY: PROFESSORS: Joel Brockner Patricia Cranton (Social-Organizational Psychology) (Adult Learning and Leadership) W. Warner Burke Kathleen Dirschel (Social-Organizational Psychology) (Nurse Executive) Jeffrey Henig (Politics and Education) Keville C. Frederickson Phillip Hettleman (Professor of Business, (Nurse Executive) Columbia Graduate School of Business) Neil Grabois Jay P. Heubert (Education Leadership) (Higher and Postsecondary Education) Pearl Rock Kane (Education Leadership) Ruud van der Veen L. Lee Knefelkamp (Adult Learning and Leadership) (Social-Organizational Psychology) Henry M. Levin (Education Leadership) ASSOCIATE PROFESSORS: Victoria J. Marsick Gregory Anderson (Adult Learning and Leadership) (Higher and Postsecondary Education) Anna Neumann William J. Baldwin (Higher and Postsecondary Education) (Higher and Postsecondary Education) Craig E. Richards Caryn J. Block (Education Leadership) (Social-Organizational Psychology) Elaine La Monica Rigolosi Madhabi Chatterji (Nurse Executive) (Education Leadership) Loriann Roberson Peter T. Coleman (Social-Organizational Psychology) (Social-Organizational Psychology) Thomas Sobol — Emeritus Kevin Dougherty (Higher and Postsecondary Education) PROFESSOR OF PRACTICE: Eleanor Drago-Severson Michael Rebell (Education Leadership) (Education Leadership) Debra A. Noumair (Social-Organizational Psychology) ADJUNCT PROFESSORS: Elissa Perry Stephen D. Brookfield (Social-Organizational Psychology) (Adult Learning and Leadership) Patricia Raskin Ronald Cervero (Social-Organizational Psychology) (Adult Learning and Leadership)

Teachers College Columbia University 2008-2009 185 Carolyn Riehl (Education Leadership) Virginia G. Gonzalez Terrence Maltbia James D. Westaby (Adult Learning and Leadership) (Adult Learning and Leadership (Social-Organizational Psychology) Jennifer Goldman and Education Leadership) Lyle Yorks (Social-Organizational Psychology) Robert Monson (Education Leadership) (Adult Learning and Leadership) G. Kennedy Greene (Education Leadership) Brian Hall (Adult Learning and Leadership) INSTRUCTORS: RESEARCH ASSOCIATE PROFESSOR: Patrick Hyland Karolyn Belcher (Education Leadership) Martha Gephart (Social-Organizational Psychology) Brent Copen (Adult Learning and Leadership) Bonita Jenkins (Nurse Executive) Jon Encandela (Education Leadership) Elaine Kanas (Education Leadership) Michelle Neuman (Politics and Education) ADJUNCT ASSOCIATE PROFESSORS: James Langlois (Education Leadership) Jill Paine (Social-Organizational Psychology) Michael Bazigos Dianna Lindsay (Education Leadership) Julie Schell (Social-Organizational Psychology) Barbara Macaulay (Higher and Postsecondary Education) Cynthia Caroselli (Nurse Executive) (Adult Learning and Leadership) Kent Strong David X. Cheng (Education Leadership) Laura McKenna (Politics and Education) (Social-Organizational Psychology) Celeste Coruzzi Kim Mendez (Nurse Executive) Megan Whalen (Education Leadership) (Social-Organizational Psychology) Susan Meyer Joseph D’Oronzio (Nurse Executive) (Adult Learning and Leadership) For information about faculty and their scholarly Charles Fowler (Education Leadership) Mark Neustadt (Education Leadership) and research interests, please refer to the Faculty Kathleen Gialanella (Nurse Executive) Joanna Nicholson (Education Leadership) section of this bulletin, or visit us at Catherine Guerriero Laurie Nisco www.tc.edu/faculty. (Politics and Education) (Social-Organizational Psychology) William Johnson (Education Leadership) Gabriela Oldham (Education Leadership) Departmental Policies for Student Stacey E. Lutz Judith O’Neil Progress and Degree Completion (Social-Organizational Psychology) (Adult Learning and Leadership) In Organization and Leadership Daryll Mattingly (Education Leadership) Paul O’Neill (Education Leadership) Gibran Majdalany (Education Leadership) Judith Parker In addition to the College policies for student Sheila O’Shea Melli (Nurse Executive) (Adult Learning and Leadership, progress and degree completion, students within the Jonathan S. Rosenberg Nurse Executive) Department of Organization and Leadership who (Education Leadership) Brian Perkins (Education Leadership, were admitted to a degree program in the depart- Vincent Rudan (Nurse Executive) Nurse Executive) ment as of Fall Term 2005 or later, must also meet Susan Sandlund Thomas Rock the following requirements: (Social-Organizational Psychology) (Higher and Postsecondary Education) William Shine (Education Leadership) Elana Sigall (Education Leadership) A.All masters and doctoral students must Svetlana T. Shmulyian Kevin Paul Scully enroll for a minimum of 6 points per aca- (Social-Organizational Psychology) (Adult Learning and Leadership) demic year. However, once a doctoral stu- Marvin Sontag Betty Sternberg dent is obligated for continuous doctoral (Nurse Executive, Education Leadership) (Education Leadership) dissertation advisement, students must satis- Stephen Temlock Ross Tartell fy the requirements for continuous registra- (Social-Organizational Psychology) (Social-Organizational Psychology) tion as outlined in the College requirements. Aimee Terosky B. All masters and doctoral students must ASSISTANT PROFESSORS: (Higher and Postsecondary Education) maintain a minimum GPA of B (exclusive Luis Huerta (Education Leadership) Marie P. Volpe of Pass/Fail courses) for all courses registered Douglas Ready through Teachers College. (Adult Learning and Leadership) (Education Leadership) C. All requests for retroactive registration must Saul Yanofsky (Education Leadership) Janice Robinson receive the approval of the faculty advisor, (Higher and Postsecondary Education) LECTURERS: Program Coordinator and Department Chair Jeanne E. Bitterman before submission to the Office of the ADJUNCT ASSISTANT PROFESSORS: (Adult Learning and Leadership) Registrar. Michel Alhadeff-Jones Sarah Brazaitis D. Ed.D. students must complete all require- (Adult Learning and Leadership) ments for the Ed.D. within 8 years from (Social-Organizational Psychology) Robert Beodeker Gina Buontempo their term of matriculation. (Social-Organizational Psychology) E. Ed.D. students must take the certification (Social-Organizational Psychology) Timothy Breslin (Education Leadership) exam once they have completed 70 points Pamela Felder Thompson David L. Buckner of coursework (both TC credits and those (Higher and Postsecondary Education) (Social-Organizational Psychology) transferred in), or within 3 years of term Beth Fisher-Yoshida Tom Buffett (Education Leadership) of matriculation, whichever comes first. (Social-Organizational Psychology) Connie Chartrand Students must complete the remaining Judith Glazer-Raymo (Adult Learning and Leadership) minimum of 20 points toward their Ed.D. (Higher and Postsecondary Education) Monica Christensen requirements within the initial period of Arthur M. Langer (Higher and Postsecondary Education) certification (four to six years). (Adult Learning and Leadership and Susan Ellis (Education Leadership) F. Whether a student sits for the certification Higher and Postsecondary Education, Daniella Fuchs examination will be at the discretion of the and Nurse Executive) (Social-Organizational Psychology)

186 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

student’s advisor. If the student has more Departmental Core Requirements: ORL 5524. Instrument design and than 3 points of Incomplete grades but the The Department requires that all students, validation—Seminar (3) advisor does not believe this poses a prob- regardless of degree or program, complete Faculty. Provides hands-on seminar experiences lem, then the student may still sit for the an overview in a research methods course. in the design and validation of instruments to measure educational, psychological, health and certification exam. However, under College Organizational Psychology majors are required policy, any doctoral student who has 6 or social contracts. The type of instrument can vary to take ORLJ 4009 which emphasizes experi- according to student interests (e.g., multi-part more points of Incomplete grades as part mental and quasi-experimental research surveys, attitude scales, behavior ratings scales, of the program of study may not sit for the designs. Other majors are strongly advised to performance assessments or tests of cognitive certification examination. take ORL 5521 which emphasizes applied abilities and achievement). The prerequisites G. An Ed.D. student will be recommended for research designs. are intermediate level courses in measurement/ certification, for the purpose of determining statistics or instructor-approved substitutes. when the obligation for continuous enroll- All Ed.D. students are required to complete an Offered once biennially, typically in the fall. ment in doctoral dissertation advisement introductory statistics course and a two-course begins when he/she has passed both parts sequence in research design (data collection ORL 6500. Qualitative research methods in organizations: Design and data collection (3) of the certification exam, has submitted a and analysis) in a methodology that is relevant Professor Yorks. An introduction to qualitative program plan, and has been formally recom- to their dissertation. Students should work with mended for certification by the Program. research methods conceptualization and data their advisor and dissertation sponsor to select collection procedures and design. Students learn H. After having passed part one of the certifi- one of seven possible methodological designs: various qualitative data collection techniques cation examination, the student has a year experimental and quasi-experimental survey and conduct a pilot study. to take the remaining steps to secure full research, applied qualitative research, ethnog- certification, including completing part two raphy, evaluation, action research, and histori- ORL 6501. Qualitative research methods in of the certification examination and submit- cal research. organizations: Data analysis and reporting (3) ting a program plan. Professor Marsick and Dr. Maltbia. Prerequi- I. Students who have not been recommended ORL 5521. Introduction to research site: ORL 6500. Strategies and procedures for for certification (as defined above), can methods in education (2-3) qualitative data analysis, within and across case apply for a Certificate of Equivalency pro- Faculty. This course meets a departmental studies, individual and group interview analy- vided they meet college requirements for requirement for an introductory course on ses, data display, and methods of presenting and the Certificate of Equivalency or take an understanding research across a wide spectrum reporting findings. 8900 level course. of educational settings. Basic concepts of ORL 6518. Methods of case study and J. All Ed.D. candidates must complete their research methods and theories of research are introduced so that students can comprehend analysis (3) Ed.D. degree requirements by the expiration and critique education research and evaluation. Faculty. Techniques and methods of preparing date of their period of certification. Ed.D. Methods discussed include both qualitative and and analyzing case studies of organizations and candidates who have not completed their quantitative approaches to research, such as institutions. degree during this time but have registered surveys, case studies, ethnography, participant and completed a course during the last five observations, interviews, and oral histories. ORLJ 4009. Understanding behavioral years may petition for an extension if they research (3) are in good standing and have satisfied the ORL 5522. Evaluation methods I (3) college requirements for continuous enroll- Faculty. Provides an overview of major evalua- ORLJ 5018. Using survey research in organizational consulting (3) ment for doctoral dissertation advisement, if tion models and social research methods useful applicable. Petitions for extensions may be in developing, monitoring and studying effects of programs, services and institutions in educa- obtained in the Office of Doctoral Studies. tion, health and other fields. This is the second course in a 3-course sequence in assessment Students filing for an extension must: and evaluation methods offered through the 1. Have adequate and acceptable reasons. Organization and Leadership department. The 2. Have been registered and completed a prerequisite is the 4000 level course on testing, course within the last 5 years. assessment and accountability or an instructor- 3. Provide a feasible plan for degree com- approved substitute. Offered twice annually. pletion. 4. Obtain the approval of their faculty advisor, ORL 5523. Evaluation methods II— Program Coordinator and Department Seminar (3) Faculty. This evaluation research seminar, Chair. Any petitions not accompanied conducted in actual client contexts, provides with appropriate approvals will be invalid. laboratory and field experiences in planning, 5. Students filing petitions for extensions may designing, execution, and reporting of various be required to retake courses, or to under- components of evaluations. This course is the take additional coursework, as specified by third and culminating course in a 3-course faculty advisor, Program Coordinator, and/or sequence in assessment and evaluation meth- Department Chair. ods offered through the Organization and 6. Petitions for extensions must be filed within Leadership department. The prerequisite is 6 months of expiration of period of cert- ORL 5522, Evaluation methods I or an instruc- ification. tor-approved substitute. Offered once bien- nially, typically in fall. 7. Students are limited to a maximum of two petitions for extensions, which will not exceed more than 2 years total.

Teachers College Columbia University 2008-2009 187 DULT EARNING nities, businesses, continuing professional edu- writing sample is not required for M.A. A L cation, and special programs for adults in post- applicants. The academic writing sample AND LEADERSHIP secondary education. could be a published or unpublished paper that demonstrates clear, logical, conceptual, The Adult Learning and Leadership area of Our mission fits with the mission of the Coll- and analytical thinking, as well as the proper study includes the following programs: Adult ege because we support learning across the life- use of citations and references. Papers Learning and Leadership, and Adult Education span with an eye to how adult learning shapes, written for graduate courses are good Guided Intensive Study (AEGIS). and is shaped by, societal learning and change. academic writing samples; memos or reports, curriculum materials, and other practical ADULT LEARNING The intellectual framework of the program writing materials are not. AND LEADERSHIP examines the relationship of adult learning to organizational, management, and leadership If applicants wish, they can meet the academic Program Coordinator: issues. The framework prepares individuals as writing sample requirement by submitting a Professor Victoria J. Marsick leaders, managers, and facilitators of learning well-constructed essay of 10–12 double-spaced in relation to lifelong learning, continuing edu- pages, identifying and discussing a challenge Program Office: (212) 678-3760 cation, and learning from experience at work. they face in the practice, organization, com- Email: [email protected] The curriculum is designed around levels of munity, or society in which they work. These Website: www.tc.edu/o&l/AdultEd learning, development, and change for individ- challenges may include, among others: uals, groups, and organizations as a whole. Also • Meeting lifelong learning needs of adults Degrees Offered: in focus are the ways in which individual learn- in the knowledge era; ing can be supported, nurtured, shared, and • Valuing and working with the diversity ADULT LEARNING AND LEADERSHIP (ADUL) utilized by larger social units in today’s knowl- of adult learners; edge society. Master of Arts (M.A.) • Crafting effective strategies for learning that Master of Education (Ed.M.) take into account leadership, structural and The Adult Learning and Leadership Program Doctor of Education (Ed.D.) cultural factors in the groups, communities, appeals to professionals who design, develop, or organizations in which adults live or Program Description: and evaluate programs that meet the learning work; needs of adults in both face-to-face and on-line Our program prepares leaders who help adults • Using technology to meet diverse adult formats. They include educators of adults who improve the way they live and work through learning needs; and learn in the following settings: more effective instrumental learning, but we do • Working with populations that have • Organizations in the profit, and not-for- not stop there. A hallmark of our programs is challenges with English as a first or second profit, or public sectors; the fostering of transformative learning. language. • Religious and community-based organiza- Through transformative learning: tions; • Adults are helped to identify, probe and Your essay should achieve the following: • Basic education classes (literacy, General change assumpions, values, and beliefs that • Describe the challenge and the context Education Diploma); shape how they think, act, and learn; in which it occurs; • Returning adult students with specialized • Adult educators are helped to transform • Discuss your role and that of other relevant needs in postsecondary education; and organizations, institutions, learning stakeholders; • Continuing professional education. communities and other settings that • Discuss the various positions that stake- influence learning and change. holders take regarding the challenge, and The 45-point M.A. program is most appropri- the various options that can be exercised ate for educators who are involved in the de- The mission of the program is to empower to address the challenge; and sign, management, and delivery of learning. graduates as facilitators of learning across the • Identify and relate your discussion to The 60-point Ed.M. and 90-point Ed.D. op- lifespan– in and outside of classrooms and vir- selected relevant theories and research tions are appropriate for professionals who tual learning spaces. We emphasize leadership to build your argument. are involved in policy development, strategy, for reflective proactive and transformational Applicants should pay attention to factors that change management, and systems-level learn- learning. Our students help individual adults underlie your thinking and judgments about ing. The program prepares educators who learn, and they help organizations, institutions, this challenge, for example, your beliefs and work with the following groups: and communities learn from and with those assumptions or those of others; and political, • Leaders who shape adult education policy adults. Hence, our focus on adult education cultural, or other contextual factors. Include and program development, as well as those and organizational learning that shapes, and is a bibliography that is properly formatted in who act as trainers and coaches to these shaped by diverse views and cultures through APA, Chicago, or MLA style. leaders; and societal learning. • Designers, planners, managers, and Degree Requirements: developers who are innovating with new Graduates from our programs lead, manage, The M.A., Ed.M., and Ed.D. programs in delivery models. design, deliver, or evaluate learning initiatives. Adult Learning and Leadership are structured They can be scholars, researchers, evaluators, around core courses, a core research sequence, executives, and learning and development pro- Special Application concentration courses, and electives. A cul- fessionals. They work in a wide range of set- Requirements/Information: minating project is required at all times. At tings: schools, second-chance adult basic edu- For the program in Adult Learning and the M.A. level, the project is usually an appli- cation, health care organizations, not-for- Leadership, the following information applies: cation of what has been learned to real world profits, government agencies, learning commu- • An academic writing sample is required problems or concerns. The Ed.M. project and for Ed.M. and Ed.D. applicants; an academic the Ed.D. dissertation are research-focused.

188 www.tc.columbia.edu General Information: (212) 678-3000

OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

Required core courses can be selected in the • ORLJ 5045 Organizational dynamics • ORLD 5819 Workplace learning insti- areas of leadership, strategy and management, and theory (3) tute: Cultural intelligence adult learning, human resource development, • ORLJ 5106 Psychological aspects of workshop (3) group dynamics, organizational behavior, and organizations (3) • HUDF 4028 Sociology of the life course (3) technology for learning or management. At • ORLD 5819 Workplace learning insti- • HUDK 5023 Cognitive development (3) tute: Social intelligence • HUDK 5027 Moral development (3) least one course is to be taken (or in some workshop (3) • HUDK 5125 Cross-cultural developmental cases, transferred from prior accredited graduate psychology (3) study) in each of these seven areas no matter Technology (minimum of 3 points): • ORLH 5525 Advanced professional semi- what the degree level. Many courses are offered • MSTU 4020 Social and communicative nar: College student develop- by the Program or the Department; other cours- aspects of the internet (3) ment theories (3) es can be taken elsewhere in Teachers College • MSTU 4022 Telecommunications and or Columbia University. distance learning (3) Adult Learning Theory and Applications • MSTU 4083 Instructional design of (minimum of 3 points): The following courses illustrate offerings in educational technology (3) • ORLD 4050 Introduction to adult and each required area. • A&HF 4089 Aesthetics of technology (3) continuing education (3) • ORLD 4815 Developing critical thinkers Required Core Courses (21-30 points) Required Core Research Sequence (1) (3-18 points) • ORLD 4827 Fostering transformative Leadership (minimum of 3 points): M.A. (minimum 3 points): learning (2-3) • ORLD 4800 Workshop: Leadership and • ORL 5521 Introduction to research • ORLD 4828 Imagination, authenticity, and the biographical method (3) methods in education (3) or individuation in transforma- • ORLJ 5005 Leadership and super- • ORLJ 4009 Understanding behavioral tive learning (2-3) vision (3) research (3) • ORLD 4850 Discussion as a way of teach- • ORLD 5819 Workplace learning insti- ing (1) tute: Emotional intelligence • ORLD 5057 Adult learning and education: workshop (3) Ed.M. (minimum 6 points): In addition to one of the above listed courses, Theory and practice (3) • ORLD 5815 Critical theory and adult Strategy and Management (minimum of 3 points): Ed.M. students must take a statistics course learning (1) • ORLD 5054 Strategy development as from those listed below. a learning process in Systems Learning Theory and Applications organizations (3) Ed.D. (minimum 18 points): • ORLJ 4002 Functions of organizations (3) (minimum of 3 points): At the Ed.D. level, coursework must include a • ORLD 5061 The learning organization (3) • ORLJ 5016 Topics: Advanced functions research design course, a data collection course of organizations (3) • ORLD 5550 Research on organizational (either qualitative or quantitative), a data • ORLA 5025 Ecology of data-driven learning (3) leadership (3) analysis course (either qualitative or quantita- • ORLA 4049 Creating learning communi- • ORLA 5541 Federal politics, federal poli- tive), and a dissertation seminar. These courses ties (3) cies, and administrators (3) include, but are not limited to, those listed below. Ed.D. candidates must take ORLD 7500 Program Development and Management Adult Learning (minimum of 3 points): (1 point) in the semester in which they defend (minimum of 3 points): • ORLD 4800 Workshop: Community their proposals. Ed.D. candidates must also • ORLD 4052 Program development: building (1) enroll in ORLD 8900 (or 3 point Teachers Assessing learning needs and • ORLD 4053 Facilitating adult learning (3) College course) during fall and spring semester, evaluating outcomes (3) • ORLD 5053 Developing and managing after passing the certification examination. adult learning programs (3) Human Resource Development • HUDM 4120 Basic concepts in statistics (3) (minimum of 3 points): • HUDM 4122 Probability and statistical • ORLD 5055 Staff development and inference (3) Conflict Resolution (minimum of 3 points): • ORLJ 5148 Managing conflict in training (3) • ORLD 4800 Workshop: Critical literature organizations (3) • ORLD 5062 Human resource develop- reviews (2) • ORLJ 5340 Basic practicum in conflict ment in organizations (3) • ORLD 5550 Research on organizational resolution (3) • ORLJ 5003 Human resource manage- learning (3) • ORLJ 6040 Fundamentals of cooperation, ment (3) • ORL 6500 Qualitative research methods conflict resolution, and medi- • ORLJ 5310 Preparation for coaching (3) in organizations: Design and data collection (3) ation in different institutional contexts (3) Group Dynamics (minimum of 3 points): • ORL 6501 Qualitative research methods in organizations: Data analysis • ORLJ 6350 Advanced practicum in • ORLD 5819 Workshop learning institute: conflict resolution (3) Group coaching workshop (3) and reporting (3) • ORLD 7500 Dissertation seminar in adult • ORL 5362 Group dynamics: A systems Elective Courses perspective (3) education (1) • ORLJ 5017 Small group intervention: • ORLD 7900 Directed dissertation research Electives include, but may not be limited to, Theory and method (3) (3) courses in conflict resolution, policy and evalua- tion, technology for learning, and management/ Organizational Behavior (minimum of 3 points): Contextual Concentration Specific information systems. These are tailored to the • ORLJ 4005 Organizational psychology (3) Course Requirements (15-18 points) student’s career goals, and can be taken in the (Note: This is a prerequisite Adult Development Theory and Applications Department or elsewhere in Teachers College for many ORLJ courses) (minimum of 3 points): or Columbia University. Electives can include • ORLD 4051 How adults learn (3) transfer courses. Students are required to take

Teachers College Columbia University 2008-2009 189 a minimum of 3 breadth courses at Teachers ADULT EDUCATION tells us that “the ultimate intrinsic end of College (2-3 points each totaling at least 6 GUIDED INTENSIVE man is the perfection of his highest and points) outside of our immediate program area specific faculty, namely his intellect.” John to satisfy the Teachers College breadth require- STUDY (AEGIS) Donne, when confronted with his own ment. imminent death, tells us that “no man is an Program Coordinator: island entire of itself; every man is a piece Professor Lyle Yorks A culminating integrative project for the M.A. of the continent, a part of the main…any is required. For the Ed.M., the culminating man’s death diminishes me, because I am Program Office: (212) 678-3760 project must be a research study. For the Ed.D., involved in mankind; and therefore never Email: [email protected] a dissertation is required. Guidelines for the send to know for whom the bell tolls, it tolls Website: www.tc.edu/o&l/AdultEd integrative project are available in the program for thee.” office located in Room 201 Zankel Building. Degree Offered: Students should meet with their advisor the In your view what assumptions underlie semester before they plan on graduating, to ADULT EDUCATION GUIDED INTENSIVE each of these statements? In what ways are STUDY (AEGS) review the guidelines. Students in the Ed.D. these statements contradictory or comple- program are required to pass a certification Doctor of Education (Ed.D.) mentary? What do these statements tell us examination and to write a qualifying paper about individual and societal responsibility and successfully defend a dissertation. Details Program Description: for leadership and learning? What dilemmas, of the program are available in CD and hard AEGIS is a highly selective, fast-track cohort if any, do they suggest for the role of copy format as an advisement guide. program leading to the Ed.D. in Adult Edu- education in society? How should adult cation Guided Intensive Study for mid-career educators address these implications? What professionals who work full time, and who assumptions are you making about your role choose to pursue a doctorate in a concentrated as an adult educator in your remarks? format. The program emphasizes leadership for adult and organizational learning. Scholar prac- • Academic writing sample. Refer to titioners are helped to examine and critique the special requirements for the Adult theory and professional experience. The pro- Learning and Leadership Program for guide- gram is designed for experienced, self-directed lines on the academic writing sample. professionals capable of completing a rigorous • A personal statement that documents program emphasizing guided independent study. experience in leading, designing, or teaching Coursework is completed over a two-year peri- in programs that serve adult learning in a od. A new cohort begins in June of odd years variety of settings: institutions of education, (i.e., 2007, 2009). Participants attend a concen- corporations, healthcare, non-profit and trated three-week session at Teachers College public organizations, or religious and in each of three summers. During the academic community education initiatives. The year, they meet for Friday evening and Saturday personal statement should also identify seminars four times each semester for a total career/life goals and describe why a degree of four semesters. Due to state requirements in this field is a good fit with these goals. attendance in all class sessions is mandatory. • A professional resumé indicating several Absence will result in having to withdraw from years of experience in program development the AEGIS program (“step out”) with some pos- or administration of adult education, coun- sibility of reenrolling with a subsequent cohort seling, staff development, or training. (at the same stage of progress through the • If the application materials are acceptable, sequence). Should a student step out of the applicants will be invited to campus for an program, tuition refund, if any, will be handled interview and will be asked to complete a on a case by case basis. Courses are not open to second on-site writing assignment at that students from other programs. Special tuition: time. Currently $8,925 per semester. Tuition is sub- • Early admission decisions are made in ject to change. December of the year preceding the begin- ning of the program. Applicants who want Special Application to be considered for an early admission deci- Requirements/Information: sion should make sure that their materials • An application essay, not exceeding ten are submitted by October 1 of the year pre- double-spaced pages, that addresses the ceding the beginning of the program and following: will be interviewed in November. Applicants submitting materials by January 2nd of the For centuries Western philosophical thought year in which the program begins, will be has considered the uniqueness of human interviewed in February. The admission beings, and how they differ from other deadline is January 2nd. Final admissions species that inhabit the earth and the special decisions are normally made by March of responsibility this uniqueness entails. Thomas the year in which the program begins. Aquinas, building on the work of Aristotle,

190 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

Degree Requirements: AEGIS course offerings vary from cohort to ORLD 4800. Workshop in higher and AEGIS students must complete 39 transferable cohort. Please contact the program office for adult education (1-3) semester credits from a previous successful current course information. Faculty. Special topics or events related to the graduate study at an accredited institution administration of programs in adult education. prior to beginning the program. AEGIS stu- COURSES: Topics change each semester. Open to degree dents fulfill the remaining 51 course points at and non-degree students. Teachers College in a structured program that ORLD 4050. Introduction to adult provides required courses in three areas: theory, and continuing education (3) ORLD 4815. Developing critical thinkers (1) research, and the study of professional practice Faculty. An introduction to the professional Dr. Brookfield. This workshop will explore in various settings where adults learn. For the field of adult and continuing education: fields answers to questions concerning facilitating final phase of the program, students must pass of practice (higher education, workplace, man- adult learning. Presentations from the work- a certification examination, write a qualifying agement training, social action, literacy and the shop leader will be interspersed with small paper, and complete a dissertation. like, and their evolution, and new challenges); group exercises focusing on different approaches schools of thought– pragmatism, radicalism to helping adults learn. Participants will be First Year: (22 points) and humanism– their transformation and their encouraged to explore their own experiences as Summer (Three week session) relevance; clarification of concepts; and discus- learners and facilitators and to consider how • ORLD 6800 Workshop in adult education: sion of emerging issues and challenges. these experiences might help them to reframe Life history (2) their practice. • ORLD 6902 Pro-seminar in adult ORLD 4051. How adults learn (3) education (3) Dr. Langer and Dr. Gonzalez. Role and per- ORLD 4827. Fostering transformative • ORLD 6918 Introduction to research (3) spective changes in adulthood, concepts of learning (2-3) maturity, learning theories, personality devel- Dr. Cranton. In this course, we will explore Fall opment, cognitive learning and thinking, cre- how adult learners transform their habits of • ORLD 6908 Adult education/learning: ativity, interests and attitudes, motivation, self- mind through critical self-reflection and dis- Theory and practice (3) concept, and achieving styles. Implications for course. We will also examine the relationships • ORLD 6800 Workshop in adult education: the education of adults in a wide variety of between individuation, authenticity, and trans- Literacy/ABE (1) workplace, community, and educational set- formation. We will focus on practical and inno- • ORLD 6918 Advanced research (3) tings. vative strategies for fostering transformative learning in adult education settings. This is a Spring ORLD 4052. Program development: distance learning course. • ORLD 6800 Workshop in adult education: Assessing learning needs and evaluating Learning society (1) outcomes (3) ORLD 4828. Imagination, authenticity and • ORLD 6903 Qualitative research (3) Faculty. In-depth consideration of issues, individuation in transformative learning (2-3) • ORLD 6906 Program development (3) strategies and tools for ensuring that the right Dr. Cranton. Participants in this course will needs are identified within organizations, that engage in an in-depth exploration of transfor- Second Year: (26 points) resulting learning programs address learning mative learning with an emphasis on the role of Summer (Three week session) needs, and that program development pro- affect and imagination in the learning process. • ORLD 6908 Advanced seminar: Leadership vides adequately for evaluation of learning on The rational, cognitive approach will be review- in adult education (3) multiple levels. Course addresses both theory ed for those participants unfamiliar with the • ORLD 6908 Adult development (3) and practical examples of implementation. traditional theory. We will investigate how the • ORLJ 5340 Basic practicum in conflict journey of becoming authentic is a transforma- resolution (3) ORLD 4053. Facilitating adult learning (3) tive process. Jung’s concept of individuation– Dr. Bitterman or staff. In-depth consideration differentiating one’s Self from the collective– Fall of issues, strategies and methods for facilitating will be used as yet another lens through which • HUD 4120 Methods of empirical research adult learning. Theory is considered in rela- we can view transformation. (3) tionship to practice. Methods are identified • ORLD 6914 Learning communities I that are suited to adult learning in different ORLD 4844. Helping adults learn (1-3) (Face-to-face) (2) settings, and to the role played by groups in Dr. Brookfield. In this course, participants will • ORLD 6918 Advanced research (3) individual to team learning. No prerequisites explore the ways in which adults learn critical required, but learning is enhanced when taken thinking and they will experience different Spring following ORLD 4051. techniques to teach critical thinking. Exercises • ORLD 6800 Workshop in adult education: to be reviewed will include: Scenario analysis, Technology in organizations ORLD 4054. Adult literacy: Critiquing heroes and villains, crisis decision simulation (1) theory and practice (3) and critical incidents. The course will mix pre- • ORLD 6908 Workshop and organizational Dr. Bitterman. Permission required. Explores sentations by the leader with small group exer- learning (3) the complex issues surrounding adult literacy cises. • ORLD 6915 Learning communities II from the educator’s perspective. Through a (Virtual) (2) critical reading of representative literature ORLD 4850. Discussion as a way of • ORLD 6918 Advanced research (3) and an in-field project, insight into contextual teaching (1) approaches to literacy and the myths sur- Dr. Brookfield. Discussion is one of the most fre- Third Year: (3 points) rounding illiteracy may be gleaned. quently used teaching methodologies in higher Summer (Three week session) and adult education today. This 2-day workshop • ORLD 6800 Workshop in adult education: ORLD 4500. Special topics in adult explores the rationale for the use of discussion, Capstone (1) education (1-3) examines some of the most frequently used dis- • ORLD 6916 Learning communities III Faculty. Periodic explorations of special topics cussion approaches, and investigates the use of (Face-to-face) (2) and issues in fields of higher education admin- discussion in specific teaching contexts. It is istration, student personnel administration, based on Stephen Brookfield (the workshop adult and workplace education, and college leader) and Stephen Preskill’s book Discussion as teaching and academic leadership. a Way of Teaching, a 1999 Educational Studies Association Critics’ Choice. Teachers College Columbia University 2008-2009 191 ORLD 4900. Research and independent ORLD 5062. Human resource development ORLD 6557-6558. Research practices study in adult education (1-8) in organizations (3) in adult education (1-3) Faculty. Permission required. Professor Yorks. A comprehensive view of the Faculty. field of human resource development. The ORLD 5053. Developing and managing emphasis is on how HRD relates to a changing ORLD 6900. Research and independent adult learning programs (3) workplace and how emerging theories of study in adult education (1-6) Dr. Volpe. Organization studied in relation strategic and performance management relate Faculty. Permission required. to community structure and social forces. to the learning and development needs of peo- Finance and facilities, personnel, program, ple and organizations. Prerequisite: ORLD ORLD 7500. Dissertation seminar in and community relations. Major emphasis 5055 or ORLJ 5003 (Organizational Psychol- adult education (1) on case analysis. ogy students), or instructor permission. Faculty. Permission required. Students should have completed most or all coursework ORLD 5054. Strategy development as a ORLD 5065. The learning society (3) (including research methods courses) and learning process in organizations (3) Dr. van der Veen. This course introduces stu- have passed the certification examination. The Professor Yorks. This course provides a compre- dents to ways in which people learn through course is intended for students who have iden- hensive view of organizational strategy from a daily participation in society. Students exam- tified a reasonably narrow area for research learning perspective. Students examine various ine how society and social institutions learn in and have already completed a preliminary lit- models for facilitating the development of strate- a “learning society,” and how educational sup- erature review. The course will assist the stu- gic initiatives through learning interventions. port for this needs to change. Prerequisite: dent in design, methods, and other matters of ORLD 4050. concern in the preparation of an acceptable ORLD 5055. Staff development dissertation proposal. and training (3) ORLD 5550. Research on organizational Drs. Chartrand and Parker. Introductory course learning (3-4) ORLD 7900. Directed dissertation covering the organization, management, and Professor Gephart. Students will read and research (3) instructional process involved in staff training discuss theory and research on organizational Faculty. Permission required. All doctoral stu- and development programs in business, indus- learning for knowledge/expertise creation dents eligible for this course must register each try, unions, healthcare institutions, govern- and sharing; and review, design, or conduct semester until a proposal hearing has occurred ment, and other noncollegiate settings. Current research in schools, businesses, or not-for- and a proposal has been approved. developments, innovative practices, and issues. profit organizations. This course is also offered in a distance learning ORLD 8900. Dissertation advisement format. ORLD 5815. Critical theory and adult in adult education (0) learning (1) Faculty. Individual advisement on doctoral ORLD 5056. Adult education social Dr. Brookfield. In this workshop, participants dissertations. Fee to equal 3 points at current action (3) examine major figures in the critical theory tra- tuition rate for each term. For requirements, Faculty. A historical, sociocultural and psy- dition. The implications of the ideas of notable see section in catalog on Continuous chopolitical approach to adult learning and individuals such as Marcuse, Fromm and Registration for Ed.D./Ph.D. degrees. education. Contexts of adult education for Foucault are considered as they relate to adult social change in the North (social movements, learning and the practice of adult education. community development) and the South (NGOs, community education); concepts of ORLD 5819. Workplace Learning Institute conscientiation, social action, praxis, and (1-3) empowerment are covered as well as new chal- Dr. Maltbia. The Workplace Learning Institute lenges to social change education (globaliza- brings together public and private sector train- tion, liberation, post-modernism). ing and human resource practitioners, man- agers, program directors, faculty and students ORLD 5057. Adult learning and education: interested in exploring current issues that Theory and practice (3) define the scope and nature of workplace Professor Marsick. Prerequisite: ORLD 4050, learning. Themes vary each time it is offered. ORLD 4051, or ORLD 4053. Advanced semi- nar in theory development through a synthesis ORLD 5900. Research in adult education of the writings of selected philosophers, social (1-6) scientists, and educators. History and transfor- Faculty. Permission required. Conduct research mation of adult education philosophy and theo- studies (not a part of a doctoral dissertation) ry; cultural, social and political contexts of under guidance. Focus on a particular institu- theory-building; critical analysis of the main tion or type of institution, e.g., college of liber- schools of thought; discussion of new challenges al arts, professional school, community college. to adult learning and education theory (social learning, organizational learning). ORLD 6550-ORLD 6551. Advanced seminar in adult education (1-3) ORLD 5061. The learning organization (3) Faculty. Intensive study of a selected topic. Dr. Maltbia and Professor Marsick. This course Topic varies from term to term and is typically describes theory and practice in creating learn- related to an ongoing program or research ing organizations. In-depth attention is given to project. Students may begin either term. action science as a framework for organizational learning. Readings and case studies provide insight into learning at individual, group, and organizational levels. ORLD 5055 or its equiva- lent is a prerequisite. Education Leadership Ed.D. students are exempt from the prerequisite.

192 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

DUCATION • Understand the nature of social science advertised by the College will be considered for E research, and are able to apply its principles both admission and any available scholarship LEADERSHIP and methods in conducting inquiry and aid. All complete applications received by the reviewing research; final deadline for the master’s program will be The Education Leadership area includes • Are alert to the legal and ethical con- considered for admission only. Please see the courses of study in Education Leadership, siderations that influence all aspects Admissions section of this bulletin for more Private School Leadership, and Public School of education; information. and School District Leadership. • Are committed to the ideals of equity and diversity in educational matters, and possess The Education Leadership Program offers the EDUCATION the skills and knowledge needed to promote following courses of study: LEADERSHIP these ideals in educational institutions; and • Exhibit the courage and critical intelligence PUBLIC SCHOOL AND SCHOOL DISTRICT LEADERSHIP Program Coordinator: needed to question what is and develop what might be. (Application code: ELBL; except for Professor Carolyn Riehl Inquiry, which is application code ELIQ) M.A., Ed.M., Ed.D. Program Office: (212) 678-3139 Special Application • The Public School Summer Principals Email: [email protected] Requirements/Information: Website: www.tc.edu/o&l/ed-leadership/ Applicants to the Education Leadership pro- Academy (M.A., Ed.M.- Summer cohort gram must specify the degree, program name, program) program code, course of study, and concentra- • School-Year Master’s (ELBL) (Ed.M.- for aspiring school-level leaders) Program Description: tion (if applicable) of their choice on the appli- (not accepting applications for 2009-2010) With a nationally recognized faculty and a tra- cation for admission. • Inquiry in Education Leadership Practice dition of prominence, the Teachers College Special application requirements include: (Ed.D.- Summer/school-year cohort Education Leadership Program prepares stu- • Graduate Record Examination (GRE) is program) (ELIQ) dents for careers as practitioners and scholars required of applicants to all degree programs • School-Year Doctoral (ELDL) prepared to lead and transform a wide variety in Education Leadership (M.A., Ed.M., (Ed.D.- Not accepting applications in of educating organizations. Students are Ed.D. and Ph.D.) 2009-2010) equipped to lead educational practice; to influ- • Applicants to the Ed.M. and Ed.D. in Education ence political systems, education law, and edu- Leadership with a course of study in Public cation policy; to apply the methods of social PRIVATE SCHOOL LEADERSHIP School Building and Public School District (Application code: ELPR) M.A., Ed.M. science research to the conduct of inquiry; and Leadership should have at least three (3) • School-Year Master’s- Private School to seek equality, equity, and diversity in educa- years of teaching and/or administrative Leadership tion. Graduates serve in leadership positions experience in the public schools (K-12). (M.A., Ed.M.- full-time study and as school principals and headmasters, district • Applicants to either the M.A. or Ed.M. fieldwork- from September to May) superintendents, and education leaders in program in Education Leadership with a • Leadership Academy comparable positions of executive leadership; course of study in Private School Leadership (M.A., Ed.M.- Summer cohort program as policy analysts and advocates; and as schol- should have at least three (3) years of teach- over 18 months) ars of education and education leadership. ing experience. To prepare themselves to serve effectively, EDUCATION LEADERSHIP STUDIES students: Applicants for the Klingenstein Fellows (Application code: ELSD) M.A., Ed.M., • Become thoroughly grounded in the theory Program who wish to be considered for accept- Ed.D. and practice of education leadership; ance to the master’s degree program must sub- • School-Year Master’s (M.A., Ed.M.) • Develop a broad and deep understanding mit the Klingenstein Fellows application as well • School-Year Ed.D. in Education Leadership of educating institutions in our society; as the Teachers College Application for Admis- Studies with a focus in Private School • Understand teaching and learning, and are sion. Please send the fellowship application to Leadership able to lead and support effective teaching the Klingenstein office by January 15th and and learning for all kinds of teachers and Teachers College application to the Admissions LEADERSHIP, POLICY AND POLITICS students; Office by January 15th. (Application code: ELPL) M.A., Ed.M., • Understand the principles of organizational Ed.D. culture and behavior, and possess skills Only Ph.D. and Ed.D. applications that are • School-Year Masters (M.A., Ed.M.- for needed to provide effective organizational complete and have been received by the aspiring policy researchers and analysts) leadership; Admissions Office by the early deadline as • School-Year Doctoral (Ed.D.) • Understand contemporary management advertised by the College will be considered. systems, and are able to employ them Late applications may be considered for admis- EDUCATION LEADERSHIP AND effectively; sions the following year. MANAGEMENT • Understand the nature of policy, political (Application code: ELMG) systems, and law, and possess the skills All master’s applications (Ed.M.) in Public Dual Degree Program with Columbia required to shape and influence these School Building Leadership and Public School Business School. Ed.D., M.B.A. systems and their products; District Leadership; Private School Leadership; (Not accepting applications for 2009-2010 • Understand the uses of technology in Leadership, Policy, and Politics; or the M.A. academic year) education and administration, and possess in Education Leadership Studies that are the skills and knowledge to use technology complete and have been received by the Ph.D. IN EDUCATION LEADERSHIP effectively; Admissions Office by the early deadline as (Application code: ELSR) Ph.D. • School-Year Doctoral (Ph.D.)

Teachers College Columbia University 2008-2009 193 COURSE OF STUDY IN PUBLIC The course of study in Public School members of the school community but also SCHOOL AND SCHOOL DISTRICT Building Leadership and Public School for nurturing their own self-actualization LEADERSHIP District Leadership offers three concentrations: and personal transformation; • The Public School Summer Principals • Skillful collaboration and team work are The Public School and School District Leader- Academy essential to foster quality schools; ship course of study prepares students for posi- M.A., Ed.M.– Summer cohort program • All aspects of leadership development and tions of leadership within the public schools, • Inquiry in Education Leadership Practice education will promote the practice of intel- such as principal, director, assistant superin- Ed.D.– Summer/school-year cohort program lectually and ethically reflective leadership; tendent, and superintendent of schools. The • School-Year Master’s– Leadership • Active, participatory learning that is rooted Ed.D. leads to New York State School District Ed.M.– for aspiring school-level leaders in actual school contexts, simulations, case- Leader certification. Students completing the (not accepting applications for 2009-2010) studies, and offers multiple opportunities to Ed.D., however, can satisfy School Building improve leadership skills is core to the cur- Leader requirements as they work towards THE PUBLIC SCHOOL SUMMER riculum; and School District Leader certification. PRINCIPALS ACADEMY • Innovation and risk-taking play a key role in creating a vision and promoting educational The chief objectives of this course of study (Application code: ELBL) change. are to: M.A., Ed.M.– Summer cohort program The knowledge, skills and dispositions we seek to • Develop students’ ability to lead educating The Public School Summer Principals develop in the cohorts of students selected for institutions as purposeful, effective, humane Academy is structured for a diverse group of the Public School Summer Principals Academy organizations; talented educators whose obligations preclude reflect and sustain these core competencies. • Stimulate inquiry into problems encoun- them from attending courses during the tradi- They are also substantially present in the guide- tered in professional practice; tional 15 week semester or for whom distance lines developed by ELCC and New York State • Broaden and deepen reflection about values, is a barrier to attendance. The cohort program for the certification of school building leaders. trends, and issues that affect the education allows students to balance full-time employ- However, we seek to exceed the competencies enterprise; ment with graduate study. Aspiring school of “good principals” and develop the intellectu- • Provide skills and knowledge needed for leaders pursue coursework and skill develop- al, moral, and practical foundations that will per- the effective leadership and management ment over two summers and undertake site- mit principals of excellence to emerge. Excellent of complex organizations in a sophisticated based research projects and internships at their principals are developed over many years in the technological society; and schools of employment during the intervening cauldron of reflective school leadership. The best • Create and sustain a learning community year. The program is 32 points, is completed academic programs support such emergence by committed to continuous learning and in two consecutive summers, and leads to an providing a rich, complex, and adaptive learning mutual support. M.A. or Ed.M. and School Building Leader environment that mimics closely the actual com- certification in New York State (New York has petencies required and provides frequent and The curriculum spans the domains of leading reciprocity with most states.) Housing is avail- prompt feedback. learning, organizational management, policy and able for those who require it. politics. Students complete intensive internships The Public School Summer Principals Academy and conduct research, usually in field settings of The Public School Summer Principals provides exactly that kind of environment pro- the student’s choice. Instructionally, the concen- Academy integrates practice and skill develop- moting respect for, and encouragement of cohort tration offers innovative case-based, problem- ment with theory and research using case stud- participants as they seek to become the best based, and field-based learning experiences. ies and simulations and teamwork. Aspiring leaders they can be. The cohort model offers two Offerings reflect both the National Policy Board school leaders are encouraged to construct intensive summers of study: summer immersion for Educational Administration’s National Coun- transforming possibilities for student learning, experiences for aspiring public school principals, cil for Accreditation of Teacher Education/ school improvement, social equity, and oppor- a 2 point action research course that includes a Educational Leadership Constituent Council tunity. We foster leadership development mid-year skills development workshop, as well as (NCATE/ ELCC) and New York Education through an integrated set of experiences that continuous support for students through an Department standards for effective leadership include sound theoretical and “best practice” ongoing leadership seminar that continues preparation and the Education Leadership knowledge, problem-based coursework, and throughout the academic program. The schedule Program’s assumptions about the characteristics field-based experiences, including an intensive supports the reality of aspiring principals who are of effective leadership: The centrality of educa- and extended internship. The following seven currently working teachers, team leaders, depart- tion and education leadership in promoting statements represent the core values of the ment chairs or supervisors who cannot afford to social justice and diversity; the need to nurture Public School Summer Principals Academy: leave their schools or programs to attend gradu- teaching and learning among all members of the ate school full-time. The summer academic school community; the importance of collabora- • Quality education and education leadership schedule is Monday-Friday, 9:00-4:00 for six tion and team work; the importance of personal are central to promoting social justice and weeks. Students also learn through non-tradi- transformation and leadership modeling; the use diversity and these values are central to tional venues including distance learning, action of reflective practice; and the need for innova- ethical leadership; research, site-based experiential learning and tion in creating a school vision and promoting • Excellent leadership development and written exchanges with faculty via student port- educational change. preparation will nurture not only knowl- folios. E-portfolios are a central component of edge, skills, and values but also personal each student’s experience in the program. Copies self-actualization and transformation; of student work, exemplars from projects and • School leaders are responsible for nurturing case analyses, the internship, personal and pro- not only the teaching and learning of all fessional vision statements, and other documents

194 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP are on-going representations of student accom- The Inquiry Program, also known as the Urban PRIVATE SCHOOL LEADERSHIP plishment. The academic program is concluded Education Leaders Program, offers school with a group Capstone Project. All faculty teach- administrators and other education professionals Program Director: ing in the program will be proficient in the use an opportunity to complete a rigorous doctoral Professor Pearl Rock Kane of e-portfolios and will contribute to student pro- program while continuing to serve in schools, gress through them by evaluating their work, school systems, and other educational contexts. Program Office: (212) 678-3156 providing additional perspectives, pointing out The program is dedicated to preparing students Email: [email protected] opportunities for personal and professional growth for high profile, high need positions as leaders in Website: www.klingenstein.org. and mentoring. education, especially in urban settings. Through unique district based internship programs, stu- COURSE OF STUDY IN PRIVATE Curriculum: dents have the opportunity to learn with and SCHOOL LEADERSHIP from the nation’s top education leaders. The TC (Application code: ELPR) M.A., Ed.M. Summer I Session faculty help to develop students’ knowledge and This course of study prepares students to meet analytic skills. Academic study and hands-on the challenges of leadership as school heads, ORLA 4001. Introduction to school leadership development inform each other as principals, deans, department heads, and leadership and decision making (3) students examine the most urgent and signifi- instructional leaders. The course of study cant challenges facing education leaders today. increases knowledge and cultivates skills and ORLA 5029. Staffing, mentoring, and super- For more information, please consult the pro- vising learning communities (3) attitudes necessary for effective administrative gram’s website: http://uelp.tc.columbia.edu practice, including an understanding of the ORLA 5532. Curriculum development: dynamics of organization change, effective • Strengthen students’ ability to lead educa- Teaching, learning and assessment (3) teamwork, and reflective practice. The pro- ting institutions as purposeful, effective, gram features core courses specifically geared ORLJ 5340. Basic practicum in conflict humane organizations to meet the needs of private school leaders resolution (3) • Stimulate inquiry into problems encount- including school administration, law, instruc- ered in professional practice tional leadership, and finance. Students partic- Fall/Spring Session • Broaden and deepen reflection about values, ipate in guided fieldwork experiences and ben- trends, and issues that affect the education efit from a connection to an extensive net- ORLA 5530. Leadership and action research enterprise work of cooperating schools. Programs in the practicum (2) • Provide skills and knowledge needed for the Private School Leadership course of study effective leadership and management of ORLA 6460. Internship in school include: complex organizations in a sophisticated leadership (3) technological society • Year-long Master’s– Private School • Create and sustain a learning community Summer II Session Leadership (M.A., Ed.M.) committed to continuous learning and • Leadership Academy (summer cohort mutual support. ORLA 4033. Ethical and legal issues in program) (M.A., Ed.M.) education leadership (3) Students pursue a coherent curriculum ground- The Year-long Masters– Private School ORLA 5025. Ecology of data-driven ed in practice and combining the best of theo- Leadership and the Private School Leadership leadership (3) retical and clinical studies. Academy (summer cohort), are supported by ORLA 4025. Resource allocation for Degree Requirements: the Esther A. and Joseph Klingenstein Center and the Education Leadership Program. student achievement (3) Students must earn 90 points of academic cred- it, complete a field experience requirement, pass Ongoing Year-long Master’s– Private School Leadership a certification examination, and successfully (M.A., Ed.M.) defend a doctoral dissertation. ORLA 6020. Pro-seminar in school leadership (3) MASTER OF ARTS For additional program information please visit The 32-point Master of Arts degree in http://uelp.tc.columbia.edu. INQUIRY IN EDUCATION Education Leadership, with a course of study LEADERSHIP PRACTICE in Private School Leadership, consists of required core courses and elective course Program Director: TBD options. Students are required to complete a Program contact person: research project in collaboration with a small Kenya Mosby group of students and to participate in intern- ships in New York City public and private Program Office: (212) 678-3751 schools. Email: [email protected] Website: http://uelp.tc.columbia.edu Please note: This course of study does not lead to state administrative certification as a public school (Application code: ELIQ) principal or superintendent. Ed.D.– Summer and school-year cohort program

Teachers College Columbia University 2008-2009 195 students are required to keep a journal in MASTER OF EDUCATION requirements to offer candidates the opportu- The 60-point Master of Education in Edu- nity to combine rigorous academic study with response to their experiences. Those holding cation Leadership, with a course of study in hands-on investigation and application. Each senior administrative positions generally focus on Private School Leadership, consists of all summer term is divided into two three-week a particular area of their current job in order to requirements specified for the Master of Arts sessions. Students take two full courses and a track their thinking, planning, action, and results degree. In addition, students are required to seminar (Supporting Teaching and Learning) in deliberate ways. complete a supervised administrative intern- each session. Coursework is enhanced by Capstone Project: ship, a research project of the student’s own group projects, visiting speakers and visits to design aimed at improving private school prac- area schools. The prescribed curriculum has During the fall semester following the second tice. Up to 30 relevant points from an accred- been designed around five core principles of summer session, students undertake a final ited graduate program may be transferred. effective leadership: project to complete their requirements. This research and writing-based project requires Leadership Academy (Summer cohort program) • The centrality of education and education students to demonstrate their understandings (M.A., Ed.M.) leadership in promoting social justice and about education leadership. diversity; Graduate Study in Liberal Arts: Designed for teachers and administrators who • The need to nurture teaching and learning Students wishing to augment their studies at are endorsed by their Heads of School as among all members of the school commu- Teachers College by deepening their knowledge strong educational leaders and who choose to nity; in a particular academic discipline may pursue stay at their jobs during the academic year, the • The importance of collaboration and team- advanced graduate study at the Graduate School Leadership Academy offers the same degree work; of Arts and Sciences at Columbia University options (M.A. and Ed.M. in Education Leader- • The importance of personal transformation over additional summers. Successful completion ship) as the school year program. Rigorous and leadership modeling; of 12 points of coursework, chosen with the study, collaborative projects, and practica in • The use of reflective practice in fostering guidance of an academic advisor, will result in administration are hallmarks of the program. continued learning. the award of a Columbia University Certificate Unlike the Private School Leadership Pro- of Professional Achievement in the Liberal Arts. gram, the Leadership Academy curriculum is Site-based projects and practica are designed entirely prescribed. Participants attend inten- to provide the student with experiential COURSE OF STUDY IN LEADERSHIP, sive six-week sessions in New York City for learning in the context of his/her own school POLICY AND POLITICS two consecutive summers and during the year and to offer residual benefits to the sponsor- (Application code: ELPL) continue their work by engaging in special ing school. Effort is made to partner with M.A., Ed.M., and Ed.D. projects of usefulness to their host schools. schools on choosing research topics and cre- The program of study is completed over 18 ating meaningful practica in the academic The course of study in Leadership, Policy, and months. Independent school educators with 3 year between summer sessions. Politics prepares students for such positions as years’ full-time teaching and/or administrating policy analyst, policy advocate, and educational and a bachelor’s degree from an accredited Academic Requirement: researcher. It develops students’ skills in the college or university are eligible to apply. Research and Independent Study in political, economic, and legal analysis of edu- Educational Administration. As part of the cation policy issues, while focusing on the role Candidates are selected from among sitting research course, students work in small of leadership. Students are required to explore administrators and aspiring school leaders in groups to choose a topic of importance to one policy topic in depth as part of a field independent schools. Because there is con- them, to their schools, and to the independ- experience. Coursework includes a research siderable collaboration with the sponsoring ent school sector at large. They develop a methods sequence suitable to the require- school, Leadership Academy students must be plan for research to be carried out over the ments of education policy professionals and endorsed as community members with strong course of the upcoming academic year. experience writing policy briefs for a variety leadership capability by their respective Heads Throughout the year, each student gathers of audiences. Doctoral students complete of School. Sponsoring schools are asked to data and communicates electronically with the master’s-level core courses, a two-part consider granting some release time to these group members and with the project director. advancement to candidacy process, and a students doing research and practica during Findings are presented during the second research dissertation. Coursework beyond the the academic year. In some cases, schools also summer of coursework with the accompany- core is chosen individually in conjunction with agree to help fund the student’s degree pro- ing paper to be shared with both the research a faculty advisor. Students in the Leadership, gram through grants or forgivable loans. professor, project director, and sponsoring Policy and Politics concentration may take school. coursework leading to the M.A., Ed.M., Successful completion of the 18-month pro- or Ed.D., and to the Ph.D. in Education gram leads to a 32-point Master of Arts Practicum Requirement: Leadership. Most coursework is offered during degree, or a 60-point Master of Education During the academic year, students pursue the school year. Contact Professor Luis Huerta degree for those who have already completed practica in administrative areas of their at (212) 678-4199. For individual degree pro- graduate work in a teaching discipline or respective schools. Practica may include work gram planners and special applications go to another field of study relevant to school in finance, development, college guidance, www.tc.edu/o&l/lpp. leadership. Up to 30 points of transfer credit admissions, and/or marketing. Though there may be accepted toward the Ed.M. are endless possibilities, practical tasks may include: balancing a budget, researching The Leadership Academy couples intensive prospective school donors, overseeing and/or academic summer coursework with site-based participating in the admissions process. All

196 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

M.A. in Education Leadership with a course COURSE OF STUDY IN EDUCATION solid evidence; it should be theoretical in of study in Leadership, Policy and Politics LEADERSHIP STUDIES scope but also have clear implications for (ELPL) (Application code: ELSD) education practice. This 33-point degree is intended for educators M.A., Ed.M., Ed.D., Ph.D. and non-educators considering entry level The Ph.D. degree within the Education positions in education policy or management The course of study in Education Leadership Leadership Program responds to these knowl- who do not want building-level certification. Studies prepares students for positions of edge demands by focusing on the scholarly The policy and politics concentration requires administrative leadership within the public study of education leadership and policy. This a sequence of courses including introduction schools and in public and private organizations degree program provides the opportunity to to economic, political and legal policy perspec- that work with public schools, such as not-for- develop expertise in many interconnected sub- tives, education leadership and a research profit organizations, government agencies, ject areas, as preparation for careers in aca- methods sequence. Students also complete a education related businesses, and advocacy demic research and teaching or in applied pol- policy analysis project. Degree requirements groups. Completion of the program does not icy development and research. Graduates of may be completed in one year of intensive by itself confer certification as School Building the Ph.D. program are able to build new study or on a part-time basis. Leader and/or School District Leader in New knowledge, teach new leaders and craft new York State. (Students may make direct appli- policies. Ed.M. in Education Leadership with a course cation to the New York Office of Teaching of study in Leadership, Policy and Politics Initiatives if they meet New York State In this program, students can concentrate in (ELPL) requirements.) The curriculum in this concen- one of two broad areas: Leadership, Policy and The 60-point degree is intended for educators tration spans the learning domains common to Politics (LPP), or Organization, Leadership, and non-educators seeking careers in educa- all Education Leadership courses of study (e.g., and Learning (OLL). In the Leadership, Policy tion policy in either the private or the public Leading Learning, Organizational Behavior, and Politics concentration, students will con- sector. The program of study builds on the Management Science, and Leadership, Policy, sider how laws and policies can impact the required M.A. course sequence with additional and Politics), but expects students to develop reform of educational systems and how they work in a policy area relevant to the student’s a unique program of study in close consulta- support or impede improvements in curricu- interests. Up to 30 points of eligible course- tion with an advisor. Contact Professor Jay lum, teaching, and student achievement. work from another graduate institution or pro- Heubert (212) 678-3775. Furthermore, students will analyze the politi- gram may be applied to the Ed.M. degree. cal and legal dynamics that affect policy devel- Note: This concentration does not lead to a New opment and implementation. Ed.D. in Education Leadership with a course York State administrative certification as a public of study in Leadership, Policy and Politics school principal or superintendent. The concentration in Organization, Leader- (ELPL) ship, and Learning enables students to exam- The 90-point degree in Leadership, Policy and School-Year Ed.D. in Education Leadership ine how schools can be organized and led in Politics, intended for aspiring experts in the Studies with a focus in Private School Leadership ways that are consistent with the best current political, economic, or legal analysis of educa- At the doctoral level, the Ed.D. in Education research on how students learn. Students will tional issues, emphasizing the practice of edu- Leadership Studies with a focus in Private study organizational strategies and leadership cation leadership as policy analysts, research- School Leadership builds on the sequence of action that promote high student achievement ers or advisors. The program anticipates strong courses designed for the master’s degree and is and reduce learning gaps across social groups. commitments to education from applicants, tailored to meet department requirements and Also, students will explore what leaders can and prepares candidates to excel in the inte- the professional interests of the student. Con- do to foster teachers’ professional develop- gration of theory and practice. It requires the tact Professor Pearl Rock Kane at (212) 678- ment and the public’s engagement in school- completion of the Leadership, Policy and 3156 or via email at [email protected] for more ing. The program may be completed in 75 Politics master’s degree core curriculum, a sub- information. points, of which up to 30 acceptable credits stantial methodological strand, and a two-part may be transferred from another graduate (theory and practice) advancement to candi- COURSE OF STUDY FOR THE PH.D. institution. In addition to study in education dacy process before students may begin a IN EDUCATION LEADERSHIP leadership, policy, and politics, the program research dissertation. Applicants experienced (Application code: ELSR) Ph.D. requires extensive preparation in quantitative in the practice of education are expected to and qualitative research methods in one of focus on developing their skills in policy analy- In the rapidly changing and increasingly com- the cognate social science faculties of the sis, while those with policy-related experience plex world of education, a crucial need exists University, for example, Political Science, are expected to develop a solid understanding for better knowledge about how schools and Sociology, or Economics. Before applying to of the unique ways that schools function and school systems can be organized and led most the Ph.D. program in Education Leadership, are governed. Up to 40 points of acceptable effectively. We need to reach deeper under- applicants are encouraged to consult with credit may be transferred from another gradu- standings of how policies, politics and the law Professor Carolyn Riehl at (212) 678-3139. ate institution with an advisor’s approval, and can advance the twin goals of excellence and required coursework may be completed on a equity, how schools and school systems can COURSE OF STUDY IN EDUCATION full- or part-time basis. For the Ph.D. in best acquire and use resources, how leaders LEADERSHIP AND MANAGEMENT Education Leadership with a concentration can support teacher development and student (Application code: ELMG) Dual Degree in Leadership, Policy and Politics, see the achievement, and how education policymakers Program with Columbia Business School. description below for the Ph.D. in Education and leaders can make best use of information Ed.D., M.B.A. (Not accepting applications for Leadership. from student assessments, program evalua- 2009-2010 academic year) tions, and analytical research. This knowledge should be based on thoughtful reasoning and

Teachers College Columbia University 2008-2009 197

The Education Leadership and Management 2nd Term (Required) applied qualitative research design; is a 90-point Ed.D./M.B.A. program offered • B6005 The global economic environment evaluation; action research) jointly with the Columbia University School • B6015 Decision models • Foundations (6 points) (e.g., ethics in of Business. The course of study focuses on • B6016 Accounting II education; philosophy of education; the areas in which education leadership and • B6801 Operations management history of American education; business management overlap. It prepares • Macroeconomics educational psychology) graduates for leadership roles improving edu- • Creating effective organizations • Management science (6 points) cational practice and applying management • Managing marketing programs (e.g., education finance; economics skills to the field of education. Graduates typi- of education) cally enter educational management positions 3rd Term (Required) • Electives (9 points) in public school districts, universities, founda- • B8001 Strategic management tions, business, and all levels of governments. of the enterprise Students admitted to the Dual Degree Pro- Students must apply and be admitted both to gram are required to complete an internship Teachers College and the Columbia University 3rd Term Suggested Electives that is located in a sector of the education Graduate School of Business. All students (5 electives for a total of 15 points) industry. This requirement can be fulfilled should consult with an academic advisor to • Turnaround management during summer months on a full-time basis plan an appropriate academic program of • Social entrepreneurship or part-time during the academic year. The study. Students in the dual Ed.D./M.B.A. pro- • Financing the mission-based business internship is to culminate with an analytical gram (90-points) must complete requirements • New product development essay that demonstrates mastery of coursework of the Ed.D. in Education Leadership. Contact • High performance leadership at Teachers College. In order to be advanced Kenya Mosby at (212) 678-3984. • Top management processes to doctoral candidacy all students must pre- • Negotiation Special Application pare and submit for review and acceptance a • Non-profit consulting qualifying paper. Requirements/Information: • B8210 Management information, communications, and media EDUCATION LEADERSHIP Education Leadership and Management Program resources NON-DEGREE PROGRAMS (Not accepting applications for 2009-2010 aca- • B8211 Cost-benefit analysis In addition to the degree programs previously demic year) • B8234 Business and economic forecasting described, the Education Leadership Program • B8704 Managing innovation offers several professional development oppor- • The Graduate School of Business requires • B8705 Managing new ventures tunities to both first-time students and to all applicants to take the GMAT exam. • B8706 Managing group and alumni interested in continuing their graduate Applicants may submit GMAT scores to interpersonal dynamics education. These are listed below. Teachers College in lieu of GRE or MAT • B8707 Managing conflict scores. • B8708 Managing strategic decisions Klingenstein Fellows Program • Applicants to the dual M.B.A./Ed.D. • B8709 Management of the socially Program in Education Leadership and Program Director: Professor Pearl Rock Kane responsible Management must be admitted both to • B8710 Managing and developing Teachers College and to the Columbia The Klingenstein Fellows Program is a one- organizational resources University Graduate School of Business. year or a one-semester program designed to • B9701-50 Inner-city consulting The appropriate applications and support- develop leadership skills in administration or • B9701-61 Entrepreneurship and technology ing credentials must be submitted to each academic areas. Fellows may elect to enroll in school. a degree program or to do graduate work as a • All degree applicants are required to have For more information about Columbia Business non-degree student. Through seminars and access to a computer. Doctoral students are School courses please refer to coursework at Teachers College and the other encouraged to purchase a laptop computer. http://www.gsb.columbia.edu/mba professional and graduate schools of Columbia Completion of the doctoral student certifi- University, the program seeks to enlarge the cation examination will require relevant Academic Matters at Teachers College: perspectives of Fellows and to prepare them to computer competencies. There are six areas that each doctoral student assume increased leadership responsibility. The in the Dual Degree Program is required to fellowship includes a living stipend and a sub- Academic Matters at study (for a total of 45 points that attempt stantial tuition allowance. Columbia Business School: to avoid duplication with the coursework of It is required that students spend one year Columbia Business School) in order to be pre- Applicants for the Klingenstein Fellows of full-time study at the Business School. pared to complete the dissertation. These are: Program who wish to be considered for the Students who are admitted to the Columbia • Leading learning (6 points) (e.g., creating master’s degree must submit the Klingenstein Business School are responsible for a series of learning communities; developing and Fellows application as well as the Teachers required courses, as well as a selection of elec- transforming education) College application for admission. Please send tives. These are: • Policy and politics (6 points) (e.g., law and the fellowship application to the Klingenstein 1st Term (Required) education; education policy and politics) Office by January 15 and the Teachers College • B6006 Managerial economics • Research methodology (12 points) application to the Admissions Office by • B6014 Managerial statistics (e.g., overview of research methods; January 15. Contact Professor Pearl Rock • B6301 Corporate finance methodological research design; Kane at (212) 678-3156 for more information. • B6601 Marketing methodological data analysis; • B6013 Accounting I experimental and quasi-experimental Klingenstein Summer Institute • Corporate strategy and leadership research design; survey research design; An intensive off-site residential summer insti-

198 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP tute is offered for two weeks beginning in mid- Concurrent Programs in ORLA 4033. Ethical and legal issues in June for independent elementary, middle, or Education and Law education leadership (3) high school teachers with two to five years of The Education Leadership Program and Professor Heubert. This course explores the teaching experience. The Institute is designed Columbia Law School offer courses that prepare nexus between law, ethics, and school leader- ship. It relies on both case law and the use of to increase classroom effectiveness and to pre- students for positions that require knowledge ethical dilemmas in the form of case studies pare teachers who have demonstrated out- and expertise in education law. There are at and hypotheticals to teach prospective leaders standing promise for leadership positions in pri- present no formal joint-degree programs how to consider, for themselves, the tensions vate schools. Participation is based on an award between Teachers College and Columbia Law they experience when the law, professional that covers all expenses. Participants earn 4 School, but students admitted to both schools practice, and their ethical codes of conduct graduate credits. Contact Professor Pearl Rock may be eligible (through ad hoc arrangements) are in conflict. Kane at (212) 678-3156 for more information. to pursue education and law degrees concurrent- ly. For information, contact Professor Jay ORLA 4042. The role of the state in educa- Klingenstein Visiting Fellows Program Heubert at (212) 678-3775. tion governance, policy and practice (3) The Klingenstein Visiting Fellows Program Faculty. The impact of state authority on local is a two-week program of intensive study for schools and school districts, seen through case studies of contemporary educational issues. heads of independent schools which allows COURSES: Roles, relationships, trends, and the political for interaction with professional peers. School context of policy making at the state level. heads are in residence at the College. They Before selecting courses, students should participate in symposia on issues confronting consult: (1) the Degree Requirements of the ORLA 4044. Transforming education: independent school leaders and attend collo- College describing the requirements of each Leadership for adult development (3) quia on topics of interest including educational degree; (2) the requirements of the Education Professor Drago-Severson. In this course we philosophy, diversity, and organizational Leadership Program as described in the Pro- will explore an expanded notion of leadership change. School heads also pursue independent gram Study Guide at www.tc.edu/o&l and that includes supporting adult development as study, investigating problems of particular rele- (3) their faculty advisors. Summer Principals a focal concern. Participants interested in orga- vance to their school situations. Fellowship Academy courses are described separately at nizational and individual leadership and growth, especially teachers, principals, super- awards are granted annually. Please send com- the end of this list. intendents, and other leaders, will study how pleted application packets to the Klingenstein ORLA 4001. Introduction to school leader- constructive-developmental theory and pillar Center by April 1st. Contact Professor Pearl practices for supporting adult growth can Rock Kane at (212) 678-3156 for more infor- ship and decision making (3) Faculty. This course uses the literature on deci- enable leaders to support adults’ transforma- mation. sion-making theory in combination with inten- tional learning. Permission of the instructor sive case-study analysis in groups to explore how is required. Superintendents’ and Scholars’ decision-making styles and strategies affect prob- Symposium lem-based decision-making in innovative public ORLA 4045. Reconstructing schools in The conference is a week-long professional school settings. urban environments (3) development program held each year during Professor Ackerman. Institutional and policy analysis of school redesign experiments in the month of July. Conference participants ORLA 4010. Introduction to organization urban settings, with special emphasis on the meet with nationally known educational lead- analysis in education (3) Faculty. This course draws on concepts and Chicago case. Review of theoretical founda- ers, public policy makers, and scholars to dis- tions research, political support, and implemen- cuss and analyze major educational and social propositions from organization theory to help students construct and analyze case studies of tation consequences of system-wide school issues. Attendance is by nomination and invita- schools and school systems and develop action reform, as well as analysis of how both experi- tion. For more information, visit http://confer- plans for organizational change, reform, and mental and system-wide change is initiated. ence.tc.columbia.edu. renewal. Special focus on theories of bureaucra- cy and community; organizational structure, cul- ORLA 4046. School finance: Policy and School Law Institute ture, and politics; professional learning commu- practice (3) The School Law Institute is a five-day, national nities; and strategic learning organizations. Professor Richards. Examination of the judicial and legislative involvement in school finance professional-education program for educators reform, taxation, and the equity and efficiency and attorneys, administered in July by the ORLA 4025. Resource allocation for student achievement (3) of local, state, and federal finance policies and Center for Educational Outreach & Innova- systems. tion and held at Columbia Law School. Topics Faculty. This course emphasizes the skills of school budgeting and facilities management, per- covered include safety and order (search and sonnel allocations, and grant writing with a view ORLA 4047. Politics and public policy (3) seizure, child abuse, and the schools’ authority to leveraging student achievement. Students Faculty. What are the relative roles of research to regulate student and staff conduct); equity use simulations and case studies to analyze an and politics in determining public policy? One issues (affirmative action, harassment, HIV/ actual school budget; make a three-year budget tradition considers public policy from the per- AIDS, school-finance reform, and issues of forecast; and reassign faculty, support staff, and spective of rational decision-making and con- poverty and race in education); special educa- instructional resources to improve performance. siders research to be a source of objective enlightenment. A second tradition considers tion law and policy; standards-based reform public policy as the outcome of battles among and high-stakes testing; confidentiality of stu- ORLA 4030. Ethical issues in education leadership (2-3) organized interests and portrays research as a dent records; legal issues in teacher evaluation; weapon exploited by the powerful to further and free speech rights of students and teachers. Faculty. An examination of ethical issues inher- ent in educational leadership, with an emphasis their own ends. This course addresses these and For further information, contact the Center for on ethical practice as well as theory. The ethics other issues as they relate to each of the stages Educational Outreach & Innovation at (212) of rights, justice, and care applied to moral in the policy process and as manifested in con- 678-3987. dilemmas arising from the professional literature, temporary education policy debates such as the humanities, and the student's own practice. that around school choice.

Teachers College Columbia University 2008-2009 199 ORLA 4048. Education policy analysis utilizes the talents of prominent leaders in the organizations. The focus is on critical issues and implementation (3) field to share their expertise. It focuses on of management including: decision making, Professor Huerta. Explores the issues of policy practical applications of education research strategic planning, and analysis and allocation (or reform) implementation in schools and and theory with special emphasis on the impli- of resources. Participants analyze complex districts by focusing on the political reactions cations for practice in independent schools. issues and problems confronting leaders in pri- and organizational buffers to policy change vate schools such as: enrollment and tuition and the ways that policies become adapted ORLA 4071. The leadership of private stabilization, pricing and affordability, funding and changed to fit locally defined problems. schools and non-profit organizations (3) sources, endowment management, and gov- Distinctions between implementation issues Professor Kane. How can leaders transform ernment compliance. in bottom-up and top-down policy change “good” schools into excellent schools? The are explored. purpose of this course is to equip dynamic ORLA 4900. Research and independent individuals with skills and knowledge for align- study in education leadership (3) ORLA 4049. Creating learning communi- ing schools to accomplish challenging goals. Faculty. For students wishing to pursue inde- ties (3) Students study how mission and vision, gover- pendent study and/or research on topics not Professor Drago-Severson. How can education nance, teamwork, social intelligence, and covered in regular courses. Requires faculty leaders and others create communities that organization behavior contribute to effective member’s approval of a study plan, reading list, support adult learning (i.e., changes in knowl- leadership practice. They assess barriers to and final paper or other products or projects. edge, skills, understanding, and/or behavior)? school change and explore strategies to over- Permission required from individual faculty. This course focuses on theories and research come them. They analyze culture and ways on adult learning and leadership practices. We to develop the habit of continuous school ORLA 5012. Community leadership: Inter- will examine: (1) leadership in support of adult improvement. The course uses a variety of organizational and community relations learning; (2) adult learning theories; (3) ele- approaches with a focus on case studies. (1-3) ments that shape adult learning communities Permission of the instructor is required. Dr. Monson. Political analysis of administra- (challenges and creative strategies); (4) prac- tion at the service delivery and community tices that support adult learning; and (5) the ORLA 4086. Law and education: Regula- levels. importance of caring for one’s own learning. tion, religion, free speech, and safety (3) Permission of the instructor is required. Professors Heubert and Sigall. This survey ORLA 5016. Educational equality: course focuses on legal issues that arise in pub- The role of law (3) ORLA 4050. Economics of education (3) lic and private schools. Topics include govern- Professors Heubert and Sigall. Historically, Professor Levin. Teaches the basic economic mental regulation of public and private many barriers to educational equality – and concepts and methods to be used for further schools; church-state issues (prayer, vouchers, many important efforts to overcome such bar- study and analysis of educational finance, edu- evolution); free-speech rights of students, riers – have involved the law. This course cation and inequality, education and economic teachers, and extracurricular groups; who con- examines major efforts to use law to attack growth, the impact of educational policies on trols the curriculum; the school’s authority to discrimination and to ensure high-quality edu- educational outcomes, school reform, and make and enforce rules governing student and cation for all children. Topics include: address- school choice. (Also listed as ITSF 4050.) staff conduct on and off school grounds; the ing racial segregation and concentrated pover- duty to protect the safety of students and oth- ty; the standards movement and high-stakes ORLA 4058. Privatization and choice ers; child abuse; search and seizure; and due testing; the right to an adequate education; in education (3-4) process. The course draws on the multidiscipli- sex and gender discrimination; harassment; Professor Kane. Small public schools, inde- nary perspectives of law, policy, research, and services for English-language learners; special pendent schools, charter schools, vouchers, educational practice. education; and affirmative action. The course home schools, religious schools, and for-profit draws on the multidisciplinary perspectives of educational management organizations are ORLA 4155. Privatization and school law, policy, research, and educational practice. examples of the explosion of options in school- choice (3) ing available to a growing number of Ameri- Professor Levin. This course addresses the ORLA 5017. Groups and interpersonal can families. The purpose of this course is to increasing emphasis on market-type choice behavior (2-6) understand the configuration of these choices systems including educational vouchers, for- Faculty. Organizational behavior with refer- in America and the implications of those profit educational firms, and charter schools. ence to interpersonal relationships and the choices for a democratic society. Students con- Emphasis on the theory of emerging empirical conflicts resulting from the needs of individu- sider whether school choice can serve the best evidence underlying these developments in als compared to the demands of the organiza- interests of families and the common good. education. Also listed as ITSF 4155. tion. Special permission required. Through on-site visits, students use the diver- sity of schools in New York City as a laborato- ORLA 4874. Strategic marketing for ORLA 5018. School leadership for ry for learning. Permission of the instructor is academic institutions (3) adult development (3) required. Faculty. Students survey the major themes of Professor Drago-Severson. School leaders marketing with specific attention to the inde- must exercise practices to support adult devel- ORLA 4060. Designing charter schools (3) pendent school context. Topics include a opment, especially in the context of standards- Faculty. Design focus on instructional, gover- broad range of marketing concepts, such as based reform. We will explore adult develop- nance, accountability systems, and organiza- ways to develop an effective communications mental theories and their connection to lead- tional patterns. Reference to research on program and branding. As part of the course, ership; constructive-developmental theory; school models and on legislative and regulato- students design and undertake a market pillar practices for supporting adult growth ry context of charter schools. Charter school research project. Case studies are drawn from (i.e., learning that helps adults develop leaders participate as resources. Collaborative educational institutions. Permission of the increased cognitive and affective capacities to field and electronic studies of existing charter instructor is required. better manage the complexities of work and schools. life). We consider: How can leaders better sup- ORLA 4876. School finance: Resource port adults’ growth? What practices support ORLA 4070. The analysis of private schools allocation for nonprofit organizations (3) adult development? What developmental prin- (3) Faculty. An exploration of the business aspects ciples inform these practices? Professor Kane. This course examines contem- of managing private schools and non-profit porary challenges for independent schools and 200 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

ORLA 5020. Information systems for deci- grounds and on the implications for policy, qualitative, statistical, or some combination sion making in learning organizations (2-3) politics, organizational design, and leadership thereof. The purpose of the research design Faculty. A theoretical, conceptual, and opera- practice. is to subordinate the research process to goal tional analysis of information systems used for (e.g., of school improvement). At the same decision making and problem solving in learn- ORLA 5086. Education policy making time, students develop the traditional skills of ing organizations. An integral part of the and the courts (3) research methods, question deeply held pre- course involves developing the technical and Professor Rebell. Beginning with the school suppositions about “what works,” and seek to analytical skills necessary to manage informa- desegregation decrees issued by the federal become connoisseurs of effective knowledge- tion systems, with an emphasis on those sys- courts in the wake of Brown v. Board of driven strategies of school improvement. tems that are designed to make it possible for Education, the federal and state courts have organizations to transform their information- been called upon to consider a range of assert- ORLA 5532. Program development: based systems into knowledge-based systems. ed educational rights and to oversee far-reach- Teaching, learning, and assessment (3) Emphasis is also placed on understanding the ing institutional reforms that bear little rela- environmental system in which the organiza- tionship to traditional judicial remedies. This ORLA 5541. Federal politics, federal tion exists. course will examine the legal and political jus- policies, and administrators (3) tifications for the courts’ role in making edu- Faculty. The course will begin with a theoreti- ORLA 5025. Ecology of data-driven cational policy and reforming public institu- cal discussion of the meaning of “equal educa- leadership (3) tions, as well as the courts’ capacity to under- tional opportunity” from a variety of philo- Professor Richards. This course relies upon take these functions. The course will give par- sophical, economic, educational, and political systems theory and its application to school ticular attention to school desegregation and perspectives. We will then review the egalitar- systems. The course teaches prospective lead- special education cases in the federal courts ian concepts reflected in Congressional sta- ers the use of databases of various kinds to and education adequacy litigations in the state tutes, administrative regulations, and court pursue a systematic inquiry in the health and courts, including the recent decisions of the decrees in such areas as school desegregation, productivity of the ecology of the school. It New York State Court of Appeals in CFE v. bilingual education, and special education and explores various approaches to data mining, State of New York. the extent to which these legal mandates model building, and ultimately the “art of have, in practice, advanced educational improvisational leadership.” The course teach- ORLA 5096. Introduction to special edu- opportunity. es students how to distinguish the different cation law (3) purposes for which data can be used and mis- Faculty. This class provides an introduction to ORLA 5587. Strategic management of inde- used and relies heavily on the use of cases, concepts and authorities essential to a basic, pendent schools and nonprofit organizations simulations and exercises, including those with useful understanding of special education law (1-3) complex feedback systems. Familiarity with and policy. It will benefit those concerned with Professor Kane and faculty. The purpose of spreadsheets and simple statistics is helpful. school leadership, instruction, and school law, this class is to equip educators with the skills as well as those interested in special education needed for effective independent school prac- ORLA 5029. Staffing, mentoring, and law from practical or policy perspectives. tice. Classes are organized to develop skills in supervising learning communities (3) the following broad areas: staffing and man- Faculty. This course draws upon the research ORLA 5515. Master’s seminar in leader- agement, strategic planning and structural literature in human resources management ship, policy, and politics (3) leadership, external relations, and transition- and emphasizes best practice in the recruit- Professor Huerta. This seminar is designed to ing into a new work environment. To develop ment, hiring, mentoring, professional develop- give students the opportunity to demonstrate a proficiency in these important leadership skills, ment, and evaluation of teachers including the theoretical and analytical understanding of the students have opportunities to learn about and termination of incompetent teachers. The practical problems inherent in conducting pol- then practice skills in the classroom context course uses problem-based units on teacher icy research for education clients. Policy analy- with feedback from peers and experienced recruitment and hiring, role playing on effec- sis requires its practitioners to evaluate avail- practitioners. Permission required. tive mentoring, video evaluations of teacher able information, to weigh the possible impacts practices, and strategies for removing incom- of alternative policies; to understand political, ORLA 5689. Independent school heads petent teachers. legal, and/or economic ramifications; and to colloquium (4) produce plans for action that are organization- Professor Kane and faculty. Enrollment limited ORLA 5052. Instructional leadership of ally feasible and publicly valuable. to 20 participants. The purpose of the collo- independent schools (2-3) quium is to provide renewal and reflection on Faculty. The purpose of this course is to help ORLA 5530. Action research in organiza- issues relevant to school leaders through inten- prepare independent school educators for their tional behavior (3) sive study and collaboration with professional roles as instructional leaders and to encourage Faculty. Techniques and methods of designing peers from independent and international reflection about the craft of teaching. It will and conducting action research on organiza- schools. Topics include moral leadership, cur- provide an overview of contemporary theories tional problems. Various methodological and rent education issues in public and private and research about how people learn and how organizational issues are addressed regarding schools, and preparing students to succeed in a this knowledge can inform leadership in cur- the use of action research to foster organiza- global community. Through on-site visits, stu- riculum design, teaching strategies, student tional learning and problem solving through dents use the diversity of schools in New York assessment practices, and the design of profes- systematic inquiry and reflection. Students City and the rich cultural resources as a labo- sional development. conduct an action research project. ratory for learning. Permission required.

ORLA 5055. Cultural diversity and edu- ORLA 5531. Leadership and action ORLA 5830. The Klingenstein Summer cation (3) research practicum (3) Institute (4) Faculty. An in-depth exploration of opportuni- Faculty. This course teaches students the theo- Professor Kane. Residential program. ties and challenges posed by racial/ethnic, ry of practice action research. Action research Enrollment limited to 75. An intensive resi- socioeconomic, linguistic, and other forms of is a stance toward research that argues for dential program held annually in June that cultural diversity in education. Focus on using research to influence positive outcomes, introduces liberal arts graduates to the com- research on the lived experiences and educa- even during the study phase of research. The plexity and challenge of teaching in independ- tional outcomes of students from diverse back- methods themselves may be quantitative, ent schools. Prominent professors, guest

Teachers College Columbia University 2008-2009 201 authors and nationally renowned educators ORLA 6460. Internship in school leadership ORLA 6560. Advancement to doctoral deepen understanding on topics related to the (3) candidacy seminar (3) organizing themes: improving teaching and Faculty. The internship in public school leader- Faculty. Doctoral students with a minimum learning, understanding diversity and multicul- ship presents an opportunity to become im- of 60 points toward the Ed.D. may enroll. turalism, and assessing and overcoming resist- mersed in the field of leadership practice and to Permission required. ance to change. Permission required. appreciate the importance of instructional lead- ership in the creation of a learning environ- ORLA 6611. Colloquium in organizational ORLA 5880. School Law Institute (3) ment. The internship combines opportunities to behavior (1-4) Professors Heubert, Sobol, Rebell, and a study effective leadership first-hand, develop Faculty. Emphasis on classic studies and analy- national faculty. The School Law Institute, and practice instructional leadership skills, and sis of the implications of research for organiza- administered in July by the Center for be mentored for a career as a school principal. tion theory and practice. Permission required. Educational Outreach and Innovation, is a The internship requires approximately 450 five-day course in education and law for edu- hours (12-15 hours per week over a full year) ORLA 6621. Colloquium: Management cators and attorneys. Topics covered include of supervised field work in a public school. science (1-4) safety and order (search and seizure, child Permission required. Professor Richards. Permission required. abuse, and the schools’ authority to regulate student and staff conduct); equity issues ORLA 6461. Internship in public school ORLA 6631. Colloquium: Institutional (affirmative action, harassment, HIV/AIDS, district leadership (3) analysis (1-4) school-finance reform, and issues of poverty Faculty. A 450-hour supervised field experience Professor Kane. Permission required. and race in education); special education law in school district leadership. Partially satisfies and policy; standards-based reform and high- New York State requirement for School District ORLA 6641. Advanced topics in research stakes testing; confidentiality of student Leaders certificate. Permission required. methods and design (1-4) records; legal issues in teacher evaluation; and Faculty. This course provides students the free speech rights of students and teachers. ORLA 6540. Topics in urban education opportunity to explore advanced topics in policy (3) research design and analytic methods, espe- ORLA 6018. Staff personnel administration Faculty. Leadership responsibility in the formu- cially as they relate to studies of educational (3) lation, implementation, and assessment of contexts and policies. Faculty. Human resource needs, certification, urban education policy. selection, assignment, promotion, salaries, ORLA 6900. Directed research and study retirement, absences, evaluation, develop- ORLA 6542. Social and political history in education leadership (1-8) ment, tenure, academic freedom, teachers of American education reform (3-4) Faculty. For students wishing to pursue inde- organizations, grievances, and collective Faculty. Over the past century, educators have pendent study or original research as they pre- negotiations. experienced wave after wave of reforms intend- pare for their doctoral certification examina- ed to address the latest education “crisis.” This tion and/or dissertation proposal. Permission ORLA 6019. Labor management relations perpetual cycle of school improvement stems in required from individual faculty. in education (3) part from the competing and often contradicto- Faculty. Enrollment limited. Negotiations as ry demands placed upon public education. In ORLA 7500. Dissertation seminar in administrative process for decisions and man- response, school improvement efforts have education leadership (3) agement of patterns of remuneration and con- alternated between a focus on equity and excel- Faculty. This course provides students the ditions of work. Cases and simulation. Special lence, progressive and traditional pedagogical opportunity to discuss topics related to the fee: $30. approaches, centralized and decentralized gov- preparation of their dissertation proposal in a ernance, and private rights versus public needs. seminar format. Students present their ideas ORLA 6020. Pro-seminar in school Students in this course will explore the social and writing for feedback from the instructor leadership (0-3) and political roots of these pendulum swings and other students. Students may enroll in Faculty. This seminar course is topical and and examine the historical forces that fuel this seminar once. Permission of the instructor brings in guest speakers, exemplary practition- America’s desire for continual school reform. is required. ers, researchers, and policy makers from acade- Issues of race, religion, class, and language— mia and the field to share their experience, which are intimately tied to these tensions— ORLA 7501. Dissertation research seminar research, and insights about effective leader- are woven into the readings, discussions, and (3) ship practices. The central theme of the Pro- coursework. Permission of the instructor is Faculty. This course provides students the Seminar is the development of personal mas- required. opportunity to discuss their dissertation pro- tery and includes extensive development in posal in a seminar format, with support and emotional intelligence as it relates to leader- ORLA 6552. Research, theory, and practice feedback from the instructor and other stu- ship capacity. For the Summer Principals in education leadership (0-2) dents. Students are eligible to enroll in this Academy, the seminar meets on Fridays over Faculty. This course focuses on major theoreti- seminar after enrolling in ORLA 7500 and two summers and includes professional devel- cal perspectives on administrative leadership in before their dissertation proposal has been opment during the intervening school year. education, how these perspectives are studied approved. Students may enroll in this course and advanced through empirical research, and once. Permission of the instructor is required. ORLA 6030. Sociology of formal organ- how the theory and research are connected to izations (3) leadership practice. Students will examine theo- ORLA 7503. Research seminar (3) Professor Huerta. An introduction to organiza- ry and empirical research on topics such as Faculty. This course provides students the tional theory as it applies to a variety of insti- leadership effects on student learning; chal- opportunity to discuss their dissertation tutions with particular attention to the poten- lenges in leading learning organizations; and research in a seminar format, with support tial of educational activities as a force in for- the relationships among leaders’ knowledge, and feedback from the instructor and other mal organizations. Also listed as HUDF 6030. skills, and dispositions and their leadership students. Students are eligible to enroll in this preparation and effectiveness. seminar after their dissertation proposal has been approved. Students may enroll in this course once. Permission of the instructor is required.

202 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

ORLA 7573. Advanced seminar (3) HIGHER AND tion policy, social thought, and comparative Faculty. This seminar provides an opportunity POSTSECONDARY analysis, as well as on the department’s offer- for students to share their dissertation work ings in organizational studies. As such, stu- with others and to consider questions of inter- EDUCATION dents earning the M.A. degree will be posi- pretation, significance, and the presentation of tioned to serve in a variety of academic and findings for multiple audiences. Program Coordinator: student support positions, as well as in various Professor Kevin Dougherty policy-development, policy-support, and ORLA 8900. Dissertation advisement in administrative roles. education leadership (0) Program Office: (212) 678-3750 Faculty. Individual advisement on the doctoral Email: [email protected] The Master of Education Program develops dissertation. Students register for this in the Website: www.tc.edu/o&l/HigherEd first semester after their dissertation proposal breadth of understanding of higher and post- has been approved and continue registering Degrees Offered: secondary education, though emphasizing par- in this (or in another course, with sponsor ticular domains of study and practice, among approval) until the dissertation is completed. HIGHER AND POSTSECONDARY them academic learning and development, Requires ongoing consultation between the EDUCATION (HIGH) organizational and institutional processes, and student and dissertation sponsor. The fee Master of Arts (M.A.) social and comparative perspectives. Students equals three points at the current tuition rate Master of Education (Ed.M.) in the Ed.M. Program typically use these offer- for each term. Permission required from indi- vidual faculty. Doctor of Education (Ed.D.) ings to elaborate and deepen their experience- based knowledge and intellectual interests in Program Description: policymaking, curriculum development, stu- The Higher and Postsecondary Education dent development, etc. Ed.M. students con- Program at Teachers College, Columbia clude their programs of study by writing an University strives to create knowledge, knowl- integrative paper focused on a particular topic edgeable practitioners, and practicing scholars of professional and personal interest and draw- concerned broadly with teaching, learning, ing on the knowledge resources availed by the and scholarly and professional development; three curricular domains. organizational and institutional analysis, including abilities to probe and develop the Students who pursue the Ed.M. in Higher and structures, processes, policies, and technolo- Postsecondary Education at Teachers College, gies that comprise colleges, universities, and Columbia University typically bring to their state and national systems of tertiary educa- studies well developed understandings of par- tion; and social and comparative perspectives, ticular facets of the enterprise, often from with attention to the social, cultural, econom- their own participation in the professional ic, and historical contexts of knowledge pro- practices that define it (teaching, administra- duction, policy, and institutional development. tion, policy-making etc.). The Ed.M. Program We expect that students will work within and helps them situate their practice-based knowl- across these domains, developing programs edge and their emerging intellectual interests, of study that, though focused on particular within the broader span of higher and postsec- themes and issues (e.g., policy, scholarly learn- ondary education thereby availing expanded ing and careers, student development, profes- intellectual resources for their professional sional development), will be informed broadly efforts. by a diverse array of ideas, perspectives, and questions. The Doctor of Education Program develops breadth of understanding about higher and The Master of Arts Program develops knowl- postsecondary education, though with focus edgeable practitioners in three domains of on an intellectual issue or professional activity higher and postsecondary education: its edu- (concentration or emphasis area). Breadth is cational core (teaching and learning, student assured through study within three curricular and professional development), its organiza- domains: academic and developmental analysis tional and institutional framework (policymak- of higher and postsecondary education, organi- ing and implementation, planning, organiza- zational and institutional analysis of higher tional development), and its social positioning and postsecondary education, and social and and comparative potential (policy analysis and comparative analysis of higher and postsec- comparative study of institutional, state, and ondary education. Working across these national systems). Though students entering domains and beyond them (through related the M.A. Program will be exposed to each of out-of-program courses), students will work the domains, they will specialize in one. with faculty advisors to develop emphasis areas, among them policy studies, diversity and Students who pursue the M.A. degree at access studies, studies in student learning and Teachers College will build on the program’s development, and studies of scholarly learning historic strength in the study of student devel- and careers. opment through the college years and in its new strengths in higher/postsecondary educa-

Teachers College Columbia University 2008-2009 203 Students who pursue the Ed.D. in Higher and program consists of required courses (offered Higher and Postsecondary Education (1). Postsecondary Education question and explore annually or in alternate years), within-Program Non-internship students elect another the range of perspectives for understanding electives, and extra-Program electives; other Teachers College course with advisor the enterprise– its educational and intellectual requirements, unique to a program or portion approval (1 point). core, its institutional/organizational rubrics, thereof, are indicated below. and its social and comparative contextualiza- • Minimum of three out-of-program Teachers tions. Thus, through their own research (situ- MASTER OF ARTS College elective courses including one ated within an emphasis area), they participate The M.A. requires a minimum of 32 points 3-point course, one 1-point course, and in reshaping current understandings of post- of graduate coursework. Students pursue one ORL 5521. These courses require advisor secondary education. Ed.D. students conclude of three domain sequences: Academic and approval. their programs by writing a dissertation that, Developmental Analysis, Organizational though focused on a particular research prob- and Institutional Analysis, or Social and Additional requirements for Organiza- lem within higher and postsecondary educa- Comparative Analysis. tional and Institutional Analysis include tion, reflects the tripartite aims of the curricu- the following coursework as well as a lum, as well as deep understanding of knowl- Course requirements common to all culminating project: edge structures underpinning their area of sequences include: inquiry. They are positioned then to scrutinize • ORLH 4031 Financial administration prevailing views of what it means to engage in • ORL 5521 Introduction to research of higher education institutions (3) the “higher learning,” and importantly, of what methods in education (3) or equivalent with advisor it means to reconstruct these views in the approval Three (3) courses from the following: name of improvement and development. • ORLH 4010 Purposes and policies of • ORLH 4012 The community college (3) higher education (3) • ORLH 4020 College and university Graduates of the Ed.D. Program may become • ORLH 4011 Curriculum and organization and policy-makers and evaluation specialists in instruction in higher administration (3) higher and postsecondary education; they may education (3) • ORLH 4025 Higher education policy (3) assume substantial leadership responsibilities, • ORLH 4040 The American college • ORLD 4051 How adults learn (3) student (3) as through presidencies or other key adminis- • ORLH 4500 Special topics in higher educa- • ORLH 5525 Advanced professional semi- trative posts in colleges and universities or tion (topic/section to be desig- nar: College student develop- state systems; they may lead university- or col- nated with advisor approval) ment theories (3) lege-wide instructional development centers • ORLH 5527 Advanced professional and activities; they may become academic seminar: The college Additional requirements for Academic scholars and researchers. professoriate (3) and Developmental Analysis include • ORLH 6521 Advanced seminar in the Special Application the following coursework as well as a community college (3) Requirements/Information: culminating project: • ORLH 6550 Advanced seminar in higher Applications are considered for fall enrollment education (3) (or equivalent) • ORLH 4041 Student personnel admin- • ORLH 6551 Advanced seminar in higher only. Applicants to all degree levels should dis- istration: Organization, education (3) cuss their past educational preparation and functions, and issues (3) • ORLH 6556 Educational leadership: professional goals in their personal statements, or other with advisor Research, art, and practice (3) including their anticipated work within the approval • A&HH 5070 History and theory of degree program to which they are applying. In • ORLH 4042 Student personnel admin- higher education (3) addition to the general application documen- istration: Programs and • One (1) additional course. M.A. students tation required, all applicants must submit an services (3) or other with with internship must take ORLH 5241, academic writing sample (e.g., a class paper). advisor approval Observation and Supervised Fieldwork in • ORLH 5522 Advanced professional semi- Ed.M. and Ed.D. applicants should submit a Higher and Postsecondary Education (1). nar: Contemporary student paper written for a graduate level class. Ed.M. issues and policies (3) or Non-internship students elect another applicants should have an M.A. in a relevant other with advisor approval Teachers College course with advisor discipline or field. Relevant work experience is approval. (1 point). also helpful. Doctoral applicants should have a One (1) course from the following: master’s degree in a relevant discipline or field • ORLH 4012 The community college (3) • Minimum of 3 out-of-program Teachers and work experience in higher/postsecondary • ORLD 4051 How adults learn (3) College elective courses including one education. • ORLH 5011 College teaching and 3-point course, one 1-point course, and learning (3) ORL 5521. These courses require advisor Degree Requirements: • ORLH 5044 Theories of diversity in approval. Note the basic research requirements for all higher education (3) • ORLH 5527 Advanced professional students in the department. Requirements for Social and Comparative seminar: The college Analysis include the following course- professoriate (3) The following requirements constitute frame- • ORLH 6556 Educational leadership: work as well as a culminating project: works for guiding program planning which Research, art, and practice (3) Four courses from the following: occurs in consultation with the designated • ORLD 4051 How adults learn (3) • ORLH 4025 Higher education policy (3) faculty advisor and requires approval of the • One (1) additional course. M.A. students • ORLH 4500 Special topics in higher Higher and Postsecondary Education Program with internship must take ORLH 5241, faculty. The coursework portion of each degree education (3) with advisor Observation and Supervised Fieldwork in approval

204 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

• ORLH 5011 College teaching and • ORLH 6900 Research and independent Remaining fifteen courses (45 points) are to learning (3) study in higher education (3) be distributed as follows: • ORLH 5044 Theories of diversity in or other with advisor • Five courses within the Program with advi- higher education (3) approval (Integrative sor approval. The chosen concentration • ORLH 5522 Advanced professional paper is prepared in this must represent a coherent area of study that seminar: Contemporary course.) broadly situates dissertation research. student issues (3) Of the remaining eight courses (24 points), • Five courses outside the Program, with at • ORLH 5527 Advanced professional five courses (15 points) should be within the least three of these outside the department. seminar: The college Program. The remaining three courses (9 Chosen with advisor approval, these courses professoriate (3) points) should be from outside the Program. • ORLH 6551 Advanced seminar in must contribute substantively, theoretically, All courses should relate conceptually, substan- higher education (3) or methodologically to the student’s select- tively, or methodologically to the student’s • ORLH 6556 Education leadership: ed area of study. developing area of interest. Research, art, and practice (3) • Five courses within or outside the program, • A&HH 5070 History and theory of with advisor approval. higher education (3) Internships may be open to Ed.M. students on a space-available basis but require approval • One (1) additional course. M.A. students Internships are open to doctoral students on of faculty advisor and program coordinator, with internship must take ORLH 5241, a space available basis, but require approval including possible addition of course require- Observation and Supervised Fieldwork in of faculty advisor and program coordinator, ments. Higher and Postsecondary Education (1). including possible addition of course require- Non-internship students elect another ments. Teachers College course with advisor DOCTOR OF EDUCATION The Ed.D. requires a minimum of 90 points of approval (1 point). Adjustments to requirements and distribu- graduate coursework, completion of a certifica- tions, as shown for the M.A., Ed.M., and tion exam, and the writing and successful • Minimum of 3 out-of-program Teachers Ed.D. in Higher and Postsecondary Education, defense of a dissertation. College elective courses including one require approval of the advisor and program 3-point course, one 1-point course, and coordinator. ORL 5521. These courses require advisor Core courses required: • ORL 5521 Introduction to research approval. COURSES: methods in education (3) or equivalent with advisor MASTER OF EDUCATION ORLH 4010. Purposes and policies The Ed.M. requires a minimum of 60 points and approval of higher education (3) an integrative paper prepared as a culminating • ORLH 4010 Purposes and policies of Professors Anderson and Dougherty. An intro- duction to the U.S. system of higher education project. higher education (3) • ORLH 4011 Curriculum and instruction through an overview of the system and its his- in higher education (3) tory, a survey of the missions and purposes Core courses (required): served by U.S. colleges and universities, and • ORL 5521 Introduction to research • ORLH 4020 College and university organization and admin- an investigation of some of the pressing policy methods in education (3), questions now confronting those institutions. or equivalent with advisor istration (3) approval • ORLH 4025 Higher education policy (3) ORLH 4011. Curriculum and instruction • ORLH 4010 Purposes and policies of • ORLH 4031 Financial administration in higher education (3) higher education (3) of higher education Professor Neumann. An introduction to trends • ORLH 4011 Curriculum and instruction institutions (3) and issues pertaining to curriculum and in higher education (3) • ORLH 5021 Patterns of organization instruction in U.S. higher education. Internal • ORLH 4020 College and university and management in and external influences on curriculum and organization and admin- teaching, and implications for college and uni- istration (3), or equivalent higher education (3) • ORLH 5044 Theories of diversity in versity classrooms. Examination of key trends • ORLH 4025 Higher education policy and developments, including the impact of the higher education (3) (3) new scholarship of teaching. • ORLH 4031 Financial administration • ORLH 5526 Advanced professional of higher education seminar: The literature of ORLH 4012. The community college (3) institutions (3) higher education (3) Professor Dougherty. Emerging issues, prob- • ORLH 5044 Theories of diversity in • ORLH 5527 Advanced professional lems, and trends in community colleges, tech- higher education (3) seminar: The college nical institutes, and adult education. Topics • ORLH 5526 Advanced professional professoriate (3) include the history and philosophy of the com- seminar: The literature of • ORLH 6511 Coordinating seminar in munity college movement, governance and higher education (3) finance, teaching, student personnel work, • ORLH 5527 Advanced professional higher education (3) • ORLH 6551 Advanced seminar in impact on students, and the future of the com- seminar: The college munity college. professoriate (3) higher education (3) • ORLH 6511 Coordinating seminar in • In addition to ORL 5521, all Ed.D. students must ORLH 4020. College and university higher education (3) take a minimum of three additional research courses organization and administration (3) • ORLH 6551 Advanced seminar in to be selected relative to student’s research prepara- Professors Anderson and Dougherty. Basic higher education (3) tion needs. See department core requirements. aspects of college and university organization and administration with consideration given to the roles of various groups in governance and

Teachers College Columbia University 2008-2009 205 management as well as organizational processes ORLH 4043. Developmental academic ORLH 5044. Theories of diversity in such as leadership, decision making, and con- advisement programs in colleges and higher education (3) flict resolution. External and internal con- universities (3) Professor Anderson. Critical analysis of cultur- straints examined from conceptual, practical, Faculty. A survey of theory and research and al diversity in American higher education with and policy perspectives. an examination of the various organizational, respect to the curriculum, co-curriculum, and administrative, and staffing arrangements that institutional structure. Presents new paradigms ORLH 4022. College personnel policies pertain to student advisement programs in col- with which to understand the complexities of and practices (3) leges and universities. response that are necessary to adequately meet Faculty. Personnel problems in colleges, the needs of all students. including faculty and staff evaluation, recruit- ORLH 4500. Special topics in higher ment, affirmative action, promotion, tenure, education (1-3) ORLH 5241-ORLH 5242. Observation retrenchment, leadership/management and Faculty. Periodic explorations of special topics and supervised fieldwork in higher and personnel development. and issues in fields of higher education admin- postsecondary education (0-3) istration, student personnel administration, Faculty. Permission required. Students reserve ORLH 4025. Higher education policy (3) college teaching, academic leadership, and two days a week for work in colleges. A semi- Professor Dougherty. An introduction to the higher education policy. nar integrates field practices with course theo- higher education policy making process. Main ry. Required of all students doing an internship. topics: the general nature of policy making with ORLH 4800. Workshop in higher education examples and readings from higher education; (1-3) ORLH 5522-ORLH 5527. Advanced key actors, institutional structures and processes Faculty. Special topics or events related to the professional seminar in the federal, state, and local higher education administration of programs of higher educa- Faculty. Intensive analysis of selected problems policy arenas; and the origins and consequences tion. Topics change each semester. Open to and issues in postsecondary education. The of key policy enactments affecting college access degree and non-degree students for credit or course is intended for practicing professionals and success, instruction, accountability, and the non-credit. in postsecondary education as well as majors economic development role of higher education. in the program. Other students in the college ORLH 4820. Cultural diversity training who wish to enroll should obtain permission of ORLH 4030. The economics of post- in higher education settings: Issues and the instructor. secondary education (3) concerns (0-1) Faculty. A theoretical and practical discussion Faculty. This introductory workshop will • ORLH 5522. Contemporary student of public/private finance of higher education. address multicultural training issues in higher issues and policies (3) Economic and social rationales are discussed education such as workshop and intervention Dr. Glazer-Raymo. Exploration of issues as well as specific financing proposals. design, assessment issues and methods, ethical affecting students and policies to address concerns, group process, and general training those issues. Some topics to be covered ORLH 4031. Financial administration considerations. are student activism and academic free- of higher education institutions (3) dom; gendered structures and career Professor Dougherty. No financial training is ORLH 4830. Transforming the curriculum: advancement; intercollegiate athletics; required. Introduction to the financial pressures Theory and practice (3) and the contradictory cultures of single- facing colleges and universities and the various Faculty. This course is designed to explore both sex colleges, two-year colleges, profes- kinds of solutions they have adopted to meet the cognitive and cultural implications of cur- sional schools, and research universities. those pressures. Topics include strategic plan- riculum design. It emphasizes the theoretical ning, cost cutting, outsourcing, enrollment plan- and practical implications of curricular transfor- • ORLH 5524. An analysis of student ning, new curricula, and fund raising. mation based on the new scholarship of gender, cultures (3) race, ethnicity, and class, as well as student Dr. Christensen. Critical analysis of ORLH 4040. The American college intellectual and interpersonal development. selected research reports pertaining to student (3) the student cultures. The focus is on the Professor Dougherty. Reviews the demographic ORLH 4845. Diversity: Implications purposes of each study, the question(s) data about student access to college, the for recruitment and retention (3) asked, the assumptions and theories upon determinants of social class, race and gender Professor Anderson. Students will explore div- which the research is based, the sources differences in college access and choice, and ersity (race, class and gender), concerns affect- of data, the method(s) of data collection, the influence of colleges upon students. ing the recruitment and retention of diverse stu- the conclusions and interpretations dent and faculty populations in the context of developed, and the relevance of the ORLH 4041. Student personnel administra- American higher education. research to student personnel in particu- tion: Organization, functions, and issues (3) lar and to higher education in general. Dr. Rock. Permission required. An introduction ORLH 5011. College teaching and learning to various forms of organization and functions: (3) • ORLH 5525. College student develop- multidisciplinary foundations, including histori- Professor Neumann. Designed for individuals ment theories (3) cal and philosophical foundations and concep- who aspire to college teaching. This course Dr. Christensen. Course focuses on col- tual and research contributions from the behav- emphasizes research on student learning, multi- lege student development theories and ioral and social sciences. ple pedagogies (such as experiential learning, their application to higher education. learning communities, effective lecture, discus- Primary areas of focus include: (1) intel- ORLH 4042. Student personnel administra- sion, evaluation approaches, and curriculum lectual and ethical developmental theory, tion: Programs and services (3) design). The course stresses the implications individual development models, learning Dr. Christensen. A survey of programs and serv- of diversity in the student population. styles models, and theories of cultural ices typical of American colleges and universi- identity, (2) ethical considerations using ties. Includes contemporary issues of concern to ORLH 5021. Patterns of organization and theory in practice, and (3) critique of student personnel administrators. management in higher education (3) theories from a variety of research per- Faculty. The study of college and university spectives. organization from multiple perspectives, with emphasis given to understanding their implica- tions.

206 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

• ORLH 5526. The literature of higher ORLH 6511. Coordinating seminar ORLH 6900. Research and independent education (3) in higher education (3) study in higher education (1-6) Professor Neumann. Permission required Professors Anderson, Dougherty and Faculty. if not a student in the program. Intensive Neumann. Permission required. Course analysis of research/writings on problems restricted to Ed.D. and Ed.M. students in the ORLH 7500. Dissertation seminar in and issues in postsecondary education. Higher Education program. An overview and higher education (1) The course is intended for Ed.M. and discussion of the most topical literature in Faculty. Students should have completed most Ed.D. students in the program. Other stu- American higher education, this course is or all coursework (including research methods dents in the college who wish to enroll designed to explore a wide variety of educa- courses) and have passed the certification should obtain permission of the instruc- tional roles in the context of the goals and examination. Students register for the course tor. Analysis of selected classic and con- aspirations of new doctoral students. the semester a proposal hearing is to be sched- temporary works that have influenced uled. The course is intended for students who thought and affected public opinion and ORLH 6520-ORLH 6521. Advanced have identified a reasonably narrow area for public policy related to higher education. seminar in the community college (3) research and have already completed a prelim- Topics vary from year to year. Professor Dougherty. Selected issues such as inary literature review. The course will assist teaching in a community college, the future of the student in design, methods and other mat- • ORLH 5527. The college professoriate the community college, or state and national ters of concern in the preparation of an (3) governance and finance systems for the com- acceptable dissertation proposal. Professor Neumann. Review and discus- munity college are explored in depth. sion of the research and literature, ORLH 7900. Directed dissertation in diverse roles, and expectations that char- ORLH 6550-ORLH 6551. Advanced research (3) acterize the position of college professor, seminar in higher education (2-3) Faculty. All doctoral students eligible for this with attention to implications for profes- Faculty. Intensive study of a selected topic. course must register each semester until a pro- sional and personal development. Topic varies from term to term and is typically posal hearing has occurred and a proposal has related to an ongoing program or research been approved. ORLH 5533-ORLH 5537. Advanced project. Students may begin either term. professional skills (2-3) ORLH 8900. Dissertation advisement Faculty. Intensive work in special skill areas for ORLH 6552. Advanced seminar in theories in higher education (0) the management of postsecondary education. of intellectual and ethical development for Faculty. Individual advisement on doctoral The sections involve practical experiences and college students (3) dissertations. Fee to equal 3 points at current possibly fieldwork. These courses are intended Faculty. Permission required. Intensive study of tuition rate for each term. For requirements, for practicing professionals in postsecondary the major theories of college student intellec- see section in catalog on Continuous Regis- education as well as for majors in the Program. tual development, particularly the work of tration for Ed.D./Ph.D. degrees. Other students who wish to enroll should Carol Gilligan, Lawrence Kohlberg, William G. obtain the permission of the instructor. Perry, Jr., Katie Cannon, and those who have ORLH 9900. Research and independent expanded the research on student intellectual study in higher education (2 or more) • ORLH 5533. Faculty evaluation and and ethical development. Additional models Faculty. development (2-3) considered include Reflective Judgment and Faculty. Theory and practice concerning Women’s Ways of Knowing. Students will also See also: the evaluation and improvement of col- learn the assessment and scoring methods A&HH 5070. History and theory of lege teaching. Topics include models and associated with each model. higher education (3) practices for the evaluation of faculty and Please see the Department of Arts and for the organization and administration of ORLH 6556. Educational leadership: Humanities for course description. faculty development programs. Research, art and practice (3) Dr. Glazer-Raymo. Examination of leadership CCPJ 4064. Theories of counseling (3) • ORLH 5534. Financial decision research definition, dimensions, characteris- Please see the Department of Counseling and making in education (2-3) tics, and capacities. Exploration of leadership Clinical Psychology for course description. Faculty. Introduction to a series of finan- opportunities within entire range of education- cial decision-making tools including cost al practice. Application of leadership lessons CCPJ 5062. Career counseling (3) accounting, cost benefit analysis, and dis- to educational problems and situations Please see the Department of Counseling and counted cash flow. Emphasis on applied through case studies. Clinical Psychology for course description. financial decision making. Directed Research and Independent Study CCPJ 5164. Cross-cultural counseling (3) • ORLH 5536. College classroom All the following courses require permission of Please see the Department of Counseling and assessment (3) instructor: Clinical Psychology for course description. Faculty. An in-depth study of major assessment techniques for the college ORLH 4900. Research and independent HUDF 4000. Education and public policy (3) classroom. Particular attention will be study in higher education (1-8) Please see the Department of Human Devel- paid to assessment models associated Faculty. opment for course description. with collaborative learning, teaching portfolios, and student portfolios. ORLH 5900. Research in higher education HUDF 4021. Sociology of education (3) (1-6) Please see the Department of Human Devel- • ORLH 5537. College classroom Faculty. opment for course description. assessment research (3) Faculty. Prerequisite: ORLH 5536. In- ORLH 6557-6558. Research practices HUDK 4024. Developmental psychology: depth study of classroom research meth- in higher education (1-3) Adulthood and the lifespan (2-3) ods based on the classroom assessment Professors Anderson, Dougherty and Please see the Department of Human Devel- methods studied in ORLH 5536. Neumann. opment for course description.

Teachers College Columbia University 2008-2009 207 ITSF 4050. Economics of education (3) NURSE EXECUTIVE The accelerated program at the M.A. level in Please see the Department of International and both specializations is a cohort program that Transcultural Studies for course description. Program Coordinator: meets one day per week on Fridays. It runs for Professor Elaine La Monica Rigolosi four semesters. Program costs currently are ITSF 4058. Economics of higher $12,500 per semester of study and include education (3) Program Office: (212) 678-3421 tuition, fees, and refreshments. For the cohort Please see the Department of International Email: [email protected] beginning September 2010, tuition will be and Transcultural Studies for course descrip- Website: www.tc.edu/o&l/NurseExec tion. determined. The flat rate covers cohort courses only. The cost of the program is subject to MSTU 4030. Computer applications in Degrees Offered: change. education (3) NURSE EXECUTIVE ROLE- Please see the Department of Mathematics, COHORT PROGRAM (NEXM) Special Application Science and Technology for course descrip- Requirements/Information: tion. Master of Arts (M.A.) NURSING EDUCATION: MASTER OF ARTS ORL 5521. Introduction to research PROFESSORIAL ROLE- COHORT PROGRAM (NEPM) In addition to the requirements for admission methods in education (3) Master of Arts (M.A.) to Teachers College, in order to be considered Faculty. Please see course description under for admission in the program, applicants must the Departmental Core Requirements at the NURSE EXECUTIVE ROLE (NEXD) beginning of this department section. be Registered Nurses in any U.S. state or in Doctor of Education (Ed.D.) Canada, and hold a baccalaureate degree in ORLA 4010. Introduction to organization any field, with a cumulative grade point aver- and change theory in education (3) Program Description: age of 3.0 or better. One year of post-baccalau- Please see course description in this depart- The Executive Program for Nurses prepares reate management experience is required for ment section. students for leading roles in healthcare organi- administration studies and one year of post- zations, both service and education. These baccalaureate full-time clinical nursing practice ORLA 5017. Organizations and inter- roles are those that advance and implement experience is required for professorial studies. personal behavior (3) the practice of nursing and healthcare, operat- Please see course description in this depart- ing primarily in one-to-one relationships with The accelerated Master of Arts cohort begins ment section. clients. Hence, the graduates of this program every other fall in even years. will have their major impact on nursing and ORLD 4051. How adults learn (3) healthcare by influencing other interdiscipli- DOCTOR OF EDUCATION Please see course description in this depart- ment section. nary healthcare providers. In addition to the requirements for admission to Teachers College, in order to be considered ORLJ 4002. Functions of organizations (3) The basic aims of current healthcare delivery for admission into the program, doctoral appli- Please see course description in this depart- and healthcare reform mandate a non-partisan cants must: ment section. approach to the education of nurses and all • Hold a baccalaureate degree with a major healthcare administrators and executives. in any field that is approved by Teachers ORLJ 4005. Organizational psychology (3) Professionals who practice in today’s healthcare College, Columbia University; Please see course description in this depart- environments and shape tomorrow’s reform • Hold a graduate degree and/or 36 graduate ment section. must be collaborative interdisciplinarians. points/credits approved by Teachers College, Columbia University; Nursing leadership in scholarship, in research, • Hold a current Registered Nurse License and in practice is achieved with the attainment in a state in the U.S. or in a province of of the doctoral degree. Toward this ultimate Canada; goal, there are various development levels of • Have an eighth decile on graduate work role preparation, including an exit point of at Teachers College or a cumulative grade achievement at the level of Master of Arts point average of 3.5 from other accredited (48 points). All role preparation in the institutions; Executive Program for Nurses is based upon • Have a GRE verbal score of at least 540 approaches of open inquiry, scholarly pursuit, or an MAT score of at least 416. Results of and the ability to synthesize knowledge from the GRE or MAT should not be more than diverse disciplines. 5 years old; and • Have one year of post-baccalaureate Master of Arts management experience. The Master of Arts degree offers preparation for nursing and healthcare management posi- International applicants should note that a cur- tions as well as preparation for roles in nursing rent permit from the New York State Board of education. Two specializations are offered: Nursing is required to practice nursing and/or administration studies emphasizing the basic do fieldwork. Potential candidates who do not skills and concepts of management; and profes- meet these admission standards but who can sorial studies, which prepares learners for demonstrate substantial ability shall have the beginning positions in teaching. option to petition the faculty of the program to be considered for admission based on alterna- tive evidence of ability.

208 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

The next accelerated Doctor of Education • HUDM 4120 Basic concepts in statistics • ORLN 6615 Colloquium in nursing cohort will begin in the fall 2008 semester. (3) administration (3)

Degree Requirements: Semester II Semester III Note the basic research requirements for all • ORL 4003 Crisis intervention (3) • ORLN 5043 Nursing research students in the department. • ORLD 4053 Facilitating adult learning development (3) (3) • ORLN 6522 Policy formation and governance in health The Capstone Project is a requirement for all • ORLN 5000 Nursing science (3) care (3) • ORLN 5013 Informatics in nursing (3) Master’s degree candidates. It is required dur- • A&HF 4090 Philosophies of education (3) ing the semester in which a student applies Semester III for a Master’s degree. Details are provided in Certification “Guidelines for the Capstone Project” which • ORLD 4844 Helping adults learn (3) • ORLD 5055 Staff development and can be obtained from the office of the Execu- Semester IV training (3) tive Program for Nurses and from Faculty • ORL 6011 Advanced system Advisors. The following are examples of the • ORLN 5040 Methods in nursing management (3) master’s cohort sequence by semester.* research (3) • ORLN 6014 Managing the socially • ORLN 5530 Seminar: Clinical teaching responsible organization (3) MASTER OF ARTS and evaluation (3) • ORLN 6540 Dissertation design NURSE EXECUTIVE ROLE- development (3) COHORT PROGRAM Semester IV Semester I • ORLD 4051 How adults learn (3) Semester V • ORL 4014 Legal issues in healthcare • ORLN 4050 Health problems and • ORLN 5011 Designing, planning and organizations (3) issues in society (3) monitoring the healthcare • ORL 4054 Leadership and management • ORLN 5230 Fieldwork in nursing system (3) in healthcare organizations education (3) • ORLN 6541 Advanced dissertation design development (3) (3) • ORLN 6501 Seminar in professional • ORLN 4005 Theories of nursing (3) • ORLN 7500 Dissertation seminar in nursing (3) nursing education (3) • HUDM 4120 Basic concepts in statistics * Courses and/or sequence are subject to (3) change. Semester VI Semester II • ORLN 6511 Innovations in nursing DOCTOR OF EDUCATION • ORL 4003 Crisis intervention (3) management (3) NURSE EXECUTIVE ROLE • ORLN 6635 Colloquium in nursing • ORL 4011 Personnel management The Accelerated Program at the Ed.D. level is education (3) in healthcare (3) a cohort program that meets one day per week • ORLN 7900 Directed dissertation • ORLN 5000 Nursing science (3) on Fridays. The program consists of six semes- research (3) • ORLN 5013 Informatics in nursing (3) ters of coursework leading to the Ed.D. degree * Courses and/or sequence are subject to in addition to satisfactory completion of a doc- change Semester III toral dissertation. Program costs currently are • ORLN 4013 Fiscal management of the $12,000 per semester of study and include Note: After coursework is completed, candi- nursing organization (3) dates must be continuously enrolled every fall • ORLN 5040 Methods in nursing research tuition, fees, and refreshments. The flat rate (3) fee covers cohort courses only. The flat rate and spring semester, up to and including the • ORLN 5530 Seminar: Clinical teaching tuition fee for the cohort beginning fall 2011, semester in which the dissertation defense is and evaluation (3) will be determined at a later date. held and the revised and/or completed disser- • HUD 4120 Methods of empirical tation is submitted to the Office of Doctoral research (3) For program course recommendations and Studies. Course selection: Courses that may program planning, please see the Doctor of be taken include ORLN 6940 or ORLN 8900, Semester IV Education Advisement Guide which can be based on the advice of the candidate’s advisor. • ORLD 4051 How adults learn (3) obtained from the office of the Executive Pro- • ORLN 4050 Health problems and gram for Nurses. The following is an example COURSES: issues in society (3) of a doctoral cohort sequence by semester.* • ORLN 5010 Administration of a The following are recommended as general, nursing organization (3) Semester I interdepartmental courses appropriate for stu- • ORLN 6501 Seminar in professional • ORLN 5005 Interdisciplinary theory nursing (3) dents throughout the College as electives and in nursing (3) may also be utilized by non-majors to meet the • ORLN 6514 Marketing nursing programs MASTER OF ARTS college breadth Teachers College requirement. and services (3) See General Offerings and Interdisciplinary NURSING EDUCATION PROFESSORIAL • HUDM 4122 Probability and statistical Study for a course description. ROLE- COHORT PROGRAM inference (3) Semester I Semester II ORL 4003. Crisis intervention (3) • ORL 4014 Legal issues in healthcare • ORL 5551 Ethics for healthcare Faculty. Study of general crisis phenomena organizations (3) professionals (3) within the framework of crisis intervention • ORL 6500 Qualitative research methods • ORL 4054 Leadership and management theory. Analysis of individual, family, and in organizations: Design and in healthcare organizations (3) community dynamics. • ORLN 4005 Theories of nursing (3) data collection (3)

Teachers College Columbia University 2008-2009 209 ORL 4011. Personnel management in issues in nursing; development of appropriate ory and research design. This course may be healthcare (3) background; formulation of personal stances repeated as often as necessary until the stu- Professor Rigolosi. Examination and applica- on selected issues. dent is ready for the departmental examina- tion of personnel management and human tion. Once ORLN 6540 is taken, continuous relations theory in the healthcare organization. ORLN 4004. Historical trends in fall/spring enrollment in this course or in Includes human resource utilization, problem nursing (3) ORLN 8900 is required until the semester solving, comunications theory, and evaluation Faculty. Consideration of the history of nursing during which the departmental examination performance. Special fee: $25. and nursing education, and its influence on is held. current developments in nursing. ORL 4014. Legal issues in healthcare ORLN 6541. Advanced dissertation organizations (3) ORLN 4050. Health problems and issues design development (3) Professor Rigolosi. Laws, administrative regula- in society (3) Professor Rigolosi. Permission required. tions, and pertinent case law affecting health- Faculty. Political and economic concepts Prerequisite: ORLN 6540 and certification. care organizations. Theories of power, politics, influencing the delivery of healthcare services. Focus on advanced aspects of research design and labor relations applied. Local, state, and Consideration of health issues facing the and method. federal impact on healthcare included. Special public and possible courses of action. fee: $25. ORLN 6940. Independent study in ORLN 5908. Independent study in nursing research (3-6) ORL 4054. Leadership and management professional nursing (1-6) Faculty. Permission required. Allows student in healthcare organizations (3) Faculty. Permission required. Individual, guid- to contract with an individual faculty member Professor Rigolosi. Critical analysis of theory ed learning experience at the master’s level in for research-related work in a defined area of and research in organizational behavior, lead- a selected aspect of professional nursing. Topic study, including dissertation development. ership, and management as it relates to the agreed upon between student and faculty. role of healthcare executives. Critique of the ORLN 7500. Dissertation seminar executive’s role as it relates to these theories. ORLN 6501. Seminar in professional in nursing (3) Special fee: $25. nursing (3) Faculty. Permission required. Prerequisite: Faculty. Prerequisites: Two courses in nursing ORLN 6540 and certification. The depart- ORL 5551. Ethics for healthcare professionalism and/or history. Examination mental examination, involving presentation of professionals (3) of selected professional nursing problems or dissertation proposal for faculty approval. This Faculty. Review of ethical issues in healthcare domain in depth. Course may be repeated course is required of all certified doctoral can- and healthcare delivery. Special fee: $150. for credit if different topics are covered. didates and may be taken only once. If the student is unable to satisfactorily complete the ORL 6011. Advanced system ORLN 6908. Independent study in departmental examination during the semester management (3) professional nursing (1-6) in which enrolled, an incomplete is given. Faculty. Managing systems require the genera- Faculty. Permission required. Individual, guid- tion of useful information for decision-making. ed learning experience at the doctoral level in ORLN 7900. Directed dissertation in This course focuses on using information for a selected aspect of professional nursing. Topic research (3) strategic planning and management of systems agreed upon between student and faculty. Faculty. Permission required. Prerequisites: in healthcare. ORLN 6540 and ORLN 6541. All doctoral students eligible for this course must register Nursing Research for this course during completion of the disser- Nursing Theory tation. This course may be repeated as often ORLN 5040. Methods in nursing as necessary upon advice of the advisor. ORLN 4005. Theories of nursing (3) research (3) Faculty. Theoretical foundations of nursing. Faculty. Prerequisites: ORLN 4005, ORLN ORLN 8900. Dissertation advisement Critical analysis of theories that explain the 5000. Analysis of hypothetical generation, in nursing (0) nature of nursing practice. study designs and data collection methods in Faculty. Individual advisement on doctoral nursing research with emphasis on application dissertation following completion of all course ORLN 5000. Nursing science (3) to practice. work. Fee to equal 3 points at current tuition Faculty. Prerequisite: ORLN 4005. rate for each term. For continuous require- Examination of emerging issues in nursing ORLN 5043. Nursing research development ments, see section in catalog on Continuous research and healthcare. Relevance to theory (3) Registration for Ed.D. degree. development and health policy are empha- Faculty. Prerequisites: ORLN 4005, ORLN sized. 5040, or equivalents. Philosophical founda- Role Preparation tions of empirical and naturalistic inquiry The rest of the nursing courses focus on com- ORLN 5005. Interdisciplinary theory methods are examined with reference to bining cognate and nursing knowledge in syn- in nursing (3) developing a domain-significant research prob- thesizing knowledge needed in role fulfillment. Faculty. Prerequisites: ORLN 4005, ORLN lem. Emphasis given to clarification to study 4050, or equivalent. Evaluation of utility of design within interdisciplinary knowledge theories and models from related disciplines in relevant to nursing. Role Preparation Courses posing research problems in nursing. Focus on strategies of concept analysis and theory deri- ORLN 6540. Dissertation design ORLN 4013. Fiscal management of vation. development (3) healthcare organizations (3) Professor Rigolosi. Permission required. Faculty. Focus is the fiscal impact of providing nursing services. Management information sys- Professional Nursing Prerequisites: ORLN 4005, ORLN 5005, ORLN 5043, statistics, and certification. tems, organizing human and material resources, Required of all doctoral candidates. Group cri- and assessing the cost and quality of nursing ORLN 4001. Contemporary issues tique of dissertation proposals; focus on begin- services are studied. Health organization in nursing (3) ning to intermediate aspects of analysis of the- finance and nursing budgeting are included. Faculty. Identification and analysis of current

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ORLN 5010. Administration of a affecting the management of nursing services POLITICS nursing organization (3) and programs. Faculty. Prerequisite: ORL 4054. Analysis and AND EDUCATION application of administrative theory and struc- ORLN 6212. Advanced study in Program Coordinator: ture to the nurse executive role. Analysis of fit nursing administration (3-6) Professor Jeffrey Henig of models to the nursing administrative task. Faculty. Permission required. Open only to Application of MBO quantitative decision doctoral candidates. Internship in a nursing Program Office: (212) 678-3751 theory, and other models in the nursing organization as a nurse executive; involves Email: [email protected] administrative function. active assumption of the executive role, Website: www.tc.edu/o&l/Politics including responsibility for assigned projects ORLN 5011. Designing, planning, and and organizational responsibilities. Specific monitoring the healthcare system (3) objectives developed among student, faculty, Degrees Offered: Faculty. Prerequisite: ORL 4054. Corequisites and preceptor. Special fee: $25. POLITICS AND EDUCATION (POLC) or prerequisites: ORLN 4005, ORLN 4013, and ORLN 5010. Identification and analysis of ORLN 6511. Innovations in nursing Master of Arts (M.A.) organization and planning theories applicable management (3) Master of Education (Ed.M.) to the nursing care system. Development of Faculty. Prerequisites: ORL 4054, ORLN Doctor of Education (Ed.D.) design models based on analyses of current 4011, ORLN 5010. Selected innovations in Doctor of Philosophy (Ph.D.) and predictable healthcare needs of society nursing, other health disciplines and manage- and the nursing market. Ability to assess ment science are analyzed regarding underly- Program Description: architectural plans as they impact on nursing ing processes for translating new knowledge The Politics and Education program serves care delivery. into successful practice. Special fee: $10. students who wish to study the ways in which governance institutions, political ideologies, ORLN 5013. Informatics in nursing (3) ORLN 6514. Marketing nursing and competing interests, (both within and out- Faculty. Focus on computerized management programs and services (3) side of the education community), influence information systems, computer-based analysis Faculty. Prerequisites: ORL 4054, ORLN the content, form, and functioning of school- of decision alternatives, assessing nursing care 5010. Analysis of marketing concepts and ing. Schools represent a powerful instrument quality and cost-effectiveness, and other feed- principles of strategic planning as they relate for shaping the development of future genera- back mechanisms specific to the nursing to nurse executive role in health service tions of citizens and workers as well as an organization. Special fee: $50. industry. important source of jobs and investment in ORLN 5212. Fieldwork in executive ORLN 6522. Policy formation and many communities. How do societies handle nursing management (3-6) governance in healthcare (3) conflicting visions of what schools should and Faculty. Permission required. Open to only Faculty. Policy formation and governance should not be doing, and what are the specific Ed.M. students. Observation, assessment, and within nursing organizations and within the changes in political and governance processes evaluation of a preceptor nurse executive in a larger institution of which they are a part. that might facilitate better decision-making major nursing institution; concurrent assess- Exploration of external and internal influences and policy implementation? Students will ment of the nursing organization. Specific on policy formation in nursing. study in depth the ways power and politics objectives to be developed by student, faculty, affect and are affected by such issues as reform and preceptor. Special fee: $25. ORLN 6615. Colloquium in nursing and innovation, centralization and decentral- administration (3) ORLN 5230. Fieldwork in nursing Faculty. Prerequisite: Determined by instructor ization within federal systems of governance, education (2-3) based on subject to be covered. Examination privatization and school choice, race and eth- Faculty. Permission required. Supervised prac- of selected problems in nursing administration nicity, poverty and inequality, professionaliza- tice in teaching nurse learners in one or more for in-depth coverage. Course may be repeated tion and bureaucratization, testing and settings: classroom, clinical, or practice. for credit if different topic is taken. accountability.

ORLN 5530. Seminar: Clinical teaching ORLN 6635. Colloquium in nursing Faculty contributing to the program are drawn and evaluation (3) education (3) from throughout the College and possess Faculty. Inquiry in effective strategies for Faculty. Prerequisite: Determined by instructor research and teaching interests in urban, sub- teaching and evaluating students in the labo- based on topic selected. Examination of select- urban, state and federal levels of school gover- ratory setting. Analysis, or theory and related ed problems in nursing education practice and research. administration. Course may be repeated for nance, as well as in cross-national and other credit if different topic covered. comparative settings. The balance of control ORLN 5910. Independent study in and cooperation, coalition building and com- nursing administration (1-6) ORLN 6910. Independent study in petition, resistance and bargaining in each of Faculty. Permission required. Individual, guided nursing administration (1-6) these settings, as well as the central roles of learning experience at the master’s level in a Faculty. Permission required. Individual, guid- power and agency in the political science dis- selected aspect of nursing administration. Topic ed learning experience at the doctoral level cipline, inform the perspectives of faculty and agreed upon between student and faculty. in a selected aspect of nursing administration. students in this program. Topic agreed upon between student and ORLN 6014. Managing the socially faculty. In addition to courses listed within the Politics responsible organization (3) Faculty. Analysis of selected social, economic, ORLN 6930. Independent study in and Education program, the Department of and political megatrends that have or will con- nursing education (1-6) Organization and Leadership, Teachers tinue to influence the direction of change in Faculty. Permission required. Individual, guid- College and the Departments of Political the healthcare industry. The process of analy- ed learning experience at the doctoral level in Science and School of International and sis is intended to serve as a conceptual frame- a selected aspect of nursing education. Topic Public Affairs at Columbia University are all work for the categorization of discrete trends agreed upon between student and faculty. resources available to students as they develop

Teachers College Columbia University 2008-2009 211

their programs of study. Depending on their Ed.D. DOCTORAL (90 POINTS) students ORLF 5044. Modern political theory interests, students with a master’s degree in complete a core of coursework at a level of and education (3) Politics and Education conduct research in sophistication commensurate with doctoral Faculty. Explores a number of educational poli- think-tanks and education policy shops, teach study. They also must meet the program cy issues from the perspective of contemporary political theory. politics, history or civics in secondary school, requirements for advancement to candidacy or hold public office or other leadership posi- and complete a research dissertation. ORLF 5045. Race, ethnicity and tions in educational settings as diverse as pri- U.S. educational policy (3) vate and public schools, corporations, citizen Ph.D. (75 POINTS) students also demon- Faculty. Examination of the impact of race and groups, and foundations. Doctoral recipients strate command of two research tools, selected ethnicity on the formation and implementation in Politics and Education teach in colleges and from the following list: (1) a reading knowl- of policies such as desegregation, affirmative universities, conduct research in think-tanks edge of a foreign language, (2) a reading action, bilingual education, and choice. and research centers, and advise public offi- knowledge of a second foreign language, (3) cials. Ph.D. students are expected to master an approved two-course sequence in quanti- ORLF 5046. Education and politics the discipline of political science in addition tative analysis, (4) an approved two-course in Western thought (3) to the specialty of politics in education. sequence in formal modeling, or (5) a compa- Faculty. Study in historical perspective of the interactions between technological innovation rable level of proficiency in a comparable and education. Special Application research tool approved by the College. Ph.D. Requirements/Information: students may be required to take as many as Advanced All applicants are required to submit GRE 12 points of coursework at Columbia Univer- General Test scores. Doctoral applications sity in the Political Science Department. must include three letters of reference, ORLF 5640. Colloquium on the politics of education (3) which focus on academic skills and potential. COURSES: Faculty. Continuous participation required of Doctoral applications received after the early doctoral students until their dissertation pro- deadline as advertised by the College will be Politics and Education students take courses posals are accepted. A critical review of impor- considered for admission, but not scholarship in a number of related programs and depart- tant works in politics and education, discus- aid, on a space available basis. Master’s appli- ments. These courses, on such topics as law sions with invited guests, presentations of work cations that are complete and have been and education, economics and education, and in progress. received by the Admissions Office by the early political policy analysis are listed elsewhere. deadline will be considered for both admission Further information on these courses can be ORLF 5642. Colloquium in political and any available scholarship aid. All com- found on the program website www.tc.edu/ economy and education (3) Faculty. Political and economic perspectives on plete applications received by the final dead- o&l/Politics/. contemporary problems of public policy and line for the master’s program will be consid- education. ered for admission only. Courses specifically linked to the program include: ORLF 6540. Seminar in politics of Degree Requirements: education (3) For further information on specific program ORLF 4040. American politics Faculty/staff. Permission required. Selected requirements consult the program website at and education (3) topics in the politics of education. www.tc.edu/o&l/Politics. Faculty. Introduction to the basic analytical categories of political science as they apply to Individualized Studies Newly admitted students are asked to partici- the politics of education, including the influ- ence of federal, state, and local governments pate in a set of core political science and gen- in school policy-making, decentralization, ORLF 6900. Research and independent eral foundation courses in education. Each school finance, and desegregation. study (1-3) student will also complete methodological Faculty/staff. Permission required. requirements including but not limited to sta- ORLF 4042. Comparative politics tistics, qualitative, and quantitative methods. and education (3) ORLF 6940. Studies in politics and After completing the core, each student is Faculty. The politics of education in settings education (1-6) Faculty. expected to focus his or her studies on a set of outside the U.S. Topics include the role of political debates in education or a particular education in political development, political socialization, and student politics. ORLF 7503. Dissertation seminar (1-3) political arena. Faculty. Permission required. Development ORLF 4043. Political thought of doctoral dissertation proposals. MASTER OF ARTS (M.A., 32 POINTS) and education (3) AND MASTER OF EDUCATION (Ed.M., Faculty. Study of the educational imperatives ORLF 8900. Dissertation advisement (0) 60 POINTS) students follow a core program inherent in the classics of Western political Faculty. Individual advisement on doctoral of coursework and other learning experiences thought. dissertations. Fee to equal 3 points at current developed by the politics faculty and individu- tuition rate for each term. For requirements, ally adjusted in consultation with an assigned see section in catalog on Continuous Registra- Intermediate tion for Ed.D./Ph.D. degrees. advisor. Up to 30 points of transfer credit are accepted towards an Ed.M. but only upon ORLF 5042. Urban politics and See Education Leadership for additional courses approval of an assigned faculty advisor after education (3) of interest and in particular, the concentration the student is admitted. Under College policy, Faculty. Politics in the nation’s largest cities in Leadership, Policy, and Politics. no transfer credits are accepted for M.A. with a particular focus on educational politics students. and policy.

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SOCIAL- A certificate of attendance in conflict resolution Doctor of Philosophy ORGANIZATIONAL is also offered to students in the M.A./Ph.D. The doctoral program in Social-Organizational programs (see non-credit program- certificate psychology follows a scientist-practitioner PSYCHOLOGY of attendance in conflict resolution, below). model. It is designed for full-time graduate stu- Students interested in receiving the certificate dents who desire fundamental education and Program Coordinator: must complete a sequence of 5 courses and 1 skill development in the science and applica- Professor W. Warner Burke semester of internship. Students who opt for tion of psychology to social and organizational the certificate of attendance must complete an situations and activities. Our goal is to provide Program Office: (212) 678-3249 application form with the International Center an environment that is conducive to the devel- Email: [email protected] for Cooperation and Conflict Resolution opment of scientist-practitioners who are pre- Website: www.tc.edu/o&l/orgpsych/ (ICCCR). Students in the M.A./Ph.D. program pared to assume the diverse responsibilities of who wish to take a concentration of electives positions at research universities, leading busi- Degrees Offered: within the area of conflict resolution, but do nesses, and professional service firms. Through not wish to receive a formal certificate of atten- coursework, field projects with organizations, PSYCHOLOGY: ORGANIZATIONAL (ORGM) dance may register for courses without complet- and close working relationships with faculty Master of Arts (M.A.) ing an application form with ICCCR. members and fellow graduate students, doctoral students are provided with advanced training in SOCIAL-ORGANIZATIONAL PSYCHOLOGY Master of Arts the theoretical concepts, research methods, and (ORGD) The 45-point M.A. program is designed to applications of social-organizational psychology. Doctor of Philosophy (Ph.D.) provide proficiency and advanced knowledge Students gain critical knowledge and skills that in the psychology of organizations. Qualified encompass both research and practice. Program Description: students are given the opportunity to develop The Social-Organizational Psychology program their program in a manner consistent with Some unique aspects of the program include: is concerned with the various contexts (inter- their career interests, capacities, and back- personal, group, inter-group, and inter-organi- ground. • The integration of both social and zational) in which human behavior occurs; the organizational psychology; ways in which groups of individuals interact The program provides courses at Teachers • A theoretical, research, and applied focus and influence these contexts; and how these College and other areas of Columbia Univer- on understanding multiple levels of organi- interactions can be understood, studied, and sity, particularly the Graduate School of zational functioning from individuals to modified through theory, research, and various Business. There is one major for the M.A. groups to organizations as a whole, and the types of interventions. degree entitled Psychology: Organizational. dynamic interaction among these levels; Students may decide to pursue a broadly based • A wide breadth of coverage including The programs provide advanced training in program and therefore take a variety of cours- human resource management, organizational the concepts, research methods, and applica- es, or they may concentrate their courses in a behavior, organizational change, leadership, tions of social-organizational psychology. They more specific area such as human resource conflict and negotiation, coaching, diversity, are designed to prepare students to engage in management, organization change and consul- organizational demography, motivation, research, consultation, and teaching in educa- tation, or conflict resolution. power and authority, group processes, and tional, business, governmental, and communi- organizational dynamics; ty organizations. Emphasis is placed on the The program is designed to provide education • An emphasis on both quantitative and acquisition of basic concepts and methods leading to professional employment or to con- qualitative research methods to address applicable to diverse institutional and organi- tinuation of graduate work beyond the mas- organizational issues; zational contexts. ter’s degree. Students are often employed in • Opportunities to engage in basic research, positions typically found within the personnel applied research, and organizational Courses in these programs are supplemented or human resource function of medium or consulting and application activities; and by other programs and departments at large-size organizations. These include posi- • Faculty members are trained in a broad array Teachers College and Columbia University. tions in global learning, career development of disciplines including social psychology, With the help of a faculty advisor, students and counseling, organizational effectiveness, counseling psychology, industrial-organiza- select courses in their area of specialization, personnel research, organization development tional psychology, organizational behavior, with consideration given to their academic and consultation, employee relations, talent and business management– all of whom backgrounds, work experiences, and career management and human resource planning apply their respective disciplines to social- objectives. and strategy. organizational psychology issues.

Two degree programs are offered: one leading Graduates of the master’s program may apply Special Application to the M.A. and one leading to the Ph.D. for admission to the doctoral program in Requirements/Information: A terminal M.A. degree in Psychology: Social-Organizational Psychology. However, Organizational is awarded upon successful successful performance in the M.A. program Master of Arts completion of 45 points and passing the com- does not in and of itself guarantee admission. The 45-point M.A. program in Psychology: prehensive examination. The Ph.D. degree is Students who apply become part of the appli- Organizational admits students for the fall, awarded upon completion of 86 points of cant pool for that year and their qualifications spring, and summer semesters. Persons from planned and sequential study, qualifying are evaluated with equal standing along with a variety of academic backgrounds and work papers, and a dissertation. the other applicants. experiences may qualify for admission to the program. Primary consideration for admission

Teachers College Columbia University 2008-2009 213

is given to previous academic record, work ex- sor to select courses outside of Teachers College Breadth Courses: periences, letters of reference, GRE scores, and that may satisfy the elective/concentration Three non-ORLJ courses of at least 2 points the personal statement. The GRE General requirements. An effort is made to assist stu- each taken at Teachers College. Please consult Test is required for M.A. applicants. In lieu dents in developing a program of study that will an advisor. of the GRE, applicants may submit GMAT best meet their personal career interests and scores. The early deadline for fall applications is objectives. Suggested Organizational Psychology January 15th. The final deadline for fall appli- Elective/Concentration Courses: cations is April 15th. Applicants may also apply In addition, within the program, students may The following courses are suggested electives to begin their studies in the spring. The dead- elect to concentrate in any one of three areas: within ORLJ. Students may choose from among line for spring applicants is November 1st. • Human resource management; these electives and other relevant electives that • Organization change and consultation; or are not listed here upon consultation with an Doctor of Philosophy • Conflict resolution. academic advisor. Applicants are considered once a year for the • ORLJ 5005 Leadership and fall semester only. Completed applications with However, students are not required to choose supervision (3) supporting documentation must be received no a concentration. Thus, if a student desires a • ORLJ 5012 Organizational later than December 15. Late or incomplete broadly based and general degree in organiza- internship (1-3) • ORLJ 5017 Small group inter- applications will not be considered. In addition tional psychology, courses may then be selected, with the assistance of an advisor, across all three ventions: Theory to the application, applicants must provide doc- and method (3) areas of concentration. uments supporting previous academic record, • ORLJ 5018 Using survey research professional resume, letters of reference, GRE in organizational scores, a writing sample, and a personal state- Core Required Courses: Level 1 consulting (3) ment. It is recommended, but not required, Regardless of concentration, the following four • ORLJ 5019 Data-based consulting that applicants also take the GRE Advanced courses are required for all candidates, unless in organizations (3) Examination in psychology. The writing sample waived by the program advisor, due to the per- • ORLJ 5020 Special topics in organiza- must be a recently completed paper on a topic son’s background: tional psychology (1-3) of interest to the applicant. This may be, but • ORLJ 4002 Functions of organizations (3) • ORLJ 5046 Intercultural communica- • ORLJ 4005 Organizational psychology tions in organizational does not have to be, a paper submitted to satis- (3) contexts: Theories, issues fy course requirements for another academic • ORLJ 4009 Understanding behavioral and practices (3) program. research (3) • ORLJ 5047 Development of the multi- • ORLJ 5003 Human resource cultural self (3) Admission to the doctoral program is highly management (3) • ORLJ 5310 Preparation for coaching (3) competitive. Preference is given to candidates • ORLJ 6048 Teaching to cultural and who possess excellent verbal and quantitative Advanced Core Required Courses: cognitive complexities skills and whose transcripts, references, and Level 2 (2-3) previous work experience suggest that they Regardless of concentration, the following three • ORLJ 6343 Practicum in change and have the potential to make a significant contri- courses are required for all candidates, plus one of consultation in organiza- tions (4) bution to theory and practice, policy-making, the application courses and one of the advanced • ORLJ 6350 Advanced practicum in and/or research. Please note that full-time theory courses, for a total of five courses • ORL 5362 Group dynamics: A systems conflict resolution (3) study is required for the first and second years perspective (3) (two terms) of study. • ORLJ 5045 Organizational dynamics and theory (3) (prerequisite Internship Degree Requirements: ORLJ 4005) While not a prerequisite for graduation, an • ORLJ 5148 Managing conflict in internship may be helpful for proper job place- MASTER OF ARTS organizations (3) ment. The purpose of the internship is to pro- The program curriculum is comprised of major vide students with an opportunity to gain practi- courses consisting of four required core courses, Plus one of the following application courses: cal experience relevant to their interests, and • ORLJ 5012 Organizational internship five required advanced core courses, other elec- to apply the principles of organizational psychol- (1-3) tive ORLJ courses, and three Teachers College ogy theories to real-world situations. Students non-ORLJ courses taken for at least 2 points • ORLJ 5340 Basic practicum in conflict resolution (3) who are interested in doing an internship should each in related fields. Certain required courses • ORLJ 6343 Practicum in change and consult with an academic advisor. may be waived depending on the person’s consultation in organiza- undergraduate background, graduate study, and tions (4) (prerequisite ORL Comprehensive Examination work experience. Additional elective credits 5362, ORLJ 4005) The Comprehensive Examination may be taken must be substituted if required courses are after a student has completed the core level 1 waived. Plus one of the following advanced theory courses receiving the grade of a C+ or above. courses: Students are encouraged to take the exam in Courses available at the Graduate School • ORLJ 5005 Leadership and supervision (3) their penultimate semester of the M.A. program. of Business, Graduate School of Arts and • ORLJ 5046 Intercultural communications Sciences, School of International and Public in organizational contexts: A student must score 80% or above to pass the Theory, issues, and practices (3) Affairs, Social Work, and in other areas of the comprehensive examination. Should a student • ORLJ 6040 Fundamentals of cooperation, Columbia University graduate programs may fail the examination twice, he/she will not be be taken. Students must consult with an advi- conflict resolution and media- tion in different institutional allowed to continue in the M.A. program. contexts (3)

214 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

DOCTOR OF PHILOSOPHY organizations and their environments as well • HUDM 6055 Latent structure analysis Students are required to take as many as 86 as an understanding of organization develop- • HUDM 6123 Multivariate analysis II points for the Ph.D. (Occasionally, students ment and the process of organization change. • ITSF 5000 Methods of inquiry: may transfer credits– up to a maximum of 30 A variety of opportunities are available for stu- Ethnography and partici- pant observation points from previous graduate training at other dents to develop skills in conducting applied institutions. Transferring the maximum is and action research, and in providing consul- Theory and Practice in Social- unusual since courses transferred must be tation to groups and organizations. All of these Organizational Psychology equivalent to courses that are required in activities are grounded in theory and research (13 courses required) the Ph.D. program.) in social-organizational psychology. A series of courses are available which provide students Courses in this section are sub-divided into Students are encouraged to design an individ- with basic skills in interpersonal relationships, lecture, seminar, and practice courses. Of ually meaningful course of study within the interviewing and information gathering tech- the 13 required courses, there are 7 courses larger offerings of the program. Opportunities niques, and process consultation. In addition, that are set (4 lecture courses, 2 seminars, for doing this are available through course- supervised field experiences are available and 1 practicum). The 6 remaining courses work, work with faculty members, independ- whereby students engage in an applied project may be selected from among the optional ent research and study, and teaching activities. with a local organization under faculty direc- courses as long as 3 of the 6 courses selected Students take a series of required courses that tion. Internships and other work-related expe- are seminars. build a strong foundation in social-organiza- riences are also examples of field experiences. tional psychology and can also select a series The Ph.D. Program in Social-Organizational LECTURE of more specialized courses depending on their Psychology is a scientist-practitioner program Required: specific areas of interest. Additional focus and and as such focuses on both research and • ORL 5362 Group dynamics: practice. The curriculum represents the dual expertise are developed through collaboration A systems perspective on major research projects with faculty mem- emphasis of the program. • ORLJ 4002 Functions of organizations bers and practice-based or consulting activities • ORLJ 5045 Organizational dynamics under faculty supervision. The following are six areas from which and theory students select courses: • ORLJ 6040 Fundamentals of coopera- Research Training tion, conflict resolution, The research training for doctoral students 1. Research and Statistics and mediation in different involves acquiring an understanding of under- 2. Theory and Practice in Social- institutional contexts lying concepts and theories in social and orga- Organizational Psychology Optional: • ORLJ 5005 Leadership and nizational psychology, and gaining experience 3. Integrative Experiences supervision 4. Breadth Requirement in conducting research in both field and labo- • ORLJ 5018 Using survey research in ratory settings. The formal coursework pro- 5. Dissertation-related courses organizational consulting vides a strong foundation in both social psy- 6. Dissertation Advisement • ORLJ 5019 Data-based consulting in chology and organizational psychology theories organizations and their applications. A series of research Students take 30-32 required courses for a • ORLJ 5046 Intercultural communica- methods courses provide the foundation nec- total of 86 points. Variable point courses tions in organizational essary for understanding and conducting should be taken for the minimum rather than contexts: Theory, issues, scholarly research. Similarly, a series of courses the maximum number of points in order to and practices in measurement and statistics provides stu- have both the required number of points and • HUDK 5198 Psychology of instructional systems designs dents with the strong statistical and analytical the desired distribution of courses. background necessary for the research process. • ORLJ 5040 Research methods in SEMINARS Two required seminars: Research experience is gained through “work- social psychology • ORLJ 5540 Pro-seminar in social groups.” Workgroups are research teams led • HUDM 5122 Applied regression analysis • HUDM 5123 Linear models and experi- psychology by a faculty member and consist of four to ten mental design • ORLJ 5541 Pro-seminar in organiza- doctoral students. In workgroups, students • HUDM 6122 Multivariate analysis I tional psychology participate in the design, execution, data analysis, and writing phases of research proj- Plus two of the following: Plus at least 3 of the following: ects. All students are required to participate • ORL 6500 Qualitative research • ORL 6010 Work/family issues: A multi- in workgroups, each semester for the first four methods in organizations: disciplinary approach years. The commitment to research training Design and data collection • ORLJ 5017 Small group intervention: is an important part of the program and con- • ORL 6501 Qualitative research Theory and method sumes a significant amount of students’ time. methods in organizations: • ORLJ 5047 Development of the Data analysis and reporting multicultural self • ORLJ 6045 Demography in organizations Applied Aspects of the Program • ORLJ 5041 Research methods in social psychology • ORLJ 6351 Multi-level theory in The applied aspects of the program for doctor- organizations al students involve the development of skills • HUDM 5059 Psychological measure- ment and knowledge in the application of theory • HUDM 5124 Multidimensional scaling PRACTICE and research to practice and consulting activi- and clustering Required: ties. As such, students acquire an understand- • HUDM 6030 Multilevel and longitudi- • ORLJ 6343 Practicum in change ing of the systems approach, in particular, the nal data analysis and consultation in dynamic interaction among individuals, groups, organizations

Teachers College Columbia University 2008-2009 215 Plus one of the following: credit to accommodate the different needs of Non-Credit Program– Certificate of • ORLD 5055 Staff development various students. Once the student has regis- Attendance in Conflict Resolution and training tered for two terms of ORLJ 7501, Ph.D. stu- In addition to the degree programs previously • ORLD 5061 The learning organization dents are required to register for ORLJ 8900 described, the Social-Organizational Psychology • ORLJ 5310 Preparation for coaching for 0 points for every semester until completion Program, through the International Center for • ORLJ 5340 Basic practicum in of the final oral defense. conflict resolution Cooperation and Conflict Resolution (ICCCR), • ORLJ 6244 Fieldwork in organiza- offers professional development opportunities in tional consultation Workgroups (See notes below) the field of Conflict Resolution to people inter- • ORLJ 6349 Research workgroup in ested in continuing their graduate education. social-organizational psychol- • ORLJ 6340 Workgroup (2) ogy: Group/organizational • ORLJ 6341 Workgroup (2) Conflict Resolution is a concentration of cours- dynamics and diversity • ORLJ 6342 Workgroup (2) es aimed at developing core competencies for • ORLJ 6344 Workgroup (2) issues in organizations reflective scholars and/or practitioners. It is • ORLJ 6345 Workgroup (2) • ORLJ 6350 Advanced practicum in offered both as a track in the Master of Arts conflict resolution • ORLJ 6346 Workgroup (2) • ORLJ 6347 Workgroup (2) and Doctoral Programs in Social Organiza- tional Psychology and, in whole or in part, as a Additional Course Requirements • ORLJ 6348 Workgroup (2) • ORLJ 6349 Workgroup (2) complement to the studies of students through- (3 courses required) out the College, i.e. students may take conflict Suggested courses include: resolution courses as valid electives in their • ORL 6010 Work/family issues: A multi- Notes: disciplinary approach 1. One workgroup per semester for a minimum respective programs. By completing a sequence • ORLD 4051 How adults learn of eight semesters is required from the time a of 5 courses and 1 semester of internship and • CCPJ 5020 Racism and racial identity student enters the Ph.D. program. formally applying to the Conflict Resolution in psychology and education 2. Students must take 6 of the 8 workgroups Center certificate program, students may • CCPX 5034 Child developmental for credit points. An exception may be made receive a non-credit Certificate of Attendance psychopathology for students who participated in a workgroup in Conflict Resolution. The courses are offered • CCPX 6352 Cognition, emotion as a master’s student in our program, in which in conjunction with the ICCCR whose mission and health case, the student must take a minimum of four is to help individuals, schools, communities, • G 4230 Sensation and perception of the eight workgroups for credit. businesses and governments better understand (Columbia University) the nature of conflict and how to achieve its • G 4630 Theories of personality 3. Workgroup points may not be substituted (Columbia University) for required courses. constructive resolution. The institute is cur- • HUDK 5125 Cross-cultural 4. Students are required to actively engage rently applying for New York State approval developmental psychology in at least 2 different workgroups over the 8 to offer a certificate in Advanced Standing in • HUDK 5023 Cognitive development semesters that workgroup is required. Conflict Resolution. Contact: Professor Peter • HUDK 5029 Personality development 5. Students are required to actively engage in Coleman at (212) 678-3402. across the lifespan workgroups. Active engagement means regular • HUDM 5059 Psychological measure- participation in the design and conduct of COURSES: ment research until it reaches a conclusion. Solely • ITSF 5013 Psychological anthro- being present at meetings does not satisfy the Courses at the 4000-level do not require per- pology requirement. mission of the instructor and are open to non- majors as well as majors. Many 5000-level Dissertation-related courses: • ORLJ 7501 Dissertation seminar (1-3) Integrative Experiences offerings are also open to non-majors with • ORLJ 8900 Dissertation advisement • ORLJ 6640 Social-organizational appropriate backgrounds; 6000-level courses in social-organizational psychology colloquium (0) are usually limited to majors with advanced psychology (0) (Attendance required standing in the program. See listings below for years 1-4) for prerequisites and limitations on enrollment. Research Workgroups In addition to the courses listed below, students Certification Examination in Psychology: should consult the offerings of other psychology Although the curriculum is designed to facili- The Research Methods Examination (RME) programs at Teachers College, many of which tate students’ completion of all three qualify- in Psychology is part of the certification are required or recommended in the various ing papers and the preparation of a disserta- process for doctoral students in all of the psy- program guides which are obtainable from the tion proposal while enrolled in workgroups for chology programs at Teachers College. The respective offices. the first 4 years of the program, students may examination measures student’s knowledge in need to register for dissertation related classes statistics, measurement, and research design Social-Organizational Psychology beyond their fourth year in the program. If so, and is developed by the Research Methods there is a sequence of courses that vary in Examination Committee. ORL 5362. Group dynamics: regard to course credit and fee. When actively A systems perspective (3) working on the dissertation and meeting with The Dissertation Dr. Brazaitis. Enrollment limited. The course explores social processes in groups and their one’s Sponsor and/or committee, students are The doctoral dissertation is a report of inde- pendently conducted research. In formulating impact on individual behavior. In addition to expected to register for ORLJ 7501 two semes- a series of lectures/discussions, students are ters. This course is only offered for 1-3 points and conducting this research, the student has available as consultants and advisors two or required to participate in an experiential group and students can register for the minimum relations conference or to conduct a self study three members of the faculty. number of credits; it is offered for variable project on group relations. Special fee.

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OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

ORL 6010. Work/family issues: ORLJ 5017. Small group intervention: ORLJ 5046. Intercultural communications A multidisciplinary approach (3) Theory and method (3) in organizational contexts: Theory, issues, Work/family issues are critical topics for fami- Professor Noumair and Dr. Brazaitis. Permission and practices (2-3) lies, employers, policymakers, and researchers/ required. Prerequisite: ORL 5362, CCPJ 5362, Professor Knefelkamp. This class is designed to educators. They include issues such as job or with permission of the instructor. This course explore the intercultural communication field flexibility, parental leave, unemployment and covers relevant theory and research that under- and what it has to offer professional educators employment transitions, telecommuting, job lies effective group interventions by a trainer or in the context of their understanding of inter- sharing, dual careers, and the timing of child- consultant. Methods are explored that enhance cultural theory and practice and in their ability bearing. Adopting a multidisciplinary approach, participants’ learning in a training group and to design effective and empathic learning envi- this course introduces students to the concepts facilitate team building and teamwork. Inter- ronments. emerging in the field of work/family scholar- group dynamics are also covered. ship. ORLJ 5047. Development of the multi- ORLJ 5018. Using survey research in cultural self (3) ORLJ 4002. Functions of organizations (3) organizational consulting (3) Professor Knefelkamp. This course focuses on Mr. Buckner and Mr. Strong. A survey of the Professor Westaby. Prerequisite: ORLJ 4009. issues of identity development, social and cul- primary functions and operations of organiza- This course illustrates how to conduct survey tural diversity, and the intersections of multi- tions: accounting, finance, marketing, strategic research for organizational change initiatives. cultural aspects of the self in the context of the planning, management information systems, The following topics are covered: entering into organization. Perspectives of social identity and the relation of these functions to human survey research consulting, selecting concepts, development, intellectual and ethical maturity, resource management. conducting focus groups, survey construction social learning theory, and intercultural analysis and administration, data analysis, identifying are major components in the study of the indi- ORLJ 4005. Organizational psychology (3) needs, survey feedback techniques, and final vidual. Faculty. Introduction to theories and research reports. Students develop a survey-based project that underlie the field of organizational psy- from initial conceptualization to final report ORLJ 5106. Psychological aspects of chology. Implications and applications in vari- presentation. organizations (2-3) ous organizational contexts are considered. Professor Knefelkamp. Prerequisite: ORLJ ORLJ 5019. Data-based consulting in 4005. Examines contemporary theory, research ORLJ 4009. Understanding behavioral organizations (3) and practice in organizational behavior. Topics research (3) Dr. Shmulyian and Dr. Tartell. Prerequisite: include: organizational entry, socialization, Professor Perry and Dr. Buontempo. Overview ORLJ 4009. Reviews tools for collecting, organ- motivation, reward systems, group and individ- of alternative methods of behavioral research izing, and analyzing qualitative and quantitative ual decision-making, conflict resolution, stereo- and their relative strengths and limitations. data in organizations. Students explore and typing and discrimination. Application of methodological principles in practice the use of data collection techniques order to read and evaluate social science most frequently utilized by practitioners in the ORLJ 5147. Conflict resolution in early research and learn how to begin to conduct field (secondary data, observations, question- childhood settings (2-3) research. naires, interviews, and focus groups), as well as Faculty. This course introduces a developmen- practice analysis techniques associated with tally appropriate model of working with conflict ORLJ 5002. Advanced functions of these tools. The use of diagnostic tools is consid- resolution in early childhood classrooms. It fea- organizations (3) ered within the framework of the consulting tures demonstrations and practice in the use of Mr. Buckner. Students will learn about the larg- cycle (contracting and planning, data collection, circle time activities, puppets, role-playing and er contexts within which businesses function, data analysis, and data feedback). Upon comple- modeling to promote social-emotional and the mechanisms by which they are regulated, tion of this course, the students should be well problem-solving skills. Strategies for classroom and the impact these variables have on the prepared to engage in a consultation with the management and parent involvement are high- decision-making role and behavior of manage- real client. lighted. ment and employees in an organization. ORLJ 5040-ORLJ 5041. Research methods ORLJ 5148. Managing conflicts in organi- ORLJ 5003. Human resource in social psychology (3) zations (3) management (3) Professor Block (ORLJ 5040) and Professor Dr. Fisher-Yoshida. Designed to address con- Professor Westaby. Current and emerging Westaby (ORLJ 5041). Open only to qualified flicts in the context of organizations from both emphases in the management of human doctoral students in the behavioral or social sci- theoretical and practical points of view. Review resources in organizations. ences. Representative approaches to practice in of the latest research findings about what caus- the design, conduct, and analysis of research. es conflict in organizations, how the issues are ORLJ 5005. Leadership and supervision Fall: Experimental and quasi-experimental framed, how the conflicts are managed, and (3) design. Spring: Field and survey methods; policy how conflict impacts the parties involved and Professor Burke. Major psychological and other and evaluation research. the organization as a whole. Theories are interdisciplinary approaches to the study of applied in different types of activities such as leadership. Critical analysis of relevant theories, ORLJ 5045. Organizational dynamics analyzing case studies, participating in simula- research, and practical applications. and theory (3) tions, and designing conflict management sys- Dr. Coruzzi and Dr. Sandlund. Prerequisite: tems. Students also engage in skill building ORLJ 5012. Organizational internship (1-3) ORLJ 4005 or equivalent. Study of organizations activities, such as role plays, to better learn as total systems with consideration of different how to prevent conflicts from occurring and ORLJ 5014, 5016, 5020. Special topics types of organizations. Emphasis on the impact to intervene in conflicts that have developed. in organizational psychology (1-3) of such dimensions as mission, strategy, struc- Faculty. New and emerging developments, ture, culture, systems, and leadership on individ- ORLJ 5310. Preparation for coaching (3) practices, and concerns in the field of social- ual and organizational performance and vice Professor Raskin. The purpose of this course organizational psychology are examined and versa. Organizational change is also addressed. is to introduce students to the basic structure evaluated. Topics are announced in the sched- and techniques of interviewing and listening. ules distributed each semester. The course is largely experiential and is intend- ed for students who have little or no back- ground or experience in counseling or coaching. Teachers College Columbia University 2008-2009 217 ORLJ 5340. Basic practicum in conflict • ORLJ 6344. Conflict, justice, and ORLJ 4901. Research and independent resolution (1-3) cooperation (1-3) study in social-organizational psychology ICCCR Trainers. Enrollment limited. Students Professor Coleman. (1-3) will be trained in the basic skills of collabora- • ORLJ 6345. Diversity and discrimination Faculty. tive negotiation and mediation and will have in organizations (1-3) supervised practice in these skills. Professor Perry. ORLJ 6901. Advanced research and • ORLJ 6346. Organizational attitudes, independent study in social-organizational ORLJ 5540-ORLJ 5541. Proseminar in job search, and career development (1-3) psychology (1-4) social and organizational psychology (0-3) Professor Westaby. Faculty. Professor Coleman (fall) and Professor Block • ORLJ 6347. Motivational issues in (spring). Open only to qualified doctoral organizations (1-3) ORLJ 8900. Dissertation advisement in students in the behavioral or social sciences. Professor Block. social-organizational psychology (0) Intensive readings and analysis of theories and • ORLJ 6348. Psychology of managerial Faculty. Fee to equal 3 points at current research in social and organizational psychol- and leadership competence and multi- tuition rate for each term. For requirements, ogy and social structure. rater feedback (1-3) see section on Continuous Registration for Professor Burke. Ed.D./Ph.D. degrees. ORLJ 6040. Fundamentals of cooperation, • ORLJ 6349. Group/organizational conflict resolution and mediation in differ- dynamics and diversity issues in ent institutional contexts (3) organizations (1-3) Professor Coleman. Topics such as cooperation Professor Noumair. and competition, trust and suspicion, bargain- ing and negotiation as they relate to conflict resolution in various contexts. ORLJ 6343. Practicum in change and consultation in organizations (4) ORLJ 6045. Demography in organizations Professor Noumair. Permission required. (3) Prerequisite: ORL 5362 and ORLJ 4005. Professor Perry. This course seeks to under- Enrollment limited. Open to doctoral candi- stand the role that demography plays in organ- dates and others who have a strong back- izations. The main focus in this course is on ground in social science, organizational behav- demographic variables such as race, gender, ior, administration, psychology, or business. and disability. The course examines various Planned change in organizations. Offers the theoretical frameworks that help us to under- opportunity to study and experience anticipat- stand how demographic variables influence ed consultant roles during the entry, diagnos- organizational behavior and decisions. tic, and intervention phases of efforts to effect change. Special fee. ORLJ 6048. Teaching to cultural and cognitive complexities (2-3) ORLJ 6350. Advanced practicum in Professor Knefelkamp. This seminar focuses on conflict resolution (3) issues of complex cognitive and cultural think- ICCCR Staff. Prerequisite: ORLJ 5340. ing and problem solving skills. Students gain Limited enrollment. Students will engage in knowledge about and exposure to a variety of negotiation and mediation involving persons assessment components and tools in the field from different cultural contexts as well as with of organization change and management. “difficult” cases.

ORLJ 6244. Fieldwork in organizational ORLJ 6640. Social-organizational consulting (3) psychology colloquium (0-1) Professors Burke and Noumair. Doctoral-level Faculty. Permission required. For doctoral can- course, permission required. Prerequisites: didates only. Discussion of ongoing projects ORLJ 5045 and ORLJ 6343. Background in involving research and consultation. organization development required. Students engage in consultation with a client that ORLJ 7501. Dissertation seminar (1-3) emphasizes data gathering, organization diag- Faculty. Permission required. Development nosis, and feedback. of doctoral dissertations and presentation of plans for approval. Registration limited to ORLJ 6340-6342, 6344-6349. two terms. For requirements, see section on Research workgroup in social- Continuous Registration for Ed.D./Ph.D. organizational psychology degrees. Permission required. Limited to doctoral stu- dents. Topics are announced in the prelimi- Independent Study and Research nary and final course schedules distributed Students may register for intensive individual each semester. study of a topic of special interest. Registration • ORLJ 6340. Multicultural self (1-3) in independent study is by permission of the instructor under whose guidance the work will Professor Knefelkamp. be undertaken. Credit may range from 1 to 3 • ORLJ 6341. Work/family issues (1-3) points each term except for ORLJ 8900 Professor Raskin. (Dissertation Advisement) and registration is • ORLJ 6342. Multi-level research in not limited to one term. Hours for individual organizations (1-3) conferences are to be arranged. Professor Roberson.

218 www.tc.columbia.edu General Information: (212) 678-3000

Other Areas of Interest

Teachers College degree programs have always The Center for Educational Outreach EDUCATION POLICY STUDIES provided a way for students to pursue formal and Innovation The breadth and depth of education policy study in a wide array of conventional disci- Teachers College, Columbia University studies at Teachers College is unmatched at plines. In addition, the College offers a num- Box 132 any other school of education in the United ber of non-degree programs and opportunities 525 West 120th Street States. Teachers College faculty who teach to explore a range of areas of interest that pro- New York, NY 10027-6670 education policy courses include economists, vide education in and out of the classroom Phone: (800) 209-1245 lawyers, political scientists, psychologists, and and across the lifespan. Fax: (212) 678-8417 sociologists as well as specialists in a wide Email: [email protected] range of interdisciplinary areas such as early THE CENTER FOR EDUCATIONAL childhood education and education leadership. OUTREACH & INNOVATION CONFLICT RESOLUTION Thus, policy courses and research at Teachers (CEO&I) Conflict Resolution is a concentration of College are grounded in a full range of discipli- Founded in 1996 to extend the historic mis- courses aimed at developing core competen- nary and interdisciplinary perspectives. sion of Teachers College, locally, nationally, cies for reflective scholars/practitioners. It is and globally, The Center for Educational Out- offered both as a track in the Master of Arts Many education policy faculty members focus reach & Innovation (CEO&I) invites existing and Doctoral programs in Social-Organi- on the U.S., particularly the special challenges students and participants from outside the zational Psychology and, in whole or in part, facing large cities, but we also have a very College to engage in over 200 innovative pro- as a complement to the studies of students strong cadre with research and teaching inter- grams each year. throughout the College. The courses are ests in comparative and international educa- offered by the ICCCR, the International tion. Methodologically, we prepare students in Spanning all areas of interest, from education- Center for Cooperation and Conflict quantitative, qualitative and mixed-methods al to corporate, our programs may be taken for Resolution, whose mission is to help individ- approaches, and we encourage students to academic credit or non-credit and are deliv- uals, schools, communities, businesses and learn methods by doing original research of ered in a variety of convenient formats: governments better understand the nature of their own or through organized team projects. conflict and how to achieve its constructive In addition to our emphasis on research and • Leading-edge Conferences resolution. teaching, Teachers College policy faculty work • Short-format Workshops closely with legislators, governors and other • Professional Certificate Programs The Conflict Resolution concentration is policy makers and provide opportunities for • E-learning also available to non-credit students through students to participate in this important work. • Study Tours and more the Center for Educational Outreach and Thus, through coursework, seminars and Innovation (CEO&I). Students interested internship opportunities, Teachers College stu- Programs are developed in partnership with in receiving the ICCCR Certificate of dents can examine the politics of social and the TC Faculty and professional staff, as Attendance in Conflict Resolution will have educational change, how policies should be well as like-minded outside organizations to complete a sequence of six courses. evaluated, and how climates of support for to respond to the latest trends in learning, policies are created. educational theory and leadership. Certificate of Attendance in Conflict Resolution Unlike other schools of education in which The Center supports our partners policy studies are concentrated in one or two with services such as: The sequence of courses leading to the programs, Teachers College has six policy- Program Development, Events Management, Certificate of Attendance in Conflict related programs of study as well as several Registration, Online Media and Instructional Resolution is as follows: non-programmatic policy offerings. This Design, Marketing, and Sales and Business breadth of programs speaks to the centrality Development. • ORLJ 5340 Basic practicum in conflict of policy studies in the lives of so many faculty resolution and mediation and students at Teachers College. Furthermore, Our Online Media and Instructional Design • ORLJ 6040 Fundamentals of coopera- Teachers College policy faculty collaborates services include: tion, conflict resolution across the college to provide students with the Online course development, instructional and mediation in different widest possible range of learning experiences. design, digital video design, web development institutional settings As we highlight on our new Education Policy and more. • ORLJ 6350 Advanced practicum in conflict resolution, Studies webpage (http://www.tc.edu/academ- Part I and II ic/edpolicy), policy courses are offered through- At CEO&I, education is viewed as an ongo- • ORLJ Elective An ICCCR-sponsored out the college, and students in all programs ing, lifelong process of learning and develop- elective course; electives are encouraged to take advantage of this vast ment— our courses provide opportunities for vary semester to semester array of offerings and the different levels of stu- students from a diverse range of backgrounds • ORLJ 5012 Organizational internship- dent engagement. to come together in a unique environment community mediation that encourages creativity, innovation and scholarship. For more information regarding the Certificate of Attendance in Conflict Resolution, please contact the ICCCR Office at (212) 678-3402, or send an email to: [email protected] and visit the website at: www.tc.edu/icccr.

Teachers College Columbia University 2007-2008 219 From taking one or two policy courses to • C&T & • HUDM 5055 Evaluation of institutions, enrolling in one of the six policy related pro- HUDF 4899 Federal Policy Institute programs and curricula I grams, students at Teachers College have a • ITSF 4050 Economics of education • HUDM 5564 Survey research range of options when it comes to studying • ITSF 5006 International education methods seminar educational policy. We refer to this as the policy studies • ITSF 4092 Evaluation of international • HUDF 5645 Policy seminar I education programs Three Levels of Engagement in policy studies • ORLA 4048 Education policy: at Teachers College: Implementation Students who want to take more than one or two policy courses but who are not enrolled in • Dabbling in Policy Study: Students enroll in 2. The Context and History of Educational one of the six policy-related programs (listed individual policy courses that are open to Policy: Classes within this category of our below) can chose to complete a College-Wide everyone at Teachers College (see four cate- policy curricula help students to understand Policy Concentration. This is non-program- gories of policy courses below). The bulk of the broader political and social context of matic concentration – meaning that students these courses are in the six policy programs; education. They emphasize the historical from any program can enroll – offered through however, some are located in other programs, development of educational institutions and the Sociology and Education Program. Stu- including Measurement and Special Education. the role of key public policies – both within dents across Teachers College can complete the field of education and outside of it – the specified sequence of policy courses • College-Wide Policy Concentration: (Non- that have shaped our current schooling sys- within the Sociology and Education Program programmatic Concentration offered tem. Examples of courses from this category (Department of Human Development) and through the Sociology and Education include: complete “Policy Concentration” in addition Program): Students from any program at to their programmatic degree. Courses Teachers College can enroll in a specified • HUDF 4022 Sociology of urban required for the concentration are: sequence of policy courses within the education • HUDK 6036 Child and family policy Sociology and Education Program • HUDF 4000 Education and seminar I & II (Department of Human Development) public policy • ITSF 4061 The economics of urban and complete a Policy Concentration (see • HUDF 5645 Policy seminar I and minority education description below). • HUDF 5646 Policy seminar II • ORLA 5016 Law and educational • An approved content-driven policy course institutions: Equity issues • Policy-Related Programs: Students who (see description above) want educational policy to be more central 3. Content-Driven Policy Courses – A highly recommended course for the to their graduate studies can apply to one of Focus on Specific Topics/Issues: College-Wide Policy Concentration is six degree programs that weave many policy Courses in this third category focus on more classes into their required curriculum. specific educational policy topics/issues and (see descriptions below). These programs are: • C&T & provide students with an in-depth examina- HUDF 4899 Federal Policy Institute Early Childhood Education tion of these various policy domains. These Economics and Education courses allow students to develop a degree And finally, for those students who want to be Education Leadership of expertise on critical and timely policy International Educational immersed in policy studies while completing a Development issues such as school finance, school choice, degree program at Teachers College, we have curriculum policy, and special education. Politics and Education the Six Policy Related Programs mentioned Courses in this category include: Sociology and Education above. Thus, rather than a single over-arching program in education policy, Teachers College • C&T 5074 Curriculum and offers several different, but overlapping, policy Whether students are enrolled in a policy relat- teaching policy concentrations or specializations in conjunc- ed program or interested in taking only one or • C&T 5513/4 Seminar in early two policy courses, the list of policy courses at childhood education tion with six master’s and doctoral degree Teachers College is long and impressive. To • ITSF & Evaluation of programs in Early Childhood Education, help students navigate this list and find the ORLA 4155 educational privatization Economics and Education, Education courses across Programs and Departments that and school choice Leadership, International Educational best fit their needs, we developed Four Cross- • ORLA 4046 School finance: Development, Politics and Education, and Departmental Categories of Policy Classes offered Theory and practice Sociology and Education. Each is designed to • ORLH 4012 The community college at Teachers College: help students develop policy analysis and advocacy skills while mastering an educational 4. Research Methodology Courses – Empirical 1. The Craft of Policy Making and Analysis: content area. Some core policy courses are Ways of Evaluating/Studying Policy: Within this category of policy courses, stu- cross-listed across concentrations and open to This fourth category consists of classes dents will learn the “how” and “why” of the all students in the college. Additionally, quan- designed to help students learn the method- policy making and policy analysis processes. titative methods courses useful for policy ology of policy research and evaluation. Most of these courses introduce students to studies are routinely offered through the Such courses enable students to become concepts and theories of policy making and Measurement, Evaluation, and Statistics critics and consumers of policy-related implementation that cut across different Program and include evaluation design and research as well as researchers in their own fields of social policy but that also apply to theory, survey research, instrument develop- right. Course listings under this category education. Examples of such courses include: ment and more advanced measurement/statis- include: tics topics. Qualitative methods courses are taught in several of the college’s programs and • HUDF 5646 Policy seminar II departments.

220 www.tc.columbia.edu General Information: (212) 678-3000 Below are brief descriptions of the six policy- audiences. The culminating master’s project Policy-related issues emphasized in coursework related program and their concentrations or involves writing a policy brief for a community- include the social organization of urban schools specializations. More detailed information on based, governmental, or private education and school systems, and the success or failure of each is available in this catalog under descrip- agency on a topic of current importance. urban schools in meeting the educational needs tions of programs and their degree requirements Faculty Contact: Luis Huerta, of the diverse populations they serve. Program and at the Teachers College website. [email protected]; and, faculty are actively engaged in the analysis and Douglas Ready, [email protected] evaluation of educational policies and programs Six Policy-Related Programs at Website: www.tc.edu/o&l/ed-leadership designed to serve educationally disadvantaged Teachers College populations, including school choice, school International Education desegregation, school retention, school technol- Early Childhood Policy Concentration Policy Concentration ogy, and testing. Courses focus on the ways in Early Childhood Education: Within the International Educational Development: which race, class and gender affect policy for- Department of Curriculum and Teaching; at Within the Department of International and mation and how policy implementation is expe- both the master’s (Ed.M.) and doctoral level Transcultural Studies; this concentration is rienced by different policy targets at the street (Ed.D.), this program and its policy concentra- interdisciplinary and encompasses a wide range level. tion provide students a firm grounding in early of local and global perspectives in the field of Faculty Contact: Aaron Pallas; childhood pedagogy, programs, and practice as international educational development. Courses [email protected] well as in policy analysis and policy making are taught with attention to multiple paradigms Website: www.tc.edu/hud/Sociology related to young children and their families. and worldviews to prepare future scholars to Students combine theoretical knowledge with engage in the work of policy analysis, formation, Graduates from our policy-related master’s pro- practice in the policy field as they become and study. Faculty who teach within this con- grams generally seek employment as legislative familiar with an array of policy issues impacting centration come from a variety of academic dis- or gubernatorial staff or policy analysts and contemporary child and family life. ciplines across the College, such as anthropolo- advisors in education advocacy organizations, Faculty Contact: Sharon Lynn Kagan; gy, economics, law, political science, psychology, education think tanks, or local, state, and fed- [email protected] and sociology. Content areas covered in course- eral education agencies. Graduates from our Website: www.tc.edu/academic/C&T/Child-Ed work include early childhood education, family policy-related doctoral programs typically hold and community education, public health, edu- research or leadership positions in colleges and Economics and Education Policy Specialization cation leadership, and international educational universities or serve as advisors to local, state or Economics and Education: Within the development. federal policy makers. Many lead or conduct Department of International and Transcultural Faculty Contact: Gita Steiner-Khamsi; research for policy think tanks or advocacy Studies; this specialization equips masters’ stu- [email protected] organizations. dents with the skills required for the effective Website: www.tc.edu/its/cie&ied/ design and implementation of educational poli- FAMILY AND COMMUNITY cy. The program and the policy specialization Politics and Education Concentration EDUCATION place strong emphasis on the financial, manage- Politics and Education: Within the Department Teachers College has long recognized that the rial, and policy challenges facing schools, col- of Organization and Leadership; this concentra- family is a fundamental educational institution. leges and other institutions at various levels of tion serves students who wish to study the ways Those concerned with education can benefit the educational system. This specialization governance institutions, political ideologies, and from considering how education proceeds with- enables students to learn the theories and competing interests both within and outside of in families, and how families are linked with methods of economics and apply them to a the education community influence the con- other educational institutions in community range of policy areas in education in domestic tent, form, and functioning of schooling. schools, daycare centers, health-care and social and international contexts. These areas Students study the ways power and politics service agencies, the media, libraries and muse- include, for example, privatization and choice affect and are affected by such issues as reform ums, and religious institutions. Values, atti- in education, financing and economic evalua- and innovation, centralization and decentraliza- tudes, norms, self-concepts, and expectations tion in education, school-to-work transition, tion within federal systems of governance, are formed, sustained, and modified in families education and economic development, and the privatization and school choice, race and as different generations teach and learn from development of community colleges. ethnicity, poverty and inequality, professional- each other through observation, participation, Faculty Contact: Francisco Rivera-Batiz; ization and bureaucratization, and testing and instruction. [email protected] and accountability. Website: www.tc.edu/its/Economics Faculty Contact: Jeff Henig; Families also mediate and thereby transform the [email protected] influences of other educational institutions on Leadership, Policy and Politics Concentration Website: www.tc.edu/o&l/Politics their members. Since education takes place in a Education Leadership: Within the Department broad range of institutional and interpersonal of Organization and Leadership; this concentra- Policy Studies Concentration in Sociology settings, it is also important to understand how tion develops students’ skills in the political, Sociology and Education: Within the individuals engage in, move through, and com- economic and legal analysis of education policy Department of Human Development; this con- bine these various educational experiences over issues, focusing on leadership roles. It prepares centration serves students in the program as a lifetime. Moreover, efforts to improve educa- students for positions such as policy analyst, well as those in any other master’s or doctoral tion often entail attempts to change families or policy advocate/advisor, and educational programs across the College (see description of their connections with other institutions. Thus, researcher. LPP coursework includes research the College-wide Concentration above). The an understanding of families is significant for methods and policy-craft courses in which stu- curriculum of the Sociology and Education pro- educational policy, practice, and research. dents write policy analyses for a variety of gram provides an analysis of educational issues Families are subject to numerous sources of and policies from a sociological perspective.

Teachers College Columbia University 2008-2009 221 change. The household composition, interper- INTERDISCIPLINARY STUDIES LAW AND EDUCATIONAL sonal relationships, and kin networks of the IN EDUCATION INSTITUTIONS same family may change significantly from one Program Coordinator: In schools and postsecondary institutions, pub- stage of the life-cycle to another and in con- William J. Baldwin, Vice Provost lic and private, legal considerations play a cen- nection with geographic and social mobility. tral role in questions of educational govern- (Program Code: IDIS) During periods of rapid demographic, econom- ance, finance, curriculum, instruction, admis- ic, and technological change, it becomes espe- Degrees Offered: sion, staffing, accountability, equality of oppor- cially important for educators to examine fam- Master of Arts (M.A.) tunity, and school reform. It is therefore ilies, and to consider such issues as how new Master of Education (Ed.M.) important for administrators, policy makers, forms of transportation and communication Doctor of Education (Ed.D.) teachers, parents, and communities to under- technology are modifying information process- stand law in its many forms – constitutional ing in family settings. This program is designed for students who have provisions, statutes, regulations, policies, court interests in an area of specialization not offered decisions, administrative regulations, and col- Given the complex connections of families at the College, but for which a coherent and lective bargaining agreements, among others. with other institutions in the community, the integrated program may be developed through There is also a growing need for effective col- variety of forms of the family in modern soci- the selection of a combination of current course laboration between educators, lawyers, par- eties, and the numerous teaching and learning offerings from several different disciplines or ents, and researchers; such collaboration not activities that take place in family settings, programs at Teachers College. only helps avoid costly and divisive litigation insights from a wide range of scholarly disci- but provides a powerful tool that can be used plines can be utilized in attempting to under- Limited to areas of study at Teachers College, to advance important educational objectives. stand and help shape the educational role of admission to the Interdisciplinary Studies modern families. Teachers College has a distin- in Education program is granted only if the This is not a degree program. Coursework guished tradition of study and research on designed program of study cannot be pursued in education law can be taken in connection families and communities as educators. through one of the established areas of special- with degree programs in most departments. ization, many of which have a sufficient degree For course descriptions, please see course The Elbenwood Center for the Study of the of flexibility to permit an interdisciplinary listing in the Department of Organization Family as Educator (Professor Hope Jensen approach to a field of study. All professors are and Leadership. Leichter, Director), The Institute for Urban eligible to serve as advisors and the applicant is and Minority Education, (Professor Edmund required to seek the support of a minimum of ORLA 4086. Law and education: W. Gordon, Director), The Rita Gold Early two advisors from the relevant disciplines repre- Regulation, religion, free speech, Childhood Center (Prof. Susan Recchia, sented in the proposed program of study as part and safety (3) Faculty Director), the Center for Children and of the application process. For the M.A. or Professor Heubert or Professor Sigall. Families (Professors Sharon Lynn Kagan and Ed.M. degree a comprehensive examination, Jeanne Brooks-Gunn, Co-Directors), and essay, or special integrative project is required. ORLA 5016. Educational equality: several departments within the college offer The role of law (3) opportunities for study and research related Contact the Admission Office (212) 678-3710 Professor Heubert or Professor Sigall. to families. Additional opportunities for the for a more detailed description of the program Interdisciplinary Studies of families and com- and procedures for applying. ORLA 5199. Equity, adequacy and munities as educators can be arranged with leaving no child behind (3) advisors. GENERAL OFFERINGS Professor Rebell.

Students interested in including elective stu- Master’s and Doctoral Candidates ORLA 5880. School Law Institute (3) dies in Family and Community Education in Professors Heubert, Sobol and Rebell their degree programs should talk with IND 4000. Masters candidate (0) and a national faculty. Professor Hope Jensen Leichter. Other This course is open to all degree students in interested faculty members include: programs who need to maintain registration but ORLA 5096. Introduction to Professor Jeanne Brooks-Gunn are not registering for any courses in a given special education law (3) Professor Celia Genishi semester. Students should review their status Dr. O’Neill. Professor Sharon L. Kagan with an advisor prior to registration. Fee: cur- Professor Jo Anne Kleifgen rent Teachers College fee. For information about programs coordinated Professor Michelle Knight with the School of Law, contact Professor Jay Professor Victoria J. Marsick IND 6000. Doctoral candidate (0) P. Heubert, Advisor of Law and Educational Professor Susan Recchia This course is open to all degree students in Institutions at Teachers College via email at Professor Graeme Sullivan doctoral programs who need to maintain regis- [email protected]. Professor Hervé Varenne tration but are not registering for any courses in Professor Barbara Wallace a given semester. Students should review their status with an advisor prior to registration. Registration in this course does not satisfy a student’s obligation for continuous doctoral dis- sertation registration. Fee: current Teachers College fee.

222 www.tc.columbia.edu General Information: (212) 678-3000 FINANCIAL AID

URBAN EDUCATION Teachers College is also involved in education- Through its various departments and pro- al program development and evaluation of grams, Teachers College, located in the heart urban programs. This research-service function of one of the world’s largest cities, has a is carried on with selected New York City wide range of opportunities for instruction, schools and with other school systems in met- research, and service in the field of urban edu- ropolitan areas. cation. Individual programs of study can be arranged for students whose major interest is Of particular interest in this regard is the in this area– teaching, bilingual education, Institute for Urban and Minority Education, counseling, administration, supervision, special which gives special emphasis to research, education, research, teacher education, and development, training and service programs other professional roles. Special attention is designed to improve education in the nation’s given to prospective teachers and other school cities and for minority group members. The personnel; to persons with leadership responsi- Institute investigates a wide range of factors bility for educational planning and program that influence educational success and failure. development; and to individuals interested in It provides technical assistance to schools; research and experimentation. opportunities for students and faculty to engage in research and development activi- Most departments and programs at Teachers ties; and, supervised and independent study College give special attention to students pri- jointly arranged between the Institute and marily concerned with education in the urban appropriate academic departments. setting. In addition to courses which focus pri- marily on urban education, many courses For further information, address inquiries to include attention to education in urban set- the department chair of the area of speciali- tings. zation.

For study possibilities, students should con- GENERAL OFFERING tact the coordinator of the program in which their professional interests lie. The Ed.D. pro- IND 4033. Problems and programs in gram in Curriculum and Teaching offers a con- urban education (2-3) centration in Urban Education for those pri- Knowledge, insights, and understandings marily concerned with instruction, whether in emerging from theory, research, and practice, schools or in other educational environments. concerning urban education.

Teachers College Columbia University 2008-2009 223 Table of Program Codes 2008-2009 PROGRAM OF STUDY CODE DEGREE LEVEL

ADULT EDUCATION GUIDED INTENSIVE STUDY (AEGIS) AEGS Ed.D. ADULT LEARNING AND LEADERSHIP ADUL M.A., Ed.M., Ed.D. ANTHROPOLOGY AND EDUCATION ANTH M.A., Ed.M., Ed.D., Ph.D. APPLIED ANTHROPOLOGY (WITH COLUMBIA UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES) ANTA Ph.D. APPLIED EDUCATIONAL PSYCHOLOGY: COGNITIVE, BEHAVIORAL, AND DEVELOPMENTAL ANALYSIS COGF Ed.M. APPLIED LINGUISTICS LING M.A., Ed.M., Ed.D. APPLIED PHYSIOLOGY APHY M.A., Ed.M., Ed.D. APPLIED PHYSIOLOGY AND NUTRITION APPN M.S. APPLIED STATISTICS STAT M.S. ART AND ART EDUCATION ARTE M.A., Ed.M., Ed.D., Ed.D.C.T. ART AND ART EDUCATION- INITIAL CERTIFICATION ARTE-INIT M.A. ART AND ART EDUCATION- PROFESSIONAL CERTIFICATION ARTE-PROF M.A. ARTS ADMINISTRATION AADM M.A. BEHAVIORAL NUTRITION NUBH Ph.D. BILINGUAL/BICULTURAL EDUCATION BILG M.A. BILINGUAL/BICULTURAL CHILDHOOD EDUCATION- DUAL CERTIFICATION BILC-DUAL M.A. BILINGUAL/BICULTURAL EDUCATION EXTENSION BILG-INIT Adv. Cert. BILINGUAL/BICULTURAL EDUCATION- INITIAL CERTIFICATION BILG-INIT M.A. BILINGUAL/BICULTURAL CHILDHOOD EDUCATION- TRANSITIONAL B BILC-TRAN M.A. CLINICAL PSYCHOLOGY CLIN Ph.D. COGNITIVE STUDIES IN EDUCATION COGN M.A., Ed.D., Ph.D. COMMUNICATION TECM M.A., Ed.M., Ed.D. COMMUNITY NUTRITION EDUCATION NUTC Ed.M. COMPARATIVE AND INTERNATIONAL EDUCATION COMP M.A., Ed.M., Ed.D., Ph.D. COMPUTING IN EDUCATION TECP M.A. COMPUTING IN EDUCATION- DISTANCE LEARNING TECD M.A. COUNSELING PSYCHOLOGY COUN Ph.D. CURRICULUM AND TEACHING CURR M.A., Ed.M., Ed.D. CURRICULUM AND TEACHING: ELEMENTARY EDUCATION- PROFESSIONAL CERTIFICATION CUED M.A. CURRICULUM AND TEACHING: SECONDARY EDUCATION- PROFESSIONAL CERTIFICATION CUSD M.A. DESIGNING INTERACTIVE MULTIMEDIA INSTRUCTION DLMM Adv. Cert. DEVELOPMENTAL PSYCHOLOGY DEVD Ph.D. EARLY CHILDHOOD EDUCATION ECED M.A., Ed.M., Ed.D. EARLY CHILDHOOD EDUCATION- INITIAL CERTIFICATION ECED-INIT M.A. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION ECSE Ed.M. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION- INITIAL CERTIFICATION ECSE-INIT M.A. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION: INITIAL DUAL CERTIFICATION ECSE-DUAL M.A. ECONOMICS AND EDUCATION ECON M.A., Ed.M., Ph.D. EDUCATIONAL LEADERSHIP ELSR Ph.D. EDUCATION LEADERSHIP MANAGEMENT (M.B.A. THROUGH COLUMBIA UNIVERSITY GRADUATE SCHOOL OF BUSINESS) ELMG Ed.D. EDUCATIONAL LEADERSHIP STUDIES ELSD M.A., Ed.M., Ph.D. ELEMENTARY INCLUSIVE EDUCATION- INITIAL CERTIFICATION ELEM-INIT M.A. ELEMENTARY INCLUSIVE EDUCATION- INITIAL DUAL CERTIFICATION ELEM-DUAL M.A. ELEMENTARY INCLUSIVE EDUCATION- INITIAL CERTIFICATION WITH GIFTED EXTENSION ELGF-DUAL M.A.

224 www.tc.columbia.edu General Information: (212) 678-3000 PROGRAM OF STUDY CODE DEGREE LEVEL

ENGLISH, TEACHING OF ENGL M.A., Ed.M., Ed.D., Ed.D.C.T. ENGLISH, TEACHING OF- INITIAL CERTIFICATION ENGL-INIT M.A. ENGLISH, TEACHING OF- PROFESSIONAL CERTIFICATION ENGL-PROF M.A. ENGLISH, TEACHING OF- TRANSITIONAL B ENGL-TRAN M.A. ENGLISH EDUCATION ENGD Ph.D. GIFTED EDUCATION GIFT M.A. GIFTED EDUCATION- EXTENSION CERTIFICATION GIFT-EXT M.A. HEALTH EDUCATION HLTH M.A., M.S., Ed.D. HIGHER AND POSTSECONDARY EDUCATION HIGH M.A., Ed.M., Ed.D. HISTORY AND EDUCATION HIST M.A., Ed.M., Ed.D., Ph.D. INQUIRY IN EDUCATION LEADERSHIP PRACTICE ELIQ Ed.D. INSTRUCTIONAL TECHNOLOGY AND MEDIA TEIT M.A., Ed.M., Ed.D. INTERDISCIPLINARY STUDIES IN EDUCATION INDS M.A., Ed.M., Ed.D. INTERNATIONAL EDUCATIONAL DEVELOPMENT INTL M.A., Ed.M., Ed.D. KINESIOLOGY KINE Ph.D. LEADERSHIP, POLICY AND POLITICS ELPL M.A., Ed.M., Ed.D. LITERACY SPECIALIST- INITIAL CERTIFICATION LITI-INIT M.A. MATHEMATICS EDUCATION MATH M.A., M.S., Ed.M., Ed.D., Ed.D.C.T., Ph.D. MATHEMATICS EDUCATION- INITIAL CERTIFICATION MATH-INIT M.A. MATHEMATICS EDUCATION- PROFESSIONAL CERTIFICATION MATH-PROF M.A., M.S., Ed.M. MATHEMATICS EDUCATION- TRANSITIONAL B MATH-TRAN M.A. MEASUREMENT AND EVALUATION MEAS Ed.M., Ed.D., Ph.D. MENTAL HEALTH COUNSELING COUM Ed.M. MOTOR LEARNING MTLG M.A., Ed.M., Ed.D. MOVEMENT SCIENCES AND EDUCATION MTOT Ed.D. MUSIC AND MUSIC EDUCATION MUSC M.A., Ed.M., Ed.D., Ed.D.C.T. MUSIC AND MUSIC EDUCATION- INITIAL CERTIFICATION MUSC-INIT M.A., Ed.M. MUSIC AND MUSIC EDUCATION- PROFESSIONAL CERTIFICATION MUSC-PROF M.A. NEUROSCIENCE AND EDUCATION NEUR M.S. NURSE EXECUTIVE (ACCELERATED PROGRAM) NEXM M.A. NURSE EXECUTIVE (ACCELERATED PROGRAM) NEXD Ed.D. NURSING EDUCATION: PROFESSORIAL ROLE NURS Ed.D. NURSING EDUCATION: PROFESSORIAL ROLE (ACCELERATED PROGRAM) NEPM M.A. NUTRITION AND PUBLIC HEALTH NUTH M.S., Ed.D. NUTRITION EDUCATION NUTR M.S., Ed.D. PHILOSOPHY AND EDUCATION PHIL M.A., Ed.M., Ed.D., Ph.D. PHYSICAL EDUCATION PHED M.A. PHYSICAL EDUCATION- INITIAL CERTIFICATION PHED-INIT M.A. PHYSICAL EDUCATION- PROFESSIONAL CERTIFICATION PHED-PROF M.A. PHYSICAL EDUCATION, CURRICULUM AND TEACHING IN PECT M.A., Ed.M., Ed.D. POLITICS AND EDUCATION POLC M.A., Ed.M., Ed.D., Ph.D. PRIVATE SCHOOL LEADERSHIP ELPR M.A., Ed.M. PSYCHOLOGICAL COUNSELING COUP Ed.M. PSYCHOLOGY- DEVELOPMENTAL DEVM M.A. PSYCHOLOGY- ORGANIZATIONAL ORGM M.A. PSYCHOLOGY IN EDUCATION (PERSONALITY AND PSYCHOPATHOLOGY TRACK) PSYA M.A. PSYCHOLOGY IN EDUCATION (GENERAL TRACK) PSYG M.A. PUBLIC SCHOOL BUILDING LEADERSHIP ELBL M.A., Ed.M. PUBLIC SCHOOL DISTRICT LEADERSHIP ELDL Ed.D. READING SPECIALIST- INITIAL CERTIFICATION READ-INIT M.A.

Teachers College Columbia University 2008-2009 225 PROGRAM OF STUDY CODE DEGREE LEVEL

SCHOOL COUNSELOR COUS Ed.M. SOCIAL STUDIES, TEACHING OF SSTE M.A., Ed.M., Ed.D., Ph.D. SOCIAL STUDIES, TEACHING OF- INITIAL CERTIFICATION SSTE-INIT M.A. SOCIAL STUDIES, TEACHING OF- PROFESSIONAL CERTIFICATION SSTE-PROF M.A. SOCIAL-ORGANIZATIONAL PSYCHOLOGY ORGD Ph.D. SOCIOLOGY AND EDUCATION SOCL M.A., Ed.M., Ed.D., Ph.D. SPEECH AND LANGUAGE PATHOLOGY SPTH M.S., Ed.M., Ed.D., Ph.D. SPEECH AND LANGUAGE PATHOLOGY- INITIAL CERTIFICATION SPTH-INIT M.S. SPEECH AND LANGUAGE PATHOLOGY- PROFESSIONAL CERTIFICATION SPTH-PROF M.S. SPEECH AND LANGUAGE PATHOLOGY- BILINGUAL EXTENSION INSTITUTE SPTB Adv. Cert. SPEECH AND LANGUAGE PATHOLOGY- BILINGUAL OPTION: INITIAL CERTIFICATION SPBL-DUAL M.S. TEACHING AMERICAN SIGN LANGUAGE AS A FOREIGN LANGUAGE- INITIAL CERTIFICATION ASLN-INIT M.A. TEACHING AND LEARNING WITH TECHNOLOGY DLTL Adv. Cert. TECHNOLOGY SPECIALIST: K-12- INITIAL CERTIFICATION TETS-INIT M.A. TESOL (TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES) TESL M.A., Ed.M., Ed.D. TESOL- INITIAL CERTIFICATION TESL-INIT M.A. TESOL- TRANSITIONAL B TESL-TRAN M.A. TESOL-JAPAN TSLJ M.A.

SCHOOL PSYCHOLOGY PROGRAMS APPLIED DEVELOPMENTAL AND LEARNING PSYCHOLOGY: SCHOOL PSYCHOLOGY SPSM Ed.M. APPLIED EDUCATIONAL PSYCHOLOGY: SCHOOL PSYCHOLOGY SPSD Ed.D., Ph.D.

SCIENCE EDUCATION PROGRAMS BIOLOGY 7-12- INITIAL CERTIFICATION SCIB-INIT M.A. BIOLOGY 7-12- TRANSITIONAL B SCIB-TRAN M.A. CHEMISTRY 7-12- INITIAL CERTIFICATION SCIC-INIT M.A. CHEMISTRY 7-12- TRANSITIONAL B SCIC-TRAN M.A. EARTH SCIENCE 7-12- INITIAL CERTIFICATION SCIE-INIT M.A. EARTH SCIENCE 7-12- TRANSITIONAL B SCIE-TRAN M.A. PHYSICS 7-12- INITIAL CERTIFICATION SCIP-INIT M.A. PHYSICS 7-12- TRANSITIONAL B SCIP-TRAN M.A. SCIENCE EDUCATION SCSD Ed.D., Ph.D. SUPERVISOR/TEACHER OF SCIENCE EDUCATION SCSS M.A. TEACHER EDUCATION IN SCIENCE SCTE M.S., Ed.M.

SPECIAL EDUCATION PROGRAMS ADMINISTRATION OF SPECIAL EDUCATION PROGRAMS SEAD Ed.D. APPLIED BEHAVIOR ANALYSIS ABAS Ed.D., Ph.D. APPLIED BEHAVIOR ANALYSIS- INITIAL DUAL CERTIFICATION ABAS-DUAL M.A. BLINDNESS AND VISUAL IMPAIRMENT BVIM Ed.D. BLINDNESS AND VISUAL IMPAIRMENT- INITIAL CERTIFICATION BVIM-INIT M.A., Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: ADOLESCENCE EDUCATION- INITIAL DUAL CERTIFICATION BVAI-DUAL Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION BVCI-DUAL Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION BVEI-DUAL Ed.M. CROSS-CATEGORICAL STUDIES SECC Ed.D.

226 www.tc.columbia.edu General Information: (212) 678-3000 PROGRAM OF STUDY CODE DEGREE LEVEL

DEAF AND HARD OF HEARING DHEA M.A., Ed.D. DEAF AND HARD OF HEARING- INITIAL CERTIFICATION DHEA-INIT Ed.M. DEAF AND HEARING IMPAIRED: ADOLESCENCE EDUCATION- INITIAL DUAL CERTIFICATION DHAE-DUAL Ed.M. DEAF AND HEARING IMPAIRED: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION DHEI-DUAL Ed.M. DEAF AND HEARING IMPAIRED: ELEMENTARY EDUCATION- INITIAL DUAL CERTIFICATION DHCI-DUAL Ed.M. DEAF EDUCATION/READING SPECIALIST- INITIAL DUAL CERTIFICATION DHRI-DUAL Ed.M. GUIDANCE AND REHABILITATION HABL M.A. INSTRUCTIONAL PRACTICE IN SPECIAL EDUCATION INST Ed.M. INTELLECTUAL DISABILITY/AUTISM ITDS Ed.D., Ph.D. INTELLECTUAL DISABILITY/AUTISM- INITIAL DUAL CERTIFICATION ITDS-DUAL M.A. INTELLECTUAL DISABILITY/AUTISM: EARLY CHILDHOOD- INITIAL DUAL CERTIFICATION ITDE-DUAL Ed.M. INTELLECTUAL DISABILITY/AUTISM: CHILDHOOD ELEMENTARY- INITIAL DUAL CERTIFICATION ITDC-DUAL Ed.M. PHYSICAL DISABILITIES PDIS Ed.D., Ph.D. RESEARCH IN SPECIAL EDUCATION SERS Ed.D. SEVERE AND MULTIPLE DISABILITIES: ANNOTATION MULT-ANOT M.A. SUPERVISION OF SPECIAL EDUCATION SUPV Ed.M.

KEY TO TEACHERS COLLEGE COURSE NUMBERS COURSES THAT CROSS DISCIPLINES WITHIN A DEPARTMENT MAY USE THE THREE CHARACTER DEPARTMENTAL DESIGNATION ONLY, AS DO THE INTERDEPARTMENTAL AND THE CURRICULUM AND TEACHING COURSES.

THE NUMERIC PORTION OF THE COURSE NUMBER WILL REMAIN THE SAME.

THE FIRST DIGIT OF THE COURSE NUMBER INDICATES THE LEVEL AS FOLLOWS:

4 INITIAL GRADUATE 5 INTERMEDIATE GRADUATE 6 ADVANCED GRADUATE 7 DISSERTATION SEMINAR 8 DISSERTATION ADVISEMENT 9 POSTDOCTORAL

THE SECOND DIGIT INDICATES TYPES OF OFFERING, AS FOLLOWS: 0 LECTURE 5 SEMINAR 1 LECTURE 6 COLLOQUIUM 2 FIELDWORK 7 STUDENT TEACHING 3 PRACTICUM 8 WORKSHOP 4 INTERNSHIP 9 INDEPENDENT STUDY

THE THIRD AND FOURTH DIGITS INDICATE INTERNAL PROGRAM AND COURSE IDENTIFICATIONS.

Teachers College Columbia University 2008-2009 227

Faculty Members / Trustees, Officers, and Councils Faculty MembersFACULTY The following is a brief listing of current Teachers College faculty. For a complete listing and more detailed information, including profiles, selected publications, news, and photos, visit our website at http://www.tc.columbia.edu/faculty.

HAROLD ABELES GREGORY ANDERSON MONISHA BAJAJ WILLIAM J. BALDWIN Professor of Music Education Associate Professor of Education Assistant Professor of Education Vice Provost of Teachers College Arts and Humanities Organization and Leadership International and and Associate Professor of Transcultural Studies Higher Education Educational Background Educational Background B.S., M.S., University of B.A., M.A., University of Educational Background Educational Background Connecticut; Ph.D., Toronto; Ph.D., City B.A., M.A., Stanford University; A.B., Villanova University; University of Maryland University of New York; Ed.D., Teachers College, M.A., University of Toledo; Minority Post-doctoral Fellow, Columbia University Ed.M., Ed.D., Teachers College, Scholarly Interests Teachers College, Columbia University Assessment in arts pedagogy. Columbia University Scholarly Interests Assessment of arts partnership Comparative and international Scholarly Interests programs. Technology in music Scholarly Interests education; peace education; College and university administra- education. Research strategies Higher education policy and human rights; politics of educa- tion. Financing higher education. in arts pedagogy. reform. Race, access, and equity. tion; critical pedagogy; social Technology in higher education. Compensatory/remedial educa- inequalities in education; collec- Institutional research and plan- JOHN ALLEGRANTE tion. Comparative-International tive action; gender issues in ning. Professor of Health Education topics in higher education (with education; sub-Saharan Africa, an emphasis on South Africa and South Asia, Latin America and and Chair of the Department of LESLEY BARTLETT the United States). the Caribbean, and the United Health and Behavior Studies Assistant Professor of Education States. Health and Behavior Studies International and O. ROGER ANDERSON Transcultural Studies Educational Background Professor of Natural Sciences JOHN BALDACCHINO and Chair of the Department Associate Professor of B.S., State University of New Educational Background York, Cortland; M.S., Ph.D., of Mathematics, Science, and Art Education B.A., Ph.D., University of University of Illinois Technology Arts and Humanities Mathematics, Science North Carolina, Chapel Hill and Technology Educational Background Scholarly Interests Scholarly Interests Health behavior, disease self- B.Ed., University of Malta; Comparative and international management, and health out- Educational Background M.A., Ph.D., University of education; anthropology of educa- comes in chronic disease. Health A.B., M.Ed., Ed.D., Washington Warwick tion; adult education; social theo- education in schools and patient- University ry; social studies of language, liter- care settings. Health promotion Scholarly Interests acy, and cognition; multiliteracies; policy. Interdisciplinary applied Scholarly Interests Aesthetics & Art Theory. transnationalism; race and class behavioral research in clinical Neurocognitive theory applied to Realism, Modernity and their formation; Latin America, the epidemiology and health services science learning. Electron micro- “afters”: with focus on the work Caribbean, and the United States. research. Public health education scopic and physiological ecologi- of Adorno, Lukcs, Lyotard, workforce development and con- cal studies of eukaryotic micro- Vattimo and Derrida. Art Educa- tinuing education. biota. tion meanings and dialects of CHARLES BASCH learning as implicitly opposed to Richard March Hoe Professor of Health Education RANDALL EVERETT ALLSUP THOMAS BAILEY the reductionist analyses preva- Health and Behavior Studies Assistant Professor of Music George and Abby O’Neill Professor lent in positivist educationism. Arts and Humanities of Economics and Education, Contextual studies in the Con- Institute on Education and, temporary Arts, practice within Educational Background Educational Background Director, Institute on Education new hybrid narratives in contem- B.S., M.S., SUNY, Brockport; and Economy (IEE) and Ph.D., Southern Illinois B.M., Northwestern University; porary art. Critical and Cultural Director, National Center for University M.A., Ed.M., Ed.D., Teachers Theory Lineages in the “logicæ” Postsecondary Research College, Columbia University of culture: focus on Gramsci and International and Laclau. Scholarly Interests Transcultural Studies Scholarly Interests Behavioral epidemiology. Health education program planning and Instrumental Music Education, Educational Background evaluation. Urban and minority Teacher Education, Philosophies B.A., Harvard University; populations. of Music and Arts Education, Ph.D., Massachusetts Institute Classroom Creativity, Democratic of Technology Education, Social Justice and Equity, and Urban Education. Scholarly Interests Labor economics, education policy, and community colleges.

Teachers College Columbia University 2008-2009 229 LESLIE BEEBE CARYN BLOCK JAMES BORLAND JEANNE BROOKS-GUNN Professor of Linguistics Associate Professor of Professor of Education Virginia and Leonard Marx and Education Psychology and Education Curriculum and Teaching Professor of Child and Parent Arts and Humanities Organization and Leadership Development and Education Educational Background Human Development Educational Background Educational Background B.A., Johns Hopkins University; B.A., Colorado College; M.A.T., B.S., University of Illinois, M.S., Clarion State College; Educational Background Reed College; M.A., Ph.D., Urbana; M.A., Ph.D., Ph.D., Teachers College, B.A., Connecticut College; University of Michigan New York University Columbia University M.Ed., Harvard University; Ph.D., University of Pennsylvania Scholarly Interests Scholarly Interests Scholarly Interests Applied Linguistics. Socio- Diversity issues in organizations. Education of gifted students. Scholarly Interests linguistics and second language Influence of racial identity in Economically disadvantaged gift- Early childhood interventions acquisition. Rude speech and organizational contexts. Percep- ed students. Conceptions of gift- and education. Adolescent social rules of speaking. tions of affirmative action pro- edness. transitions and development. grams. Influence of sex role Neighborhoods and Poverty. LYNNE BEJOIAN stereotypes on perceptions of MARLA BRASSARD Growing up female. Child and Assistant Professor of Education men and women as managers. Associate Professor of family policy and programs. Curriculum and Teaching Organizational learning. Psychology and Education Health and Behavior Studies JOHN BROUGHTON Educational Background GEORGE BONANNO Associate Professor of B.A., Smith College; Professor of Psychology Educational Background Psychology and Education M.S.Ed., Ph.D., University and Education B.A., Whitworth College; Arts and Humanities of Southern California Counseling and Ph.D., Columbia University Clinical Psychology Educational Background Scholarly Interests Scholarly Interests B.A., M.A., Cambridge Disability Studies in Education. Educational Background Psychological maltreatment- University; Ph.D., Harvard Cultural representations of dis- B.A., Hampshire College; its assessment, the emotional University abilities. Graduate students with Ph.D., Yale University injuries and behavioral problems disabilities. Inclusion, women and that result, and the contextual disability, spirituality and disability. Scholarly Interests Scholarly Interests factors that moderate the effect Cultural studies. Education and Resilience and coping with grief of maltreatment, particularly the violence. Masculinity and war. JOHN BLACK and trauma. Emotion and emo- role of schools, teachers and peer Cleveland E. Dodge Professor Fantasies about technology. User tion regulation. The adaptive relationships. Psycho-educational of Telecommunications generated content online. Youth consequences of self-deception. assessment of children with sus- subcultures. Cinema as educator. and Education, Chair of the pected disabilities. Department of Human Development GEORGE BOND W. WARNER BURKE Human Development William F. Russell Professor of ALICIA BRODERICK Edward Lee Thorndike Professor Anthropology and Education Assistant Professor of Education of Psychology and Education, Educational Background and Chair of the Department of Curriculum and Teaching Coordinator, Program in Social- B.S., Massachusetts Institute International and Transcultural Organizational Psychology and of Technology; Ph.D., Stanford Studies Educational Background Chair of the Department University International and B.Phil., Miami University; of Organization and Leadership Transcultural Studies Scholarly Interests M.S., Ph.D., Syracuse University Organization and Leadership Cognitive and neural network Educational Background models of understanding, learn- Scholarly Interests Educational Background B.A., Boston University; ing and memory. Using cognitive Disability studies in education B.A., Furman University; M.A., Ph.D., London School and neural net models to design (DSE), inclusive education, and M.A., Ph.D., University of Texas of Economics learning environments. Effects of particularly issues related to the using various technologies on inclusive education of students Scholarly Interests cognition. Scholarly Interests with labels of autism and others Behavioral practices associated Education and elite formation who experience difficulty with with superior leaders and man- in the United States and Africa. communication and movement. agers and their performance. African studies. African religions Multirater feedback. Organiza- and politics. Agrarian transfor- tional culture. Inter-organization- mations. Cultural dimensions of al relations. Empowerment in the urban and minority populations. workplace. Leading and manag- ing organization change. Organ- izational diagnosis and change.

230 www.tc.columbia.edu/faculty General Information: (212) 678-3000 FFACULTYACULTY

JUDITH BURTON MADHABI CHATTERJI PETER COLEMAN ISOBEL CONTENTO Professor of Art Education Associate Professor of Associate Professor of Psychology Mary Swartz Rose Professor Arts and Humanities Measurement, Evaluation and and Education, and Director of of Nutrition and Education Education, and Co-Director, International Center for Health and Behavior Studies Educational Background Assessment and Evaluation Cooperation and Conflict National Diploma, Hornsey Research Initiative (AERI) of the Resolution (ICCCR) Educational Background College of Art, London; Campaign for Educational Equity Organization and Leadership B.Sc., University of Edinburgh; Academic Diploma, University Organization and Leadership M.A., Ph.D., University of of London; M.Ed., University of Educational Background California Manchester; Ed.D., Harvard Educational Background B.A., University of Iowa; University B.Sc., University of Calcutta; Ph.D., M.Phil., Teachers College, Scholarly Interests B.Ed., University of Bombay; Columbia University Behavioral aspects of nutrition; Scholarly Interests M.Ed., University of Madras; use of psychosocial theory to study Artistic-aesthetic development in Ph.D., University of South Scholarly Interests factors influencing food choice children and adolescents. Learn- Florida The conditions required for fos- and decision-making processes, ing, and transfer of learning in the tering constructive change in sit- particularly among children and arts. Instructional methods in the Scholarly Interests uations of protracted and intract- adolescents; children’s and adoles- arts. Role of artists in the educa- Assessment and evaluation able conflict. The psychological cents’ understandings of the tion of children. Cultural experi- methods; evidence standards and processes and social conditions impact of food and food systems ences in arts education. gathering scientific evidence with which foster the use of construc- on the environment; development mixed-method designs; standards- tive social power. and evaluation of nutrition educa- LUCY CALKINS based educational reforms and tion curricula and programs. educational equity. Founding Director, Teachers College LAMBROS COMITAS Reading and Writing Project, and Gardner Cowles Professor of JAMES E. CORTER The Robinson Professor in RENEE CHEROW-O’LEARY Anthropology and Education Professor of Statistics Children’s Literature Assistant Professor of International and and Education Curriculum and Teaching English Education Transcultural Studies Human Development Arts and Humanities Educational Background Educational Background Educational Background Educational Background B.A., Williams College; A.B., Ph.D., Columbia University B.A., University of North M.A., University of Hartford; B.A., Barnard College; Carolina; Ph.D., Stanford M.A.T., University of Chicago; Ph.D., New York University Scholarly Interests University Ph.D., New York University Sociocultural change. Education Scholarly Interests in the developing world. Drugs Scholarly Interests Scholarly Interests Teaching of reading and writing. and society. Caribbean. Latin Judgement and decision-making; Pedagogy and theory in the Staff development and school America. Migration studies. risk attitudes. Clustering and scal- teaching of language, reading, reform. ing methods for multivariate data. writing, literature, performing MADONNA CONSTANTINE Statistics expertise and probability arts and media; Media literacy ROBERT T. CARTER Professor of Psychology problem-solving. Computational and social impact of mass media/ Professor of Psychology and Education models of human learning and popular culture, especially in the and Education Counseling and categorization. lives of children and adolescents; Counseling and Clinical Psychology Clinical Psychology Creating educational media for children, parents and teachers; Educational Background Epistemology, interdisciplinary Educational Background B.A., Columbia University; and curriculum development for B.S., M.A., Xavier University Ed.M., M.A., Teachers College, the 21st Century; Peace educa- of Louisiana; Ph.D., University Columbia University; tion, human rights education and of Memphis Ph.D., University of Maryland transformative learning. Scholarly Interests Scholarly Interests Cultural competence in counsel- ing, training, and supervision. Issues of racial identity, race and Mental health issues of people of culture. Legal Issues (particularly color in the United States and with regard to the stressful and immigrants. Vocational issues of potentially traumatic effects of adolescents and college students racial discrimination), organiza- of color. tional development, mental and health disparities, and education- al equity.

Teachers College Columbia University 2008-2009 231 REGINA CORTINA PEG CUMMINS LAWRENCE DECARLO ELEANOR DRAGO-SEVERSON Associate Professor Assistant Professor of Associate Professor of Associate Professor of Education of Education Special Education Psychology and Education Organization and Leadership International and Health and Behavior Studies Human Development Transcultural Studies Educational Background Educational Background Educational Background B.A., Long Island University; Educational Background B.S., Eastern Michigan University; B.A., Ph.D., SUNY at Stony Ed.M., Ed.D., Harvard Graduate B.A., Universidad Ibero- M.A., Western Michigan Brook; M.S., Columbia University School of Education; Post- americana, Mexico City; University; Ph.D., Vanderbilt doctoral Fellowship, Harvard M.A., Ph.D., Stanford University University Scholarly Interests University Statistical modeling of psycho- Scholarly Interests Scholarly Interests logical processes, measurement, Scholarly Interests Comparative and international Disability Studies in Education. latent class analysis, categorical Leadership for adult learning and education; gender and education; Spatial Orientation. data analysis, structural equation development. Supporting teach- the education and employment modeling, multilevel and longitu- ers, principals and other educa- of teachers; public policy and LORI CUSTODERO dinal data analysis, and item tional leaders in their profession- education in Mexico; educational Associate Professor of response theory. al development and growth in attainment among the poor in Music Education K-12 schools and adult education Latin America; the schooling Arts and Humanities KEVIN DOUGHERTY settings (domestically and inter- of Latinos; Education in Latin Associate Professor of Higher nationally). Adult learning and literacy. Enhancing doctoral America, the Caribbean and Educational Background Education and Senior Research the United States. research training. Qualitative Bachelor of Music, University of Associate, Community College research methodology. Redlands; M.A., California State Research Center LOUIS F. C RISTILLO University; D.M.A., University Organization and Leadership Research Assistant Professor of Southern California STEVEN DUBIN International and Educational Background Professor of Arts Administration Transcultural Studies Scholarly Interests B.A., Washington University; Arts and Humanities M.A., Ph.D., Harvard University Music in the lives of young chil- Educational Background Educational Background dren and families. Contextual M.A., Ph.D., University of B.A., UCLA; M.A., Ph.D., influences on music learning. Scholarly Interests Chicago Teachers College, Columbia Musical engagement and develop- The community college. Higher University ment. education policy and reform. Higher education finance. College Scholarly Interests students. K-12 educational reform. Sociology of art and culture; Scholarly Interests RONALD DE MEERSMAN Sociology of education. Current censorship and freedom of Agency and religiosity in educa- Professor of Applied research focus is the performance expression; museum studies; tion; religious education of Physiology and Education accountability movement in high- mass media and popular culture; Muslim diaspora communities Biobehavioral Studies in the US; issues of identity and er education. Previous research collective memory; culture and topics include: state policies politics of South Africa. schooling among Muslim minori- Educational Background affecting minority and low income ty children in the US; religious B.S., M.S., University of Utah; student access to and success in CATHERINE EMBREE and secular education in the Ph.D., Indiana University Middle East; education and community colleges, the historical Associate Vice Provost and origins and impact on students of development in the Muslim Scholarly Interests Assistant Professor of community colleges, the role of Higher Education world. Modulators of autonomic outflow. higher education in economic Organization and Leadership The effects of aerobic improve- development, and reform move- MARGARET CROCCO ments on autonomic and blood ments in elementary and second- Educational Background Professor of Social Studies pressure regulation. Non-invasive ary education. B.A., Drew University; and Education, and Chair of the assessment of physiologic data. M.B.A., Seton Hall University; Department of Arts and Humanities Ed.D., Teachers College, Arts and Humanities Columbia University

Educational Background Scholarly Interests B.A., Georgetown University; For-profit higher education; M.A., Ph.D., University of women and college leadership. Pennsylvania

Scholarly Interests Diversity issues in social studies education. History of citizenship education. Technology and the social studies. Teacher education.

232 www.tc.columbia.edu/faculty General Information: (212) 678-3000 FFACULTYACULTY

CHRISTOPHER EMDIN KAREN FROUD WILLIAM GAUDELLI MARTHA GEPHART Assistant Professor of Assistant Professor of Speech Associate Professor of Research Associate Professor Science Education and Language Pathology Social Studies and Education of Education and Co-Director, Mathematics, Science, Biobehavioral Studies Arts and Humanities J.M. Huber Institute for and Technology Learning in Organizations Educational Background Educational Background Organization and Leadership Educational Background B.Sc., Central School of Speech B.A., Rutgers College; B.S., Lehman College, CUNY; and Drama; M.A., Ph.D., Ed.D., Rutgers University Educational Background M.S., Rensselaer Polytechnic University College, London B.A., Stanford University; Institute; M.Phil., Ph.D., The Scholarly Interests M.A., Ph.D., Columbia Graduate Center, CUNY Scholarly Interests Global education, media texts as University curriculum artifacts, curriculum Neuroimaging of language using Scholarly Interests Scholarly Interests metabolic and electromagnetic theory/philosophy, building demo- Learning and performance in Utilizing sociocultural lenses to techniques; theoretical linguistic cratic classrooms. organizations. Organizational interrogate teaching and learning approaches to language disorder; and community contexts that in urban science classrooms; us- brain function in aphasia, schizo- CELIA GENISHI promote effective learning and ing cosmopolitanism as a theory phrenia and other neurological Professor of Education and development. Assessment of for transforming science class- disorders; morphology, the lexical- Chair of the Department of organizational learning and links rooms; issues of race, class, and functional distinction, and split Curriculum and Teaching to performance in diverse organi- diversity in science and mathe- intransitivity in human languages. Curriculum and Teaching matics education; urban science zational and inter-organizational settings. Evaluation of programs education reform; and, student/ CAROL EWING GARBER Educational Background teacher identity formation and interventions in complex Associate Professor of Movement B.A., Barnard College; M.A.T., organizational settings. around science. Science and Education Harvard University; Ph.D., Biobehavioral Studies University of California, Berkeley HERBERT GINSBURG BARRY A. FARBER Jacob H. Schiff Foundation Professor of Psychology Educational Background Scholarly Interests Professor of Psychology and Education B.S., M.A., Ph.D., University Early childhood education. Counseling and of Connecticut and Education Language in the classroom. Human Development Clinical Psychology Qualitative research. Childhood Scholarly Interests bilingualism. Educational Background The role of physical activity in Educational Background the prevention and treatment of B.A., Harvard University; B.A., Queens College, CUNY; ANTOINETTE GENTILE chronic diseases. Community and M.S., Ph.D., University of M.A., Teachers College, Professor of Psychology clinical interventions to promote North Carolina Columbia University; Ph.D., and Education physical activity. Novel delivery Yale University Biobehavioral Studies systems for providing clinical Scholarly Interests exercise physiology interventions. Intellectual development; Scholarly Interests Educational Background Psychotherapy research. Self- Physical activity and aging. Mathematics education; B.S., Brooklyn College, CUNY; Testing and assessment. disclosure in patients, therapists, M.S., P.E.D., Indiana University; and supervisees. Self-disclosure OFELIA GARCIA Ph.D., SUNY, Stony Brook in children and adolescents. Professor of Bilingual Education A. LIN GOODWIN Professor of Education Internalization and representa- and Coordinator of Program in Scholarly Interests tion in psychotherapy. Attach- Bilingual/Bicultural Education and Associate Dean of Motor learning and development. ment theory. International and Teacher Education Neuromotor control processes. Transcultural Studies Curriculum and Teaching Rehabilitative strategies. Educational Background Educational Background B.A., M.A., Hunter College, B.S., Central Connecticut State CUNY; Ph.D., Graduate Center, University; M.A., Ed.M., Ed.D., City University of New York Teachers College, Columbia University Scholarly Interests Bilingual/multilingual education Scholarly Interests and bi/multilingualism; second/ Teacher education for urban and foreign language pedagogy; edu- multicultural contexts. Teacher cation of language minorities; beliefs. Equity education. Asian U.S. Spanish and Latino educa- American educational experi- tion; teacher education; language ences and identity development. policy and planning; sociology of language.

Teachers College Columbia University 2008-2009 233 ANDREW GORDON R. DOUGLAS GREER ZHAO HONG HAN THOMAS HATCH Professor of Movement Professor of Education Associate Professor of Associate Professor of Education Sciences and Education and Psychology Language and Education and Co-Director of NCREST Biobehavioral Studies Health and Behavior Studies Arts and Humanities Curriculum and Teaching

Educational Background Educational Background Educational Background Educational Background B.A., Hampshire College; B.M.E., M.M.E., Florida State B.A., Central China Normal A.B., Brown University; M.S., Pennsylvania State University; Ph.D., University University; M.A., TESOL, Ed.D., Ed.M., Harvard Graduate University; Ph.D., Karolinska of Michigan; CABAS® Senior Moray House Institute of School of Education Institute Research Scientist, Fellow of Education, University of the Association for Behavior Edinburgh; Ph.D., Birkbeck Scholarly Interests Analysis Scholarly Interests College, University of London School reform; teaching and The use of sensory information learning; teacher research; Scholarly Interests Scholarly Interests during the learning and control The identification and induction human development. of well-learned manual skills Second language learnability. of verbal developmental capabili- Second language teachability. (sensorimotor control). The bio- JEFFREY HENIG ties and their relation to teaching Comparative grammar. Language logical basis of hand impairments and learning; comprehensive sci- Professor of Political Science in populations with movement typology. The interface of lexical ence based schools PreK through semantics and syntax. Linguistic and Education disorders that disrupt sensorimo- middle school (CABAS®); induc- Organization and Leadership tor control (e.g., children with determinism. Second language ing and expanding observational reading processes. early brain damage and adults learning; and, bridging the educa- Educational Background with diseases of the basal gan- tional gap with scientifically B.A., Cornell University; DAVID HANSEN glia). Rehabilitation and cerebral replicable teaching. Ph.D., Northwestern University palsy. Professor of Philosophy and Education Scholarly Interests GEORGE GUSHUE Arts and Humanities PETER GORDON Associate Professor of The boundary between private Associate Professor of Speech Psychology and Education Educational Background action and public action in and Language Pathology addressing social problems. Counseling and B.A., University of Chicago; Biobehavioral Studies Privatization, race and urban poli- Clinical Psychology M.A., Stanford University; tics, the politics of urban educa- Ph.D., University of Chicago Educational Background Educational Background tion reform, and school choice. B.A., University of Stirling; A.B., Fordham University; Ph.D., Massachusetts Institute Scholarly Interests Ph.D., Teachers College, JAY HEUBERT of Technology Philosophy of education. Columbia University Professor of Law and Education Teaching and teacher education. Organization and Leadership Scholarly Interests Moral and ethical issues in edu- Scholarly Interests Language acquisition and pro- cational practice. Philosophical The psychological impact of cessing, Developmental Neuro- foundations of inquiry. Educational Background science of Language and Cogni- race/culture on social cognition B.A., Swarthmore College; (especially perception, judgment, M.A.T., Duke University; tion, Cross-cultural studies of CHARLES HARRINGTON memory, and attribution). Social J.D., Harvard Law School; numerical cognition and linguis- Professor of Anthropology, cognitive factors in client evalu- Ed.D., Harvard Graduate tic knowledge. Infant event Psychology and Education ation, counseling practice, and School of Education representations and verb argu- International and career development. Health psy- ment structure, Behavioral Transcultural Studies Genetics of Language, Magne- chology. Group and family coun- Scholarly Interests seling. The psychosocial dimen- Legal and policy issues in educa- tic Resonance Imaging of brain Educational Background functioning in language process- sions of HIV/AIDS. tion. Equal educational opportuni- A.B., Syracuse University; ty. High-stakes testing. Law and ing. Field Research: Piraha vil- Ph.D., Harvard University lages, Maici River, Amazonia, BRITT HAMRE school reform. Interprofessional Brazil: June 1991; June-August Assistant Professor of Education collaboration. 1992; June 1993. Kadiweu reser- Curriculum and Teaching Scholarly Interests vation, Matto Grosso do Sul, Human development in social and cultural contexts. The study of Brazil: August 1995 Educational Background Pathmakers: Resiliency, resistance, B.A., University of Wisconsin; invulnerability and success in M.A., Mercer University; at-risk populations. Psycho- Ed.D., Teachers College, logical anthropology and educa- Columbia University tion. Psychoanalytic anthropology. Scholarly Interests Teacher education, inclusive edu- cation, disability studies, curricu- lum, social justice education, action teacher research, collabora- tive research.

234 www.tc.columbia.edu/faculty General Information: (212) 678-3000 FFACULTYACULTY

LINDA HICKSON LUIS HUERTA PEARL ROCK KANE CHARLES KINZER Professor of Education Assistant Professor of Education The Klingenstein Family Professor Professor of Education Health and Behavior Studies Organization and Leadership for the Advancement of Independent Mathematics, Science, School Education and Director, and Technology Educational Background Educational Background Klingenstein Center B.A., College of New Rochelle; Ph.D., University of California, Organization and Leadership Educational Background M.A., Ph.D., George Peabody Berkeley B.A., M.A., University of British College, Vanderbilt University Educational Background Columbia; Ph.D., University of Scholarly Interests B.A., City College of New York; California Scholarly Interests Education Policy, Decentraliza- M.Ed., Smith College; Education of children, adoles- tion in education, School choice, Ed.D., Teachers College, Scholarly Interests cents and adults with intellectual Privatization in education, School Columbia University Literacy and technology, specifi- disabilities and autism. Cogni- finance. cally: vocabulary development tive, motivational, and emotional Scholarly Interests and reading comprehension; aspects of decision-making. Pre- THOMAS JAMES Independent schools. Private memory processes in reading vention of abuse and victimiza- Provost and Dean of Teachers school governance. School choice and writing; models of reading tion. Transition to adulthood and College and Professor of and privatization. Professional and composing; and, computer, community integration of individ- History and Education development of teachers and multimedia, and “future litera- uals with developmental disabili- Arts and Humanities administrators. cies.” ties. Cognition, comprehension, and problem solving. Educational Background ALEXANDER KARP JOANNE KLEIFGEN B.A., Harvard University; Associate Professor of Associate Professor of BARBARA HRUSKA M.A., Ph.D., Stanford University Mathematics Education Linguistics and Education Assistant Professor of Practice Mathematics, Science, International and in Language and Education Scholarly Interests and Technology Transcultural Studies Arts and Humanities History of education; public policy and education; experiential learn- Educational Background Educational Background Educational Background ing. B.A., M.A., Leningrad State B.A., Our Lady of the Lake B.A., Ed.D., University of Pedagogical University; of San Antonio; M.A., The Massachusetts; M.A., University M.A., Ph.D., St. Petersburg University of Alabama; SHARON LYNN KAGAN of Houston State Pedagogical University Ph.D., University of Illinois Virginia and Leonard Marx Professor of Early Childhood Scholarly Interests and Family Policy, Director of Scholarly Interests Scholarly Interests: Bilingual education and ESL pro- the Office of Policy and Research, Gifted education. Problem Solv- Discourse analysis. Language and gram models and instruction; Co-Director, National Center for ing. History of Mathematics literacy development of ethnolin- classroom interaction and gender Children and Families, and Education. guistic minorities. Computers and dynamics in discourse. Current Associate Dean for Policy multimodal communication in research examines the develop- Curriculum and Teaching RICHARD KELLER schools, communities, and the mental processes of pre-service Assistant Professor of workplace. ESL teachers as they grapple with Educational Background Psychology and Education the complexities of teaching lan- L. KNEFELKAMP B.A., University of Michigan; Counseling and guage and content to English lan- Professor of Psychology M.A., Johns Hopkins University; Clinical Psychology guage learners. and Education Ed.D., Teachers College, Organization and Leadership Columbia University Educational Background OLGA HUBARD B.S., New York University; Assistant Professor Educational Background Scholarly Interests M.Phil., Ph.D., Teachers College, of Art Education B.A., Macalester College; Application of child and parent Columbia University Arts and Humanities M.A., Ph.D., University of development research to the for- Minnesota mation and implementation of Scholarly Interests Educational Background public policies; the impact of insti- Social justice, disability, employ- B.A., Universidad Iberoameri- tutions on the development of ment and people with disabilities, Scholarly Interests cana; M.F.A., School of Visual low-income children. self-disclosure, micro-aggressions. Theories and concepts of inter- Arts; M.A., Ed.D., Teachers cultural communications. The College, Columbia University multicultural self in organiza- tions. Teaching to cognitive and Scholarly Interests cultural complexities in social- The interaction of young people organizational psychology. The with artworks; the relationship of design of effective learning com- aesthetic theory and teaching munities. Feminist pedagogy, the- practice; the relationship of the ory, and research. Intellectual visual arts to other areas of the and ethical development. Diver- curriculum. sity in the organizational context.

Teachers College Columbia University 2008-2009 235 MICHELLE KNIGHT-DIOP YOUNG-SUN LEE HENRY LEVIN SUNIYA LUTHAR Associate Professor of Education Assistant Professor of William Heard Kilpatrick Professor Professor of Psychology Curriculum and Teaching Psychology and Education of Economics and Education and and Education Human Development Director, National Center for the Counseling and Educational Background Study of Privatization in Education Clinical Psychology B.A., Franklin and Marshall Educational Background (NCSPE) College; M.A., Monterey B.A., M.A., Ewha Womans International and Educational Background Institute of International Studies; University, Seoul, South Korea; Transcultural Studies B.Sc., M.Sc., Delhi University; Ph.D., University of California Ph.D., University of Wisconsin- Ph.D., Yale University Madison Educational Background Scholarly Interests B.S., New York University; Scholarly Interests Scholarly Interests Equity issues in urban education. M.A., Ph.D., Rutgers University Developmental psychopathology Psychometrics, Classical Test and resilience among children Teacher education. Multicultural Scholarly Interests feminisms and feminist pedago- Theory and Item Response and families at risk. Economics of education. Cost- gies. African-American teaching Theory; Educational and Psychological Measurement; effectiveness analysis. School practices with diverse popula- ANAND MARRI and Applied Statistics. reform. Educational vouchers. tions. Assistant Professor of Social Studies and Education ERIKA LEVY ROBERT KRETSCHMER HOPE LEICHTER Arts and Humanities Associate Professor of Elbenwood Professor of Education Assistant Professor of Psychology and Education and Director of the Elbenwood Speech and Language Pathology Educational Background Biobehavioral Studies Health and Behavior Studies Center for the Study of the A.B., Bowdoin College; Family as Educator Educational Background A.M., Stanford University; Educational Background International and Ph.D., University of Wisconsin- Transcultural Studies B.A., Wesleyan University; B.S., M.A., Northwestern M.A., Lehman College; Madison University; Ph.D., University Educational Background M.A., New York University; of Kansas Scholarly Interests A.B., Oberlin College; Ph.D., CUNY Graduate Center Civic and Democratic Education, Ph.D., Harvard University Scholarly Interests Scholarly Interests Multicultural Education, Race/ Teaching of the deaf and hard of Scholarly Interests Cross-language speech produc- Ethnicity, Teacher Education, Critical Analysis of Technology hearing. Linguistics of English Families and communities as tion and perception, second-lan- in Education, and Social Studies and ASL. Literacy development. educators. Family memories and guage speech learning, communi- Education. Text structure. School psycho- narratives. Kinship networks and cation disorders in bilinguals, logy. Auditory streaming. grandparents as educators. The accent and intelligibility in mediation of television by the speech-language pathology. VICTORIA MARSICK DEANNA KUHN family. Education in community Professor of Education and Co- Director, The J.M. Huber Institute Professor of Psychology settings: museums, libraries. XIAODONG LIN for Learning in Organizations and Education Families and school reform. Associate Professor of Organization and Leadership Human Development Immigration, migration and Technology and Education family education. Mathematics, Science, Educational Background and Technology Educational Background B.S., University of Illinois; Ph.D., NANCY LESKO B.A., Notre Dame University; University of California, Berkeley Maxine Greene Professor of Educational Background M.I.P.A., Maxwell School; Ph.D., University of California Distinguished Contributions B.A., HeNan University (China); at Berkeley Scholarly Interests to Education and M.A., Louisana State University; Cognitive development across Professor of Education Ph.D., Purdue University the lifespan and implications for Curriculum and Teaching Scholarly Interests educational theory and practice. Scholarly Interests Informal workplace learning; team learning; action learning; Educational Background Metacognition and problem solv- strategic organizational learning MEGAN LAVERTY B.S., Georgetown University; ing; technology-mediated cultural and knowledge management. Associate Professor of M.S., Ph.D., University of interactions and their impact on Learning organizations. Interna- Philosophy and Education Wisconsin-Madison teacher professional development tional models of management. Arts and Humanities and reflection, and student Scholarly Interests domain subject understanding; Educational Background Curriculum theory and history. influence of technology-rich M.A., University of Melbourne; Conceptions of children and learning environments on lesson Ph.D., University of New South youth in theory and practice. development; transcultural col- Wales Gender issues in education. laboration among teachers and Citizenship education in times students. of war.

236 www.tc.columbia.edu/faculty General Information: (212) 678-3000 FFACULTYACULTY

ROBERT MCCLINTOCK ELIZABETH MIDLARSKY DENNIS MITHAUG FELICIA MOORE John L. and Sue Ann Weinberg Professor of Psychology Professor of Education Assistant Professor of Professor in Historical and and Education, Co-Chair Health and Behavior Studies Science Education Philosophical Foundations of the Department of Counseling Mathematics, Science, of Education and Clinical Psychology, and Educational Background and Technology Arts and Humanities Coordinator of the M.A. Program B.A., Dartmouth College; in Psychology in Education M.A., M.Ed., Ph.D., University Educational Background Educational Background Counseling and of Washington B.S., University of North B.A., Princeton University; Clinical Psychology Carolina at Chapel Hill; M.A., Ph.D., Columbia Scholarly Interests M.S., North Carolina Agri- University Educational Background Equal opportunity. Empirical, cultural & Technical State B.A., Brooklyn College, CUNY; Moral and Policy Theories. Self- University; Ph.D., Florida Scholarly Interests M.A., Ph.D., Northwestern determination. Self-regulation. State University Specialties: Historical interac- University Social Policy. Special Education tions between political and edu- Leadership. Scholarly Interests cational theories; information Scholarly Interests Diversity issues related to preser- and communication technologies Altruism and religiousness MARIE MIVILLE vice teacher education and multi- as agents of cultural change. through the lifespan. Violence Associate Professor of Psychology cultural education. Curriculum Current topics of scholarship: and mental health. Aging and and Education, Co-Chair of the materials development with focus the role of common knowledge in gender issues. Families of people Department of Counseling and on diversity of instructional education; the need to develop with disabilities. Predictions of Clinical Psychology and Director methods and assessments. Inte- a cultural theory of ignorance as psychotherapy utilization in of Training of the Ph.D. Program gration of science, technology, the basis for educational work; white and ethnic minority pop- in Counseling Psychology mathematics, and literacy. Criti- and development of online study ulations. Counseling and cal theory and feminist poststruc- resources for educational scholar- Clinical Psychology turalist theory (power, knowledge, ship and criticism. JANET MILLER language, difference). Professor of English Education Educational Background ELLEN MEIER Arts and Humanities B.S., University of Florida; SRIKALA NARAIAN Associate Professor of Practice in M.A., Ph.D., University of Assistant Professor of Education Computing and Education Educational Background Maryland at College Park Curriculum and Teaching Math, Science and Technology A.B., Grove City College; M.A., University of Rochester; Ph.D., Scholarly Interests Educational Background Educational Background Ohio State University Multicultural counseling. B.A., Madras University; B.A., University of Iowa; Latino/a mental health issues. M.A., Michigan State University; M.A., University of Minnesota; Scholarly Interests Universal-diverse orientation. Ph.D., University of Missouri- Ed.D., Teachers College, Feminist curriculum theorizing. Social attitudes and identity St. Louis Columbia University Constructions of teachers’ identi- development. Intersections of ties in collaboration and school identities. Supervision, training, Scholarly Interests Scholarly Interests reform efforts. Issues of represen- and consultation. Professional Disability Studies in Education. School reform and technology; tation, especially in autobio- and student development. Inclusive schooling; education of technology policy and practice; graphical and biographical forms. students with significant disabili- technology leadership in schools, JANE MONROE ties. Sociocultural theories of curriculum and teaching with LISA MILLER Associate Professor of learning. Interpretive research in technology, technology and orga- Associate Professor of Statistics and Education education. nizational change. Psychology and Education Human Development Counseling and GARY NATRIELLO Clinical Psychology Educational Background Ruth L. Gottesman Professor B.A., Midwestern University; of Educational Research Educational Background M.S., University of Wisconsin- Human Development B.A., Yale College; Ph.D., Madison; Ed.D., Teachers University of Pennsylvania College, Columbia University Educational Background A.B., Princeton University; Scholarly Interests Scholarly Interests A.M., Ph.D., Stanford University Religion & spirituality, depression Probability. Statistical inference. and substance abuse, related risk Multivariate techniques. Psycho- Scholarly Interests factors and protective factors. logical factors that relate to per- Social organization of online formance in statistics, cognitive learning. Social dimensions of abilities and attitudes. performance assessment. School and classroom organization. Schooling for at-risk youth.

Teachers College Columbia University 2008-2009 237 ANNA NEUMANN HONOR O’MALLEY ELISSA PERRY JAMES PURPURA Professor of Higher Education Associate Professor of Audiology Associate Professor of Associate Professor of Linguistics Organization and Leadership Biobehavioral Studies Psychology and Education and Education, Director of TESOL Organization and Leadership Program and President of the Educational Background Educational Background International Language Testing B.A., University of Texas, Austin; B.A., Marymount Manhattan Educational Background Association (ILTA) M.A., University of Texas at Pan College; M.S., Ph.D., Purdue B.S., Trinity College; M.S., Ph.D., Arts and Humanities American; Ph.D., University of University Carnegie Mellon University Michigan, Ann Arbor Educational Background Scholarly Interests Scholarly Interests B.A., Marietta College; M.A., The role of personal characteris- Scholarly Interests Function of the normal ear. University of Colorado; Ph.D., tics (e.g., age, gender, race, dis- Scholarly learning in lifespan Psychoacoustics and auditory University of California, ability) in human resource judg- perspective. Professors and their physiology. Intraoperative moni- Los Angeles ments and organizational behav- intellectual careers. Learning and toring of hearing during neuro- ior with a particular interest in teaching in higher education. tologic surgery. issues of age discrimination. Scholarly Interests Women’s scholarly development. Sexual harassment including sex- Second and foreign language Academic cultures. Qualitative CELIA OYLER ual harassment awareness train- assessment; Language Program research methodology, interview Associate Professor of Education ing. Social cognitive processes in Evaluation; Assessment of research methods. The learning Curriculum and Teaching organizational decision making. Grammatical Ability; Cognitive of research. Dimensions of L2 Assessments. Educational Background B.S., Southern Connecticut State STEPHEN PEVERLY DEBRA NOUMAIR College; M.Ed., University of Professor of Psychology MOLLY QUINN Associate Professor of Vermont; Ph.D., University of and Education Associate Professor of Education Psychology and Education Illinois, Chicago Health and Behavior Studies Curriculum and Teaching Organization and Leadership Scholarly Interests Educational Background Educational Background Educational Background B.A., Ph.D., Louisiana State Classroom-based collaborative B.A., Manhattan College; M.S., B.S., Boston University; University Ed.M., Ed.D., Teachers College, research on issues of social justice, Ed.S., SUNY, Albany; Ph.D., Columbia University equity, and accessible pedagogy. Pennsylvania State University Inclusion of students with disabili- Scholarly Interests Scholarly Interests ties in general education class- Scholarly Interests Curriculum theory and history Group and organizational dynam- rooms. His research focuses on two (i.e., hermeneutic, phenomeno- ics and the application of systems areas: a) the cognitive processes logical, post-structural). Teaching thinking to individual, team, and AARON PALLAS that underlie reading compre- and pedagogy in the humanities organizational performance. Professor of Sociology hension and studying, and b) (i.e., aesthetics, autobiography, Examining the influence of diver- and Education cross-cultural differences dialogic criticism). Engage ‘spiri- sity and authority on leadership Human Development between U.S. and Chinese chil- tual’ (ethical) and philosophical and followership behavior in dren in mathematical perform- (theoretical) inquiry and criticism toward embracing a vision of edu- groups, organizations, institu- Educational Background ance and the reasons for differ- cation that cultivates wholeness, tions, and society. B.A., University of Virginia; ences in performance. He teach- beauty, compassion and social Ph.D., Johns Hopkins University es courses on memory, reading KATHLEEN O’CONNELL comprehension and studying, and action. Recent scholarly efforts law and ethics for school psy- include: 1) the question of hospi- Isabel Maitland Stewart Professor Scholarly Interests of Nursing Education chologists. tality in our educational labors Educational stratification, soci- Health and Behavior Studies via Derrida’s critical inquiry and ology of the life course, school LENORE POGONOWSKI concern for the ‘foreigner’, 2) effects and effectiveness, and cosmopolitanism as counter-nar- Educational Background Associate Professor of social organization of schools. rative to multiculturalism in cur- B.S.N., College of Mount St. Music Education riculum thought and practice, Joseph-on-the-Ohio; M.A., Arts and Humanities DOLORES PERIN and 3) curriculum, subjectivity Ph.D., University of Kansas Associate Professor of Educational Background and the subject of justice. Psychology and Education B.S., Western Connecticut State Scholarly Interests Health and Behavior Studies Smoking cessation, health behav- University; M.A., University of Connecticut; D.M.A., (Doctor of iors, diabetes, nursing, reversal Educational Background Musical Arts), Temple University theory, theory of self-control B.A., Ph.D., University of Sussex strength. Scholarly Interests Scholarly Interests Development of musicality. Reading and writing disabilities Musical creativity and problem in children and adults. Academic solving. Metacognition. Interdis- preparedness and remediation in ciplinary arts education. Contex- community colleges. Adult educa- tual Teaching and Learning tion and workplace literacy. Music. Creative Arts Laboratory.

238 www.tc.columbia.edu/faculty General Information: (212) 678-3000 FFACULTYACULTY

PATRICIA RASKIN SUSAN RECCHIA ELAINE LA MONICA LORIANN ROBERSON Associate Professor of Associate Professor of Education RIGOLOSI Professor of Psychology Psychology and Education Curriculum and Teaching Professor of Education and Education Organization and Leadership Organization and Leadership Organization and Leadership Educational Background Educational Background B.A., University of California, Educational Background Educational Background B.S., M.Ed., Pennsylvania State Santa Cruz; M.A., California B.S., Columbia Union College; B.A., Ph.D., University of University; Ph.D., New York State University, Northridge; M.N., University of Florida; Minnesota University Ph.D., University of California, Ed.D., University of Massachu- Los Angeles setts; J.D., Benjamin N. Cardozo Scholarly Interests Scholarly Interests School of Law, Yeshiva University Employee motivation and work Career development of adults Scholarly Interests attitudes. Workforce diversity (especially women). Identity. Social and emotional develop- Scholarly Interests issues, including diversity training Work/family issues. Retirement. ment of young children. Adult- Health care administration. and the effects of stigmatization child relationships across con- Health care law. Nursing admin- on performance. texts. Infants and preschoolers DOUGLAS DAVID READY istration and education. Con- with special needs. Early child- Assistant Professor of Education sumer satisfaction with health JANICE ROBINSON hood professional development. Organization and Leadership care. Humanistic applications Assistant Professor of Higher in health care delivery. Education, General Counsel, CRAIG RICHARDS and Office of the President Educational Background Professor of Education and FRANCISCO RIVERA-BATIZ Executive Director – Diversity B.M.Ed., Ohio State University; Director, Summer Principals M.M., University of Rochester; Professor of Economics and Community. Academy and Education M.Ed., University of Virginia; Organization and Leadership Ph.D., University of Michigan International and Educational Background Transcultural Studies B.S., Bridgeport University; Educational Background Scholarly Interests M.A., Ed.M., Teachers College, B.S., University of Wisconsin at Educational Background Current research topics examine Columbia University; J.D., Green Bay; M.S., University of A.B., Cornell University; the influence of educational poli- St. John’s University School of Wisconsin at Milwaukee; Ph.D., Massachusetts Institute cies and practices on educational Law; Post Graduate Certificate, M.A., Ph.D., Stanford University of Technology equity and access. Two strands Harvard University Graduate School of Education comprise this work. The first Scholarly Interests focuses on high school reform in Scholarly Interests School finance policy, incentive Education and economic devel- Scholarly Interests general, and the small-schools systems, market approaches to opment. International and public Affirmative action in higher edu- movement in particular. The school reform, and performance affairs. Race, ethnicity and gen- cation and legal education. Legal second research strand employs accountability systems. Ecological der in the labor market. Immi- issues in education. Access and large nationally-representative and dynamic modeling of educa- grants and education. The Latino diversity in higher education. datasets and growth curve model- tion systems using data on inputs, population of the United States. University and professional ing within HLM frameworks to processing and outcomes. School school leadership. examine race and social class dis- leadership, emotional and social ANN RIVET parities in young children’s cogni- intelligence, and leadership dev- Assistant Professor of tive growth. elopment. RUSSELL S. ROSEN Science and Education Assistant Professor of Education MICHAEL REBELL Mathematics, Science, Health and Behavior Studies CAROLYN RIEHL and Technology Executive Director, Campaign for Associate Professor of Education Educational Background Educational Equity and Professor Organization and Leadership of Law and Educational Practice Educational Background A.B., The University of Chicago; Sc.B., Brown University; School Law Institute Educational Background Ph.D., Columbia University M.S., Ph.D., University of B.A., Valparaiso University; Michigan Educational Background M.A., New York University; Scholarly Interests A.B., Harvard College; Ph.D., Teachers College, Second language acquisition, cur- Scholarly Interests LL.B., Yale Law School Columbia University riculum and instruction; history, Design of project-based science sociology; anthropology of deaf learning environments for middle Scholarly Interests Scholarly Interests people; Deaf Studies; Disability and high school. Urban systemic Sociology of education; organiza- Studies; linguistics of ASL; liter- Equity in Education. Role of the reform. Classroom-based tion theory and the dynamics of ary theory and criticism. Courts in Institutional Reform research. Student learning organizational design, renewal, Litigations. Social Reform. through inquiry. Teaching and and learning in education; and, learning of earth sciences. school leadership, especially with regard to leadership of the instruc- tional program and excellence and equity in student outcomes.

Teachers College Columbia University 2008-2009 239 PHILIP SAIGH MIKKI SHAW STEPHEN SILVERMAN DERALD WING SUE Professor of Psychology Assistant Professor Professor of Education Professor of Psychology and Education of English Education Biobehavioral Studies and Education Health and Behavior Studies Arts and Humanities Counseling and Educational Background Clinical Psychology Educational Background Educational Background B.S., Temple University; M.S., B.A., University of North B.A., M.S., State University Washington State University; Educational Background Carolina; M.A., Ph.D., College, New Paltz; Ed.D., Ed.D., University of B.S., Oregon State University; University of Georgia Teachers College, Columbia Massachusetts, Amherst M.S., Ph.D., University of University Oregon Scholarly Interests Scholarly Interests Epidemiology, etiology, assess- Scholarly Interests Physical education. Research on Scholarly Interests ment, and cognitive-behavioral Current research interests teaching. Research methodology. Multicultural counseling and psy- treatment of posttraumatic stress include working with teachers chotherapy. Psychology of racism disorder in children and adoles- to develop realistic learning LAURA SMITH and antiracism. Cultural diversity. cents; child abuse; developmental opportunities that enable – and Assistant Professor of Cultural competence. Multi-cul- psychopathology; test develop- interest – teachers in keeping Psychology and Education tural organizational development. ment and validation; cross- current with research and theory, Counseling and Mental Health Law. cultural research on child-adoles- and with re-examining their own Clinical Psychology cent psychiatric disorders, and classroom practices. GRAEME SULLIVAN prevention research. Educational Background Associate Professor of SHERRI SHEINFELD GORIN B.A., University of Virginia; Art Education JOHN SAXMAN Research Associate Professor M.S., Ph.D., Virginia Common- Arts and Humanities Professor of Speech Pathology of Health Education wealth University and Chair of the Department Health and Behavior Studies Educational Background of Biobehavioral Studies Dip. Art Ed. (Hons); M.A., Biobehavioral Studies Educational Background Scholarly Interests Ph.D., Ohio State University B.S., Cornell University; Classism, social class, and pover- Educational Background M.S., University of Michigan; ty. Social justice frameworks for Scholarly Interests psychological services. Com- B.A., San Diego State University; Ph.D., Bryn Mawr College and Visualization, cognition and artis- munity-based psychological inter- M.S., Ph.D., Purdue University University of Pennsylvania; tic practice and research meth- Post-Doctorate, Columbia ventions. Participatory action ods for arts disciplines. research. Whiteness and contem- Scholarly Interests University porary racism. Group psycho- Communication disorders. Phon- ROBERT TAYLOR therapy atory behaviors across the life- Scholarly Interests Associate Professor of span. Experimental Phonetics. Behavioral and systems interven- Computing and Education GITA STEINER-KHAMSI tions to reduce disparities in can- Mathematics, Science, cer prevention, screening, and Professor of Education FRANCES SCHOONMAKER and Technology outcomes; cancer epidemiology; International and Professor of Education Transcultural Studies Curriculum and Teaching evidence-based health promo- Educational Background tion. B.A., Denison University; B.D., Educational Background Educational Background M.A., University of Chicago; MARJORIE SIEGEL Dr. h.c., Mongolian State B.A., University of Washington; Ed.D., Teachers College, University of Education; M.A., George Peabody College for Associate Professor of Education Columbia University Ph.D., M.A., University Teachers, Vanderbilt University; Curriculum and Teaching of Zurich, Switzerland Ed.D., Teachers College, Scholarly Interests Educational Background Columbia University Computer-based technology in B.S., University of Wisconsin- Scholarly Interests education, across the curriculum, Madison; M.S., Ed.D., Indiana International policy studies in and around the world, including Scholarly Interests University education. School and teacher Curriculum, teaching, and super- its utility for human survival in a education reform from an inter- balanced ecosystem. vision: history, theory and prac- Scholarly Interests national perspective. Education, tice. Teacher preparation. Caring Multimodality and literacy edu- development and international and values education. Religious cation, Content area literacies, cooperation. Transnational policy education. Cultural and critical perspectives borrowing/lending and globaliza- on literacy education. tion. Theories and methods (case study methodology) in interna- tional and comparative educa- tion. Analytical work, strategic planning and program evaluations in Mongolia and Central Asia (Tajikistan, Kyrgyz Republic).

240 www.tc.columbia.edu/faculty General Information: (212) 678-3000 FFACULTYACULTY

MARIA TORRES-GUZMAN HERVE VARENNE RUTH VINZ ERICA WALKER Associate Professor of Professor of Education Enid and Lester Morse Assistant Professor of Bilingual Education International and Professor in Teacher Education Mathematics Education International and Transcultural Studies Arts and Humanities Mathematics, Science, Transcultural Studies and Technology Educational Background Educational Background Educational Background License-ès-Lettres, Université B.S., Montana State University; Educational Background B.A., Universidad de Puerto d’Aix-Marseille; M.A., Ph.D., M.A., Boise State University; B.S., Birmingham-Southern Rico; M.A., University of University of Chicago Ph.D., New York University College; M.Ed., Wake Forest Michigan; M.A., Ph.D., University; Ed.M., Ed.D., Stanford University Scholarly Interests Scholarly Interests Harvard University Culture, communication, and Teacher Preparation and the Scholarly Interests education with special attention Professional Education of Scholarly Interests to comparative and historical Cross-cultural communication Teachers. Culturally Responsive Racial and gender equity in conditions. Polity and community and classroom interaction. Teaching. The Teaching and mathematics education; student theory, particularly as it applies Diversity and teacher education. Learning of Secondary School persistence in advanced mathe- to families, their immediate situa- Bicultural/bilingual curriculum. Literacies. matics; mathematics education tions, and their positions in a Parental involvement in bilin- policy. global humanity as the joint pro- gual/bicultural education. duction of all involved. BRUCE VOGELI Spanish language arts. Clifford Brewster Upton Professor BARBARA WALLACE of Mathematical Education Professor of Health Education LALITHA VASUDEVAN Mathematics, Science, Health and Behavior Studies MUN TSANG Assistant Professor of and Technology Professor of Education Technology and Education Educational Background and Director for the Center Mathematics, Science, A.B., Princeton University; on Chinese Education, Educational Background and Technology M.A., Ph.D., City University Cheung Kong Professor B.S., Mount Union College; of New York of Economics of Education, Educational Background M.A., Kent State University; Chinese Ministry of Education Ph.D., University of Michigan International and B.A., Ph.D., University of Scholarly Interests Transcultural Studies Pennsylvania Health disparities research. Scholarly Interests Diversity training for multicultur- Scholarly Interests International and comparative Educational Background al competence. Invisible, covert New technologies; Race/ethnicity mathematics education. Educa- and visible overt violence. Pri- B.S., M.S., Massachusetts and gender in education; tion of the mathematically gifted. mary, secondary and tertiary vio- Institute of Technology; M.A., Literacies; Deconstructing the Curriculum development and lence prevention in school- and Ph.D., Stanford University “School-to-prison” pipeline. evaluation. Fullbright Senior community-based settings. Dom- Specialist (2002-2007). Scholarly Interests estic violence. Addictions and HELEN VERDELI dependencies, especially to crack Costs and financing of education. CALLY WAITE and cocaine. Drug abuse and Chinese education policy. Educa- Assistant Professor of Associate Professor of HIV/AIDS. Health promotion in tion and economic development. Psychology and Education Counseling and History and Education multicultural settings. Global Clinical Psychology Arts and Humanities health. BARBARA TVERSKY Professor of Psychology Educational Background Educational Background YE WANG and Education B.A., New College; M.A., Assistant Professor of Education Human Development B.A., Deree College; M.Sc., London School of Eco- Stanford University; Ed.D., Health and Behavior Studies Harvard University Educational Background nomics; M.A., Morehead State B.A., M.A., Ph.D., University University; Ph.D., Yale University Educational Background of Michigan Scholarly Interests B.A., China University Scholarly Interests The transformation of higher of Politics and Law; education in the late 19th cen- Scholarly Interests Prevention strategies for adoles- M.A., Ph.D., Ohio State cent children of bipolar parents; tury; historical theory and University Spatial thinking and language, Conducting and testing psycho- methodology. diagrammatic reasoning, visual therapy in developing countries. Scholarly Interests communication, design cogni- tion, gestures, event perception, Education of Deaf and Hard of cognition and learning, embodied Hearing Students. Multiple and situated cognition. Literacy. Multicultural Educa- tion. Educational Technology.

Teachers College Columbia University 2008-2009 241 AMY STUART WELLS RANDI WOLF KAREN ZUMWALT Professor of Sociology Associate Professor of Human Evenden Professor of Education and Education Nutrition on the Ella McCollum Curriculum and Teaching Human Development Vahlteich Endowment Health and Behavior Studies Educational Background Educational Background B.A., Mount Holyoke College; B.A., Southern Methodist Educational Background M.A.T., Harvard University University; M.S., Boston B.S., Cornell University; Graduate School of Education; University; Ph.D., Teachers M.P.H., Ph.D., University Ph.D., University of Chicago College, Columbia University of Pittsburgh Scholarly Interests Scholarly Interests Scholarly Interests Curriculum. Teaching. Teacher Educational policy. Race and Disease prevention and health education. Alternative routes to education. Charter schools. promotion; nutritional and public certification. School desegregation. School health; urban and minority choice policy. health.

JAMES WESTABY LYLE YORKS Associate Professor of Associate Professor of Adult Psychology and Education and Continuing Education Organization and Leadership Organization and Leadership

Educational Background Educational Background B.A., University of Wisconsin; B.A., Tusculum College; M.A., Ph.D., University of M.A., Vanderbilt University; Illinois M.A., Ed.D., Teachers College, Columbia University Scholarly Interests Scholarly Interests Behavioral reasoning theory. Applied behavioral prediction Action Learning. Collaborative currently in the areas of leader- Inquiry. Qualitative Research ship emergence, peace building, Methods. Strategic Approaches and help seeking. Organizational to Human Resource Develop- effectiveness theories, the non- ment. Application of adult learn- profit sector, and human resource ing theory to individual, group, management. Survey research and organizational learning, and and consulting. workforce and organizational development.

JOANNA WILLIAMS PATRICIA ZUMHAGEN Professor of Psychology and Education Assistant Professor of Human Development English Education Arts and Humanities

Educational Background Educational Background A.B., Brown University; Ed.M., B.A., Rivier College; M.A., Harvard University; M.S., Ph.D., Ontario Institute for Studies in Yale University Education, University of Toronto; Ph.D., Ohio State University Scholarly Interests Text comprehension. Beginning Scholarly Interests reading. Students with learning Exploring gender and relation- disabilities and other at-risk stu- ship representation in literature dents. and film with adolescents, Using process drama in the high school English classroom, Integrating the English and Social Studies classroom, Experiential Educa- tion in high school.

242 www.tc.columbia.edu/faculty General Information: (212) 678-3000 Trustees, Officers, and Councils TRUSTEES OFFICERS ALUMNI John W. Hyland, Jr., Co-Chair Susan H. Fuhrman, Ph.D. COUNCIL William D. Rueckert, Co-Chair President of the College Robert Weintraub, President James W. B. Benkard Thomas James Lee C. Bollinger Provost and Dean of the College Richard Campagna Cory A. Booker Jeanne Clark-Rance James P. Comer Henry Spector, M.A., M.C.R.P Vicki Cobb Joyce B. Cowin Vice President for Finance George Coleman Dawn Duques and Administration Susan H. Fuhrman Susan Diamond Ruth L. Gottesman Judy Chadourne, M.A. Peter Dillon Patricia Green Interim Vice President for Mark Graham Antonia M. Grumbach Development and External Affairs Constance B. Green Marjorie L. Hart Elaine Heffner Elliot S. Jaffe Suzanne M. Murphy, M.A., Ed.M. Jane Herzog John Klingenstein Vice President for Development Martin Keller Jan Krukowski and External Affairs Bridget Looney Julie Leff Jose Maldonado-Rivera Eduardo Marti Scott Fahey, M.Ed. Mary Alice Mazzarra Claude A. Mayberry, Jr. Secretary to the College and Kim McCrea John Merrow Assistant to the President Patrick McGuire Lorraine Monroe Andre McKenzie Enid W. Morse PRESIDENT’S Abby M. O’Neill ADVISORY Carolyn McNally Dailey Pattee Kathryn Moody COUNCIL Kathleen D. Morin Charles Prince Alice Elgart Terri Nixon E. John Rosenwald, Jr. Kristina Gimbel Marcia Norton Marla Schaefer Jon Gruenberg Laurie Tisch Jill W. Iscol Michael Passow Gillian Neukom Toledo Gregory Jobin-Leeds Jeffrey Putman Jay Urwitz Phyllis Kossoff Neil Robbie Steven R. Wechsler Douglas Kreeger Pola Rosen Sue Ann Weinberg Alan P. Levenstein Christopher Scott Bruce Wilcox James P. Levy Cynthia Sculco Christopher J. Willams J. Bruce Llewellyn Joan Shapiro Bernard McKenna Madelon Stewart HONORARY & James L. Neff EMERITI TRUSTEES Diane W. Sunshine Matthew Pittinsky Adam Vane Patricia Cloherty Sarah Robertson Caroline Vaughan Thomas W. Evans Spencer Robertson Alice Wilder A. Clark Johnson, Jr. Ron Saltz Thomas H. Kean Theodore R. Sizer Dawn L. Williams Roland M. Machold Janna Spark J. Richard Munro Alberta G. Strage Ronald Nicholson Charla J. Tindall William Parsons Elisa Wilson Elihu Rose Elizabeth H. Witten Donald Stewart Elaine R. Wolfensohn Barbara Thatcher Douglas Williams

Teachers College Columbia University 2007-2008 243

Student Services and Administrative Information Admissions Thank you for your interest in Teachers College, For most Teachers College programs the Personal Statement Columbia University. Students can apply to application deadlines are as follows: The personal statement is an important part Teachers College using our online application at Summer or Fall Entry of the application review process. Applicants www.tc.edu/apply. If you do not have access to Ph.D. Final Deadline: December 15 should present a carefully planned and written a computer, contact the Office of Admission at statement one to two pages in length describ- (212) 678-3710. Ed.D. programs: ing their background, past work in the intend- Early Deadline: January 2 ed field of study, plans for graduate study and APPLYING TO TEACHERS COLLEGE Final Deadline: April 1 a professional career, or any other information they feel is relevant. 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All supporting docu- has been conferred). Be certain that any form mentation, including but not limited to, tran- Below is a list of items that must be received not issued in English is accompanied by a nota- scripts and test scores should be submitted to: to ensure a complete application. rized English translation. Refer to “Interna- Teachers College tional Students” for more information. Office of Admission, Box 302 Under no circumstances can any application 525 West 120th Street materials submitted to the office of Admission Letters of Reference New York, NY 10027-6696 be returned to an applicant or forwarded to For most programs, two letters of reference are another college, university, or place of busi- required (refer to the Guide to Admission for Official scores of any required standardized ness. All records submitted in support of an exceptions: www.tc.edu/apply). Letters of refer- test, such as the TOEFL, GRE, or MAT must application for admission become part of a stu- ence may be submitted through the online be directly reported to Teachers College Office dent’s permanent record at Teachers College. application or via mail. of Admission by the Testing Centers. Completed Application Form Letters of reference should be written by peo- For TOEFL, GRE, or other tests administered This can be completed online. See “How to ple who can comment from personal knowl- by the Educational Testing Service, the Apply” for details. edge on the applicant’s academic or profession- assigned institution code for Teachers College al qualifications for graduate study. Wherever is 2905. No department code is necessary. Application Fee possible, letters of reference should be submit- Online Application ted from academic sources. If an applicant has On all correspondence with the Office of New application $65.00 been out of school for a number of years, s/he Admission, please be sure to indicate your full Re-application $35.00 may substitute professional references. Refer- name as it appears on your application along ences written by family members or friends are with the TC ID issued to you via email once Paper Application not appropriate for the purposes of this appli- you submit an application. The TC ID is a All degree applications $100.00 cation. random generated eight digit number preceded by the letter “T’. The TC ID is not your appli- The Application fee is non-refundable. Online Letters of reference are used for admission and cation PIN. applicants may submit the application fee scholarship review in the applicant’s intended online or by check or money order. Payments field of study only. All letters of reference are Please ensure that a valid email address is made by check or money order must be drawn destroyed after the review process. included on the application form, as it will be on a U.S. bank made payable to Teachers used for all correspondence from the Office of College. If the check is signed by someone If you are submitting a paper letter of reference, Admission. other than the applicant, the applicant’s name a Teachers College Recommendation Form as it appears on the application should be must accompany each letter of reference. Application Deadlines printed on the upper left-hand corner of the Recommendation Forms can be printed from In order for an application to be considered check. www.tc.edu/apply. Each recommendation must complete, the Office of Admission must be received by the Office of Admission in its receive all required application materials by original sealed envelope. The recommender’s the designated deadline.

Teachers College Columbia University 2008-2009 245 signature must be on both the letter of refer- The minimum Columbia University English a regionally accredited institution, and (3) ence and across the back flap of the sealed Placement Test (EPT) score is level 10 on granted/assigned credit on the transcript of envelope. Unsigned reference letters will not both sections of the examination. The EPT that institution, may be considered for transfer be accepted. A credentials file at a previous is administered by the Columbia University credit. Transfer credit is awarded at the discre- college or university may be submitted to fulfill American Language Program. Applicants tion of the faculty advisor. For the Master of the letters of reference requirement. However, may obtain further information on EPT from Education and the Doctor of Philosophy, a if an applicant has been out of school for five www.ce.columbia.edu/alp/. Students who maximum of 30 points completed outside or more years, s/he should submit one addition- require non-standard administration of the of Teachers College may be transferred. For al current letter of reference. tests should consult with the Office of Access the Doctor of Education, a maximum of 45 and Services for Students with Disabilities at points may be transferred; moreover, for the Resumé (212) 678-2989 V/TDD or [email protected] for Doctor of Philosophy, up to 45 points complet- Applicants should enclose a current resumé or information about such accommodation ed in another faculty of Columbia University chronological listing of employment and other may be transferred. Students enrolled in a 60- significant activities. Additional Requirements point Master of Science program may transfer Refer to the Guide to Admission (www.tc.edu/ a maximum of 30 points. No transfer credit is Standardized Tests apply) for any program-specific application awarded for Master of Arts students. Refer to the Guide to Admission (www.tc.edu/ requirements. No additional requirements, apply) for standardized tests requirements (if with the exception of letters of reference, may International Students any) for your intended field of study. Appli- be submitted online. International applicants must hold, or be in cants are expected to take any required stan- the process of obtaining, the equivalent of a dardized tests well before the application dead- Notification of Decision U.S. bachelor’s degree in order to be reviewed line(s). Expired scores are not accepted. The Office of Admission will notify the appli- for admission. The Office of Admission will cant via email once the application is com- review all credentials and determine bachelor For all applicants whose first language is not plete. Summer/Fall term applicants who meet equivalency. Teachers College will not accept English and those who have received a bache- our early application deadline will be notified external credit evaluations. lor’s degree from an institution in any country around mid-March of their decision. Spring where English is not the official language of term applicants and applicants applying after International applicants must submit detailed instruction, an English proficiency exam must the early deadline will be notified on a rolling school records of all subjects taken and exami- be taken. basis. The official notification of the decision is nations attempted for all university or post sec- the letter bearing the signature of the Director ondary work completed plus proof of gradua- Applicants to the Teaching of English as a of Admission. Decisions may not be given over tion, where available. All records should indi- Second Language (TESOL) or Applied the telephone or by email. cate complete dates of attendance, subjects Linguistics must submit an English profici- studied, grades (marks or final assessment) ency exam score if their first language is not Members of the Admission staff are not per- received, hours per week spent in lectures, and English, regardless of where their undergrad- mitted to discuss specifics regarding the deci- degrees or diplomas awarded. Foreign language uate and/or graduate work was obtained. In sion on any application. Admission committee records will not be accepted without both the addition, these programs have different mini- meetings are confidential and information can- translation and official copy of the original. mum score requirements from all other pro- not be shared with applicants or any other grams. Refer to the Guide to Admission for party. Admission decisions are final. Teachers If a school an applicant attended is no longer more details. College has a policy on appealing the admis- in existence or it is impossible for her/him to sion decision. All requests to appeal must be obtain official documents from a school s/he The minimum TOEFL exam score required by sent in writing to the Director of Admission. has attended, the applicant should have the Teachers College is 100 on the internet based Ministry of Education of that country furnish test, 250 on the computer based test, and 600 If you have applied to Teachers College three an official statement testifying to the impossi- on the paper based test. The TOEFL is admin- consecutive times and were denied admission bility of obtaining records. The Ministry should also supply Teachers College with a list of istered by Educational Testing Service (ETS). each time, you must wait three years before courses ordinarily required in the degree pro- Applicants may obtain further information on submitting another application. TOEFL from their local overseas educational gram an applicant has followed in that school or university. advising center (http://educationusa.state.gov/ In order to ensure a place in a program, a centers/) or at www.toefl.org. $300 U.S. tuition deposit must be received by Applicants who have earned a bachelor’s Teachers College. Instructions and deposit degree or its equivalent from a college or uni- The minimum IELTS exam score required by deadlines will be included in your letter of versity where English is not the official lan- Teachers College is an overall band score of admission. Upon enrollment this deposit will guage of instruction must take the TOEFL, the 7.0. be credited to the student’s account. CPE, the IELTS, or the Columbia University The minimum CPE exam score required by English Placement Test (see “Standardized Deferral of Admission Tests” section). Teachers College is a B. Deferral is permitted for most Masters Degree programs for one year from the original term of Do not submit bank statements or other proof The IELTS and CPE are both administered - admission. For those admitted to doctoral pro of funds with your application materials. by the University of Cambridge English for grams or Cohort Programs a deferral request Speakers of Other Languages (Cambridge must be accompanied by written permission of Student visas are processed through the Office ESOL). Applicants may obtain further infor- the program to which they were admitted. A of International Services. Documents neces- mation on these tests from www.cambridge- deferral request can not be considered without sary to obtain a student visa (I-20 or DS-2019) esol.org/. the $300 tuition deposit. are sent only after an applicant is officially admitted to Teachers College and has submit- Transfer Credit ted the Application for Visa Certificate (AVC) Only graduate courses which have been: (available online at www.tc.edu/international/ (1) completed with grades of B or higher, newstudents, and supporting documents certi- (2) submitted on an official transcript from

246 www.tc.columbia.edu General Information: (212) 678-3000 ADMISSIONS

fying that s/he has the necessary funds to meet the cost of full-time study at Teachers College. CONTACT INFORMATION Holders of student visas (F-1 or J-1) are re- quired to study full-time, that is, at least 12 Admissions points per semester. A copy of the ID page(s) Phone: (212) 678-3710 of the passport or national ID card and your Fax: (212) 678-4171 address in your country of permanent residence Email: [email protected] are also required. Financial Aid Be certain that any form not issued in English is Phone: (212) 678-3714 accompanied by a notarized English translation. Fax: (212) 678-4089 Email: [email protected] Individuals holding B-1 or B-2 status, or who entered the United States on a visa waiver, may International Services be in violation of their status if they enroll in Phone: (212) 678-3939 classes. Fax: (212) 678-3681 Email: [email protected] Contact the Office of International Services at [email protected] with any questions related to visas. Statement of Non-Discrimination Teachers College affirms that it admits stu- Students with Disabilities dents and selects employees regardless of their Students with disabilities are invited to request race, creed, color, religion, sex, sexual orienta- information and assistance from the: tion, marital status, national origin, citizenship status, age, or disability and thereafter accords Office of Access and Services them all the rights and privileges generally for Individuals with Disabilities, made available to students or employees at the Teachers College, Box 105 school. 525 West 120th Street New York, New York 10027 Telephone: (212) 678-3689 V/TTY: (212) 678-3853 Fax: (212) 678-3793 [email protected] The office is located at 166 Thorndike Hall.

Admission as a Non-Degree Student Non-Degree status is available to all applicants holding the equivalent to a U.S. bachelor’s degree.

For admission to non-degree status, applicants must provide a completed non-degree applica- tion form (PDF available online at www.tc.edu/ apply), $65.00 non-refundable application fee (check or money order), and proof of bachelors degree (photocopy of official transcript or dip- loma). International transcripts must be accom- panied by additional documentation, as men- tioned in the “International Students” section.

Once a student obtains 16 points as a non- degree student, he/she must formally apply for admission to a degree program or obtain appro- val from the Registrar to take beyond 16 points as non-degree student.

If a non-degree student wishes to exceed the maximum of 16 points he/she must either: • Be admitted to a Teachers College degree program, or • Obtain approval from the Registrar for registration. Admission to non-degree status implies no commitment for admission to a degree program. Should a non-degree student become a degree candidate, a maximum of 16 points (8 in the major field) taken in non-degree status may be applied toward a degree program.

Teachers College Columbia University 2008-2009 247 Residential Services RESIDENTIAL SERVICES AT When to Apply for Housing Single Student Housing TEACHERS COLLEGE Housing offers are based on availability of Three buildings are available for single-student units, geographic priority, and date of receipt housing. They are 517 West 121st, Grant Hall, The Office of Residential Services extends a of application. Applicants outside a 30-mile and Whittier Hall. warm welcome to you as you consider joining radius of the greater New York City area have our residential community. the highest priority for housing. To complete 517 West 121st opened in the fall 2004 semester. an application you should visit our website at The building contains 252 studio apartments. The Office of Residential Services at Teachers www.tc.edu/housing and complete our on-line Some have private kitchenettes, while most College, Columbia University, complements housing application. units share community kitchens which are dis- the institutional mission of the College by tributed throughout the building. The regular striving to provide housing that is convenient, The following early application dates are studios are approximately 215 square feet in size, clean, and safe for campus residents, their fam- recommended for submitting a housing and each one contains a private bathroom. ilies and guests. The department is committed application: Grant Hall is located at 514 West 122nd to creating a stimulating, inclusive, and caring Street. Two-bedroom shared units are available environment that supports the out-of-class- Fall term entry: February 1st in the courtyard side of this building. These room experience and enhances intellectual, Spring term entry: September 1st apartments contain two bedrooms, a bathroom, personal, and professional development. We Summer term entry: December 1st and a kitchen. collaborate with other campus departments to meet the unique needs of our graduate student Please note: Students are encouraged to apply prior to the early application dates listed above Whittier Hall is located at 1230 Amsterdam population and provide uncompromising quali- Avenue (at the corner of 120th Street) and ty, innovation, and continuous improvement and may apply for housing up to one year in advance of the term they seek housing. was constructed in 1901. There are several in a multicultural community. different types of housing accommodations offered in this residence hall. All assignments Teachers College has approximately 650 spaces Unfortunately, given the limited number of spaces available, we may be unable to accom- include a private bedroom. Room sizes vary available for single students and 150 apart- in all accommodation types. ments for students with families. Whittier, modate all requests for housing. Bancroft, Grant, and Sarasota Halls are his- In the single rooms, kitchen and bathroom facil- Housing Assignments toric buildings similar to other early 1900’s ities are shared by approximately 20 students. Students will be notified by the Office of New York City apartment-style buildings. Our Suites are self-contained units with three to six Residential Services of their housing status newest building, 517 West 121st, opened in private bedrooms. Residents of suites share a once an offer can be made, for the semester the fall 2004 semester. We also have a cooper- kitchen, bathroom, and common area. Efficiency for which they have applied. Each student’s ative relationship with the International units, one and shared two bedroom apartments, assignment letter contains information regard- House, NYC. and studio units all have a private bathroom and ing the unit to which the student has been kitchen. Microwaves are provided for students assigned. This information includes: type of Eligibility for Housing in suites, efficiencies, studios and one and unit, semester housing charge, and approxi- In order to be eligible for student housing, stu- shared two bedroom apartments. A microfridge mate size of unit. Also, information regarding dents must be enrolled in a degree program at (a microwave attached to a refrigerator unit) is check-in dates and times will be enclosed. Teachers College and registered for classes. provided in the single rooms. To maintain housing eligibility, residents must Notification that a housing space is available be enrolled and registered for a minimum of will be accompanied with a housing contract All single student housing units are fully fur- 9 credits or equivalent each semester (fall and and other documentation, which must be nished. Residents must, however, provide their spring). Two-thirds of each semester’s credits returned along with a $500 housing deposit own linen, cooking utensils, and other house- (6 points per term) must be earned course to hold the space. This deposit is held in an hold items. All units are equipped with tele- credits (i.e. not Certificates of Equivalency). interest bearing account for the duration of phone service, voice mail, unlimited local calls, Semester courses that are defined by the the student’s residence and may not be used caller ID, cable TV, and internet hook-up. Registrar as full-time, qualify a resident for for semester housing charges. full-time status. Housing Contracts extend for SINGLE STUDENT HOUSING AVERAGE Every effort is made to accommodate each one calendar year, beginning with the summer SEMESTER RATES applicant’s housing preferences. However, term. Any resident who completes 18 credits (2008–2009 ACADEMIC YEAR) during the fall and spring semesters combined there is a transfer period after the semester (or 9 credits during the spring semester for stu- begins in which students may request a change 517 West 121st: dents who begin residency in the spring) is not of assignment. Students may choose to exer- Efficiency $7,250 required to register for summer sessions and cise the transfer option if the College is unable Large Efficiency may remain in residence hall, but must re- to accommodate their original request. (with kitchenette) $8,750 enroll for upcoming fall semester and live in Teachers College housing for the upcoming fall Applications will be processed beginning: Grant Hall: semester. To remain eligible for summer hous- May 15th: Fall Term Shared Two-bedroom $4,700 ing if a resident is vacating in the summer (at November 15th: Spring Term (limited availability) the conclusion of Summer A or Summer B) March 15th: Summer A Term the resident must be enrolled for the summer April 15th: Summer B Term Whittier Hall: or have documentation from the College Single Room $3,600 demonstrating an affiliation with the College Once offered an assignment in Teachers Suite Room $3,950 during the summer. If the resident is teaching College housing, the housing application may Efficiency in public schools or has dependents in public not be deferred to another semester. Hence, (limited availability) $5,700 schools, the resident is permitted to remain in the applicant would need to submit a new Shared Two-bedroom housing until the conclusion of Summer A. housing application and fee for the desired (limited availability) $4,700 semester. One-bedroom (limited availability) $6,500 Studio (limited availability) $6,800 248 www.tc.columbia.edu General Information: (212) 678-3000

RESIDENTIAL SERVICES

Please note: Rates are subject to change and Bancroft Hall, located at 509 West 121st CONTACT INFORMATION typically increase 4-6% each year. Street, is an eight-story residence hall with • Location: 108 apartments. Each unit has a bathroom, 1230 Amsterdam Avenue, Family Housing living room/dining room area, kitchenette, and between 120th and 121st Streets Family housing is available for both traditional bedroom(s). The front apartments face 121st (beside the Teachers College Bookstore) and non-traditional families. To be eligible for Street. The rear apartments face a courtyard, • Mailing Address: family housing, students must demonstrate which connects Bancroft to Grant and 525 West 120th Street, Box 312, that the applicant and the individual(s) with Sarasota Halls. A security officer is on duty New York, NY 10027 whom the applicant is applying to reside share 24 hours a day at the Bancroft Hall front desk. • Phone: (212) 678-3235 a qualifying family relationship. Qualifying • Fax: (212) 678-3222 family relationships under current policy Housing rates vary according to the size and • Email: [email protected] include the following: (a) marriage, (b) pres- location of the apartment. Residents must pay • Website: www.tc.edu/housing ence of minor or dependent child, or (c) monthly long distance phone bills and electric domestic partnership, (a long-term relation- charges. Heat and hot water is provided at no ship between the two adults). Relationships additional cost. Unlimited local calls, caller that do not qualify for family housing status ID, internet and cable TV service are included include: parents, grandparents or siblings of in the housing rates. applicants, other than a minor sibling for whom the resident is the legal guardian. FAMILY HOUSING AVERAGE SEMESTER RATES Documentation of Family Status (2008–2009 ACADEMIC YEAR) All persons applying for family housing must submit proper documentation along with their 1 Bedroom Apartment $7,200 application. The following are acceptable 2 Bedroom Apartment $7,600 forms of documentation: 3 Bedroom Apartment $8,600 1. Copy of a current marriage certificate. (limited availability) 2. In the case of a single parent, birth certifi- cate(s), adoption papers, or other appropriate Please note: Rates are subject to change documentation of legal guardianship. and typically increase 4-6% each year. 3. Notarized affidavit declaring that the applicants share a domestic partnership. Important Information The approved affidavit form is included in the application. • Students may submit an application for In addition, those who apply as Domestic housing even if they have not yet applied or Partners must include one of the following been admitted to the College. No offer for with the signed affidavit: housing, however, will be made until stu- a. Copy of a joint lease naming and signed dents are officially admitted in a Teachers by both applicants and their landlord; College degree program and have paid the b. Joint tax returns for one calendar year Admission deposit, as established by the immediately preceding the application; Office of Admission. c. Notarized letter on bank letterhead signed by a bank officer indicating a joint • Individuals interested in summer only saving and/or checking account for at housing should visit our website at least one calendar year; www.tc.edu/housing for a Summer d. Affidavit of Domestic Partnership from Conference Housing application. New York City or any city, which registers unmarried couples who are in a com- • Students are responsible for notifying the mitted, ongoing family relationship. Office of Admission (if an incoming stu- dent) or the Office of Registrar (if a contin- Family Housing Options uing student) of any changes in mailing Teachers College maintains three Family address, telephone number, and/or email Housing units: Bancroft, Grant, and Sarasota address. Halls. Typically, one-bedroom apartments are assigned to families with one or no children. • Housing applications are only considered Due to limited availability, two and three bed- for the initial semester for which a student room apartments are typically available for applies. The Office of Residential Services families with more than one child. All apart- must be notified in writing if a student ments come fully furnished. decides to defer an application. The applica- tion will be considered for the requested Grant and Sarasota Halls, located at 514 and semester. A housing application may be 512 West 122nd Street, respectively, are six- deferred for a maximum of one year, provid- story buildings with four apartments on each ed an assignment was never offered. floor. The two front apartments have an entry foyer, living room, bedroom, kitchen, and bathroom. The two rear apartments have a long hallway with the bedroom, kitchen, bath, and living room opening into the hallway.

Teachers College Columbia University 2008-2009 249 TC Halls at a Glance

Sarasota and 517 West 121st Bancroft Hall Grant Hall Whittier Hall Grant Halls (New Residence Hall) Population Co-ed; family housing Co-ed; family housing Co-ed; single student Co-ed; single student Co-ed; single student housing housing housing

Location 509 West 121st Street 512/514 West 122nd Street 514 West 122nd Street 1230 Amsterdam Avenue 517 West 121st Street (between Broadway and (between Broadway and (between Broadway and (between 120th and 121st (between Broadway and Amsterdam) Amsterdam) Amsterdam) Streets) Amsterdam)

Capacity and 105 apartments; approxi- 24 one-bedroom apartments 12 two-bedroom shared 350 residents; approximately 252 residents; approximately Layout mately 14 apartments per per building; 4 apartments apartments; 4 apartments 35 residents per floor; single, 10 units per floor; efficiency, floor; one-bedroom, two- per floor total per floor suite, efficiency, one-bed- and efficiency with private bedroom, and three-bedroom room apartment, two-bed- kitchenettes room shared apartment, studio Furnishings All units: desk, desk chair, All units: full bed, desk, desk All units: twin bed, desk, All units: twin bed, desk, All units: bed, desk, desk lamp, sofa, chair, bookcase, chair, chest, lamp, sofa, chair, desk chair, chest, lamp, desk chair, armoire/closet, chair, chest, bookshelf, dining table and chairs, 1 bookcase, dining table and bookcase, dining table and chest, lamp; Single rooms: microwave, microwave bed per bedroom (full: one- chairs, refrigerator, chairs, refrigerator, microwave, small refrigera- cabinet, refrigerator; Units bedroom apartment & twin: stove/oven; units come stove/oven, microwave tor; Studio, one-bedroom with kitchenettes: stove/oven two-bedroom apartment), 1 furnished apartment, and efficiency chest per bedroom, refrigera- units: kitchenettes, tor, stove/oven; units come microwave, small refrigerator furnished

Kitchen Private kitchenettes Private kitchens Shared kitchens Suite, single units: commun- Units with kitchenettes: Facilities ity kitchens (1 per floor); private; units without kitch- studio, one-bedroom apart- enettes: community kitchens ment, and efficiency units: (every other floor) private kitchenettes Bathroom Private bathrooms Private bathrooms Shared bathrooms Suite, single units: commun- Private bathrooms Facilities ity bathrooms; studio, one-bedroom apartment, and efficiency units: private bathrooms Study and Computer room with inter- All facilities located in All facilities located in Computer room with inter- Computer room with internet Community net connection; study Bancroft Hall (adjacent to Bancroft Hall (adjacent to net connection; 2 study connection; study lounge; TV Spaces lounge; community room building) building) lounges; 2 TV lounges lounge; courtyard area

Laundry Card and coin-operated Card and coin-operated Card and coin-operated Card and coin-operated Card and coin-operated washers and dryers washers and dryers washers and dryers washers and dryers washers and dryers Air Window units permitted; Window units permitted; Window units permitted; Window units permitted; Central; individually Conditioning Must be installed and Must be installed and Must be installed and Must be installed and regulated thermostats removed by a licensed and removed by a licensed and removed by a licensed and removed by a licensed and insured professional insured professional insured professional insured professional

Telephone Each unit has an assigned Each unit has an assigned Each unit has an assigned Each unit has an assigned Each unit has an assigned phone number & phone phone number & phone phone number & phone phone number & phone phone number & phone jack; jack; voicemail and call jack; voicemail and call jack; voicemail and call jack; voicemail and call voicemail and call waiting; waiting; unlimited local calls waiting; unlimited local calls waiting; unlimited local calls waiting; unlimited local calls unlimited local calls Cable TV Included Included Included Included Included

Internet Wireless Ethernet Ethernet Ethernet Ethernet

Mail and Mail delivery by USPS; Mail delivery by USPS; Mail delivery by USPS; Mail sorted by staff; package Mail sorted by staff; package Packages package pick-up at Bancroft package pick-up at Bancroft package pick-up at Bancroft pick-up at Residential pick-up at Residential Desk Desk Desk Mailroom Mailroom

Security 24-hour security desk; swipe Swipe card access to building Swipe card access to building 24-hour security desk; swipe 24-hour security desk; swipe card access to building with 24 hour CCTV with 24 hour CCTV card access to building card access to building

250 www.tc.columbia.edu General Information: (212) 678-3000 Academic Resources and Services RESEARCH AND SERVICE Current studies involve investigation of cre- workplace, and other community-based set- CENTERS AND INSTITUTES ative practice in the arts as research, and the tings. Current grant and subcontract projects AT TEACHERS COLLEGE examination of the impact of contemporary include: NIH/NHLBI Motivational Interview- culture on the creation of images during ado- ing in Hypertensive African-Americans; To contact any of the centers or institutes listed lescence. NIH/NHLBI Translational Behavioral Science below by mail, please write to: Teachers College, Consortium: Motivating Health Behaviors in Columbia University, 525 West 120th Street, Research teams are formed from senior and Patients with Cardiopulmonary Disease; and New York, NY 10027. Be sure to include the junior faculty, together with senior doctoral NIH/NHLBI Trial of Asthma Patient name of the center or institute and the respective students at Teachers College Columbia Education in the Emergency Room. Box # at the College (listed below). University. Projects have involved the devel- opment of innovative assessment instruments Director: John P. Allegrante Accelerated Schools Center and methodological procedures, on-site visits, Contact Information: The Accelerated Schools Project is dedicated team analysis of data and the production of Box 114 to the creation of schools in which every child comprehensive reports. (212) 678-3960 has the opportunity to succeed as a creative, [email protected] critical, and productive member of our society. Co-Directors: Judith Burton and Hal Abeles The Accelerated Schools Center at Teachers Contact Information: Center for Opportunities and Outcomes College works with public schools in the New Box 78 for People with Disabilities York Tri-State area to implement the Accele- Professor Burton: (212) 678-3360 Department of Health and Behavior Studies rated Schools philosophy and practices by Professor Abeles: (212) 678-3288 The Center for Opportunities and Outcomes working closely with the schools’ leadership, [email protected]; [email protected] for People with Disabilities confronts the chal- teachers, students, and surrounding community. lenges facing special education today through The Center is also working with schools and Dean Hope Center for Educational and its commitment to the production of knowl- universities in Latin America and Spain to Psychological Services (CEPS) edge and professional expertise aimed at sup- establish accelerated schools in those countries. Department of Counseling and Clinical porting the full inclusion of people with disabil- Psychology; Department of Curriculum ities in society. The broad-based research, eval- Director: Pilar Soler and Teaching; Department of Health and uation, and demonstration activities of the Contact Information: Behavior Studies Center reflect an emphasis on empowering Box 200 A training and research center for the College people with disabilities by increasing their (212) 678-3095 and a community resource that provides help capacity and opportunities for self-determina- [email protected]; www.tc.edu/accelerated to people of all ages with educational and per- tion, reducing their vulnerability to victimiza- sonal problems. The services offered include tion and abuse, and addressing the disability- Center for Adult Education psychoeducational evaluations and education- related issues of culturally and ethnically Department of Organization and Leadership al evaluations focusing on learning issues cou- diverse groups, including women and minori- The Center is interested in research on adult pled with appropriate remediation, instruc- ties. The Center encourages national and inter- and organizational learning; adult basic educa- tional planning and instruction for clients national partnerships aimed at strengthening tion and literacy; and transformative learning with learning disabilities, adult and child psy- the connection between research and policy. for adults in a variety of settings. The Center chotherapy, personal and vocational counsel- has conducted award-winning research on lit- ing and psychological diagnostic evaluation. Director: Linda Hickson eracy and has pioneered an innovative Action Services are provided by advanced graduate Contact Information: Research Professional Development program students. All work is supervised by full-time Box 223 for literacy teachers through reflective practice and/or adjunct faculty of the College’s pro- (212) 678-3076 and experimentation in the classroom. grams. Fees are set on a sliding scale that is [email protected]; www.tc.edu/oopd designed to meet all budgets. Directors: Victoria J. Marsick and Lyle Yorks Center for Technology Contact Information: Director: Dinelia Rosa, Ph.D. & School Change Box 50 Contact Information: CEO&I (College-wide) (212) 678-3760 Box 91 The Center for Technology & School Change [email protected]; [email protected] (212) 678-3262 or Fax (212) 678-8105 (CTSC) works with educators at all levels [email protected]; www.tc.edu/ceps interested in integrating technology to improve Center for Arts Education Research teaching and learning. As a research, evalua- Department of Arts and Humanities Center for Health Promotion tion and development center, CTSC helps CAER undertakes both applied and basic Department of Health and Behavior Studies organizations plan educational uses of technol- research. To date, researchers have carried out The Center for Health Promotion, which was ogy to extend the learning process, and studies a number of funded assessment studies focus- established in 1981, has comprised diverse the effects of new technologies on education. ing on the impact of student learning of working groups of faculty and students inter- The Center partners with a number of urban school-cultural institution collaborations. The ested in stimulating research and development districts and institutes of higher education to first major study undertaken by the Center was efforts responsive to national priorities in provide professional development and evalua- an assessment of the work of artists in the aes- health promotion and disease prevention. tion services. The Center also pursues research thetic education program of the Lincoln Historically, the work of participating faculty collaborations focused on technology integra- Center Institute, New York City. Other studies and students has spanned both basic and tion and institutional change issues. have been completed in Hartford, CT., applied research and development, and has Philadelphia, PA., Baltimore, MD., and New included projects focusing on the influences of Co-Directors: Howard Budin and Ellen Meier York City. The largest research study undertak- personal behavior on health status, as well as Contact Information: ing to date has been funded by GE and the how educational and behavioral intervention Box 8 MacArthur Foundation. The purpose of this can be used to improve health and prevent (212) 678-3773 project was to examine the impact of learning premature death and disability throughout the [email protected]; www.tc.edu/ctsc in the arts on the academic school subjects. human lifespan through schools, patient care,

Teachers College Columbia University 2008-2009 251 Center for the Professional Education Co-Directors: Clive Belfield and across subject matter areas; (3) use of dia- of Teachers (CPET) Henry M. Levin logue, collective cognition and reflection in Department of Arts and Humanities Contact Information: the classroom. CAL is offered as a 2 or 3 The Center for the Professional Education of Box 181 credit course and professional development Teachers establishes partnerships with second- (212) 678 3857 for non-TC groups of teachers. ary schools in order to develop effective literacy [email protected] education in all disciplines. Interrelated initia- [email protected] Director: Dr. Lenore Pogonowski tives of program development, research, and www.cbcse.org Contact Information: assessment contribute to a growing understand- Box 139 ing of the classroom contexts that promote the Center on Chinese Education (212) 678-3896 learning and uses of literacy. The Center cre- College-wide [email protected] ates team-based projects with faculty, doctoral The purpose of the Center on Chinese www.tc.edu/centers/cal students, and school-based educators to engage Education is to promote education exchange in examinations of how instruction and assess- between the U.S. and China and foster under- Edward D. Mysak Speech ment promote and support students’ literacy standing of education development and policy and Hearing Center practices and account for diversity of back- in China through research, teaching, and out- Department of Biobehavioral Sciences (Programs ground. Professional development programs reach activities. in Speech-Language Pathology and Audiology) provide teachers with current research and The Mysak Center is the on-site clinical train- practice in adolescent literacy education that is Director: Mun C. Tsang ing facility for students in the masters program intended to support adolescent literacy achieve- Contact Information: in speech/language pathology. The Center pro- ment. Box 211c vides a wide range of diagnostic and therapeu- (212) 678-3814 tic services in speech, language, hearing, and Director: Ruth Vinz [email protected] augmentative communication for all ages of Associate Director: Britta Van Dun www.tc.edu/centers/coce individuals with communication disorders. Contact Information: Services are provided by fully certified and Box 182 Community College Research Center licensed clinical educators as well as qualified (212) 678-3161 (CCRC) graduate clinicians under direct supervision by [email protected] Department of International and Transcultural the clinical faculty. Studies (Program in Economics and Education) Center for African Education The Community College Research Center Director: Jo Ann Nicholas Department of International (CCRC) was established in 1996 by the Alfred Contact Information: and Transcultural Studies P. Sloan Foundation and is housed within the Box 191 The Center for African Education promotes Institute on Education and the Economy (IEE) (212) 678-3410 research and teaching about education in at Teachers College, Columbia University. [email protected] Africa and the African Diaspora. Its central CCRC conducts and promotes research on www.tc.edu/centers/mysak aim is to create a community of students, fac- major issues affecting the development, ulty, staff, visiting scholars, and practitioners growth, and changing roles of community col- Hollingworth Center commited to the fields of Education and leges in the United States. In addition to con- Department of Curriculum and Teaching African Studies and to provide them with a ducting research, CCRC works with communi- The Hollingworth Center, a program within forum to discuss their African interests and ty colleges, professional organizations, founda- the Department of Curriculum and Teaching work. tions, and government agencies in an effort to at Teachers College, Columbia University, is a strengthen the research capacity both within service, research and demonstration site. The Director: George C. Bond the colleges and the broader community, Center is designed to provide internship and Contact Information: attract new scholars to the field, promote dis- training opportunities for the graduate stu- Box 10 cussion and debate about crucial and often dents of Teachers College, develop model pro- (212) 678-3309; (212) 678-3311 controversial issues, and disseminate existing grams in early childhood education, and offer [email protected] research. enriched educational services for children, families and educators. Primarily concerned Center for Benefit Cost Studies Director: Thomas Bailey with nurturing the talent development of all in Education Associate Director: Lisa Rothman young children, the Center maintains a special Department of International Contact Information: commitment to creating and implementing and Transcultural Studies Box 174 programs for underserved children and teach- This Center carries out studies using the (212) 678-3091 ers in urban schools, and designing model cur- economic tools of benefit-cost analysis and [email protected] ricula in areas traditionally neglected in ele- cost-effectiveness analysis to evaluate both http://ccrc.tc.columbia.edu mentary schools. Since the Center was estab- the returns on educational investments and lished in 1981, it has been internationally rec- to select the most productive alternatives to Creative Arts Laboratory (CAL) ognized for exemplary programs, grant projects, addressing particular educational issues. A Department of Arts and Humanities teacher development efforts, and research special focus is placed on studies of education- The purpose of CAL is to provide experiential contributions. al investment in at-risk populations. Major sessions in dance, music, theatre, videography reports and articles have been produced on and visual arts to enable students and teachers Director: Lisa Wright the public returns from investing in increased to design and enact arts experiences that Contact Information: high school graduation for the population as a facilitate: (1) development of critical and Box 170 whole, and for black males in particular. creative thinking skills in core curriculums (212) 678-3851 through contextual arts learning; (2) teachers’ [email protected] ability to help students make connections www.tc.edu/centers/hollingworth

252 www.tc.columbia.edu General Information: (212) 678-3000

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Institute for Learning Technologies Director: Professor Lambros Comitas alumni and our external clients a variety of Department of Mathematics, Science, and Contact Information: opportunities to connect theory and research Technology; Department of Human Development Box 45 with practice, and to allow practice to inform The Institute tries to improve learning by (212) 678-4040 theory and research. Students are awarded a developing new learning technologies, improv- [email protected] Certificate of Attendance upon successful ing use of learning technologies in educational completion of the program of study. and other settings, and doing research on Institute on Education and the Economy learning technologies. (IEE) Director: Professor Peter T. Coleman Department of International and Transcultural Contact Information: Director: John B. Black Studies (Program in Economics and Education) Box 53 Contact Information: The Institute on Education and the Economy (212) 678-3402 Box 118 (IEE), established in 1986 by the Board of [email protected] (212) 678-4000 Trustees of Teachers College, Columbia [email protected] University, is an interdisciplinary policy J.M. Huber Institute for Learning www.ilt.columbia.edu research center that focuses its attention on in Organizations the interaction between education and the Department of Organization and Leadership Institute for Urban and Minority Education economy. IEE conducts a rigorous program of J.M. Huber Institute for Learning in College-wide research and policy analysis and provides intel- Organizations is a research-based institute The Institute for Urban and Minority lectual leadership primarily in two areas. The dedicated to advancing the state of knowledge Education (IUME) conducts demonstration, first is education reform, particularly that and practice for learning and change in organ- development, evaluation and research projects which is designed to respond to changing eco- izations. The Institute partners with diverse to better understand the experiences of nomic and employment needs. The second organizations to conduct organizational assess- diverse urban and minority group populations involves changes in work, technology, and ments, evaluations, and action research. in the different institutions and situations that work organization, and the implications of Through these partnerships, organizations get influence their development. The major activ- those changes for the performance of organiza- faster results and better decisions by leveraging ities of IUME include curriculum develop- tions and the skill needs and well being of the learning to improve performance. In this way, ment, program evaluation, technical assistance workforce. the Institute helps businesses, schools, govern- and professional development, supplementary ment and not-for-profit agencies increase their education, parent consultation and develop- Director: Thomas Bailey capacity to learn, to innovate, develop new ment and information dissemination. Associate Director: Lisa Rothman skills, and find new ways of working and Contact Information: thinking. Director: Edmund W. Gordon Box 174 Assistant Director: Veronica Holly (212) 678-3091 Co-Directors: Martha A. Gephart Contact Information: [email protected] and Victoria J. Marsick Box 75 www.tc.edu/iee Contact Information: (212) 678-3780 Box 187 [email protected] International Center for Cooperation (212) 678-3366 [email protected] and Conflict Resolution (ICCCR) [email protected] http://iume.tc.columbia.edu Department of Organization and Leadership www.jmhuberinstitute.org Established at Teachers College in 1986, the Institute of International Studies International Center for Cooperation and National Center for Children and Families Department of International Conflict Resolution (ICCCR) is an innovative Department of Human Development; and Transcultural Studies Center dedicated to advancing the study and Department of Curriculum and Teaching The Institute was created in 1964 to strength- practice of conflict resolution. Our mission The National Center for Children and en the research arm of the College’s interna- is an educational one: to help individuals, Families (NCCF) advances the policy, educa- tional enterprise. With an initial grant from schools, communities, businesses and govern- tion, and development of children and their the Ford Foundation, the Institute began to ments better understand the nature of conflict families. Housed at Teachers College, work with a focus on theoretical and practical and develop the skills and settings that enable Columbia University, the Center produces and studies of the role of education in the modern- them to resolve conflict constructively. We applies interdisciplinary research to improve ization of traditional societies. Over several particularly emphasize the importance of the practice and to raise public awareness of social decades, the Institute sponsored and super- social, cultural, organizational, institutional, issues that affect the well-being of America’s vised substantial research in Africa, Asia, and systemic contexts within which conflicts children and families. To achieve these goals, Latin America and the industrial nations as occur. Our philosophy links theory and re- the Center presently focuses its work in five well as on a variety of cross-cultural and com- search closely with practice. We are commit- related thematic areas, each of which address- parative studies. During the past few years, the ted to conducting important and useful theo- es the prevention of social problems: Early Institute has worked on a variety of problems retical and applied research on cooperation, Care and Education; Families; School Transi- in Brazil, the Dominican Republic, Morocco conflict resolution and social justice and to tions and Readiness; Systems/Governance; and Russia. In general, the Institute helps to communicate our conceptual and practical Neighborhood/Community. The Center cur- formulate the College’s international effort models in an accessible and engaging manner. rently has an annual operating budget of 3 and to serve as both catalyst and repository for We are also committed to developing, evaluat- million and a staff of 50 fellows, research assis- grants and gifts in aid of international studies ing, and providing instruction in state-of-the- tants and faculty members. The work of the at the College, to strengthen instructional pro- art methods for the constructive resolution of Center is accomplished by its staff through a grams with comparative and international conflict, understanding that conflicts occur in set of synergistic activities, including: Research thrusts, and to upgrade the quality of research dynamical systems which are always in a state and Publication, Training and Fellowships, and on international or cross-national themes. of flux. Consequently, we employ a “reflective Legislative and Dissemination. scholar-practitioner” model in our many schol- arly, educational and practical endeavors. As such, we offer our students, instructors, staff,

Teachers College Columbia University 2008-2009 253 Directors: Jeanne Brooks-Gunn National Center for the Study of for research by scholars, students and profes- and Sharon Lynn Kagan Privatization in Education sionals in arts management education and Contact Information: Ali Hill Department of International training around the world; offers a forum for Box 226 and Transcultural Studies research and discussion about cultural policy, (212) 678-8255 The Center was established to provide inde- arts management, arts education and arts law [email protected] pendent, non-partisan information on and issues. Our sub-specialties are: Research and www.policyforchildren.org analysis of privatization in education. Under- Practice, International Arts Management standing the consequences of such initiatives including Cultural Policy, Conferences and National Center for Postsecondary Research as vouchers, tuition-tax credits, educational Colloquia, Web Site and Databases including (NCPR) contracting, independent schools and other listserv, bibliography, research and articles. Department of International and Transcultural forms of privatization is confounded by ideo- Additional data maintenance and dissemina- Studies (Program in Economics and Education) logical arguments from both advocates and tion by Princeton University’s Cultural Policy The National Center for Postsecondary opponents with little dispassionate analysis of and the Arts National Data Archive Research (NCPR) was established in 2006 claims and evidence. The goal of the NCSPE (CPANDA). through a five-year grant from the Institute is to establish a more productive forum on of Education Sciences, U.S. Department issues regarding privatization of education Director: Joan Jeffri of Education, to the Community College through research, evaluation, conferences, Contact Information: Research Center (CCRC) in collaboration publications, and dissemination. Particular Box 78 with partners at MDRC, the Curry School at attention is devoted to the implications of (212) 678-8184 the University of Virginia, Harvard University, educational privatization for the health of pub- [email protected] and Princeton University. It is housed at lic education. Research products available for www.tc.edu/centers/rcac CCRC, Teachers College, Columbia Univer- free download on the NCSPE website include sity. NCPR is focused on studying the effects the following topics: Education Vouchers, School Law Institute of policies and practices designed to help stu- For-profit Secondary and Higher Education, Department of Organization and Leadership dents make the transition to college and mas- Home-schooling, Charter Schools, School The School Law Institute, is a five-day course ter basic skills needed to advance to a degree. Contracting, and Tuition Tax Credits. that examines recent legal developments from NCPR researchers use rigorous methods to the standpoints of law, policy, and practice. The examine widely-used programs such as dual Director: Henry M. Levin Institute serves public-school and district-level enrollment and developmental learning com- Contact Information: administrators, teachers, guidance counselors, munities. NCPR is committed to research that Box 181 special education and ELL staff, union reps, will help strengthen the performance of insti- (212) 678-3259 state-department staff, attorneys, and advo- tutions of higher education and improve stu- [email protected] cates. Topics covered include safety and other dent success. www.ncspe.org (search and seizure, child abuse, and the schools’ authority to regulate student and staff Director: Thomas Bailey Peace Education Center conduct); equity issues (the Seattle/Louisville Associate Director: Lisa Rothman Department of International decision, high-stakes testing, harassment, Contact Information: and Transcultural Studies school-finance reform, special education, serv- Box 174 The Teachers College Peace Education ing English-language learners, issues of poverty (212) 678-3091 Center’s (TCPEC) mission is to further the and race in education); free speech rights of [email protected] development of the field of peace education, students and teachers; and religion in the pub- www.PostsecondaryResearch.org particularly in recognition of the unprecedent- lic schools. Presenters include TC Professors ed need to address issues of security, war and Heubert, Sobol, Rebell, and a national faculty National Center for Restructuring peace, human rights and social justice, sustain- including Professors Gary Orfield, Patricia Education, Schools and Teaching able development and ecological balance. The Gandara, Rhoda Schneider, and Perry Zirkel. (NCREST) Peace Education Center was established in Department of Curriculum and Teaching 1982 by Betty A. Reardon to develop research Please visit our website, The National Center for Restructuring and provide outreach, resourcing, training and www.tc.edu/ceoi/SchoolLaw/, or contact us Education Schools and Teaching (NCREST) in-service education. The Center collaborates by phone at (212) 678-8331 or by email at is an education research and development closely with similar centers around the world [email protected]. organization that helps to build the capacity as well as the United Nations, UNESCO, the for successful school reform in the New York International Peace Research Association and Faculty Director: Professor Jay Heubert area and around the country. NCREST doc- the Global Campaign for Peace Education. Box 157 uments successful restructuring initiatives, fosters the development and sharing of the Co-Directors: Janet Gerson and Tony Jenkins Teachers College Reading and expertise of practitioners, builds connections Contact Information: Writing Project between practice and policy, and produces Box 171 Department of Curriculum and Teaching print, video and web-based products that (212) 678-8116 The Teachers College Reading and Writing deepen and clarify our understanding of edu- [email protected] Project has been one of New York City’s pre- cation reform. www.tc.edu/PeaceEd mier providers of literacy professional develop- ment for K-8 teachers for over two decades. Co-Directors: Jacqueline Ancess Research Center for Arts and Culture The Project devotes its time equally to improv- and Thomas Hatch Department of Arts and Humanities ing the teaching of reading and writing, and Contact Information: Provides long-term systematic research and does all this work with strong support and Box 110 documentation on the conditions, needs and involvement from school leaders. The Project’s (212) 678-3432 situation of living artists in America; explores school-based work is complimented by an array [email protected] the relationship between the public, individual of other professional development opportunities www.tc.edu/centers/ncrest artists and the arts sector; serves as an auspice at the College including monthly Leadership Conferences for principals and superintendents,

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day-long workshops for teachers and adminis- Students can apply to either the nine month practices– to make informed decisions about trators, leadership groups for teachers, study master’s program in session from September the science, mathematics, and technology groups for coaches and assistant principals, through June, or to the two-summers’ intensive related matters that they encounter in their and summer institutes on the teaching of which includes site-based research at students’ daily lives. The Center pursues four areas of reading and the teaching of writing. current schools during the interim academic teaching, research and development and the year. Both programs provide a course of study interconnections among them. They are: Director: Lucy Calkins that aims to develop further their ability to (1) Developing deep understandings of what Contact Information: exercise leadership and to increase their capa- best practices are in K-12 science/technology Box 77 city to meet the challenges of leadership. The education, especially for students from linguis- (212) 678-3104 special features of the programs include course- tic and racial/ethnic minority backgrounds and [email protected] work and guided fieldwork experiences specifi- students living in poverty; http://rwproject.tc.columbia.edu cally geared to meet the needs of independent school educators. The Center also offers two- (2) Researching and developing effective urban The Elbenwood Center for the Study week programs that address different stages of preservice teacher education and on-going pro- of the Family as Educator educators’ professional careers: the Summer fessional development opportunities for science The Elbenwood Center for the Study of the Institute for Early Career Teachers (June) and teachers in urban school systems; Family as Educator is dedicated to improving the Heads of Schools program (January). the education of children and adults through a (3) Developing better understanding of and fuller understanding of the strengths and cre- Director: Pearl Rock Kane actualizing relationships between urban com- ative intelligence to be found in families of all Contact Information: munities, schools, community organizations forms and backgrounds. The Center pursues Box 125 (i.e., museums, activist organizations) and various lines of systematic research and inquiry (212) 678-3156 universities; and that bring interdisciplinary scholarly perspec- [email protected] tives– particularly those of the social sciences www.klingenstein.org (4) Committing to building a just and equi- and humanities– to bear in illuminating edu- table education for all students. cation within families, as well as the connec- The Professional Development tions between families and other educative Schools Partnership Directors: Ann Rivet institutions. Topics of inquiry include: family The Professional Development Schools Contact Information: memories; grandparents as educators and Partnership brings together multiple stake Ann Rivet multigenerational education; the social net- holders in the process of preparing candidates Box 210 works and educative styles of teenagers; family to teach in the New York City public schools. (212) 678-3384 context of literacy; the connections among College faculty work closely with clinical faculty [email protected] families, schools, museums, and libraries; the in the partner public schools to engage in www.tc.edu/centers/urbanscience significance of television and information reflective practice with interns, student teach- technologies for families; the educational ers, and teacher education faculty. THE GOTTESMAN LIBRARIES implications of family migration and immigra- THE LIBRARY tion. The Center’s activities include research, For additional information, contact: symposia, seminars, and workshops. Faculty A. Lin Goodwin The Gottesman Libraries at Teachers College and students who participate in the Center Box 97 house one of the nation’s largest and most come from various departments at Teachers (212) 678-3502 comprehensive research collections in educa- College and elsewhere in Columbia University. [email protected] tion. The collection is comprehensive in The Center also maintains liaisons with other American elementary and secondary educa- institutions through project partnerships. The Rita Gold Early Childhood Center tion, and in such subject areas as psychology, Department of Curriculum and Teaching particularly applied psychology, educational Director: Hope Jensen Leichter The Rita Gold Early Childhood Center serves administration, the history and philosophy of Contact Information: to promote the growth and development of education, guidance, special education, higher Box 123 infants, toddlers, preschoolers, and their families and adult education, speech and language (212) 678-3187 through three inter-related practices: supportive pathology and audiology, health and nursing [email protected] early care and education for young children, education, nutrition, curriculum and teaching, www.tc.edu/centers/elbenwood transdisciplinary preparation for graduate stu- communications and computing technology, dents; and ongoing research to improve practice recreation, and international and comparative The Klingenstein Center for and inform theory in child and family develop- education. Research resources in printed, non- Independent School Leadership ment and care. printed, and electronic formats include all Department of Organization and Leadership important reference works; a wide selection of The Klingenstein Center for Independent Faculty Director: Susan L. Recchia monographs; extensive journals; and major School Leadership aims to develop and renew On-Site Director: Isabel M. Belinkie indexing and abstracting services. leadership skills for independent school teach- Administrative Assistant: TBD ers and administrators. Seeking highly moti- Box 98 Online Services vated women and men at varying stages of [email protected] The library’s online site, accessible from the their careers, the Klingenstein Center attracts www.tc.edu/centers/citp Teachers College homepage, is the focal point students from across the United States and for a growing array of library services that sup- around the world for study, research and lead- Urban Science Education Center port instruction and research at the College. ership development in independent school Department of Mathematics, The website combines news and information, education. Science, and Technology access to local and remote databases, and The mission of the Urban Science Education exhibits that showcase the accomplishments The Center offers two formats for a Master’s Center is for all urban students to have equi- and contributions of notable Teachers College Degree Program in Education Leadership with table and just opportunities to develop the persons and programs, particularly as they a concentration in Private School Leadership. kinds of necessary scientific literacies– knowl- relate to or are reflected in library collections edges, skills, ways of knowing, and discursive

Teachers College Columbia University 2008-2009 255 and archives. Through advances in electronic est and most distinguished publishers of edu- desiring New York City licensure as a teacher information resources and global networks, cational materials in the United States. Since or administrator should inquire at the New library users increasingly have access to the 1965, when the Bureau of Publications became York City Department of Education, Division virtual library, providing the means to search Teachers College Press, its primary purpose has of Personnel, 65 Court Street, Brooklyn, NY and retrieve a growing percentage of the uni- been to publish works that respond to, exam- 11201, to ascertain specific requirements. verse of documents and files. The online pub- ine, and confront issues and change pertain- lic access catalog integrates the library’s cata- ing to education and the educational process. A passing score on the New York State log information with up-to-the-minute circu- Over the years the publication program has Teacher Certification Examinations lation, reserve, acquisitions, and serial control included scholarly and professional works in (NYSTCE) is required for those wishing any information. the humanities, the sciences, psychology, phi- New York State teaching certificate. The losophy, women’s studies, nursing, and health- New York State Education Department Russell Hall Services related fields. The Press also produces various requires that all prospective teachers receive In addition to access to print and electronic kinds of classroom materials and assessment instruction for identifying and reporting collections in Russell Hall, the library provides instruments. It now publishes about 55-60 suspected child abuse, maltreatment, instruct- reserve readings, reference materials, research books a year and has over 500 titles in print. ing students for the purpose of preventing support, library instruction services, including The Press’s authors include many members of child abduction, preventing alcohol, tobacco course-specific instructional support, and the Teachers College faculty, as well as distin- and other drug abuse, providing safety instruc- assistance in the use of hundreds of online guished educators from throughout the world. tion in fire and arson prevention and school information resources. violence intervention and prevention. This TEACHER EDUCATION requirement is met by successful completion Interlibrary loan provides Teachers College of HBSS 4116, Health Education for Teachers students, faculty, and staff with access to Teachers College offers a wide variety of in the Department of Health and Behavior books and periodical literature not owned by educational experiences for students at the Studies, or through online workshops. No stu- the Gottesman Libraries or the Columbia preservice and in-service levels. The Office dent will be recommended for certification not University Libraries. By use of national and of Teacher Education/School-based Support having satisfied this requirement. Students world-wide catalogs and through cooperative Services assists the many teacher education desiring to fulfill requirements for teacher cer- agreements with libraries around the world, programs located in various departments at tification in states other than New York should the library can provide books, dissertations, the College. Programs are field-based, offering confer, at an early stage of their study, with the or copies of journal articles. practica, internships, and student teaching. Office of Teacher Education/School-based Support Services. Departments offer, for qualified holders of a The recently renovated Russell Hall includes bachelor’s degree, programs that lead simulta- Requirements for teaching and administration individual and group study rooms, wired and neously to a Master of Arts degree and to eli- and supervisory positions vary throughout the wireless internet access, and a full program of gibility for New York State certification for country. The completion of a degree does not events throughout the year. The Library Café teaching in elementary or secondary schools, automatically mean fulfillment of state/city at the library entrance offers beverage and as well as for special subjects and to special certification requirements in states other than snack services during library hours. populations. Many of these departments also New York. Such requirements are to be taken offer New York State teacher certification with into consideration during program completion. The Columbia Connection a bilingual extension. The programs typically Test requirements also vary from state to state. Students at Teachers College have complete require a minimum of an academic year and access to the collections of the Columbia a summer term to complete degree require- Information on Administrative University library system, the nation’s seventh ments. Applicants need not have included Certification Programs largest academic library housing more than six courses in education in their undergraduate Education Leadership Programs leading to million volumes, four million units of micro- programs, but inadequate preparation in the eligibility for New York State certification, via film, 2,500 separate collections, important proposed teaching field may necessitate addi- institutional recommendation upon program maps, phonograph records, pamphlets and tional coursework to meet admission or certifi- completion, as either School District Leader CD-ROMs. cation requirements. (SDL) or School Building Leader (SBL) are offered through the Department of Organiza- To facilitate access to scholarly materials, the Application for admission to all programs tion and Leadership. Columbia libraries have developed Library should be made to the Office of Admission, Web, a powerful integrated web-based library Teachers College. In some programs enroll- New York State approved teacher education computer system. This resource links users to ment is limited, thus early application for programs are available in: library catalogs, electronic reference tools and admission is advisable. Some programs offer Elementary Education (birth through grade 6) indexes, digital collections (including numer- partial tuition grants to qualified applicants. ous electronic journals), subject guides and Persons interested in learning more about the • Early Childhood Education (birth to grade bibliographies, search engines, and extensive College’s preservice and in-service programs in 2), Childhood Education (grades 1-6), information on individual libraries, services, teacher education should contact the Office of through the programs in the Department and events. Teacher Education/School-based Support of Curriculum and Teaching Services at www.tc.edu/ote. For further information contact the Special Subjects and/or Populations Gottesman Libraries, Teachers College, New York State Certification of Teachers Columbia University, 525 West 120th Street, and Administrators and New York City • Teaching of Art, Music, and TESOL Box 307, New York, NY 10027; telephone: Licensure through the programs in the Department (212) 678-3494. For New York State certification, students of Arts and Humanities can obtain an Institutional Recommendation • Physical Education and Speech-Language TEACHERS COLLEGE PRESS Data Form (IRDF) from the Office of Teacher Education/School-based Support Services Disabilities through the Department of Biobehavioral Sciences Director: Carole Pogrebin Saltz (Russell Hall 400). Complete IRDFs must Established in 1904 as the Bureau of Publica- be returned to the Office of Teacher Educa- • Early Childhood Special Education, tions, Teachers College Press is one of the old- tion/School-based Support Services. Students Inclusive Elementary Education (Dual),

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and Teaching of Literacy through the a commitment to social justice and to serving • addressing inequalities in the classroom, Department of Curriculum and Teaching the world while imagining its possibilities. school and society.

• Technology Specialist through the Expectations of Teacher Education Dispositions/Commitments to: Department of Mathematics, Science, Candidates at Teachers College • inquiry and reflection; and Technology Our candidates are inquirers/researchers who • the profession, ethics, and lifelong have breadth of knowledge and a variety of learning leadership; • Teaching of Literacy, Teaching of Students tools to ask questions about educational envi- with Disabilities (Intellectual Disability/ • the fullest possible growth and ronments. They reflect on and continually development of all students; Autism; Applied Behavior Analysis), and evaluate the effects of their choices on others Teaching the Hearing Impaired, and Vis- • cooperation and collaboration; and (children, families, and other professionals in • social justice and diversity. ually Impaired through the programs in the learning community). the Department of Health and Behavior Studies Student Teaching and Observation Lifelong Learners All candidates for initial certification must Intermediate or Middle Schools and Junior Our candidates are continually engaged in complete two student teaching experiences at and Senior High Schools learning and research. They take responsibility two different developmental levels. The stu- for their professional growth and seek/create dent teaching experiences typically begin with • Secondary Education (grades 7-12) through learning opportunities for themselves and observation of an experienced, certified coop- the programs in the Department of Curri- others. erating teacher before gradually enabling the culum and Teaching Learner-Centered Educators student teacher to assume more responsibility as the term progresses. The College selects • Teaching of English and Social Studies Our candidates understand their subject mat- cooperating teachers and provides on-site through the programs in the Department ter/disciplines, learners and learning, and cur- supervision so as to ensure that students are of Arts and Humanities riculum and teaching. They create learning experiences that foster development and well-supported during this component of their teacher preparation program. • Teaching of Mathematics, Biology, achievement in all students. Chemistry, Earth Science, and Physics Effective Collaborators Procedures for Student Teaching through the programs in the Department Student teachers are required to submit a stu- of Mathematics, Science, and Technology Our candidates actively participate in the community or communities of which they are dent teaching packet and should request a copy of the “Student Teaching Handbook.” Extensions a part to support students’ learning and well being. A general orientation to student teaching is • Gifted Education, and Middle School offered by OTE/SSS in the beginning of each (grades 7-9) through the Department Advocates of Social Justice and Diversity semester. Please go to www.tc.edu/ote for a full of Curriculum and Teaching Our candidates are familiar with legal, ethical list of workshops, packets, and handbooks. and policy issues. They provide leadership in All items are also available at the Office of • Bilingual Education through the advocating for children, families, and them- Teacher Education/School-based Support Department of International and selves in a variety of professional, political, Services in Russell Hall, Room 400. Transcultural Studies and policy-making contexts. Teacher Opportunity Corps Teacher Education Standards Expectations of Teacher Preparation The Teacher Opportunity Corps, funded by at Teachers College Programs at Teachers College the New York State Education Department Consistent with the College’s long tradition Teachers College programs preparing teachers was established to encourage individuals to of serving the needs of urban and suburban and other professional school personnel ensure prepare to teach in urban settings and to serve schools in the United States and around the that candidates have the knowledge, skills, the needs of students at risk of dropping out of world, the vision and purpose of professional and dispositions required for effective teach- school. The program emphasizes knowledge of education at Teachers College is to establish ing. By the conclusion of the program, candi- urban schools, effective teaching strategies, and maintain programs of study, service, and dates demonstrate: and reflection on teaching. Students who are research that prepare competent, caring, and New York State residents, who do not hold Knowledge and Understanding of: qualified professional educators (teachers, either professional or permanent certification • research and inquiry methods and the counselors, psychologists, administrators and to teach in New York State, and are African- relationship between research and practice; others). This vision is based on three shared American, Hispanic, Native American or • the continuum of lifelong learning and philosophical stances that underlie and infuse Alaskan-American are eligible for this pro- issues of professional concern; the work we do: gram. Depending on the availability of fund- • subject-matter/disciplinary content; ing, those selected for this program are award- • learners and learning; Inquiry stance: We are an inquiry-based and ed tuition credits each semester and are eligi- • curriculum and teaching; practice-oriented community. We and our stu- ble for a variety of academic supports. For • processes and strategies of effective dents and graduates challenge assumptions more information and application materials communication and collaboration; and and complacency, and embrace a stance of contact the Office of Teacher Education/ • foundations of democracy, equity, inquiry toward the interrelated roles of learner, School-based Support Services, Teacher and schooling. teacher, and leader in P-12 schools. Opportunity Corps, Teachers College, Columbia University, Box 97, New York, NY Curricular stance: Negotiating among multiple Skills in: 10027; telephone: (212) 678-3502. perspectives on culture, content, and context, • self-critique and reflection; our graduates strive to meet the needs of • use of research and inquiry methods Peace Corps Fellows Program diverse learners, both students and other and application of research to practice; This rigorous program, recently renamed the adults, in their school communities. • planning, implementation, and evaluation Elliot and Roslyn Jaffe Peace Corps Fellows of professional growth; Social justice stance: Our graduates choose to Program, seeks to recruit small but outstand- • planning, implementation, and evaluation collaborate across differences in and beyond ing cohorts of Returned Peace Corps of curriculum/services; their school communities. They demonstrate Volunteer educators who are ready to make • communication and collaboration; and

Teachers College Columbia University 2008-2009 257 long-term, professional commitments to teach New York State Teachers State-Level Aggregate and Summary Assessment in New York City’s public schools. Since 1985, Pass-Rate Data for Certification Examinations 2005-2006 the program has recruited and trained over Teachers College 600 urban educators. As an AmeriCorps Professional Corps and Fellows/USA flagship Program ATS-W** LAST *** teacher-training program, we provide Ameri- Completers* Tested Pass % Tested Pass % Corps tuition awards and partial scholarships 686 473 473 100 483 480 99 to selected trainees. Upon completion of our 15-week summer intensive training, new NYS Teacher Certification Examination Pass Rate Data Fellows teach full-time in salaried positions in *Number of completers of the institution’s teacher education programs leading to an initial NYC public schools. Invited Fellows make a teaching certificate minimum three-year commitment to teaching, **Number and percent who passed/took the NYSTCE Assessment of Teaching Skills— and all related Masters degree coursework Written (elementary or secondary version) must be completed in this time. We recruit ***Number and percent who passed/took the NYSTCE Liberal Arts and Sciences Test candidates for a variety of grade levels and subject areas. Please check www.tc.edu/ access from home, which affords access to the cost. They are also required to maintain cur- pcfellows for more information. We hope Columbia domain as well as the Internet. More rent security by continually applying security you’ll consider joining a community of com- information can be found on the Columbia patches to Windows and Macintosh operating mitted RPCV urban educators. To arrange University Information Technology page: systems. for a program interview and a school visit, www.columbia.edu/cuit. Upon graduation, call (212) 678-4080, email ([email protected]). alumni can choose to keep this email address, TC ClassWeb Application Packets can also be requested at forwarding messages sent to it to some other The second generation of college-wide course- www.tc.edu/pcfellows. Full applications should designated email address. Faculty and staff also ware, ClassWeb provides pre-created websites be sent directly to the PCF Program rather have MS Exchange email accounts with inte- which faculty can customize for each class than to the Admissions office. grated voice messaging hosted at Teachers each semester. Features include syllabus, links College to foster workgroup computing. to electronic reserves, discussion, chat, file- COMPUTING AND INFORMATION sharing, and subgroups. These sites are used by SERVICES Campus Network most regular TC classes and also support class- Data, voice, and video outlets as well as wire- es taught to students at a distance. Computing and Information Services (CIS) is less access are found in every classroom, office, responsible for academic and administrative and residence on the main portion of the cam- Other Online Resources computing, media services, the campus data, pus. Internet and Internet-2 access are provid- There is a streaming server for audio and voice and video network, and telecommunica- ed via Columbia University. video files available at quicktime.tc.edu. A tions. These services include email, course web useful online tool to create surveys called pages, desktop computers, student laboratories, Public Computing Facilities “Surveys at TC” can be reached via MyTC multimedia classrooms, audio-visual services, The Student Computing Support Center in 242 Portal. The College manages a powerful web management information systems, telephone Horace Mann has 70 workstations and consult- conferencing application called Adobe Con- and satellite and video-conferencing connec- ing support. It provides students with PCs and nect, which provides desktop audio and video tions, and residential cable television. More Macs, software, printers and other peripherals. conferencing along with application sharing extensive information may be found at the This laboratory is open daily. The Center’s soft- for those who can’t meet in the same physical Computing and Technology Resources pages ware library includes PC and Mac programs for space. The college owns an island called TC of TCWeb: www.tc.edu/cis. word processing, web development, graphics, Educator in the virtual world of Second Life, statistical analysis, qualitative analysis and where classes are held and simulations and The Policy on Acceptable Use of Information databases. McAfee virus protection is licensed other exciting new pedagogies are being Technology Resources at TC is listed on the by the College for all students, faculty and staff explored (see http://secondlife.com). Record- Policies and Procedures Section of this cata- to download for their home computers. Several ing of College events and other interesting logue. software applications including Endnote, a bib- digital content from Teachers College Is now liographic database program, are also available available through the Apple iTunes University Email Accounts through site licenses for home use. store site (see http://itunes.tc.columbia.edu). Teachers College students have the responsi- bility for activating the Columbia University Computer classrooms with workstations at each Instructional Media Lab Network ID (UNI), which includes a free seat in 345 Macy (see below) are available for The Instructional Media Lab (IML) in 265 Columbia email account provided by Columbia open use when not scheduled for instruction. Macy is a facility for students and faculty to University Information Technology (CUIT). create rich content for classes, online learning, Email and local websites can also be accessed Students are responsible for being aware of offi- student teaching, and research. Digital cam- from more than 20 kiosks located in corridors cial messages sent to this account. Teachers eras and other equipment are loaned. Work- on the first and ground floors of campus build- College faculty, and staff may also use the free stations allow for computer-based full motion ings and the Student Lounge. The Gottesman email accounts. In addition to campus and video from camera, VCR, or mini-DV tapes to Libraries have more than 70 public worksta- Internet communications, these accounts also be edited, integrated with animation and digi- tions connected to the Internet. An adaptive provide space for personal webpages. This email tized voice and music and to be written to CD, technology facility is located in 301 Zankel can be accessed from the Internet using the DVD, or tape. IML also provides satellite Hall. clubmail program. The UNI also provides downlink. access to Columbia libraries and databases, TC Wireless access is available throughout the aca- Computer Classrooms ClassWeb, and MyTC Portal, which includes demic buildings and Bancroft Hall, and in com- Computer classrooms for hands-on instruction College and course information. The UNI is mon areas of the other student residence halls. include both Windows and a Macintosh room also required to log into computers in the Those connecting personal computers to the in 345 Macy. The Goodman Family Computer library, student labs, student lounge, and kiosks College network are required to maintain cur- Classroom suite includes a classroom equipped located in the halls of Teachers College. rent virus protection which can be done by with 32 notebook tablet computers on tables Columbia maintains a modem pool for dial-up downloading software from MyTC Portal at no

258 www.tc.columbia.edu General Information: (212) 678-3000

ACADEMIC RESOURCES AND SERVICES

that can be reconfigured to accommodate varying workgroup sizes. Located in 234 Horace Mann, it also has a seminar room for 10 people. The Macy rooms are available for use by students and faculty when not sched- uled for instruction. Multi-media Classrooms Multi-media display classrooms provide equip- ment such as PCs, Macs, VCRs, audio-tape players, and document cameras. Currently more than 1/3 of our 65 classrooms have such dedicated computer and projection equip- ment, with plans for additional ones to be added each year. In addition, all classrooms have campus network connections, and com- puter/projector carts may be reserved through Media Services. Some 45 classrooms have resi- dent carts with a VCR and monitor; another 12 carts may be reserved for use in other rooms. Training Training workshops are scheduled throughout the year on the use of electronic mail, word processing, spreadsheets, the Internet and web publishing, statistical analysis, photo and video manipulation, and multimedia authoring. In addition to workshops, individual training is also available. The workshop schedule may be found on the Computing and Technology homepage (www.tc.columbia.edu/computing). Administrative Systems Students are able to register, drop and add classes, check financial aid, academic history and current grades or pay by credit card via the Student Information System on TC-Web or the telephone through Touchtone Services. Microcomputer/LAN Services Student support is provided at the Student Computing Support Center in 242 Horace Mann as well as in the residence halls. All faculty and staff have workstations appro- priate to their work, with budgeted replace- ment at 25% per year. The local area network features file and print services as well as Microsoft Exchange, webservers and other applications. The CIS Help Desk provides problem resolution via telephone and office visits. Residential Telecommunications Services Telephone, voicemail, Internet and cable tele- vision services are provided in student and faculty residences. Those living in Whittier, Lowell, Grant, Sarasota and the New Resi- dence Halls have direct connections to the campus data network. In Bancroft Hall, resi- dents have wireless Internet access. Detailed information is found on the Computing and Technology Resources (www.tc.columbia.edu/ cis) site under Telephone and Cable TV.

Teachers College Columbia University 2008-2009 259 Student Life and Student Services STUDENT LIFE AND The Office for Diversity and Community leads Confidentiality STUDENT SERVICES the President’s and College’s initiatives con- Teachers College is located in New York City, cerning community, diversity, civility, equity, All conversations with the Ombuds are strictly one of the most important and dynamic cul- and discrimination. The philosophy is to confidential and never will be discussed with any- tural and educational centers in the world. encourage the College community to listen, one without the person’s permission in writing. Our student population is very diverse and learn, educate, and work together in collabor- includes international students, scholars and ative and positive ways. The Office, working Impartiality and Independence faculty from over 75 countries. TC combines with others in the College, addresses issues a large number of part-time and full-time stu- involving faculty, staff, students, and alumni. The Ombuds is an advocate for the solution dents who are very active in professional edu- These concerns may overlap with potential of the problem, not for any involved party, and cation circles and either commute or live on legal issues (i.e., equity, discrimination, due gives equal attention and protects the rights campus. There are a variety of student services process, retaliation). Simultaneously, the Office of all concerned parties. and organizations at TC designed to support focuses on the systemic issues by addressing students’ programs of study, provide profes- policy and procedural concerns. Dr. Flaxman is also the Ombuds for faculty and sional development opportunities, foster com- staff members with concerns. munity and celebrate diversity. Ms. Robinson chairs the Committee for Community and Diversity, a cross-college THE OFFICE OF STUDENT ACTIVITIES AND PROGRAMS OFFICE OF ENROLLMENT AND constituent committee, and serves as a member of the President’s Senior Staff. As General The Office of Student Activities and Programs STUDENT SERVICES (OESS) (OSAP) includes five major areas: Aquatic Cen- The mandate of the Office of Enrollment and Counsel, she is the College’s in-house counsel and provides advice and counsel to the presi- ter, Graduate Writing Center, Office of Insurance Student Services (OESS) is to provide students and Immunization Records, Student Activities, with a smooth and seamless experience, from dent and College employees. She participates in the formulation of College policies involving and Orientation/New Student Experience. The matriculation to graduation. The OESS pro- Office strives to enhance the quality of life and vides an environment in which students are legal issues, manages the College’s legal affairs and supervises outside counsel. academic experience for students by providing welcome to share issues, questions and con- services and programs designed to engage stu- cerns. The following are part of the OESS: Erwin Flaxman, Ph.D. dents in the College and University communities. Office of Access and Services for Individuals College Ombuds There is a strong commitment to promote profes- with Disabilities, Admissions, Career Services, 280 Grace Dodge Hall, (212) 678-4169 sional, co-curricular, recreational, social, cultural, Doctoral Studies, Financial Aid, International [email protected] and wellness programs. Events, such as the Services, Marketing, Registrar, Student Activi- www.tc.edu/diversity/ombuds Casual Conversation Series, and Doctoral ties and Programs, and Student Relations. Students Dinner Discussions, provide students The College Ombuds is a resource available with the opportunity to learn about College The OESS provides students with a channel to students and others for resolving problems resources and hear faculty and administrators through which they may voice questions and and conflicts after normal processes have not share their research interests and professional concerns about their student experiences. worked satisfactorily, or when they no longer experiences. Other co-curricular programs spon- Before meeting with the Manager of Student want to pursue their concerns through normal sored by OSAP include: Take a Break Series, Advisement in the OESS, students are encour- channels. Students can also meet with the Broadway shows, sporting events and NYC trips. aged to make an effort to resolve their ques- Ombuds when they do not know where else to Students can also participate in more than over tions and concerns with the appropriate go for help. They should, however, attempt to thirty student organizations, which provide addi- office(s). Student issues raised with the OESS resolve their problem or register complaints tional opportunities for students to network with are documented and kept confidential unless with their advisors, instructors, or staff of all members of the College community. The com- the student indicates otherwise. The OESS is College offices before coming to the Office of position of student organizations varies from spe- committed to listening to students and helping the Ombuds. All parties involved in an issue or cial interest groups to honor societies to local them navigate College policies, while educat- resolution of a problem are asked to cooperate chapters of national organizations. ing them about appropriate resources at the with the Ombuds. They include: College. The Office of the Ombuds adheres to all poli- • African Studies Working Group • American Sign Language Club Enrollment and Student Services cies and practices of Teachers College and stan- dards of professional practice. • Association of Latin American Scholars (212) 678-3383 (ALAS) 148 Horace Mann Hall Services • Black Student Network (BSN) [email protected] • Coalition of Latino/a Scholars (CLS) www.tc.edu/oess The Ombuds will: • Current Issues in Comparative Education (CICE) DIVERSITY AND COMMUNITY 1. Discuss concerns and identify and evaluate • Kappa Delta Pi (national honor society) Janice S. Robinson, Esq., General Counsel options for resolving them. • Korean Graduate Student Association Executive Director, President’s Office – 2. Provide needed information about policies • Organization and Human Development Diversity and Community and procedures for dealing with a problem. Consulting Club (OHDCC) Assistant Professor of Higher Education, 3. Investigate a complaint and gather infor- • Queer TC Department of Organization and Leadership mation. • Society and Economics in Education 128 Zankel, (212) 678-3391 4. Create lines of communication and con- • Society for Human Resource Management [email protected] vene meetings, if necessary, for resolving • Society for International Education www.tc.edu/diversity an individual’s problem. Please note: The • Student Alliance on Multicultural Mental Ombuds will always act as a neutral party. Health Issues (SAMMI) Jolene A. Lane 5. Identify an individual’s problem that Director for Diversity and Community • Student Advocates for the Arts (SAA) requires changes in College policies and • TC Coalition for Social Justice (TCCSJ) (212) 678-8410 procedures. [email protected]

260 www.tc.columbia.edu General Information: (212) 678-3000 For more information, please contact the Office successful writers, both within their disciplines weight rooms, a judo-karate room, fencing of Student Activities at (212) 678-3690 or email and in their publishing communities. The room, wrestling room, indoor track, and [email protected]. Center offers one-on-one fee-based consulta- saunas. In addition, there are tennis courts tions and free writing workshops. located on the 120th and Broadway corner of HEALTH SERVICES & INSURANCE Columbia’s main campus. All students living in Teachers College resi- For more information please contact the dence halls and all students registered for 12 Graduate Writing Center at (212) 678-3789 CAREER SERVICES or more credits residing temporarily and per- or email [email protected]. Teachers College Career Services (TCCS) is manently in the 5 boroughs of New York are committed to guiding all TC students and assessed the health service fee. The fee covers INTERNATIONAL SERVICES alumni throughout the different phases of the primary care, counseling and psychological Teachers College has a long history of welcom- career development process. Whether you are services, health education, advocacy and serv- ing international students, scholars and faculty entering a new field, advancing within your ices for students with disabilities, support for to our academic and social community. current profession, or changing directions, we survivors of sexual assault, as well as the pub- Currently, over 600 students from 75 countries will help you identify and develop the skills lic health services provided to the university are enrolled at all degree levels and in every and resources necessary for achieving your community. Additional coverage for medica- department. The Office of International career goals. tions, lab costs, visits to medical specialists, Services (OIS) provides extensive orientation TCCS offers individual consultations and group and hospitalizations are covered by the stu- and intercultural programs throughout the workshops on all aspects of career develop- dent insurance plans available through year; information on responsibilities, benefits ment, which equips participants with the infor- Teachers College. Information is available and alternatives under immigration laws and mation and skills necessary for setting career from the Office of Insurance & Immunization regulations; counsel on personal, financial, goals, conducting a successful job search, and Records, (212) 678-3006, or email health- cultural, academic and other concerns; and managing the interview process. Specific offer- [email protected]. campus-wide international awareness events. ings include a resume, CV, and cover letter The OIS staff also assists students in contact- review service, self assessment services, mock IMMUNIZATION RECORDS ing campus and community resources when interviews, doctoral preparation, and a compre- New York State requires that all students born appropriate. In addition, OIS provides visa hensive online career opportunity database. on or after January 1, 1957 provide proof of and orientation services for international visit- Through our online job posting system, stu- immunity to measles, mumps, and rubella. In ing scholars, visa services for non-immigrant dents and alumni can review internships, addition, New York State requires all students faculty and staff, resources for delegations of part-time and full-time opportunities; submit to decide whether or not to be immunized international visitors and assistance to the resumes and cover letters; and sign up for cam- against meningitis and to provide formal doc- College community on regulatory compliance pus and employer site interviews. umentation of their decision. The required and other international issues and concerns. immunization form, which is available in your The office is located in 163 Thorndike Hall; TCCS also coordinates a diverse array of Teachers College acceptance folder, is to be (212) 678-3939. Interested individuals can activities and events throughout the year to completed and submitted to the Office of contact the staff by email at [email protected]. help students explore their options and create Insurance and Immunization records prior In addition, prospective, admitted and current professional networks. For example, the “Career to initial class registration. students are encouraged to go to www.tc.edu/ Connections” programming series spotlights international for up-to-date information. careers that TC students and alumni may wish TC AQUATIC CENTER to explore, and consists of specialized programs Teachers College also houses its own Aquatic INDIVIDUALS WITH DISABILITIES such as workshops, panel discussions, and infor- Center which is open to all Teachers College The Office of Access and Services for mation exchanges. Additionally, we offer sever- and Columbia students, staff and faculty, as well Individuals with Disabilities ensures that pro- al career fairs (e.g., PreK-12 Education Career as area neighbors. A membership fee is charged grams and services at Teachers College are Fair), networking receptions (e.g., Meet the for the use of the facility. The Aquatic Center physically, programmatically, and attitudinally Firms), and employer information sessions to provides swimming lessons, CPR, first aid, and accessible to individuals with disabilities. help students and alumni connect with poten- lifeguard training. Times are available for lap Equal access is achieved through individual- tial employers. The TCCS Alumni Mentoring and family swimming. For more information ized responses addressing the needs of individ- and Career Networking Program is another please contact the Aquatic Center at (212) uals with conditions including but not limited valuable resource which provides students and 678-3307 or email [email protected]. to vision impairments, mobility impairments, alumni with an opportunity to meet and speak deafness/hearing loss, medical conditions or with TC alumni who are currently working TEACHERS COLLEGE learning disabilities that affect one or more within a variety of career fields. STUDENT SENATE academic activities. A full-time Director, an The Teachers College Student Senate is com- Associate Director/Program Director of Deaf Students and alumni will also find extensive posed of elected student body representatives- and Hard of Hearing Services, and Assistant resources in the office’s on-site Career from academic departments and positions at Director, are available to meet with students, Resource Library, as well as on the TCCS large. The Senate advocates for student voice facilitate accommodations, and advocate on website: www.tc.edu/careerservices. Sample on campus and participates in college-wide behalf of students with disabilities. For more resources include: the TCCS Career Develop- committees which impact the decision-making information call (212) 678-3689, (212) 678- ment Guide, internet resources, school direc- process and enhances communication amongst 3853 (V/TTY) or visit our website at tories, educational publications, and templates students, administration and faculty. For more www.tc.edu/oasid. for resumes, CVs, and cover letters. For those information please contact the Student Senate students and alumni requiring a centralized via email [email protected]. RECREATION AND FITNESS location for letters of reference and other per- Directly across the street from Teachers tinent materials for the job search and/or grad- GRADUATE WRITING CENTER College is the Columbia University Marcellus uate school applications, a 24-hour online The Graduate Writing Center provides disci- Hartley Dodge Physical Fitness Center, an service through Interfolio, Inc. is accessible pline-specific, individualized, professional indoor sports and exercise facility open to our through our website. Teachers College faculty development to TC students. The emphasis students. The center features two full-size and administrators can request specialized is on preparing graduate students to be more gymnasiums, a swimming pool, 16 squash and workshops for their classes and/or academic handball courts, fully equipped exercise and

Teachers College Columbia University 2008-2009 261 2005 2006 2007 2005 2006 2007 2005 2006 2007 2005 2006 2007 2005 2006 2007

The Advisory Committee on Campus Safety will provide upon request all campus crime statistics as reported to the United States Department of Education (visit www.highered.nysed.gov/Quality_Assurance/home.html). You may also contact the College at (212) 678-3098 or visit us at www.tc.edu/security for more information. programs/departments. Finally, TCCS also has The Teachers College campus is located within computers, scanners, and printers available for the 26th Precinct of the New York City Police your job search needs. We encourage you to Department. Teachers College Public Safety come visit our office so that you can start your Officers work closely with the New York City career development journey. Career Services is Police Department, and various local, state, located in 44 Horace Mann, (212) 678-3140, and federal law enforcement agencies. [email protected]. New York City is one of the world’s safest met- PUBLIC SAFETY ropolitan communities and our Morningside The Office of Public Safety is charged with Heights neighborhood is one of the safest providing a safe and secure environment for neighborhoods in New York City. The greater our College community. The Office is organ- Columbia University family of campuses enjoys ized functionally with teams assigned to (1) the lowest crime rate of any Ivy League school Emergency Operations, (2) Security, and (3) in the United States. Environmental Health and Safety. OTHER SERVICES Uniformed proprietary Public Safety Officers Additional services available to students provide around-the-clock security for both the include the Teachers College Bookstore, academic and residential campuses. Teachers Teachers College Cafeteria, Security Informa- College maintains a system of security video tion Desk, Psychological Counseling Services, cameras throughout the campus, as well as ID the Rita Gold Early Childhood Center, ATM card swipe access-control. and postage machines.

Teachers College Public Safety Officers work closely with institutional security officers from Columbia University, Barnard College, and Union Theological Seminary. The Morningside Area Alliance, a community agency funded in part by various institutions in Morningside Heights, provides additional security to com- pliment Teachers College efforts.

262 www.tc.columbia.edu General Information: (212) 678-3000 Degree Requirements

GENERAL REQUIREMENTS GENERAL RESIDENCE REQUIREMENTS

The minimum requirements for degrees as Minimum Point Requirements for Multiple Degrees established by the College and University are This list only represents minimum point requirements to establish residence for multiple given below. Students must consult the appro- degrees. In addition, each degree program has a planned program of study, and the degree priate departmental brochures for specific pro- requirements as outlined by your department and in this catalog must also be satisfied. It is gram requirements governing each degree. possible that students will need to take more than the minimum point requirements. Students may not be enrolled concurrently in two different institutions; students may not Minimum Minimum Maximum be in two different degree programs or areas Point TC Transfer of specialization or schools at Teachers Requirement Credit Credit College or Columbia University. Two Degrees at Teachers College General Residence M.A. (M.S.) and M.A. (M.S.) 60* 60* 0 For each degree, a candidate offers a minimum M.A. (M.S.) and Ed.M. 60 45 15 of thirty semester hours of acceptable graduate Ed.M. and Ed.M. 90 60 30 credits taken over no less than the equivalent M.A. (M.S.) and Ph.D. 75 45 30 of a minimum of two academic terms under M.A. (M.S.) and Ed.D. 90 45 45 Teachers College registration. Living on cam- Ed.M. and Ph.D. 75 45 30 pus is not required. Students electing to earn Ed.M. and Ed.D. 90 45 45 more than one degree must consult the Registrar about general residence including Three Degrees at Teachers College minimum point requirements for multiple M.A. (M.S.), M.A., (M.S.), and Ed.M. 90 75 15 degrees. Following is a chart of minimum resi- M.A. (M.S.), Ed.M. and Ed.M. 90 90 0 dency requirements for several multiple degree M.A. (M.S.), M.A. (M.S.), and Ed.D. 90 75 15 requirements. In addition to satisfying residen- M.A. (M.S.), M.A. (M.S.), and Ph.D. 75 75 0 cy requirements, a student must meet all M.A. (M.S.), Ed.M. and Ph.D. 75 60 15 degree requirements for each degree as out- M.A. (M.S.), Ed.M. and Ed.D. 90 60 30 lined in the Degree Requirements section of Ed.M., Ed.M., and Ed.D. 90 90 0 the catalog and all degree requirements as out- lined by the department. Four Degrees at Teachers College M.A.(M.S.), M.A. (M.S.), Ed.M. and Ed.D. Period of Candidacy (Master’s Degrees) (or Ph.D.) 120 120 0 Candidates must be formally admitted to a M.A.(M.S.), Ed.M., Ed.M. and Ed.D. (or Ph.D.) 120 120 0 degree program by the Office of Admission. The period of candidacy for the degrees of * Plus an essay or 32 points without an essay for each degree. Master of Arts, Master of Arts in Teaching, Note: If you received a Professional Diploma from Teachers College, please check with Master of Science, and Master of Education the Registrar for minimum requirements. is limited to five years. Every candidate for the Master of Arts, Master of Arts in Teaching, Master of Science, and Master of Education Applications for re-admission follow the same continued enrollment at the College on the must complete at least 16 points through processes and standards as those for initial initiative of the Department. Such a decision Teachers College during the final five-year admission. If a student is subsequently re- cannot be made by an individual professor but period prior to the award of the degree so as admitted to a Master’s degree program with a must be made by the department in which the to meet recency requirements. period of candidacy after the expiration of the student is enrolled. There is no formal appeal initial five-year period of candidacy, all current from such a decision, but the service of the A candidate may petition the Registrar for an degree requirements including the departmen- College’s Ombuds may be requested by the extension of time for adequate reasons if the tal integrative project and at least 16 points to student. student has been in attendance in the degree meet recency requirements must be completed. program within the last five years. In such Any student receiving eight or more points in cases, an extension must be recommended Academic Performance grades of C- or lower is not permitted to con- by the major advisor and approved by the The faculty of the College requires that all tinue registration at the College in any capaci- Registrar. Upon approval, all current degree students maintain acceptable grades. Some ty and may not receive a degree or diploma. requirements including the departmental inte- departments specify an overall minimum grade Petitions for exception to this policy are to be grative project must be completed. In addi- average (see specific department statements). submitted, in writing, to the Registrar with a tion, at least 16 points must be completed Any department judging a student to be per- written recommendation from the department through Teachers College during the final five- forming below expectations is authorized by in which the student was last enrolled. Such year period prior to the award of the degree. the Faculty to require additional coursework petitions will be submitted to a faculty com- Petitions for extension may be obtained as a means to evaluate the student’s continu- mittee for review and decision. through the Office of the Registrar. ance within the degree program or at the College. If satisfactory progress is not main- Statement on Academic Conduct If a student has not been in attendance within tained a student may be dismissed from the A Teachers College student is expected to the last 5 years and wishes to pursue the com- program. In addition, a student at the doctoral refrain from any conduct, including cheating, pletion of the degree, the student must re- level whose academic performance in course- plagiarizing, or purchasing documents submit- apply for admission and be accepted into the work and in other requirements is seriously ted for academic evaluation, that calls into degree program. Applications for re-admission below the level required for successful comple- question his/her academic and/or professional may be obtained from the Office of Admission. tion of a degree may be denied permission for probity.

Teachers College Columbia University 2008-2009 263 Decisions regarding academic evaluation in all is defined as one for which at least 2 points are may be completed, under Teachers College aspects of students’ work at the College, includ- earned) outside the Teachers College major registration, in Teachers College or in other ing coursework, certification examinations, clin- program. graduate departments of the University. ical or field experiences, and preparation of dis- Graduate level courses in the University are sertations, are within sole jurisdiction of faculty Program of Study numbered from 4000 and above. concerned, including, as appropriate, the The program for the Master of Arts must department or program staff members. Discip- include: a minimum of 12 points in the major Program of Study linary actions (e.g., reprimand, suspension, or field courses, the exact requirement to be The program for the Master of Science degree dismissal) in cases of academic misconduct can determined in consultation with the major must include at least 20 points in science be imposed by the Vice Provost or Committee advisor. In order to broaden the student’s courses and related technical fields. In order on Student Conduct. Refer to the student background in education, three Teachers to broaden the student’s background in educa- Handbook or visit www.tc.edu/oess for more College courses outside the Teachers College tion, a minimum of two Teachers College details. major department (in this case, a course is courses outside the Teachers College major defined as one for which at least 2 points are department (in this case, a course is defined as Application for Master’s Degree earned) must be completed as well as a formal one for which at least two points are earned) or Certificate Award essay, comprehensive examination, or an inte- must be completed as well as a formal essay, Candidates for the award of the degree of grative project. comprehensive examination, or a departmen- Master of Arts, Master of Science, Master of tal integrative special project. Education, or a certificate must file an applica- No transfer credit is granted for work complet- tion (obtained from and returned to the Regis- ed at other universities to satisfy the minimum No transfer credit is granted for work complet- trar, in accordance with dates listed in the point requirement. Electives are chosen in ed at other universities to satisfy the minimum Academic Calendar). All courses, except those consultation with the major advisor. point requirement. Electives are chosen in of current enrollment, must be completed at the consultation with the major advisor. time of application. If the degree or certificate is Essay not then earned, a Renewal-of-Application is to Students opting for the preparation of a formal Essay be filed for reconsideration of the award. (See essay should check with the Office of the Please refer to this requirement under the Academic Calendar for dates). An application Registrar for instructions. The formal essay Master of Arts degree section. for award terminates at the next time for must demonstrate the ability of the student to degree conferral but may be renewed upon select, organize, and present the results of pro- Master of Education filing a Renewal-of-Application with the $25 fessional investigation in the major field. The The Master of Education degree is awarded renewal fee in accordance with the dates listed essay may consist of a body of work in a studio upon satisfactory completion of a minimum of in the Academic Calendar. Degree applications or performance area, demonstrating the 60 points of graduate work. This is a two-year are kept on file for a period of three years from design, preparation, and presentation of pro- program. Thirty points must be completed the date of the original degree application. fessional works appropriate to the major field. under the auspices of Teachers College, includ- Documentation of such works may include ing 18 points in Teachers College courses. A Graduation media such as photographs, color slides, TV maximum of 30 points of graduate credit may All degrees and certificates are awarded in tapes, film, recordings, or an approved com- be transferred from other recognized institu- October, February, and May. Degrees are con- puter software program. An outline of the tions. Candidates who have completed a ferred by the President of the University at the subject of the essay must be approved by the Master of Arts or Master of Science degree annual Commencement in May. major advisor and forwarded to the Registrar through Teachers College must offer a mini- prior to or accompanying the application for mum of 45 points of the required 60 points Master of Arts Point Requirement the degree. The original copy of the formal under Teachers College registration. The Master of Arts degree is granted upon essay is to be submitted to the Registrar no the satisfactory completion of no less than 30 later than the dates indicated in the Academic Candidates admitted to the Ed.M. program are points and a formal essay; or 32 points and an Calendar. The approved essay is submitted to required to offer a minimum of three Teachers acceptable departmental integrative project; the College library for retention; the depart- College graduate courses in education outside or 32 points and successful completion of a mental integrative project is maintained in the major program. (In this case, a course is departmental comprehensive examination. the major department. defined as one in which at least 2 points are At least 20 points must be earned in Teachers earned). Equivalent courses for which transfer College courses. The remaining coursework, Master of Arts in Teaching credit has been granted may be substituted for through Teachers College registration, may be The Master of Arts in Teaching, a Columbia Teachers College courses upon written petition completed in Teachers College or other gradu- University degree, for students from Columbia, to the Registrar. Additionally, either a formal ate divisions of the University, but no more Barnard, or the School of General Studies, essay, a departmental comprehensive examina- than 12 points of graduate credit from other is offered as an alternative to the Teachers tion, or special departmental integrative proj- faculties of the University will be credited College Master of Arts degree for prospective ect is required. Consult departmental advisory toward the minimum point requirement. secondary school teachers of English, Spanish, statements for additional requirements. Graduate level courses in the University are mathematics, science, and social studies. For numbered from 4000 and above. the current year, applications to this program Doctor of Education/Doctor of Philosophy are not accepted. Teachers College offers programs of study lead- A candidate for a second Master’s degree must ing to the Doctor of Education and Doctor of be readmitted to candidacy by the Office of Master of Science Philosophy degrees. The requirements differ Admission. Courses and the integrative project, The Master of Science degree is granted upon in accordance with the nature of the degree comprehensive examination, or essay offered for the satisfactory completion of a minimum of as described below. the first Master’s degree may not be applied 30 points and a formal essay; or 32 points plus toward the second. The same minimum point a departmental integrative special project; The Office of Doctoral Studies provides gen- requirements stated above apply and must in- or 32 points and successful completion of a eral information, administrative advice, and clude three Teachers College courses (a course departmental comprehensive examination. service to doctoral students and assists the At least 20 points must be earned in Teachers doctoral committees in their supervision of College courses. The remaining coursework the work of candidates for both degrees.

264 www.tc.columbia.edu General Information: (212) 678-3000 DEGREE REQUIREMENTS DEGREE REQUIREMENTS

Requirements outlined below are described in Certification Examination; and the prepara- Relevant courses completed in other recog- further detail in the bulletins Requirements tion and defense of a dissertation. The point nized graduate schools to a maximum of 30 for the Degree of Doctor of Education, requirement beyond certification is the same points, or 45 points if completed in another Requirements for the Degree of Doctor for the program as described in the above Faculty of Columbia University, may be of Education in the College Teaching of an paragraph. Some fields of specialization have accepted toward the minimum point require- Academic Subject, and Requirements for the additional requirements such as an examina- ment for the degree. Each degree candidate Degree of Doctor of Philosophy. Each student tion in one foreign language or in mathemati- must satisfy departmental requirements for the should obtain the appropriate bulletin from cal statistics; consult departmental advisory award of the M.Phil. degree prior to continu- the Office of Doctoral Studies. Each student statements. ance in the Ph.D. program. These degree is responsible for fulfilling the stated require- requirements are specified in the Require- ments. Doctoral programs are offered in many Former Teachers College doctoral students ments for the Degree of Doctor of Philosophy but not in all areas of specialization in Teachers who have not registered in the last five years Bulletin, obtainable from the Office of College. Therefore, a prospective doctoral stu- must apply for re-admission through the Office Doctoral Studies. dent should consult a faculty advisor, either of Admission. Applications for re-admission through conference or correspondence, con- follow the same processes and standards as A Ph.D. candidate must complete all require- cerning programs offered, the degree most those for initial admission. If re-admitted, cur- ments for the degree in not more than seven appropriate for specific goals, any departmental rent degree requirements must be satisfied. years. The time limit is six years for those who requirements for admission and programs of have received an applicable Master’s degree or study, and application deadlines. Continuous Registration Requirement 30 points of advanced standing. The candidate for the Ed.D. Degree must register continuously each fall and spring Direct inquiries concerning admission to the Students are required to be in continuous term until all requirements are met unless Office of Admission of Teachers College and enrollment for a minimum of 3 points of granted a leave of absence. A candidate who indicate the degree and field of interest in Teachers College course credit, or for the expects to interrupt study for any reason order to receive appropriate information and dissertation advisement course, in each fall should consult the Office of Doctoral Studies application forms. and spring term, starting with the term follow- so as to avoid the risk of severing connection ing successful completion of the certification with the program. All candidates are required Doctor of Education examination or following the term in which to register in residence in the Graduate School The degree of Doctor of Education emphasizes the dissertation proposal was approved in a of Arts and Sciences through Teachers College broad preparation for advanced professional departmental hearing, whichever comes first, and to pay a fee in the term in which the dis- responsibilities through a program based upon and continuing until all requirements for sertation is defended. extensive study in a specialized branch of the the degree are met. (See Ed.D. Requirements field of education or in an area of instruction. Bulletin for policy on the dissertation advise- Continuous Registration for Dissertation The minimum requirements for this degree ment course). Certification examinations for Advisement: Ph.D. Degree are: satisfactory completion of a planned pro- students who take the examination in the Each Ph.D. student must register continuously gram of 90 points of graduate coursework summer term are not usually evaluated by for the course in doctoral dissertation advise- beyond the Bachelor’s degree (at least 45 departments and programs until the fall term. ment offered by the department following points of which must be taken through Consequently, these students will not be enrollment in the department’s designated dis- Teachers College registration); submission of a obligated for continuous enrollment until sertation seminar course(s) or following the statement of total program indicating periods the following spring term. term in which the dissertation proposal was of intensive study subsequent to the first year approved, whichever comes first, and continu- of graduate study which accompanies the pro- The obligation to register continuously ends ing until all requirements for the degree are gram plan of study; satisfactory performance after the dissertation has received final met. (See Ph.D. Requirements Bulletin for on a departmental Certification Examination; approval. policy on the dissertation advisement course.) and the preparation and defense of a disserta- Continuous registration for doctoral advise- tion. Additionally, students are required to Doctor of Philosophy ment is required each fall and spring term, complete a minimum of 20 points after taking The degree of Doctor of Philosophy empha- whether or not the student is in attendance, the certification examination for the first time, sizes research and intensive specialization in a and in the summer term when special permis- including the points taken during the term in field of scholarship. Under an Agreement with sion has been granted to schedule an oral which that examination was taken. Some Columbia University, Teachers College offers examination on the dissertation. Registration fields of study have additional requirements; programs leading to the Ph.D. degree in desig- for TI 8900, Dissertation Defense: Ph.D. is consult departmental advisory statements. nated fields in which the Graduate School of required for the term in which the oral defense Arts and Sciences of the University does not is held. See Fees and General Offerings sec- Special programs leading to the degree of offer programs, namely in education, including tions for further details. The obligation to reg- Doctor of Education for persons preparing for education in the substantive disciplines and ister for dissertation advisement ends after the college teaching of an academic subject are certain applied areas of psychology. The mini- dissertation has received final approval. offered in several departments. The programs mum requirements for the degree are: satisfac- emphasize broad preparation in the candi- tory completion of a planned program of 75 Postdoctoral Study date’s major field, specialized competence in graduate points beyond the Baccalaureate; The facilities of Teachers College may be made a limited area within that field, and an under- submission of a statement of total program available to persons holding the doctoral standing of the broader problems of education, indicating periods of intensive study subse- degree from approved institutions who desire especially at the college level. The minimum quent to the first year of graduate study which to spend a period in advanced research or requirements are: satisfactory completion of accompanies the program plan of study; satis- study. Application for admission to postdoctor- a planned program of 90 points of graduate factory performance on foreign language al study for transcript credit should be made to coursework beyond the Bachelor’s degree; examinations and on a departmental Certifi- the Office of Admission. Persons who do not submission of a statement of total program cation Examination; and preparation and wish transcript credit may apply for Visiting indicating periods of intensive study subse- defense of a research dissertation. Some fields Scholar status. Refer to the Visiting Scholar quent to the first year of graduate study which of specialization have additional requirements; section in the Policies and Procedures section accompanies the program plan of study; satis- consult departmental program statements. of this bulletin for more information. factory performance on a departmental

Teachers College Columbia University 2008-2009 265 Registration REGISTRATION PROCEDURES During the first day of in-person registration, Change in Registration and Withdrawal faculty advisors will be available to consult Notice of any change in your registration, Students seeking course credit must be with students and approve their programs; including adding/dropping courses, changes admitted by the Teachers College Office of however, during the late registration period, of points in variable point courses, or of total Admission. For details, please refer to the sec- advisors will be available from 3 p.m. to 5 p.m. withdrawal from the College, must be given to tion on Admission. Former Teachers College on weekdays. the Registrar in writing or completed through degree students who wish to pursue a degree the online registration systems: Touchtone program and have not been in attendance dur- Teachers College students must have written Services or the Student Information System ing the past five years must apply for re-admis- permission of the Registrar before registering on TC-Web. Instructions for changes in regis- sion in the Admission Office well before the in any program or institution outside the tration and withdrawal through Touchtone registration dates. Those not in attendance College. Additionally, students are not permit- Services or the Student Information System within the last five years who do not desire ted to be enrolled concurrently in two degree are outlined in the Registration Information degree candidacy should go directly to the programs or schools within the University or section in the Schedule of Classes on the TC- Office of the Registrar. the College. Web or may be obtained from the Office of the Registrar. Course registration may be completed by use Maximum Point Loads of Teachers College Touchtone Services or The number of points (credits), a point being The last date for changes in registration is the Student Information System on TC-Web. the equivalent of a semester hour that a indicated in the Academic Calendar. After this Limited in-person registration is available course carries per term, is given in parentheses deadline, courses may not be added but a par- during dates announced in the Academic following the course title. No more than 9 tial refund of tuition fees for withdrawal from Calendar. points may be taken during a summer session courses may be authorized by the Registrar. and no more than a total of 16 points in the Fees are not subject to this reduction. Teachers College Touchtone Services and summer term. No more than 18 points may Reduction of tuition based on a sliding scale is the Student Information System on TC-Web be taken during the fall or spring term; stu- calculated from the day the Registrar receives All students are expected to register via the dents who hold full-time positions are discour- written notice from the student or the with- telephone through Touchtone Services or on aged from enrolling for programs in excess of drawal is processed through Touchtone the web through the Student Information 8 points each fall and spring term. Services or the Student Information System System on TC-Web. It is the responsibility on TC-Web. The sliding scale is outlined in of each student to obtain advisement and Certification of Part-Time/Full-Time the Registration Information section in the approval for their course selections from Attendance Schedule of Classes on the TC-Web for each their academic advisor prior to registering. Enrollment status certification is based upon term. Registering for classes that your advisor has the number of points for which a student is reg- not approved can seriously compromise your istered per term. During the fall, spring and The deadline for making changes in points in ability to fulfill degree requirements and may summer terms, “full-time’’ status is accorded variable-point courses will extend until the have unintended financial consequences. to students registered for 12 or more points class has met four times; dates are indicated Students must also obtain permission from the per term. Students enrolled for fewer than in the Academic Calendar. course instructor for any course listed in the 12 points (0–11 points) are considered “part- Schedule of Classes that requires instructor time.’’ “Half-time’’ status is based on enrollment Courses with special dates must be dropped approval. The telephone number to access of 6–11 points per term. Students registered for before the course begins to receive full tuition Touchtone Services is (212) 678-3200. The fewer than 6 points are accorded “less-than- credit. There is no reduction of tuition for spe- URL for the Student Information System is half-time status.’’ During the summer term, cial date classes once the course begins or for https://info.tc.columbia.edu/homepage.htm. enrollment status is determined by the cumula- fee-based courses in art, music and dance after Both systems are normally available Mondays- tive number of points in both Session A and B. the close of the change of program period. Saturdays from 8 a.m. to 11 p.m. Instructions For “full-time’’ status, students must register for Students who have registered for workshops for registration are available in the Registra- a combined load of at least 12 points, with no that are offered through the Center of tion Information Section in the Schedule of more than 9 points in one summer session. Educational Outreach and Innovation must Classes on the TC-Web for each term. withdraw from a workshop prior to the begin- Students taking fewer than 6 points in a term ning of the workshop. No tuition rebates will Whenever course enrollment has been entered may be certified as full-time or half-time if be granted for a workshop once it has begun. on the computer registration system, the stu- they can present an approved Certificate of dent is responsible for payment of the assessed Equivalency (COE) form. A Certificate of Students who are deficient in their attendance charges unless the student follows the proce- Equivalency is only approved when a student or who perform their class duties unsatisfact- dures for a change of program as outlined in is working on an academic activity that is orily may be required at any time to withdraw the Schedule of Classes and in accordance directly related to a student’s degree program. from a course, upon recommendation by the with the dates listed in the Academic The form is available from the Office of the course instructor to the Registrar; in extreme Calendar. Failure to attend a course does Registrar and must be recommended by the cases, this may mean withdrawal from the not constitute an automatic withdrawal. student’s advisor and approved by the Regist- College. (See section on Changes in Registration and rar. A Certificate of Equivalency is only grant- Withdrawal.) ed for activities that are directly related to the For grading symbols covering withdrawals, degree program. No student will be certified see Grades. Each registrant is expected to assume a major for full-time, half-time, or part-time status responsibility in program planning. A careful unless he or she is enrolled for that term in study of the general degree requirements and some form and, if necessary, has filed a Certif- maximum point loads outlined in this Catalog, icate of Equivalency in the Office of the Regis- special departmental bulletins, and advisory trar during the first two weeks of the term. recommendations should be taken into consid- Doctoral students may check with the Office eration. of Doctoral Studies regarding personal exemp- tion or waivers. Students cannot be certified for future dates of attendance.

266 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE TuitionSTUDENT and LIFE &Fees SERVICES Late Registration through Thursday 9:00 a.m. until 6:00 p.m. Third Party Agreements—Students enrolling A late registration fee of $100 will be assessed and Friday 9:00 a.m. until 5:00 p.m. under a third party agreement must submit an for any registration requests approved after the authorization form to the College for approval. last date for change of program; dates are indi- Credit Card Payments—Teachers College A third party is usually an outside agency (not cated in the Academic Calendar. utilizes a third party processor, CASHNet® an individual) that agrees to pay all or part of SmartPay, to accept credit card payments. A the charges incurred by a particular student. Tuition convenience charge is assessed on all credit The authorization form must include the stu- Tuition and fee rates are set annually by the card payments. CASHNet® SmartPay accepts dent’s name, relevant semester(s), and the Teachers College Board of Trustees. Beginning American Express, MasterCard and Discover total amount of tuition and fee charges that in fall, for the 2008-2009 academic year, tuition credit cards. Students can make credit card the third party is willing to pay. The form must for all regular courses is $1,085 per point. Non- payments through the Student Information be signed by an official of the third party credit courses vary in rate, usually depending System which is available on the Web at: agency. A third party agreement between the on the minimum number of points for which the https://info.tc.columbia.edu. Telephone credit College and the agency must be completed particular course is offered and the special serv- card payments are also accepted by CASH- annually (in some cases before beginning of ices provided (see course description). Net® SmartPay at: 1-866-504-9286. The every semester) before the start of the aca- College (Office of Student Accounts) does not demic year. Columbia University tuition is assessed per accept credit cards directly. These payments point or at a flat rate determined annually by must be made through our processor. Financial Aid—If all required applications and the University’s Board of Trustees. Rates at each documentation have been filed with the Office school within the university may vary. Consult Deferred Payment Plan—Students may choose of Financial Aid by the required deadline, the individual school or the University Registrar to participate in the Deferred Payment Plan financial aid awards should be available at the for current rates. during the fall and spring semesters. The time of registration. Since tuition and all fees Deferred Payment Plan allows students to are due at the time of in-person registration, Total tuition and fees are determined based on spread total tuition and fees, less any aid dis- late payment penalties will be assessed on any the number of points for which the student has bursed, over three equal installments during outstanding balance as described under the registered. All tuition and fees (registration, the semester. An agreement between the stu- Late Payment Penalties section of this bulletin. service, workshops and all miscellaneous related dent and Teachers College must be completed For further information about financial aid, expenses) charged are due and payable in full by with a representative of the Office of Student review the section entitled Financial Aid. the official published deadline date. Registra- Accounts no later than September 5, 2008 for tions submitted after the published due date are the fall semester and January 23, 2009 for the Late Payment Penalties due upon registration. The chart below (labeled, spring semester. A $50 fee is required to par- Failure to clear all account balances can result Other Fees) highlights the fees charged by the ticipate in the plan and the first installment is in late payment penalties. An initial Late College. due at the time the student signs the agree- Payment Fee of $50 will be charged on any ment. Tentative installment dates are listed outstanding balance during the first billing Payment Options below: period. A 1 1/3 percent monthly (16 percent Various forms of payment are accepted for annually) Late Payment Penalty will be tuition and fees and may be used individually Fall Semester assessed on any outstanding balance there- or in combination. Teachers College accepts First Payment on or before Sept. 5, 2008 after. In addition, failure to make timely pay- checks, money orders, most major credit cards ment of housing charges violates the dorm- Second Payment October 6, 2008 and cash. A deferred payment plan, a tuition itory agreement and may result in eviction. pre-payment plan, tuition exemption, third Third Payment November 6, 2008 Furthermore, unpaid accounts can be referred party billing agreements, and financial aid are to a collection agency. also available to finance a Teachers College Spring Semester education. Some restrictions may apply. First Payment on or before Jan. 23, 2009 The College reserves the right to withhold grades, transcripts, diplomas and other servic- Second Payment February 23, 2009 Personal Checks, Cashier Checks or Money es, including registration, from students whose Orders—Must be made payable to Teachers Third Payment March 23, 2009 financial obligations have not been fully satis- College. These types of payments can either be fied. In the event Teachers College refers any submitted in person, placed in the drop box, or Failure to remit payment, as scheduled, in unpaid balance for collection and/or legal mailed to the Office of Student Accounts: 525 the Deferred Payment Plan will result in the action, the student will be obligated to pay West 120th Street, Box 305, New York, NY assessment of a late payment penalty of 1 1/3 all related costs including but not limited to 10027. The drop off payment box is located at percent on any unpaid balance. attorney’s fees and collection costs. the door of the Office of Student Accounts, 133 Thompson Hall. Do not place cash in this box. Tuition Exemption—Students employed at the Withdrawal from Classes Please indicate the student identification num- University may be eligible for tuition exemp- By registering for classes, a student has entered ber and a valid daytime telephone number on tion. Human Resources must authorize tuition a legal and binding contract to pay all tuition, the face of the check or money order. Online exemption forms with a valid HR personnel fees, and penalties charged by Teachers fee-free ACH (checking or savings account) signature. Authorized Tuition Exemption College. payments are also accepted. Online payments forms must be submitted in person no later can be made by accessing the Student Informa- than September 16, 2008 for fall 2008 and When a student withdraws from Teachers tion System at: https://info.tc.columbia.edu. February 3, 2009 for spring 2009. If a student College or from individual classes, the tuition Returned checks are assessed a return-check registers late, payments including tuition charges originally assessed may be reduced, and subject to collection fees, if necessary. exemption forms are due at the time of the based on the date of withdrawal. Failure to late registration. Various fees including, but attend classes does not constitute an automat- Cash Payments—Must be made in-person at the not limited to, course fees, college fees, health ic withdrawal; students must file an applica- Office of Student Accounts, 133 Thompson service fees, medical insurance, and late regis- tion to withdraw in the Office of the Registrar Hall. During the academic year, the Office of tration fees are not covered by tuition exemp- or through the Touchtone Services or on the Student Accounts staff is available Monday tion. The student should be prepared to remit Student Information System on TC-Web in a payment for these fees on the official due date.

Teachers College Columbia University 2008-2009 267 timely manner. The percentage of reduction Federal income tax deductions of education- ment involving the same general type of is based on the date of withdrawal and will be al expenses of professional educators and teaching and related duties as performed determined according to the following schedule: other professionals. prior to the education. Under the Treasury Under the current Internal Revenue code, Department releases, the following changes in FALL 2008 certain expenses incurred for education may teaching activities do not constitute a “new Week ending Percent of refund be deductible for federal income tax purposes. trade or business’’: September 5 100% Possible deductions for teachers are described *September 12 100% in some detail below. Similar deductions apply • Elementary to secondary school September 19 80% to other professionals engaged in education. classroom teacher. September 26 75% Students are advised to consult a tax advisor • Classroom teacher in one subject (e.g., October 3 70% concerning eligibility for such deductions. mathematics) to classroom teacher in October 10 65% For teachers, expenses incurred for education another (e.g., science). October 17 55% are deductible for federal income tax purposes • Classroom teacher to guidance counselor. October 24 50% if the education: (1) maintains or improves • Classroom teacher to principal. October 31 40% skills of a teacher, or (2) meets the express after October 31 0% requirements of the teacher’s employer, or the Educational expenses which may be deducted requirements of an applicable law or regula- include those for travel, meals, and lodging SPRING 2009 tion, imposed as a condition to the retention while away from home if the travel is primarily Week ending Percent of refund by a teacher of the student’s employment to obtain education. January 23 100% relationship, status, or compensation. No *January 30 100% deduction is allowed for educational expenses The foregoing is based upon information February 6 80% (even if they meet the above requirements) released by the United States Treasury February 13 75% if they are incurred to satisfy minimum edu- Department in Treasury Department February 20 70% cational requirements for qualification as a Regulations #1.162-5. It is the responsibility February 27 65% teacher or to qualify a teacher for a “new of the student to establish that the educational March 6 55% trade or business.’’ program qualifies for deductions in his or her March 13 50% case and to determine and document the March 20 40% In respect to teaching, a “new trade or busi- amount of the deduction. after March 20 0% ness’’ does not include educational employ-

*100% refund is extended through the end of the official drop/add period each term (see aca- OTHER FEES demic calendar) Teachers College fee: $358 Only tuition charges are subject to this reduc- tion. For further information on withdrawal Teachers College Research fee: $358 policies, see the section entitled Change in Registration and Withdrawal. Health Service fee: Fall: $387 Spring: $387 Student Refunds Proceeds originating from student aid programs Medical Insurance fee: in excess of all student account charges—tui- (Basic) Fall: $591 tion, fees, monthly housing, and other related Spring: $907 expenses—will be mailed to the student. Stu- dents should make sure the Registrar has their (Comprehensive) Fall: $845 current address. All required financial aid appli- Spring: $1,303 cations and documentation must be filed with the Office of Financial Aid by the published Application fee: deadline, and all financial aid eligibility require- (non-refundable and payable at time of application) $65 ments must be met. For further information Library Research fee: about financial aid, review the section entitled (for non-college users) per month $100 Financial Aid. Continuous Doctoral Advisement registration fee: $3,255 Ph.D. Oral Defense fee: $4,581 Financial Aid (Loans) Late registration fee: $100 Many students at Teachers College finance their Late application fee for conferring of degrees: $25 educational expenses with federally guaranteed Special examination fee (each course): $25 loans under the Stafford Loan program. Stu- Student identification card replacement fee: $25 dents who are planning to apply for these loans Late payment fee (flat fee): $50 may begin the process as early as January for the (monthly fee)1-1/3% (16% annually) following fall term and September for the fol- lowing spring term. Students may contact the Returned check fee: $20 Office of Financial Aid for more details and Deferred payment plan fee: $50 processing requirements. Tuition deposit fee: $300 Fees listed here and elsewhere throughout this catalog are reviewed periodically and are subject to change without prior notice. Additional fees may be added. Spring medical insurance runs through August 31.

268 www.tc.columbia.edu General Information: (212) 678-3000 Financial Aid FINANCIAL AID available to students across many programs. through a highly rigorous selection process For these, faculty nominate students to a overseen by an advisory committee made up The goals of the financial aid program at College-wide selection committee, which of eminent figures in education, philanthropy, Teachers College are to reward excellence makes the final award decisions. There are government, and business, awards are made through merit-based aid and to ease the cost over 300 endowed scholarships. to ten Petrie Fellows and ten Petrie Finalists. barrier of attendance through scholarships and Petrie Fellows each receive up to $50,000 need-based programs including grants, Federal General Scholarships award from the Foundation, to cover tuition Stafford Loans through the Family Education Based upon merit, all students are eligible and some living expenses while they complete Loan (FFEL), Federal Perkins Loan and the for Teachers College General Scholarships. a master’s degree and requirements for teacher Federal Work-Study Program. A student must Program faculty committees make these certification. Petrie Finalists receive $5,000 be enrolled at least half-time (6 points or the award decisions. awards from the Foundation and an additional equivalent) in a degree program in order to $5,000 from the College, to apply towards the receive Federal Aid. The Teachers College Graduate Assistantships cost of tuition. Petrie Fellows commit in writ- Office of Financial Aid website is updated Students who are employed as graduate assis- ing to teaching in a New York City public frequently. Please visit the website at tants earn salary plus a tuition scholarship. school for a minimum of five years after gradu- www.tc.edu/financialaid/ for further informa- Students may be awarded up to 3 points per ating from the College. tion on endowed and external scholarships. semester, with a maximum of 6 points per aca- demic year (fall, spring, summer). Points may Jaffe Scholarship Scholarships and Grants be used during the semester awarded. The This scholarship will support Peace Corps Each year Teachers College awards over $5 points may not be transferred to a future Fellows. The Peace Corps Fellows Program million of its own funds in scholarship and academic year. nominates candidates. Only returned Peace stipend aid, and $2 million of endowed funds Corps volunteers are eligible to apply to the to new and continuing students. Most scholar- Grant-in-Aid Peace Corps Fellows Program. ship awards are made on the basis of academic Grant-in-Aid is awarded to doctoral students merit. Scholarships are applied to tuition only, during the last two semesters of graduate Jewish Federation for the Education of Women and students should expect to provide addi- work, taking both merit and need into consid- (JFEW) tional funds for the tuition balance, fees, med- eration. Students must demonstrate consider- For three full-time female pre-service science ical insurance, academic and living expenses. able loan indebtedness incurred while at and math education students willing to teach Teachers College. International students are for 2 years in NYC public schools. This is a full Please note: required to seek approval from the Interna- tuition scholarship that is available to new stu- • All scholarship points must be used in the tional Student Advisor. Faculty recommenda- dents only. Financial need is required. year awarded and may not be transferred tions in support of Grant-in-Aid applications to a future academic year. are required. Applications are available in Peace Corps Fellows Program • All scholarship recipients must successfully the Office of Financial Aid or at www.tc.edu/ The Peace Corps Fellows Program offers par- complete a minimum of 9 points per financialaid/index.asp?ID=forms&info=forms. tial tuition remission on a competitive basis academic year in order to be eligible for The Grant-in-Aid committee meets monthly to returned Peace Corps Volunteers. While scholarship awards in future academic years. from September to June to make awards deci- enrolled part-time in selected areas of study • Full-time Teachers College and Columbia sions. leading to an M.A. degree, Peace Corps University affiliated employees (including Fellows are employed full-time by the New dependents and spouses) who are eligible International Student Scholarships York City Department of Education and teach to receive 12 points or more of tuition Teachers College International Student in New York City Public Schools. Additional exemption annually may not receive Scholarships are available to international information may be obtained by visiting the Teachers College scholarship aid, unless students only and is a competitive process. website at www.tc.edu/pcfellows, by calling the the scholarship they receive is derived from Program faculty recommend students for these Peace Corps Fellows Program Office at (212) a publicized academic competition (i.e. awards to their academic program and depart- 678-4080 or by writing to the Program at Box W. Sindlinger Writing Award) in which mental scholarship committees. 90, Teachers College, Columbia University, recipients have been selected via committee. 525 West 120th Street, New York, NY 10027. Stipends, Internships, Fellowships Departmental Supplemental Scholarships and Research Assistantships Rose Fellows These scholarships are available to students Stipends, internships, fellowships, graduate These fellowships award up to 14 points of enrolled in teacher education/certification pro- and research assistantships are also available tuition in addition to a stipend to students grams. Students are nominated by the program through the program faculty. These provide working as interns under the direction of faculty to a department committee. Awards students with valuable experiences which Teachers College faculty on a project, or set of are made based upon merit. enrich academic growth and development, as projects, selected by the donor. Faculty choose well as income which may be applied towards the student interns. New and continuing stu- Minority Scholarships college and living expenses. dents are eligible. Teachers College Minority Scholarships encourage enrollment of students from diverse This is a partial list of endowed Teacher Opportunity Corps backgrounds. Program faculty committees scholarships. Teacher Opportunity Corps (TOC) scholar- make these award decisions based upon aca- ships are available to New York State residents demic merit. The Carroll & Milton Petrie New York City who are African-American, Hispanic, Native Teacher Fellowship Program American, or Alaskan American. Recipients Endowed Scholarships This fellowship is designed to provide high must also be U.S. citizens or permanent resi- Endowed scholarships are provided through quality, committed teachers for the New York dents. Applicants must be prospective or expe- the generosity of donors’ contributions. Many City public schools, and to bring a new level of rienced teachers who are not yet fully certified of these are in support of students in particular prestige to the teaching profession. The Petrie to teach in the public schools. To be eligible, programs. Faculty committees select the award Fellowship Program is highly competitive and recipients must enroll at least half-time in one recipients based upon the criteria designated attracts the nation’s most talented and enthu- of the initial or professional certification pro- by the donor. Some endowed scholarships are siastic students. Awards are based on both grams offered at Teachers College. TOC recip- academic merit and financial need. Each year, ients receive some funding for each academic

Teachers College Columbia University 2008-2009 269

year of their degree program. A separate • Eleanor Roosevelt Teacher Fellowships • Mellon Fellowships in Humanistic Studies application must be made to this program. Teacher Fellowships are available to female These fellowships are designed to help Additional information and an application K–12 public school teachers as individuals exceptionally promising students prepare can be obtained from the Office of Teacher or as lead members of teams. More informa- for careers of teaching and scholarship in Education School Based Support Services (212) tion is available at www.aauw.org/fga/. humanistic disciplines. More information is 678-3502 or online at www.tc.edu/ote. available at www.woodrow.org/mellon/. • Emerson Charitable Trust Arthur Zankel Urban Fellowship Program Offers grants for community funds, higher • National AMBUCS Scholarships The Arthur Zankel Urban Fellowship is a fin- education, cultural programs, hospitals and for Therapists ancial aid award in the amount of $10,000 per health agencies, public policy organizations Graduate students who wish to pursue academic year for Teachers College students to and youth agencies for the arts, education, degrees in physical therapy, occupational work with inner city youth. All Zankel Urban federated giving programs, higher education, therapy, speech language pathology, or hear- Fellows will be required to perform an intern- public policy and research, youth services. ing audiology. More information is available ship of a minimum of 5 hours per week in one More information is available at at www.ambucs.com. of several approved educational programs in- www.emersonelectric.com. tended to benefit disadvantaged inner city • National Science Teachers Association— youth. The list of approved programs is main- • Ernest Duncan Scholarships, www.nsta.org/programs/. tained by the TC Office of School and Com- Grades K–12 Teachers munity Partnerships. In addition, Zankel Fellows Awards are given to persons currently work- • New York State Tuition Aid-BOCES ITI-B are also required to participate in a full year (fall ing at the grades K–6 level to improve their Awards are made to persons in Bilingual and spring) service learning seminar which car- own professional competence as a classroom Education/TESOL. Please contact the ries one academic credit. The course will meet teacher of mathematics. More information is director: Dr. Maria Eugenia Valverde, periodically throughout the year. It will provide available at www.nctm.org/resources. Eastern Suffolk BOCES ITI-BE, an academic context to ground internship expe- 350 Martha Avenue, Bellport, NY 11713. riences and a set of cohort experiences for all • Ford Foundation Minority Doctoral Fellowships Zankel Fellows. Three-year predoctoral and 12 month dis- • New York State Tuition Assistance Program (TAP) sertation fellowships. More information is Full-time students (at least 12 points or the Selected External Scholarships, available at www.nationalacademies.org. equivalent) who are New York State Fellowships and Grants residents may be eligible to apply for the • Gates Millennium Scholar Program Tuition Assistance Program (TAP). Students • American Association of School The Foundation seeks to increase the who want to be considered for TAP must Administrators: Graduate Student Scholarships number of African-Americans, American file a FAFSA, giving the federal government This scholarship is open to graduate students Indians/Alaska Natives, Asian Pacific permission to release information to New who intend to pursue the public school super- Americans, and Hispanic Americans York State. For more information contact intendency as a career. More information is enrolling in and completing undergraduate the New York State Higher Education available at www.aasa.org. and graduate degree programs. More infor- Services Corporation (NYSHESC) at 1-888- mation is available at www.gmsp.org. NYSHESC or at visit their website • American Educational Research Association www.hesc.com. (AERA)—www.aera.net • The Hispanic Scholarship Fund The Hispanic Scholarship Fund (HSF) is the • NSF Graduate Fellowships • AT&T Labs Fellowships largest Hispanic scholarship-granting organi- Offers three-year graduate research fellow- These awards are available to outstanding zation in the nation. HSF recognizes and ships in science, mathematics, and engineer- minority and women students who are U. S. rewards outstanding Hispanic students in ing, including Women in Engineering and Citizens or Permanent Residents and who are higher education throughout the United Computer and Information Science awards. pursuing Ph.D. studies in computer and com- States and Puerto Rico. More information More information is available at www.ehr. munications-related fields. More information is available at www.hsf.net. nsf.gov/dge/programs/grf or email: nsfgrfp is available at www.research.att.com/academic/ @orau.gov. Programs.html • Jeanne S. Chall Research Fellowship The Jeanne S. Chall Research Fellowship is • The Paul and Daisy Soros Fellowships • Charlotte W. Newcombe Doctoral a grant established to encourage and support for New Americans Dissertation Fellowships reading research by promising scholars. The Fellowships are grants for up to two These fellowships are designed to encourage More information is available at years of graduate study in the United States. original and significant study of ethical or www.reading.org/awards. The recipients are chosen on a national religious values in all fields of the humanities competitive basis. More information is avail- and social sciences. More information is • Math for America Newton able at www.pdsoros.org. available at www.woodrow.org/newcombe/. Fellowship Program Newton Fellowships are available to • Sinfonia Foundation Research • Dale Seymour Scholarships, mathematically sophisticated individuals Assistance Grants Grades K–12 Teachers who are interested in using their talents to These grants are offered to candidates Awards given to persons currently working make a difference in the lives of young peo- conducting research in American music or at the grades K–12 level who are interested ple. MFA seeks recent college graduates music in America. More information is in improving their mathematics background and mid-career professionals who can available at www.sinfonia.org/SEF. to provide, in turn, better math instruction demonstrate a strong interest in teaching, to their students. More information is have a bachelor’s degree with substantial • Spencer Dissertation Fellowships available at www.nctm.org/about/met/. coursework in mathematics, and are willing The Dissertation Fellowship Program for to commit to a five-year program that in- Research Related to Education assists young • Edward G. Begle Grant for Classroom- cludes one year of full-time graduate study scholars interested in educational research Based Research and four years of teaching mathematics in in the completion of the doctoral disserta- Supports collaborative classroom-based New York City high schools. More informa- tion. More information is available at research in pre-college mathematics edu- tion is available at www.mathforamerica.org/. www.spencer.org. cation. More information is available at www.nctm.org/about/met/begle.htm.

270 www.tc.columbia.edu General Information: (212) 678-3000

FINANCIAL AID

Loans to the student from a bank, credit union, or Loan Cancellation and/or Deferment There are student loans available to Teachers other lender that participates in the FFEL There are several incentive programs offered College students. To qualify for any of the fed- Program. by various federal, state and local government eral education loans, an applicant must be a agencies that will defer and/or cancel a por- U.S. citizen or an eligible non-citizen and must FFEL Stafford Loans are either subsidized or tion of a student’s federal education loan debt, be enrolled at least half time (6 points or the unsubsidized. Students can receive a subsi- usually Federal Perkins Loans but sometimes equivalent) in a degree program. International dized loan and an unsubsidized loan for the Federal Stafford Loans as well. students may qualify for credit-worthy loans same enrollment period. from a bank by securing a co-signer who is a The most common cancellations are Federal U.S. citizen or permanent resident. Consult A subsidized loan is awarded on the basis Perkins Loans and qualifying Federal Stafford with a financial aid counselor for more infor- of financial need. The student will not be Loans for teachers working full-time in “feder- mation. charged any interest before they begin repay- ally designated” teacher shortage areas. These ment or during authorized periods of defer- federally designated schools are located in If a student receives a federal loan, she/he ment. The federal government subsidizes school districts that qualify for funds under must complete a Loan Entrance Interview the interest during these periods. Chapter 1 of Title I of the Elementary and before receiving the initial funds, and a Loan Secondary Education Act. However, not all Exit Interview before graduating, leaving An unsubsidized loan is not awarded on the Chapter 1-funded schools are on the “federally Teachers College, or dropping to less than basis of need. Students accrue interest from designated” list. half-time status. The Entrance Interview will the time the loan is disbursed until it is paid review the terms and conditions of the loan, in full. If the interest is not paid in full before For a complete explanation of school and loan and the Exit Interview will cover repayment, repayment begins, the amount of outstanding eligibility requirements as well as searchable deferment and consolidation options. Loans interest will be capitalized (it will be added databases of qualifying schools, please visit are processed during the semester a student to the principal amount of the loan), and the Department of Education websites listed is enrolled. For additional information on stu- additional interest will be based upon the below. These websites also contain details dent loans, please visit our website at higher amount. about loan cancellation and/or deferment. www.tc.edu/financialaid/. Graduate PLUS Loans are available to TC • New York City Department of Education The following loans require a Free Application students. Graduate PLUS loans offer a fixed Incentive Programs: www.teachny.com for Federal Student Aid (FAFSA), a separate interest rate of 8.5%. Students can borrow up loan authorization form and, at times, a prom- to the cost of attendance minus other finan- • United States Department of Education issory note. To ensure consideration for the cial aid received. In order to qualify, students Teaching Service Cancellation/Deferment Federal Perkins Loan and the Federal Work- must file a FAFSA and meet all federal guide- Options: http://studentaid.ed.gov/ Study programs, it is recommended that the lines to receive student aid and not have an PORTALSWebApp/students/english/ FAFSA be filed by March 1st. In order for adverse credit history. Repayment begins on teachercancel.jsp?tab=repaying Stafford Loans to be processed in time for the the date of the last disbursement of the loan. beginning of the fall semester, applicants are • United States Department of Education list urged to file the FAFSA by April 15th. For periods of study that are less than an aca- of federally designated teacher shortage demic year, the amounts students can borrow areas: www.ed.gov/about/offices/list/ope/ Federal Perkins Loan may be less than the annual maximum. The pol/tsa.pdf Federal Perkins Loans are awarded on the exact amount of loan eligibility will be listed in basis of exceptional need to students from a the award letter. Generally, graduate students • United States Department of Education limited amount of federal funds allocated to can borrow up to $18,500 each academic year. searchable site for low-income schools Teachers College. Students must be enrolled (Only $8,500 of this amount may be a subsi- eligible for Federal Perkins Loan cancel- at least half-time (6 points or the equivalent). dized Stafford Loan). Students may receive lation: http://studentaid.ed.gov/ The loan is made up of government funds with less than the yearly maximum if they receive PORTALSWebApp/students/english/ a share contributed by the school. Teachers other financial aid that is used to cover a por- cancelperk.jsp?tab=repaying College is the lender and repayment is made tion of the cost of attendance. to the school. Payment of both interest and The following is a list of state education principal is deferred until nine months after Graduate Stafford Loan Limits departments for states in geographic proximity leaving Teachers College or dropping to less Generally, for graduate or professional stu- to Teachers College: than half time. The annual fixed interest rate dents, the total permissible outstanding debt of 5% begins to accrue at the same time pay- from all Stafford Loans combined is $138,500. • New York (NY) ments begin. Repayment may take up to 10 Only $65,000 of this amount may be in subsi- New York State Education Department years. dized loans. The graduate debt limit includes 89 Washington Avenue any Stafford Loans received for undergraduate Albany, New York 12234 Stafford Loans study. (518) 474-5915 FFEL Stafford Loans are the major form of http://www.nysed.gov self-help aid for Teachers College students. Other Loans FFEL Stafford Loans are available through There are several student loan programs • New Jersey (NJ) the Federal Family Education Loan (FFEL) administered by private institutions that pro- New Jersey Department of Education Program. The terms and conditions of a FFEL vide funds to students who do not qualify for P. O. Box 500 Stafford Loan are set by the Federal govern- federal or need-based loans, or who may need Trenton, NJ 08625 ment. The major differences between the two additional funding. They are often available (609) 292-4469 are the source of the loan funds, some aspects from banks, require a credit check, and in http://www.state.nj.us/education of the application process, and the available some cases, a co-signer and processing fee. repayment plans. Under the Direct Loan Securing a co-signer may result in lower inter- Program, the funds for the loan are lent to est on the loan. For information on banks the student directly by the U.S. government. that have preferred lending agreements with Under the FFEL Program, the funds are lent Teachers College, please visit our website at www.tc.columbia.edu/financialaid/.

Teachers College Columbia University 2008-2009 271 • Connecticut (CT) (2) The suggested number of hours to work New Applicants Office of Public Information while classes are in session are no more Students wishing to apply for scholarships Connecticut State Department of Education than 20 hours per week during the fall or financial aid will need to complete the 165 Capitol Avenue and spring semesters, and up to 30 hours Teachers College scholarship application Hartford, CT 06145 per week during the summer, winter, (Please check the Financial Aid website for (860) 713-6548 and spring breaks. instructions and deadlines for completing this http://www.state.ct.us/sde application form). Departments make scholar- (3) A student may not work after his/her ship decisions based on the admissions appli- • Pennsylvania (PA) date of graduation. cations of the new students, and on the Pennsylvania Department of Education Teachers College academic records for the 333 Market Street (4) A student must complete and submit a continuing students. Some scholarships Harrisburg, PA 17126 Federal Work Study Agreement for every do require demonstration of financial need. (717) 783-6788 academic year in which s/he participates New students must file a FAFSA to be consid- http://www.pde.state.pa.us in the FWS program. ered for federal aid.

Student Employment (5) A student’s FWS award is valid for the Continuing Students Opportunities for student employment are fiscal year (July 1, 2008 through June 30, Students wishing to apply for scholarships available at Teachers College. Students should 2009). New students are eligible to use or financial aid will need to complete the inquire at the Teachers College Human their awards after they have registered for Teachers College Scholarship application. Resources Office or visit the website at classes. Continuing students are eligible to (Please check the Financial Aid website for www.tc.edu/administration/hr and with pro- begin using their awards as soon as they instructions and deadlines for completing this gram faculty for a list of current vacancies. have received a 2008–2009 award letter application form). Continuing students must Many positions offer tuition exemption or which includes an FWS award, but no file the FAFSA for each year that they wish scholarship points. sooner than July 1st of the year of their to be considered for federal aid. award. Federal Work Study Note: Students in the Curriculum and Federal Work Study (FWS) is a need-based (6) In order to have a FWS award (and other Teaching Department will also need to file the federal financial aid program through which need-based awards) renewed in future Continuing Student Scholarship application the federal government provides funds to years, students must file a Free Application with their department by February 1st in order Teachers College for the purpose of providing for Federal Student Aid (FAFSA) for every to be considered for internal scholarships in job opportunities to our eligible students. academic year. the next academic year. Students in all other Funds are allocated to several Teachers departments will automatically be considered College departments and offices which may How to Apply for Aid for the for internal scholarship by their department. then create and offer jobs to FWS awardees. 2008-2009 Academic Year (Not all departments and offices have FWS To be eligible for federal financial aid you International Students funds with which to offer FWS jobs. FWS must meet the following criteria: International students should review the awards may be used only in those depart- • Be a United States citizen or Application Procedure for International ments/offices which have an FWS budget). permanent resident. Students and the scholarship opportunities • Be enrolled in at least 6 points for international students. FWS jobs allow awardees to earn wages which in a degree program. help them to cover various education-related • Make satisfactory academic progress How to Apply for Aid for the expenses like books and supplies, transporta- towards a degree. 2009-2010 Academic Year tion, etc. The amount of FWS which appears • Not have been convicted of any offense To be eligible for federal financial aid you on the Financial Aid Award Letter is an earn- under federal or state law involving must meet the following criteria: ing eligibility; it is not a guarantee of wages to the possession or sale of a controlled • Be a United States citizen or be earned. Rather, it is a maximum limit on substance. permanent resident. the amount of FWS funds a student may earn • Register with selective service • Be enrolled in at least 6 points should they choose to participate in the pro- administration if you are a male. in a degree program. gram. Students are paid only for actual hours • Not be in default on a loan or owe • Make satisfactory academic progress worked. Placement in an FWS position is con- a payment of federal funds. towards a degree. tingent upon availability of jobs and funding, • Not have been convicted of any offense as well as on a student’s skills, experience, and U.S. citizens and Eligible non-citizens under federal or state law involving schedule. Below is a list of basic rules and reg- All students are encouraged to file a 2008- the possession or sale of a controlled ulations that students must be aware of while 2009 Free Application for Federal Student Aid substance. employed under the FWS program. (FAFSA), regardless of eligibility for Federal • Register with selective service Aid. The FAFSA is available at the Office administration if you are a male. As an FWS employee: of Financial Aid by January of each year. • Not be in default on a loan or owe (1) A student must register for a minimum Students can also find and file the FAFSA a payment of federal funds. of 6 points or the equivalent each on the web at www.fafsa.ed.gov. Teachers semester while employed, exception: If a College’s institutional code is G03979. U.S. citizens and Eligible non-citizens continuing student wishes to work over All students are encouraged to file a 2009- the summer, s/he may do so without After filing the FAFSA, students will receive 2010 Free Application for Federal Student Aid being registered for classes, if a student is a Student Aid Report (SAR) which must be (FAFSA), regardless of eligibility for Federal returning in the following fall semester reviewed for accuracy, and necessary correc- Aid. The FAFSA is available by January of as a half-time (or equivalent) student. tions made. If there are questions, contact the each year at the Office of Financial Aid. If a continuing student is not returning in Office of Financial Aid. Students may also be Students can also find and file the FAFSA the following fall, s/he must be at least required to submit copies of their federal tax on the web at www.fafsa.ed.gov. Teachers half-time during the summer in order returns and other supporting documents College’s institutional code is G03979. to work and can only work until June 30th. to verify the information on the FAFSA.

272 www.tc.columbia.edu General Information: (212) 678-3000 FINANCIAL AID

After filing the FAFSA, students will receive new tax benefits for families who are saving If students cannot provide the full amount of a Student Aid Report (SAR) which must be for, or already paying for higher education. the family contribution, some banks offer cred- reviewed for accuracy, and necessary correc- it-worthy loans that can be used to finance the tions made. If there are questions, contact the The Lifetime Learning Credit targets under- remaining cost of attendance. However, the Office of Financial Aid. Students may also be graduate and graduate students. Qualifying total of all financial aid, including loans used required to submit copies of the their federal Graduate students will receive a 20% tax cred- to replace family contribution, cannot exceed tax returns and other supporting documents it for the first $5,000 of qualified tuition and the total cost of attendance. to verify the information on the FAFSA. related expenses for each eligible student in the family, through the year 2002, and for the How Aid is Disbursed New Applicants first $10,000 thereafter. This credit is available Scholarships are disbursed to a student’s Students wishing to apply for scholarships for net tuition and fees (minus any additional account on the first day of in-person registra- or financial aid will need to complete the grant aid) paid for an enrollment period tion once the student has registered in a Teachers College application for Scholarship beginning July 1, 1998. degree program for the semester. Federal and Financial Aid. (Please check the Financial loans are disbursed when a student meets the Aid website for instructions and deadlines for Students may consult the IRS website following criteria: (1) has been accepted in a completing this application form). Depart- (www.irs.gov) for current information regard- degree program; (2) has registered for at least ments make scholarship decisions based on the ing taxpayer benefits related to education. half time status each semester; (3) has com- admissions applications of the new students, pleted an entrance interview; (4) has a master and on the Teachers College academic records How Aid is Awarded promissory note on file with their lender; and for the continuing students. Some scholarships To award need-based funds, the College makes (5) has completed verification of income and do require demonstration of financial need. up an academic year student budget that con- residency, if required. New students must file the FAFSA (if quali- sists of the average costs of tuition, fees, and fied) to be considered for federal aid. other expenses. The amount for tuition and Tuition, fees, account charges, and refunds are fees, books and supplies is adjusted based on processed by the Office of Student Accounts, Continuing Students full-time, three-quarter time, and half-time which is located in 133 Thompson Hall. Students wishing to apply for scholarships enrollment. If enrollment plans change during or financial aid will need to complete the the academic year, students should notify the Additional Steps and Conditions Teachers College application for Scholarship Office of Financial Aid in case it becomes nec- Prior to Release of Funds and Financial Aid. (Please check the Financial essary to adjust the aid package. Prior Default: Students in default on a federal Aid website for instructions and deadlines for loan, or who owe a repayment on a Pell, completing this application form). Continuing During the 2007–2008 academic year, the SEOG, or SSIG grant cannot receive federal students must file the FAFSA for each year estimated fall/spring budget for a full-time need-based aid until the status is cleared. that they wish to be considered for federal aid. student enrolled for 24 points was: Satisfactory Academic Progress: In order to International Students Tuition and Fees $24,720 maintain eligibility for aid, students must make International Students wishing to apply for Living Allowance $21,000 satisfactory progress toward their degree. In scholarships or financial aid will need to com- Books and Supplies $3,600 addition to meeting all standards of academic plete the Teachers College application for College Fee $680 performance required in the program, students Scholarship and Financial Aid. International Transportation $3,800 must maintain a minimum of points per semes- students should also review the Application Miscellaneous $5,200 ter in order to remain eligible for student Procedure for International Students and the Total $59,000 aid. (See chart below.) scholarship opportunities for international students. The family contribution toward academic Verification: Some students are randomly year living and educational expenses is then selected by the federal government for a How Need-based Eligibility is Determined deducted from this budget. For example: process called verification. If a student is The information provided on the FAFSA is selected, she/he will have to provide a copy of applied to a federally designed formula which Budget $59,000 her/his federal income tax return and other calculates the “estimated family contribution,” documents to the Office of Financial Aid. the theoretical amount the student should Family Contribution –(9,400) An award letter will not be generated until have available for educational costs. The cost Need $49,600 all documents are submitted to the Office of of education minus the family contribution is Financial Aid. Students interested in work- “need”. The total amount of need-based aid After need is determined, the Office of study employment cannot begin until awarded. cannot exceed this figure. Financial Aid tries to meet this amount with financial aid. Often, a variety of sources are Notification: Federal financial aid is offered to Normally, the need calculations are based on combined into a package, which might look students via the Award Letter issued by the data from the prior calendar year. However, like this: Office of Financial Aid. Teachers College the Office of Financial Aid may recalculate scholarship award letters are also sent from the family contribution if the student’s financial Department Scholarship Office of Financial Aid. The office of Financial circumstances change significantly during the ($1,085 per point) Aid reserves the right to adjust financial aid academic year. Students requesting recalcula- NY State Tuition Assistance award packages in the event of: tion based on academic year information Program $550 (NYS • additional funds are received on should provide a written explanation of the residents only) the behalf of the student circumstances and consult a financial aid Federal Work Study $6,000 • any changes to students enrollment counselor to determine the supporting docu- Federal Perkins Loan $4,000 • per student’s request. mentation that will be needed. Federal Subsidized Stafford Loan $8,500 For more information students are encouraged Lifetime Learning Credit Federal Unsubsidized to visit our website at www.tc.edu/financialaid, On August 5, 1997, the Taxpayer Relief Act of Stafford Loan $12,000 or call (212) 678-3714 to receive more 1997 was signed into law and created several Total $37,230 information.

Teachers College Columbia University 2008-2009 273

SATISFACTORY ACADEMIC PROGRESS

After this semester 1 2 3 4 5 6 7 8 9 10 11 12

Points Master’s students must No longer complete: 6 15 27 39 51 53 63 63 63 63 eligible

Points Doctoral students must Dissertation complete: 6 15 27 39 51 63 75 87 90 90 Advisement

With at least this GPA: 2.5 2.5 3 3 3 3 3 3 3 3 3 3

274 www.tc.columbia.edu General Information: (212) 678-3000 Policies and Procedures Definition of Point Credit Graduate Credit in Advanced Columbia Staff and doctoral students from U.S. and foreign A point (equivalent to a semester hour) is the University Undergraduate Courses universities and government ministries who are unit of College credit. For the typical student, a Students in degree programs may petition the engaged in research in a field of special interest point of credit is earned by a minimum of two- Registrar to have an advanced undergraduate to a Teachers College faculty member may also and-one-half hours per week total time in lecture, course offered at Columbia University counted as be invited by the College and granted Visiting laboratory, library, and outside work. These week- graduate credit toward the degree. To be consid- Scholar privileges. ly two-and-one-half hours usually consist of: (1) ered for graduate credit, the courses must be attendance for a fall or spring term equal to one beyond the general introductory level, relevant to Others eligible for Visiting Scholar status include hour weekly in lectures or recitations or two the student’s specialty, and must not be available Teachers College doctoral alumni; officials and hours in practical work, and (2) one-and-one- on the graduate level within the University. In former officials of government or non-govern- half hours additional work for each lecture, or addition, a student must obtain a written state- ment organizations, such as the United Nations one-half hour extra for each two-hour laboratory ment from the instructor of the course clarifying and their affiliates; practicing professional and period. On this basis, a typical student with a 16 the additional work required in order to differen- creative artists; and such other persons as will point program works a total of forty hours per tiate between undergraduate and graduate partici- contribute to the intellectual activity of Teachers week in classes and in outside preparation. These pation in the course. For basic language courses, College, as approved by the Vice-Provost. are averages; however, some students find it nec- courses must be beyond the first two years. No Visiting Scholar status is conferred on behalf of essary to devote more time to preparation. more than 6 points in advanced undergraduate the Provost by the Vice-Provost or the Director courses may be approved for graduate credit. The There are some variable-point courses in which of International Services, on the recommendation advisor’s written recommendation is also required of a faculty member in whose academic discipline a student can register and earn extra credit by and final approval is granted by the Registrar. doing additional work approved by the instructor. the proposed visiting scholar has an interest. The Petition forms may be obtained in the Office of faculty host should also obtain the approval of the This additional work may entail additional read- the Registrar. ing, preparing a term paper, engaging in some spe- department chair. TC Institute directors and sen- cial project, out-of-class group activities, or field- Inter-University Doctoral Consortium ior staff may also recommend an individual for work. Teachers College participates in the Inter- Visiting Scholar status. A curriculum vitae and University Doctoral Consortium which provides description of research goals must accompany Credit and Noncredit Courses for cross-registration among member institutions. an application for Visiting Scholar status. Teachers College courses are detailed elsewhere Fully admitted doctoral candidates after the first The faculty host will facilitate mutually beneficial in this Catalog. Certain courses in other parts of year of study in Teachers College may register for interactions between the Visiting Scholar and the University are open to students in Teachers courses at the Graduate School and University department colleagues and students. Visiting College, upon the approval of their course Center of the City University of New York, Scholars are encouraged to present a summary instructors and advisors. Fordham University, Princeton University, the report on their experience at Teachers College New School for Social Research, New York to the Provost. Always consult the official catalog of the Faculty, University, Rutgers University, and Stony Brook College, or Department in which work is desired. University. Ordinarily, such courses must not be Visiting Scholar privileges are limited to auditing Do not depend upon references or quotations in available within Columbia University. Applica- courses with the permission of the instructor, other announcements. tions are available in the Office of the Vice- attending open lectures, a university email Some credit-bearing courses are offered also on Provost, in 113 Zankel Building. account, all services at Teachers College libraries and limited online services of the Columbia a noncredit basis, as indicated in the course Students cross-registered for courses at another description. Unless stated otherwise, the fee is University libraries. Information about full access university are subject to the academic regulations to other University libraries may be obtained at one-half of the tuition rate for the minimum of the host university, including the grading sys- number of semester hours (points) for which the Library Information Office, 201 Butler tem, calendar, and academic honor system. It is Library. the course is offered. No Teachers College fee is the responsibility of the students to familiarize charged; however, any laboratory fees or special themselves with the pertinent regulations of the Individuals may be granted Visiting Scholar status fees announced in the courses are additional. host university. Teachers College students pay for up to one year. The designation ordinarily may To arrange for attendance at such courses, apply tuition at the standard Teachers College rate to be renewed for no more than one additional year. directly at the Office of the Registrar of Teachers Teachers College for any such courses they take. “Visiting Scholar” is a courtesy designation and College. It is not necessary to follow formal does not signify a formal association with the admission and registration procedures. No official Teachers College Visiting Scholar Privileges College. No official records are maintained and record of registration for noncredit courses is Teachers College is host to many visitors and oth- no statement of activities is issued. kept; and no transcripts or statements certifying ers who do not hold academic appointments at to attendance or work completed are issued by the College but use its facilities and participate in There is no fee for Visiting Scholar privileges. the Registrar. When registering for a course on a its activities. To accommodate the needs of these Visiting Scholars receive a special Teachers noncredit basis, one may not change one’s enroll- individuals and recognize their contribution to College identification card. They are responsible ment to credit or vice versa. its intellectual life, the College confers Visiting for arranging their own financial support and Scholar status, with limited rights and privileges, benefits, and they are not eligible for Teachers Fees for special events such as workshops, insti- according to the policies and procedures College housing or Columbia University Health tutes, and conferences vary. See the announce- described below. Services/Medical Insurance. They may not be ment for each special event, as published by the paid compensation from a Teachers College Center for Educational Outreach and Innovation. Visiting Scholars generally hold a Ph.D. (or its account, given a fellowship or be reimbursed for equivalent from a country other than the United expenses without prior approval of the Vice- Teachers College reserves the right to cancel or States) or are a recognized expert in the field, and Provost or Director of International Services. modify the courses listed in this catalog and other are on leave from a regular faculty appointment at They may receive an honorarium for participating official publications and to change the instructors their employing institution. Included are scholars in a conference or giving an occasional lecture if as may be deemed necessary. from abroad and from American universities and they are United States citizens or permanent resi- colleges outside the New York metropolitan area dents or, in the case of non-resident aliens, if they who are not teaching at the College or participat- have an appropriate visa and the prior authoriza- ing in a research project sponsored by the College. tion of the Director of International Services.

Teachers College Columbia University 2008-2009 275 Visiting Scholars are not permitted to enroll Auditing During the summer term, email accounts and in any classes for credit. Prospective visiting Degree students currently enrolled for 15 or more library access will be granted for students who researchers wishing to take classes at TC should points may audit one or two courses in Teachers were registered during the preceding spring term. request an application for non-degree student sta- College without fee. Applications for auditing Access to other services during the summer may tus from the Office of Admission. Individuals in privileges are obtainable from the Office of the vary. Individuals should check with the depart- F-1 or J-1 student status are not granted Visiting Registrar during the change-of-program period. ment providing the service. Scholar privileges and are required to be full-time Courses with limited enrollment, laboratory cours- students. Contact International Services for more es, elementary language courses, seminars, and Official College Communication information. continuing education workshops will not be open Teachers College, recognizing the increasing need to auditors. Audited courses will not appear on the for electronic communication with students, has Foreign nationals will ordinarily need a J-1 transcript and may not later be applied for credit. established email as an official means of commu- (research scholar category) visa in order to visit nication with students. In order to ensure effec- Teachers College. Upon submission of all docu- Certified doctoral candidates may audit Teachers tive communication with students, an official mentation required by the U.S. government, College courses which enhance their professional Columbia University (CUNIX) email address is International Services will issue a DS-2019 form interests. Such courses will not appear on the required for all students. Teachers College will needed to support the J-1 visa application. Federal transcript or fulfill any academic requirement. An send official communications to the CUNIX regulations require that the applicant for J-1 status eligible doctoral candidate, upon presentation of email address, which is based upon the University have sufficient funds for the period of stay at the certified doctoral candidate card, may obtain Network ID (UNI) assigned to the student (for Teachers College and meet the medical insurance an application to audit from the Office of the more information about CUNIX email and the requirements of the U.S. Department of State Registrar, secure written approval of the course UNI, please see Email and Network Access under while in the United States. The Application for instructor, and return the approval form to the Computing and Technology on the TC homepage Visa Certificate (to obtain the DS-2019) is avail- Office of the Registrar during the change-of-pro- or browse to: www.tc.edu/computing/EmailNet.asp. able from International Services. This office can gram period. An auditing permit will be issued. provide complete details on complying with these Teachers College expects that every student will requirements. Attendance Students are expected to attend all classes for receive email at his or her Columbia University An individual interested in Visiting Scholar status which they are registered and are responsible for email address and will read email on a frequent should contact: Visiting Scholar Program, c/o absences incurred by late enrollment. and consistent basis. A student’s failure to receive Office of International Services, Teachers College, and read College communications in a timely Box 308, New York, NY 10027. Phone: (212) 678- Religious Observance manner does not absolve that student from 3939. Fax: (212) 678-3681. Email: [email protected]. It is the policy of the University to respect its knowing and complying with the content of such Please include a curriculum vitae and brief descrip- members’ observance of their major religious holi- communications. Students may elect to redirect tion of proposed research with all inquiries. Web: days. Where academic scheduling conflicts prove (auto-forward) email sent to their CUNIX email www.tc.edu/international/visitingscholars. unavoidable, no student will be penalized for address. Students who redirect email from their absence due to religious reasons, and alternative official University email address to another Accreditation means will be sought for satisfying the academic address do so at their own risk. If email is lost All Teachers College programs are registered with requirements involved. If a suitable arrangement as a result of forwarding, it does not absolve the New York State Education Department. Teachers cannot be worked out between the student and student from the responsibilities associated with College is accredited by the Middle States Com- the instructor, students and instructors should communications sent to their official University mission on Higher Education. In addition, our consult the appropriate department chair or email address. All use of email will be consistent teacher preparation and school leadership pro- director. If an additional appeal is needed, it with other Teachers College and Columbia grams are nationally accredited with the National may be taken to the Provost. University policies including the Acceptable Council for Accreditation of Teacher Education Use Policy at www.tc.edu/computing/aupolicy. (NCATE). Some programs also have accreditation Some of the major holidays occurring during with other professional organizations or bodies that the current academic year are: Information concerning emergencies or school grant accreditation for specific subject areas. (Not Rosh Hashanah Id al Fitr closing is published in several ways: all graduate and professional programs offered at Yom Kippur Passover Teachers College have outside accrediting agencies First days of Succoth Good Friday • WINS at 1010 on AM radio; or bodies related to the specific subject area.) Concluding days of Succoth Id al Adha • WCBS at 880 on AM radio; American Psychological Association (Counseling Hanukkah Shavuoth • the TC Web homepage at Psychology, Clinical Psychology and School Psycho- The Jewish and Islamic holy days begin at sundown www.tc.edu; and logy doctoral programs), American Speech-Hear- of the preceding day. • the main telephone number, ing-Language Association (Speech and Language (212) 678-3000. Pathology), Association for Sport and Physical It should be noted that because of the size of the Grades Education (NASPE) (Physical Education), Com- event and the space available, convocations held Grades in Teachers College are recorded as evalu- mission on Accreditation for Diabetics Education at Commencement take place in either Riverside ative, pass/fail, or attendance. All grading symbols (Nutrition Education), Council for Exceptional Church or the Cathedral of St. John the Divine. used are listed below, as approved by the Faculty Children (Special Education programs), Educa- The facilities are used in a non-sectarian manner. on April 27, 1984. A student electing to be grad- tional Leadership Constituent Council (Education ed on a basis other than the ones announced by Leadership), International Reading Association Access to Services the course instructor must request the option and (Reading Specialist), National Association of During the academic year, many of the services obtain the instructor’s written approval not later School Psychologists (School Psychology), National provided by the College are only available to stu- than the close of the third class meeting. An appli- Council of Teachers of English (Teaching of Eng- dents who are registered during the given semester. cation for grading options is obtainable from the lish), National Council of Teachers of Mathematics This includes, but is not limited to, library privi- Office of the Registrar and needs to be filed in the (Mathematics Education), TESOL (Teaching of leges and email accounts. Degree students Registrar’s Office no later than the close of the English to Speakers of Other Languages), Council who are not taking courses in the fall or spring third class meeting. Once the option has been on the Education of the Deaf for programs in semester may register for IND 4000, Master’s approved and filed with the Registrar, it is not Education of the Deaf and Hard of Hearing. Candidate or IND 6000, Doctoral Candidate in order to maintain registration. The fee for either subject to change. IND 4000 or IND 6000 is the current college fee.

276 www.tc.columbia.edu General Information: (212) 678-3000 POLICIES AND PROCEDURES

All grades are final once submitted to the Office tor. The candidate must request DP date of the close of term in which the of the Registrar except for grades of “Incomplete.” credit before two-thirds of the class ses- grade of Incomplete was received and a sions have met. Eligibility is determined final grade submitted, the final grade will Grades are defined as follows: upon presentation of the doctoral identi- be recorded on the permanent transcript, A+ Rare performance. Reserved for highly fication card, and a record of the request replacing the grade of Incomplete, with exceptional, rare achievement. for a DP grade is made by completing a a transcript notation indicating the date A Excellent. Outstanding achievement. form obtainable from the Office of the that the grade of Incomplete was A- Excellent work, but not quite outstand- Registrar. DP credit is available to doc- replaced by a final grade. If the outstand- ing. toral students only in terms subsequent ing work is not completed within one B+ Very good. Solid achievement expected to the terms in which the student is cer- calendar year from the date of the close of most graduate students. tified. DP credit may not be used toward of term in which the grade of Incomplete B Good. Acceptable achievement. M.A. or M.S. degree requirements. A was received, the grade will remain as a B- Acceptable achievement, but below maximum of 6 points of DP credit may permanent Incomplete on the transcript. what is generally expected of graduate be used toward Ed.M. degree require- In such instances, if the course is a students. ments. required course or part of an approved C+ Fair achievement, above minimally WD Withdrawn. Withdrawal occurring sub- program of study, students will be acceptable level. sequent to the close of the change-of- required to reenroll in the course includ- C Fair achievement, but only minimally program period during the term. See the ing repayment of all tuition and fee acceptable. section on withdrawal from courses. charges for the new registration and sat- C- Very low performance. The records of YC Year Course. The symbol “YC’’ is isfactorily complete all course require- students receiving such grades are sub- assigned for the first half of a year course ments. If the required course is not ject to review. The result of this review (courses with a “z’’ suffix). At the end of offered in subsequent terms, the student could be denial of permission to register the second half, the grade is entered on should speak with the faculty advisor or for further study at Teachers College. the transcript denoting the instructor’s Program Coordinator about their options No more than 3 points of C- may be evaluation. for fulfilling the degree requirement. credited toward any degree or diploma. R Attendance Credit. Students desiring Doctoral students with six or more cred- Students completing requirements for R credit for any course must request its with grades of Incomplete included more than one degree or diploma may permission, in writing, to the instructor, on their program of study will not be count 3 points of C- toward only one before two-thirds of the class sessions allowed to sit for the certification exam. such award. A student who accumulates have met. The instructor may approve or Missing grade. Final grade has not been * assigned by the course instructor. 8 points or more in C- or lower grades deny the request. If approval is granted, will not be permitted to continue study the instructor may stipulate require- ments to be met in addition to regular Release of transcripts, student information, and at the College and will not be awarded student access to official academic records a degree or diploma. attendance. Forms are available in the Office of the Registrar to be used for The College regards the student’s transcript as a F Failure. The records of students receiv- personal and private document; it is released only ing such grades are subject to review. obtaining approval. Mathematics majors in the Department of Mathematics, upon written authorization of the student and The result of this review could be denial payment of the required fees. The fee for one of permission to register for further study Science and Technology must have their applications cosigned by the program transcript is $5; plus $3 for each additional tran- at Teachers College. A student who script in the same order. Unpaid financial obliga- accumulates 8 points or more in C- or coordinator. The applicability of R credit in meeting degree program requirements tions to the College will result in the withholding lower grades will not be permitted to of student transcript and/or diploma. Teachers continue study at the College and will is noted as follows: For Master of Arts and Master of Science degrees, no R College does not duplicate copies of transcripts not be awarded a degree or diploma. from other institutions which were submitted in A course usually may not be repeated credit is permissible. For Master of Education degree programs, a maximum support of the applicant’s application for admis- unless it is a required course. When the sion to the College. course is required, the student will rereg- of six semester hours of attendance cred- ister and obtain a satisfactory grade. The it is acceptable in meeting the point requirement, but may not be used to sat- Requests from Federal agencies about a student’s previous grade remains on the transcript. record for employment purposes are acknowl- P Passed. Some courses are graded only on isfy the three-course out-of-department requirement. For doctoral programs, a edged when the student’s written authorization a pass/fail basis for the instances in which is on file. greater evaluation specificity is neither maximum of nine semester hours of required nor desirable and is used to attendance credit is permitted toward The Family Educational Rights and Privacy Act indicate passing performances when the minimum point requirement for the (FERPA) affords students certain rights with only dichotomous evaluation is used. degree, provided they are not used to ful- respect to their education records. These rights At no time will the transcript carry any fill the minimum distribution require- include: other grade nor will supplementary state- ments. 1. The right to inspect and review the student’s ments be issued. Application for the The above grades are final and may not education records within 45 days of the day the Pass/Fail option is to be made during be changed. College receives a request for access. Students the first three class sessions with the should submit to the Registrar or head of the approval of the course instructor. IN Incomplete. The grade of Incomplete office an official, written request that identifies Applications are available in the Office is to be assigned only when the course the record(s) they wish to inspect. The College of the Registrar. Once the option is attendance requirement has been met official will make arrangements for access and approved, it may not be changed. but, for reasons satisfactory to the notify the student of the time and place where DP Doctoral pass credit. The grade of DP instructor, the granting of a final grade the records may be inspected. If the records are may be assigned only to a certified doc- has been postponed because certain not maintained by the College official to whom toral candidate in a Teachers College course assignments are outstanding. If the request was submitted, that official shall course, having successfully completed all the outstanding assignments are com- advise the student of the correct official to whom requirements prescribed by the instruc- pleted within one calendar year from the the request should be addressed.

Teachers College Columbia University 2008-2009 277 2. The right to request the amendment of the stu- student’s signature for such release to the Office POLICY ON ACCEPTABLE USE OF dent’s education records that the student believes having custody of the record involved. A student INFORMATION TECHNOLOGY is inaccurate. Students may ask the College to will ordinarily not be provided with copies of any RESOURCES AT TEACHERS amend a record that they believe is inaccurate. part of his/her record other than the Teachers COLLEGE They should write the College official responsible College transcript unless the inability to obtain for the record, clearly identify the part of the copies of any part of his/her record other than the Objectives record they want changed, and specify why it is transcript would effectively prevent him/her from The purpose of this policy is to promote and inaccurate. If the College decides not to amend exercising his/her right to inspect and review improve the effectiveness of Teachers College the record as requested by the student, the College his/her educational records. The College may computing and communications resources. will notify the student of the decision and advise impose a charge for copying a student’s records in As an academic community, the College places the student of his or her right to a hearing regard- connection with such a release. In general, the a special value on free expression of ideas. How- ing the request for amendment. Additional infor- charge will not exceed 20 cents per page except ever, unlawful or inappropriate use of these infor- mation regarding the hearing procedures will be that the charge for a transcript is $5.00. It shall be mation technology (IT) resources can infringe the provided to the student when notified of the right a condition of the release by the College of any rights of others. Accordingly, all members of the to a hearing. personal information on a student to a third party College community are expected to use these that the party to which the information is released resources responsibly. Prevention of abuse of the 3. The right to consent to disclosures of personally will not permit employees and agents to use such College’s IT resources is important to: identifiable information contained in the student’s information but only for the purpose for which education records, except to the extent that the disclosure was made. • promote the appropriate and productive use FERPA authorizes disclosure without consent. of the College’s information technology One exception, which permits disclosure without 7. Students may obtain copies of these resources, which are a finite, shared resource consent, is disclosure to school officials with legiti- “Guidelines and Statement of Policy” of the of the College community; mate educational interests. A school official is a Federal Educational Rights and Privacy Act • protect individuals from annoyance and person employed by the College in an administra- (FERPA) at the Office of the Vice-Provost. harassment; tive, supervisory, academic or research, or support Questions about the interpretation of the • prevent waste of the IT resources and obstruc- staff position (including student workers); a person Guidelines should be referred to the Registrar. tion of College activities; or company with whom the University has con- • and protect the College against seriously dam- tracted (such as an attorney, auditor, or collection Psychological Welfare of Our Students aging or legal consequences. agent); a person serving on the Board of Trustees; Cognizant of the multiple stressors within and or a student serving on an official committee, such outside of the academic institution that weigh on Policy as a disciplinary or grievance committee, or assist- a student’s academic progress and personal well- The information technology resources of the ing another school official in performing his or her being, the College employs a part-time Clinical College are part of the Columbia University net- tasks. A school official has a legitimate educational Graduate Assistant who is available to meet with work, and therefore all College users must be interest if the official needs to review an education any student in need of short-term psychological familiar with and adhere to the University’s poli- record in order to fulfill his or her professional counseling. Referrals are available through, but cies found at www.columbia.edu/acis/policy. Use responsibility. not limited to, any of the offices that comprise the of College information technology resources must Psychological Emergency Response Team (PERT), also conform with College policies, regardless of 4. The right to file a complaint with the U.S. or any faculty or staff member. Bearing in mind explicit reference in those policies to electronic Department of Education concerning alleged fail- the safety and well-being of all members of its or other media. Policies including those related ures by the College to comply with the require- community, the College may discontinue the to professional conduct, sexual harassment and ments of FERPA. The name and address of the enrollment of, or take other action with respect others are found at www.tc.columbia.edu/admin- Office that administers FERPA is: to, a student who is experiencing psychological istration/hr/polprohome.htm and in the “College Family Policy Compliance Office distress or other mental health issues that prevent Policies” section of the Student Handbook. U.S. Department of Education safe and successful participation in his or her aca- College IT resources shall not be used to violate 400 Maryland Avenue, SW demic program, or that threaten the safety or any City, State or Federal laws or any College or Washington, DC 20202-4605 well-being of others. University policies. Copying, storing, displaying, or distributing copyrighted material using College or 5. The College or University may release “direct- If a student is separated from the College, she/he University computers or networks without the ory information” with respect to a student. The will be informed of the process for requesting re- express permission of the copyright owner, except University and College are required to give notice enrollment through the Office of the Vice Pro- as otherwise allowed under the copyright law, is of the categories of information which it will treat vost. In the case of a reported, attempted or prohibited. Under the Digital Millennium Copy- as “directory information”. Accordingly, the threatened suicide, the Psychological Emergency right Act of 1998, repeat copyright infringements College hereby gives notice that it has designated Response Team (PERT) will respond in adherence by a user of the College’s IT resources can result the following categories of information as directory with the Student Suicide Threat Response Policy. in termination of the user’s access to those information with respect to each student: name, PERT will consult and collaborate with others as resources. It is not acceptable to attempt to gain mailing, campus and permanent addresses, photo, appropriate, such as the staff of the Columbia access to or use another person’s ID, password email address, UNI, degree program and major University Counseling and Psychological Services, or account, nor to send an email impersonating field of study, dates of attendance at the College, the Director of Human Resources, other College another individual, regardless of where the email full, half or part-time status, full half or part-time professional staff members, and legal counsel to originates. Sharing of passwords is prohibited and status degrees conferred and their dates, disserta- the College. PERT is comprised of the following each user is responsible for the proper use of his or tion title and dissertation committee members representatives: The Associate Vice Provost, The her account and any activity conducted with it. and master’s essay title and sponsor. A student in Assistant Vice President for Campus & Auxiliary Communication at the College, regardless of attendance at the College who does not wish the Services, the OESS Manager of Student Relations, whether it is spoken, written or electronic, should “directory information” released should notify the and the Directors of each of the following areas – be conducted courteously, and with respect for Office of the Registrar, in writing of his/her wish to Dean Hope Center for Educational and Psycho- other people’s ideas, privacy, intellectual property, withhold such information. logical Services; Office of Access and Services for and right to be free from intimidation, harass- Individuals with Disabilities; Office of Student 6. Upon written request by a student, the College Activities and Programs; and Office of Interna- ment, and unwarranted annoyance, including, but may release information in a student’s educational tional Services. Refer to the Student Handbook or not limited to, chain letters, and obscene and records at Teachers College to third parties. The visit www.tc.edu/oess for more information. other unwelcome messages. student should make a request in writing with the

278 www.tc.columbia.edu General Information: (212) 678-3000

POLICIES AND PROCEDURES

All email and postings should have the name of a policy of the College 1) not to tolerate harassment their chosen recourse. He will refer individuals person from or for whom it is sent, even if replies in any form, 2) to actively foster prevention of to appropriate offices and resources within the are not permitted. Broadcast messages to large harassment in the TC community, and 3) to pro- College, including psychological counseling and lists should have an educational or work-related vide faculty, students, administrators, and staff support services. He may also engage in informal significance to many members of the group. Mess- with mechanisms for seeking informal or formal mediation in an effort to resolve the concerns ages or files that interfere with or impair the com- resolution. and claims of those who approach him. puters or activities of other people are not allowed. This includes viruses, worms and Trojan horses. Harassment behavior is detrimental to the sup- NOTICE OF NONDISCRIMINATORY portive setting TC strives to provide for its com- POLICY AS TO STUDENTS AND Consequences for failure to abide by this policy munity. Whether or not this behavior is strictly EMPLOYEES may range from warnings to suspension of email unlawful, any action that impedes the performance and other computing privileges to dismissal, ter- or experience of others as employees or students at As an institution, Teachers College is committed mination of employment or criminal proceedings. TC is considered prohibitive to the enjoyment of to attracting, supporting, and retaining a diverse the fundamental freedoms of inquiry, work, and student body, faculty, and staff and to basing deci- Complaints study. The policy of the College remains unequivo- sions in admissions and employment on individual Individuals who believe that there has been a cal in all domains of its activity: harassment can- merit so that each individual can achieve his or violation may contact the College Ombuds, or the not and will not be tolerated. her full potential. Continuing this longstanding Director of Information Technology. policy and its tradition of active support of equality In accordance with these intentions, the Harass- for all persons, Teachers College does not discrimi- Student Conduct ment policy and procedures for handling harass- nate in admissions, employment, or the adminis- Student admission, continuance upon the rolls of ment available through the Human Resources tration of or access to its programs and activities the College, receipt of academic credits, gradua- website outline the options available to the TC on the basis of race, creed, color, religion, sex, sex- tion, and the conferring of any degree or diploma community when faced with possible harassment, ual orientation, marital status, national origin, citi- shall be strictly subject to the disciplinary powers as well as the College commitment to prevention. zenship status, ancestry, age, veteran status, mili- of the College, which shall be free to cancel reg- All members of the College community are ex- tary status, disability, pregnancy, gender expression istration at any time, on the grounds it deems pected to adhere to the policy in this statement and/or identity, or any other class or characteristic advisable, subject to student appeal procedures and to cooperate with the procedure it describes protected by federal, state, or local law. where applicable. for responding to complaints of harassment. They are also encouraged to report any conduct they Inquiries regarding the College’s compliance with While Teachers College does not operate on the believe to be in violation of this policy. Manage- Title IX of the Educational Amendments of 1972, basis of detailed regulations and processes, it does ment and supervisory personnel in particular are as amended and regulations thereunder, which expect its members to observe traditional canons responsible for consulting with the appropriate prohibit sex discrimination in educational pro- of scholarly discourse, academic behavior, and due College resources as described in the College grams and activities that receive federal financial process. All members of the College Community Procedures for Handling Harassment in order to assistance, may be directed to Randy Glazer, the are expected to exhibit the high level of personal take reasonable and necessary action to prevent College’s Director of Human Resources, who integrity which society must demand of profes- harassment in the workplace and for responding serves as the College’s Title IX Coordinator. The sionals. promptly and thoroughly to any such claims. Director of Human Resources also coordinates the College’s compliance activities under the Age Teachers College insists on the greatest degree Retaliation Discrimination Act of 1975, as amended and regu- of freedom of inquiry, teaching, learning and Retaliation against anyone who raises concerns, lations thereunder, which prohibit discrimination expression for all its members. The exercise of files a complaint or participates in an investigation on the basis of age in programs and activities that these rights, however, must not violate the free is prohibited. Employees and students will not suf- receive federal financial assistance, and the Age exercise of the same rights by other members of fer any adverse actions for reporting instances of Discrimination in Employment Act of 1967, as the community. Thus, activities which disrupt the alleged harassment. Acts of retaliation should be amended, which prohibits age discrimination in regular and essential operations of the College reported immediately and will be investigated employment. Mr. Glazer may be contacted through and/or Columbia University are not permitted. promptly. Any person found to have retaliated the Office of Human Resources, Box 149, 112 against another for reporting harassment will be Zankel Building, 525 West 120th Street, New Columbia University has Rules of University subject to disciplinary action. York, NY 10027, Telephone (212) 678-3175. Conduct which apply to all those who visit its campus or use its facilities. Violations of these Guidance and Counseling Inquiries regarding the College’s compliance with Rules can lead to sanctions including the revoca- The College has created multiple points of entry Section 504 of the Rehabilitation Act of 1973, as tion of permission to visit the Columbia campus or for those individuals who want to approach a amended and regulations thereunder, which pro- use its facilities and suspension or dismissal from knowledgeable person for advice or solicit feed- hibit discrimination on the basis of the disability of Columbia courses in which a Teachers College back regarding their interpretation of events. a student or an employee in College programs and student may be enrolled. Individuals who wish to take advantage of this activities may be directed to William J. Baldwin, option may contact one of the following: the College’s Vice Provost, who is designated as The full document that addresses student conduct • Harassment panel the College’s Section 504 Coordinator. The Vice can be accessed in the “College Policies” • Human Resources Office Provost also coordinates the College’s compliance section of the Student Handbook or at • Union Shop Stewards with the Americans with Disabilities Act, as www.tc.edu/oess. • Diversity and Community Office amended, and related state and local laws, which • College Ombudsperson – Because the College’s prohibit against discrimination on the basis of dis- Policy on Protection from Harassment Ombudsperson operates under strict confiden- ability in employment. Mr. Baldwin may be con- (August 7, 2007) tiality, he will not disclose information obtained tacted through the Office of the Vice Provost, Box Teachers College (“TC” or the “College”) is com- from persons seeking assistance without their 151, 113 Zankel Building, New York, NY 10027, mitted to providing a working and learning envi- permission except when there is a possibility Telephone (212) 678-3052. ronment free from harassment and to fostering a of imminent harm or as required by law. The vibrant, nurturing community founded upon the College Ombudsperson is available to provide fundamental dignity and worth of all of its mem- information and clarification regarding the bers. Consistent with this commitment and with College’s policies and procedure, and may assist applicable federal, state, and local laws, it is the individuals in evaluating options to determine

Teachers College Columbia University 2008-2009 279 HEGIS Codes Below is a list of degree programs approved by the New York State Education Department as of May 2008.

PROGRAM TITLE HEGIS** AWARD

BIOLOGY (7-12)- INITIAL CERTIFICATION 0401.01 M.A. BEHAVIORAL NUTRITION 0424 Ph.D. COMPUTING IN EDUCATION 0799 M.A. COMPUTING IN EDUCATION- DISTANCE LEARNING 0799 M.A. BILINGUAL/BICULTURAL CHILDHOOD EDUCATION- DUAL CERTIFICATION 0802 M.A. BILINGUAL/BICULTURAL EDUCATION- INITIAL CERTIFICATION 0802 M.A. CURRICULUM AND TEACHING: ELEMENTARY EDUCATION- PROFESSIONAL CERTIFICATION 0802 M.A. ELEMENTARY INCLUSIVE EDUCATION- INITIAL CERTIFICATION 0802 M.A. ELEMENTARY INCLUSIVE EDUCATION- INITIAL CERTIFICATION WITH GIFTED EXTENSION 0802 M.A. CURRICULUM AND TEACHING: SECONDARY EDUCATION- PROFESSIONAL CERTIFICATION 0803 M.A. HIGHER AND POSTSECONDARY EDUCATION 0805 M.A., Ed.M., Ed.D. ADULT EDUCATION GUIDED INTENSIVE STUDY (AEGIS) 0807 Ed.D. ADULT LEARNING AND LEADERSHIP 0807 M.A., Ed.M., Ed.D. ADMINISTRATION OF SPECIAL EDUCATION PROGRAMS 0808 Ed.D. †*APPLIED BEHAVIOR ANALYSIS 0808 Ed.D., Ph.D. APPLIED BEHAVIOR ANALYSIS-INITIAL DUAL CERTIFICATION 0808 M.A. *BLINDNESS AND VISUAL IMPAIRMENT 0808 Ed.D. *CROSS-CATEGORICAL STUDIES 0808 Ed.D. *DEAF AND HARD OF HEARING 0808 Ed.D. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION- INITIAL CERTIFICATION 0808 M.A. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION- INITIAL DUAL CERTIFICATION 0808 M.A. GUIDANCE AND REHABILITATION 0808 M.A. ELEMENTARY INCLUSIVE EDUCATION- INITIAL DUAL CERTIFICATION 0808 M.A. †*INTELLECTUAL DISABILITY/AUTISM 0808 Ed.D., Ph.D. INTELLECTUAL DISABILITY/AUTISM- INITIAL DUAL CERTIFICATION 0808 M.A. INTELLECTUAL DISABILITY/AUTISM: EARLY CHILDHOOD- DUAL CERTIFICATION 0808 Ed.M. INTELLECTUAL DISABILITY/AUTISM: CHILDHOOD/ELEMENTARY- DUAL CERTIFICATION 0808 Ed.M. INSTRUCTIONAL PRACTICE IN SPECIAL EDUCATION 0808 Ed.M. †*PHYSICAL DISABILITIES 0808 Ed.D., Ph.D. SEVERE AND MULTIPLE DISABILITIES: ANNOTATION 0808 M.A. SUPERVISION OF SPECIAL EDUCATION 0809 Ed.M. GIFTED EDUCATION 0811 M.A. GIFTED EDUCATION- INITIAL CERTIFICATION 0811 M.A. DEAF AND HARD OF HEARING 0812 M.A. DEAF AND HARD OF HEARING- INITIAL CERTIFICATION 0812 Ed.M. DEAF AND HEARING IMPAIRED: ADOLESCENCE EDUCATION- DUAL CERTIFICATION 0812 Ed.M.

280 www.tc.columbia.edu General Information: (212) 678-3000 PROGRAM TITLE HEGIS** AWARD

DEAF AND HEARING IMPAIRED: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION 0812 Ed.M. DEAF AND HEARING IMPAIRED: ELEMENTARY EDUCATION- INITIAL DUAL CERTIFICATION 0812 Ed.M. DEAF EDUCATION: READING SPECIALIST- INITIAL DUAL CERTIFICATION 0812 Ed.M. BLINDNESS AND VISUAL IMPAIRMENT- INITIAL CERTIFICATION 0814 M.A., Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: ADOLESCENCE EDUCATION- INITIAL DUAL CERTIFICATION 0814 Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION 0814 Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION 0814 Ed.M. SPEECH AND LANGUAGE PATHOLOGY- INITIAL CERTIFICATION 0815 M.S. SPEECH AND LANGUAGE PATHOLOGY- PROFESSIONAL CERTIFICATION 0815 M.S. SPEECH AND LANGUAGE PATHOLOGY: BILINGUAL OPTION- INITIAL CERTIFICATION 0815 M.S. SPEECH AND LANGUAGE PATHOLOGY- BILINGUAL EXTENSION INSTITUTE 0815 Adv. Cert. HISTORY AND EDUCATION 0821 M.A., Ed.M., Ed.D., Ph.D. PHILOSOPHY AND EDUCATION 0821 M.A., Ed.M., Ed.D., Ph.D. APPLIED EDUCATIONAL PSYCHOLOGY: COGNITIVE, BEHAVIORAL, AND DEVELOPMENTAL ANALYSIS 0822 Ed.M. COGNITIVE STUDIES IN EDUCATION 0822 M.A., Ed.D., Ph.D. PSYCHOLOGY IN EDUCATION 0822 M.A. EARLY CHILDHOOD EDUCATION 0823 M.A., Ed.M., Ed.D. EARLY CHILDHOOD EDUCATION- INITIAL CERTIFICATION 0823 M.A. EARLY CHILDHOOD EDUCATION- SPECIAL EDUCATION 0823 Ed.M. APPLIED STATISTICS 0824 M.S. SCHOOL COUNSELOR 0826.01 Ed.M. APPLIED DEVELOPMENTAL AND LEARNING PSYCHOLOGY- SCHOOL PSYCHOLOGY 0826.02 Ed.M. APPLIED EDUCATIONAL PSYCHOLOGY- SCHOOL PSYCHOLOGY 0826.02 Ed.D., Ph.D. EDUCATIONAL LEADERSHIP 0827 Ph.D. EDUCATIONAL LEADERSHIP STUDIES 0827 M.A., Ed.M., Ed.D. INQUIRY IN EDUCATION LEADERSHIP PRACTICE 0827 Ed.D. LEADERSHIP, POLICY AND POLITICS 0827 M.A., Ed.M., Ed.D. ††EDUCATION LEADERSHIP MANAGEMENT (M.B.A. THROUGH COLUMBIA UNIVERSITY GRADUATE SCHOOL OF BUSINESS) 0827 Ed.D. PRIVATE SCHOOL LEADERSHIP 0827 M.A., Ed.M. PUBLIC SCHOOL DISTRICT LEADERSHIP 0827 Ed.D. PUBLIC SCHOOL BUILDING LEADERSHIP 0828 M.A., Ed.M. CURRICULUM AND TEACHING 0829 M.A., Ed.M., Ed.D. DESIGNING INTERACTIVE MULTIMEDIA INSTRUCTION 0829 Adv. Cert. LITERACY SPECIALIST- INITIAL CERTIFICATION 0830 M.A. READING SPECIALIST- INITIAL CERTIFICATION 0830 M.A. ART AND ART EDUCATION 0831 M.A., Ed.M., Ed.D., Ed.D.C.T. ART AND ART EDUCATION- INITIAL CERTIFICATION 0831 M.A. ART AND ART EDUCATION- PROFESSIONAL CERTIFICATION 0831 M.A. MUSIC AND MUSIC EDUCATION 0832 M.A., Ed.M., Ed.D., Ed.D.C.T.

Teachers College Columbia University 2008-2009 281 PROGRAM TITLE HEGIS** AWARD

MUSIC AND MUSIC EDUCATION- INITIAL CERTIFICATION 0832 M.A., Ed.M. MUSIC AND MUSIC EDUCATION- PROFESSIONAL CERTIFICATION 0832 M.A. MATHEMATICS EDUCATION 0833 M.A., M.S., Ed.M., Ed.D., Ed.D.C.T., Ph.D. SCIENCE EDUCATION 0834 Ed.D., Ph.D. SUPERVISOR/TEACHER OF SCIENCE EDUCATION 0834 M.A. TEACHER EDUCATION IN SCIENCE 0834 M.S., Ed.M. APPLIED PHYSIOLOGY 0835 M.A., Ed.M., Ed.D. KINESIOLOGY 0835 Ph.D. MOTOR LEARNING 0835 M.A., Ed.M., Ed.D. MOVEMENT SCIENCES AND EDUCATION 0835 Ed.D. PHYSICAL EDUCATION 0835 M.A. PHYSICAL EDUCATION- INITIAL CERTIFICATION 0835 M.A. PHYSICAL EDUCATION- PROFESSIONAL CERTIFICATION 0835 M.A. PHYSICAL EDUCATION, CURRICULUM AND TEACHING IN 0835 M.A., Ed.M., Ed.D. APPLIED PHYSIOLOGY AND NUTRITION 0837 M.S. HEALTH EDUCATION 0837 M.A., M.S., Ed.D. BILINGUAL/BICULTURAL EDUCATION 0899 M.A. BILINGUAL/BICULTURAL EDUCATION EXTENSION 0899 Adv. Cert. COMPARATIVE AND INTERNATIONAL EDUCATION 0899 M.A., Ed.M., Ed.D., Ph.D. INSTRUCTIONAL TECHNOLOGY AND MEDIA 0899 M.A., Ed.M., Ed.D. INTERNATIONAL EDUCATIONAL DEVELOPMENT 0899 M.A., Ed.M., Ed.D. NEUROSCIENCE AND EDUCATION 0899 M.S. TEACHING AND LEARNING WITH TECHNOLOGY 0899 Adv. Cert. TECHNOLOGY SPECIALIST: K-12- INITIAL CERTIFICATION 0899.03 M.A. BILINGUAL/BICULTURAL EDUCATION- TRANSITIONAL B 0899.50 M.A. BIOLOGY 7-12- TRANSITIONAL B 0899.50 M.A. CHEMISTRY 7-12- TRANSITIONAL B 0899.50 M.A. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION- DUAL CERTIFICATION- TRANSITIONAL B 0899.50 M.A. EARTH SCIENCE 7-12- TRANSITIONAL B 0899.50 M.A. ENGLISH, TEACHING OF- TRANSITIONAL B 0899.50 M.A. INTELLECTUAL DISABILITIES- TRANSITIONAL B 0899.50 M.A. MATHEMATICS EDUCATION- TRANSITIONAL B 0899.50 M.A. PHYSICS 7-12- TRANSITIONAL B 0899.50 M.A. TESOL- TRANSITIONAL B 0899.50 M.A. TEACHING AMERICAN SIGN LANGUAGE AS A FOREIGN LANGUAGE- INITIAL CERTIFICATION 1199 M.A. NURSE EXECUTIVE ROLE (ACCELERATED PROGRAM) 1203.10 M.A. NURSE EXECUTIVE ROLE (ACCELERATED PROGRAM) 1203.10 Ed.D. NURSING EDUCATION: PROFESSORIAL ROLE 1203.10 Ed.D. NURSING EDUCATION: PROFESSORIAL ROLE (ACCELERATED PROGRAM) 1203.10 M.A. SPEECH AND LANGUAGE PATHOLOGY 1220 M.S., Ed.M., Ed.D., Ph.D. COMMUNITY NUTRITION EDUCATION 1306 Ed.M. NUTRITION AND PUBLIC HEALTH 1306 M.S., Ed.D. NUTRITION EDUCATION 1306 M.S., Ed.D. ENGLISH, TEACHING OF 1501 M.A., Ed.M., Ed.D., Ed.D.C.T. ENGLISH EDUCATION 1501 Ph.D. ENGLISH, TEACHING OF- INITIAL CERTIFICATION 1501.01 M.A. ENGLISH, TEACHING OF- PROFESSIONAL CERTIFICATION 1501.01 M.A. APPLIED LINGUISTICS 1505 M.A., Ed.M., Ed.D. COMMUNICATION AND EDUCATION 1506 M.A., Ed.M., Ed.D. 282 www.tc.columbia.edu General Information: (212) 678-3000 PROGRAM TITLE HEGIS** AWARD

TESOL (TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES) 1508 M.A., Ed.M., Ed.D. TESOL- INITIAL CERTIFICATION 1508 M.A. TESOL- JAPAN 1508 M.A. MATHEMATICS EDUCATION- INITIAL CERTIFICATION 1701 M.A. MATHEMATICS EDUCATION- PROFESSIONAL CERTIFICATION 1701.01 M.A., M.S., Ed.M. ARTS ADMINISTRATION 1899 M.A. PHYSICS 7-12 - INITIAL CERTIFICATION 1902.01 M.A. EARTH SCIENCE 7-12- INITIAL CERTIFICATION 1917.01 M.A. CHEMISTRY 7-12- INITIAL CERTIFICATION 1925.01 M.A. CLINICAL PSYCHOLOGY 2003 Ph.D. COUNSELING PSYCHOLOGY 2004 Ph.D. MENTAL HEALTH COUNSELING 2004 Ed.M. PSYCHOLOGICAL COUNSELING 2004 Ed.M. SOCIAL-ORGANIZATIONAL PSYCHOLOGY 2005 Ph.D. MEASUREMENT AND EVALUATION 2007 Ed.M., Ed.D., Ph.D. PSYCHOLOGY-ORGANIZATIONAL 2008 M.A. DEVELOPMENTAL PSYCHOLOGY 2009 Ph.D. PSYCHOLOGY-DEVELOPMENTAL 2009 M.A. SOCIAL STUDIES, TEACHING OF 2201 M.A., Ed.M., Ed.D, Ph.D. SOCIAL STUDIES, TEACHING OF- INITIAL CERTIFICATION 2201.01 M.A. SOCIAL STUDIES, TEACHING OF- PROFESSIONAL CERTIFICATION 2201.01 M.A. ANTHROPOLOGY AND EDUCATION 2202 M.A., Ed.M., Ed.D., Ph.D. APPLIED ANTHROPOLOGY (WITH COLUMBIA UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES) 2202 Ph.D. ECONOMICS AND EDUCATION 2204 M.A., Ed.M., Ph.D. POLITICS AND EDUCATION 2207 M.A., Ed.M., Ed.D., Ph.D. SOCIOLOGY AND EDUCATION 2208 M.A., Ed.M., Ed.D., Ph.D. INTERDISCIPLINARY STUDIES IN EDUCATION 4999 M.A., Ed.M., Ed.D.

* ED.D. IN SPECIAL EDUCATION IS ACQUIRED THROUGH THESE PROGRAMS. † PH.D. IN SPECIAL EDUCATION IS ACQUIRED THROUGH THESE PROGRAMS. †† JOINT M.B.A. OFFERED BY COLUMBIA SCHOOL OF BUSINESS.

** HEGIS: HIGHER EDUCATION GENERAL INFORMATION SURVEY, NEW YORK STATE EDUCATION DEPARTMENT, OFFICE OF HIGHER EDUCATION AND THE PROFESSIONS, CULTURAL EDUCATION CENTER, ROOM 5B28, ALBANY, NY 12230; TELEPHONE (518) 475-5851.

Teachers College Columbia University 2008-2009 283 Course Index A A&HA 5085. Varieties of visual experience: A&HE 4052. Adolescents and literature, 39, 41, 89 A&H 4000. MoMa roundtable, 17 Museums and education, 17 A&HE 4053. Cultural perspectives and literature, A&H 4008. Creative arts laboratory: An interdis- A&HA 5086. Art in visual culture, 15, 16 39, 41 ciplinary course in contextual arts learning, 10, 26 A&HA 5090. Museum education issues II: A&HE 4056. Feminist perspectives and literature, A&H 4048. Computing applications in education Missions and standards, 15, 17, 21 39, 41 and the arts, 10, 21 A&HA 5092. Advanced ceramics, 18 A&HE 4057. English methods, 38, 39, 41 A&H 5001. Research methods in arts education, 10, A&HA 5093. Advanced sculpture, 18 A&HE 4058. Teaching of reading, 38, 39, 41 15, 16, 21, 24-27, 29 A&HA 5095. Color photography, 18 A&HE 4100. Teaching drama and theater, 39, 41 A&H 5002. Assessment strategies for the arts, 10, 21, A&HA 5181. The arts in education, 16, 21, 29 A&HE 4150. Teaching literacies in secondary 25-27, 29 A&HA 5202. Fieldwork in art education, 19 mathematics, sciences and the humanities, 39, 41 A&H 5010. Special topics in arts and humanities, 10 A&HA 5804. Museums as resource: Workshops A&HE 4151. Teaching of writing, 38, 39, 41 A&H 5500. Pro-seminar in arts and humanities, 10 at the Metropolitan Museum, 18, 21 A&HE 4152. Literacies and technologies in the A&HA 4003. Encounters with art history, 17 A&HA 5890. Exploring creative photography: secondary English classroom, 38, 39, 41 A&HA 4061. Printmaking I: Lithographic processes, 18 Advanced processes, 19 A&HE 4155. Critical issues in the secondary English A&HA 4062. Printmaking: Etching I, 18 A&HA 5891. Exploring creative photography: classroom, 38, 39, 41 A&HA 4063. Introduction to painting, 18 Photography and light, 19 A&HE 4156. Writing: Nonfiction, 38, 39, 42 A&HA 4078. Art for classroom teachers: Teaching A&HA 5902. Research and independent study A&HE 4157. Writing: Fiction and personal art to children, 17 in art education, 19 narrative, 38, 39, 42 A&HA 4079. Exploring cultural diversity: A&HA 5922. Master’s seminar in art A&HE 4158. Writing: Poetry, 38, 39, 42 Implications for arts education, 15, 17, 21, 29 education, 15, 18 A&HE 4550. Teaching of poetry, 38, 39, 42 A&HA 4080. Artistic development of children, 15-17 A&HA 6002. Teaching and administration of A&HE 4551. Teaching of Shakespeare, 38, 39, 42 A&HA 4081. Curriculum design in art education, 15, 17 art education in college, 16, 18 A&HE 4552. Curriculum and assessment in the A&HA 4084. Art and technology, 18 A&HA 6003. Critical perspectives and practices secondary English classroom, 38, 39, 42 A&HA 4085. Historical foundations of art education, in the arts, 16 A&HE 4556. Seminar for inservice teachers, 42 15-17 A&HA 6021. Supervision and administration: A&HE 4557. Transitional B: Seminar in the A&HA 4086. Current issues and practices in art and Arts in education, 18, 21, 29 teaching of English, 42 art education, 17 A&HA 6202. Fieldwork in the art education, 19 A&HE 4561. Teaching narrative and story, 39, 42 A&HA 4087. Processes and structures in the visual A&HA 6422. Internship in the supervision and A&HE 4750. Supervised teaching of English, 42 arts, 15, 17 administration of art education, 19 A&HE 4751. Fieldwork and observation on secondary A&HA 4088. Artistic development: Adolescence to A&HA 6482. Internship in the teaching of college English, 39, 42 adulthood, 15-17 and museum programs, 16, 19 A&HE 4904. Independent study in teaching English, A&HA 4089. New media, new forms: Technological A&HA 6502. Doctoral seminar: Arts in education, 39, 42 trends in art education, 18 16 A&HE 5149. Writing research: Methods and A&HA 4090. Museum education issues I: Culture A&HA 6520. Seminar in clinical supervision in assumptions, 39, 40, 42 of art museums, 15, 17, 21 the arts: K-12, 18 A&HE 5150. Research in practice, 39, 40, 42 A&HA 4092. Introduction to ceramics, 18 A&HA 6580. Problems in art and education, 16 A&HE 5151. Popular texts- English classroom, 39, 42 A&HA 4093. Introduction to sculpture, 18 A&HA 6902. Studio work in art and education: A&HE 5154. Rhetoric and teaching, 39, 42 A&HA 4094. Introduction to photography, 18 Sculpture, 19 A&HE 5204. Fieldwork in teaching English, 39, 42 A&HA 4096. Photography for educators, 18 A&HA 6903. Studio work in art and education: A&HE 5504. Research paper: Teaching of English, A&HA 4202. Fieldwork in art education, 19 Drawing, 19 39, 40, 42 A&HA 4281. Field observations in art education, A&HA 6904. Studio work in art and education: A&HE 5514. Readers’ responses: Research, theory 15, 17 Painting, 19 and practice, 39, 42 A&HA 4702. Supervised teaching in art education: A&HA 6905. Studio work in art and education: A&HE 5518. Teaching English in diverse social Secondary, 15, 17 Printmaking, 19 and cultural contexts, 38, 39, 42 A&HA 4722. Supervised student teaching in art A&HA 6906. Studio work in art and education: A&HE 5590. Master’s seminar: Teaching of English, education: Elementary, 15, 17 Ceramics, 19 42 A&HA 4902. Research and independent study A&HA 6907. Studio work in art and education: A&HE 6011. The politics of teaching English, 39, 42 in art education, 19 Photography, 19 A&HE 6015. College teaching of English, 39, 40, 42 A&HA 5005. Visual arts research, 16 A&HA 6972. Research and independent study A&HE 6151. Narrative research in English education, A&HA 5060. Introduction to drawing, 18 in art education, 19 39, 40, 42, 171 A&HA 5061. Advanced printmaking: Lithography, 18 A&HA 6999. Exhibition rating, 19 A&HE 6152. Advanced narrative research in English A&HA 5062. Advanced printmaking: Etching, 18 A&HA 7502. Dissertation seminar in the arts education, 39, 40, 42 A&HA 5063. Advanced studio, 18 in education, 16 A&HE 6204. Advanced fieldwork in teaching A&HA 5064. Experiments in content, 17 A&HA 8900. Dissertation advisement in art English, 39, 43 A&HA 5081. Curriculum design in art education: education, 16 A&HE 6404. Internship in college teaching of Advanced, 16, 17 A&HE 4050. Literature and teaching, 39, 41, 127 English, 39, 40, 43 A&HA 5082. Philosophies of art in education, 16, 21, 29 A&HE 4051. Critical approaches to literature, 39, 41 A&HE 6450. Internship in teaching English, 39, 43

284 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

A&HE 6504. Doctoral seminars (A and B), 40, 43 A&HG 4176. Support structures: Development A&HL 4085. Pedagogical English grammar, 11, 13, A&HE 6514. Postmodern textual theories, 39, 43 and fundraising in the arts and humanities, 20 44, 47 A&HE 6904. Research and independent study, 39, 43 A&HG 4179. Music administration and education: A&HL 4087. Introduction to second language A&HE 7504. Dissertation seminar in teaching Organizations, issues and careers, 20 acquisition, 11, 13, 44, 47, 127 English, 40, 43 A&HG 4180. Labor relations in the arts, 21 A&HL 4088. Second language assessment, 11, 13, A&HE 8904. Dissertation advisement in teaching A&HG 4370. Practicum in arts administration and 44, 47 English, 40, 43 arts education, 21 A&HL 4101. Phonetics and phonology, 11, 13, 44, 47 A&HF 4060. Youth cultures, 31 A&HG 4470. Internship in arts administration and A&HL 4104. Discourse analysis, 11, 13, 45, 47, 171 A&HF 4061. Introduction to cultural studies, 31 arts education, 21 A&HL 4106. Discourse analysis: Text and textuality, 11, 13, 47 A&HF 4065. Media and visual culture, 31 A&HG 4575. Master’s seminar in arts administration, A&HL 4901. Research and independent study: A&HF 4088. Popular culture, 31 21 Applied linguistics, 14, 47 A&HF 4089. Aesthetics of technology, 31, 189 A&HG 4576. Master’s seminar in arts administration A&HL 4907. Research and independent study: A&HF 4090. Philosophies of education, 30, 131, 209 B: Research apprenticeship, 21 Applied linguistics/TESOL, 14 A&HF 4091. The call to teach, 30 A&HG 4970. Supervised individual research in A&HL 5008. Inter-language analysis, 11, 13 A&HF 4092. Education and the aesthetic experience, 30 arts administration and arts education, 21 A&HL 5085. Advanced English syntax, 11, 13, 47 A&HF 4094. School and society, 30 A&HG 5173. Principles and practice in arts A&HL 5152. Academic writing I, 13 A&HF 4130. Gender and violence, 31 administration: Performing arts, 21 A&HL 5153. Academic writing II, 13 American philosophies of education, 30 Principles and practice in arts A&HF 4190. A&HG 5174. A&HL 5201. Fieldwork in applied linguistics, 14, 47 Dialogue and difference in the administration: Visual arts, 21 A&HF 4194. A&HL 5207. Fieldwork in applied linguistics and multicultural classroom, 30 A&HG 5175. Business policy and planning for TESOL, 14 Identity and ideals: Visions of human the arts manager, 21 A&HF 4196. A&HL 5501. Research paper: Applied flourishing, 30 A&HG 5178. Special topics: Critical issues in linguistics, 12, 13, 45, 47 Independent study in philosophy and arts management, 21 A&HF 4900. A&HL 5507. Research paper: Applied linguistics education, 31 A&HG 5179. Making sense of censorship, 21 and TESOL, 12, 13, 45, 46 The philosophy of John Dewey, 31 History of education in the A&HF 5090. A&HH 4070. A&HL 5512. Research perspectives on language A&HF 5093. Ways of knowing, 31 United States, 22, 34, 85, 127 testing, 11, 13, 47 A&HF 5190. Critical perspectives in philosophy A&HH 4074. Historical visions of teachers and teaching, A&HL 5515. Advanced topics in applied linguistics I, and education, 31 22 11, 13, 47 A&HF 5590. Voices in philosophy and education, 31 A&HH 4076. History of urban education, 22 A&HL 5516. Advanced topics in applied linguistics II, A&HF 5591. Educational debates in philosophical A&HH 4901. Research and independent study, 23 11, 13, 47 perspective, 31 A&HH 5065. History of collegiate women/careers, 22 A&HL 5517. Advanced topics in language assessment, A&HF 5596. Topics in educational ethics and moral A&HH 5070. History and theory of higher 11, 13 philosophy, 31 education, 22, 204, 207 A&HL 5519. Instructed second language acquisition A&HF 5600. Colloquium in philosophy and education, A&HH 5072. Student activism and student and assessment, 47 31 movements in historical perspective, 22 A&HL 5575. Research literacy in applied linguistics A&HF 6000. Doctoral proseminar: Ancient A&HH 5076. History of African-American and TESOL, 11, 13, 45, 47 philosophy and education, 31 education, 22 A&HL 5581-A&HL 5588. Topics in second language A&HF 6100. Doctoral proseminar: Modern A&HH 5670. Colloquium in history and education, 23 acquisition, 11, 13, 47 philosophy and education, 31 A&HH 6041. Historical method, 22, 34 A&HL 6087. Advanced second language acquisition, A&HF 6500. Dissertation proposal workshop in A&HH 6574-A&HH 6575. Seminar in the history 13, 47 philosophy and education, 31 of American education, 23 A&HL 6201. Advanced fieldwork in applied linguistics A&HF 6590. Advanced topics in philosophy and A&HH 6577. Topics in the history of American and TESOL, 14, 47 education, 31 educational thought, 23 A&HL 6207. Advanced fieldwork in applied linguistics A&HF 6900. Advanced research in philosophy A&HH 6901. Research and independent study, 23 and TESOL, 14 and education, 31 A&HH 6970. Studies in history and education, 23 A&HL 6501. Doctoral seminar in applied linguistics, A&HF 7500. Dissertation seminar in philosophy A&HH 7501. Dissertation seminar in history and 12, 13, 45, 47 and education, 31 education, 23 A&HL 6507. Doctoral seminar in applied linguistics A&HF 8900. Dissertation advisement in A&HH 8901. Dissertation advisement in history and TESOL, 12, 13, 45, 46 philosophy and education, 31 and education, 23 A&HL 6587. Seminar in second language acquisition: A&HG 4100. Master’s essay: Arts administration, 21 A&HL 4000. Introduction to linguistics, 12, 131, 135 Acquisitional and cross-cultural pragmatics, 11, 13, A&HG 4170. Principles and practice in arts A&HL 4001. Sociolinguistics and education, 11, 12, 45, 47 administration, 20 45, 47, 90 A&HL 7501. Dissertation seminar in applied linguistics, A&HG 4171. Arts administration: An introduction A&HL 4003. Schools of linguistics, 11, 12, 47 12, 13, 45 to the field, 20 A&HL 4005. Semantic systems and the lexicon, 11, A&HL 7507. Dissertation seminar in applied linguistics A&HG 4173. Arts in context, 20 13, 47 and TESOL, 12, 13, 45, 46 A&HG 4174. Law and the arts I, 20 A&HL 4014. Gender, language and education, A&HL 8901. Dissertation advisement in applied lin- A&HG 4175. Law and the arts II, 20 13, 47 guistics, 12, 13

Teachers College Columbia University 2008-2009 285 A&HM 4020. Music for children, 26 A&HM 5350. Piano instruction for music majors, 28 A&HT 4185. Pedagogical approaches in the content A&HM 4021. Designing musical experiences for A&HM 5351. Harpsichord instruction II, 28 areas for teachers of K-12 ESL, 44, 46 young children, 25, 26 A&HM 5352. Voice instruction for music majors, 28 A&HT 4500. Advanced English language study, 46 A&HM 4022. The artistic lives of young children, A&HM 5353. Organ instruction for music majors, 28 A&HT 4776. Supervised student teaching in 26, 85 A&HM 5901. Research and independent study in TESOL: K-6, 44, 46 A&HM 4023. Choral methods, procedures and music education, 28 A&HT 4777. Supervised student teaching in materials, 27 A&HM 6001. Teaching and administration of TESOL: 7-12, 44, 46 A&HM 4029. Introduction to new technologies in music in college, 27 A&HT 4817-A&HT 4819. Experiences in learning music education, 25-27 A&HM 6023. The teaching of applied music in another language, 47 A&HM 4030. Integrating music in the classroom, 27 college, 27 A&HT 4860-A&HT 4880. Specialized TESOL A&HM 4050. Conducting and score reading, 26, 27 A&HM 6058. Recital II, 28 materials, 47 A&HM 4056. Chamber music, 27 A&HM 6201. Advanced fieldwork in music A&HT 4905. Research and independent study in A&HM 4059-A&HM 4060. Jazz improvisation, 26, education, 29 TESOL, 47 27 A&HM 6421. Internship in the supervision and A&HT 5000. Advanced topics in TESOL, 46 A&HM 4150. Music instruction: Instrumental/voice, administration of music education, 29 A&HT 5087. Second language acquisition in the 28 A&HM 6481. Internship in the teaching of college classroom, 46 A&HM 4201. Fieldwork in music education, 28 music, 29 A&HT 5205. Fieldwork in TESOL, 44, 47 A&HM 4357-A&HM 4358. Ensemble performance: A&HM 6501. Doctoral seminar in music education, 29 A&HT 5360-A&HT 5379 and A&HT 5381. Music, 28 A&HM 6901. Advanced study in music education, 29 Specialized practica for ESL teachers in the A&HM 4701. Supervised teaching in music education, A&HM 6971. Research and independent study in Community English Program, 44, 46 25, 27 music education, 29 A&HT 5380. Specialized practica for TESOL A&HM 4711. Supervised teaching in music educa- A&HM 7501. Dissertation seminar in music education, teachers: In-service teaching, 44, 46 tion: 7-12, 25, 27 29 A&HT 5381. Specialized practicum CLP: Integrated A&HM 4901. Research and independent study in A&HM 8900. Dissertation advisement in music skills, 44 music education, 28 education, 29 A&HT 5383. Specialized practica for TESOL teach- A&HM 5003. Introduction to music perception and A&HR 4171-4172. Religion and education in ers: In-service teaching II, 44, 46 cognition, 27 American culture, 32 A&HT 5505. Research paper: TESOL, 12, 45, 47 A&HM 5020. Foundations of music education, 25, 27 A&HR 4902. Research and independent study, 32 A&HT 5519. Instructed second language acquisition A&HM 5021. Instrumental instruction for children, A&HR 5075. Knowledge and human values, 32 and assessment, 46 26, 27 A&HR 6581. Seminar: Studies in religion and A&HT 6205. Advanced fieldwork in TESOL, 47 A&HM 5022. Children’s musical development, education, 32 A&HT 6505. Doctoral seminar: TESOL, 12, 45, 47 24-27 A&HR 6981. Studies in religion and education, 32 A&HT 7505. Dissertation seminar: TESOL, A&HM 5023. Vocal pedagogy I, 24, 26 A&HR 7502. Dissertation seminar in religion, 32 12, 45, 47 A&HM 5025. Creativity and problem-solving in A&HR 8902. Dissertation advisement in religion, 32 A&HT 8905. Dissertation advisement: TESOL, 45, 47 music education, 25-27 A&HS 5206. Fieldwork in teaching of Spanish, 48 A&HW 4032. The study of world history and A&HM 5026. Music skills and the creative strategy, A&HS 5506. Research paper in the teaching of geography, 35 25-27 Spanish, 48 A&HW 4033. History and geography of Europe A&HM 5027. Philosophical perspective, 27 A&HS 6506. Doctoral seminar in the teaching of since 1914: Selected topics, 35 A&HM 5029. Intermediate and advanced applications Spanish, 48 A&HW 4035. New York City as a learning laboratory, of new technologies in music education, 27 A&HS 7506. Dissertation seminar in the teaching of 36 A&HM 5032. Comprehensive musicianship I, 25, Spanish, 48 A&HW 4036. The teaching of social studies, 33, 35 26, 28 A&HS 8906. Dissertation advisement in the teaching A&HW 4037. East Asia: Survey of modern history A&HM 5033. Comprehensive musicianship II, 25, of Spanish, 48 and cultural geography, 36 26, 28 A&HS 6206. Advanced fieldwork in teaching of A&HW 4038. The study of American history and A&HM 5040-A&HM 5041. Interpretation of piano Spanish, 48 geography, 36 literature, 28 A&HS 6406. Internship in college teaching of A&HW 4039. The United States constitution: Civic decision making, 36 A&HM 5042. Choral literature survey, 26, 28 Spanish, 48 Women of the world: Issues in A&HM 5047. Creative strategies for teaching music A&HT 4000. Special topics in TESOL, 46 A&HW 4040. , 36 literature, 26, 27 A&HT 4076. TESOL methodologies K-6, 44, 46, 152 teaching TESOL classroom practices, 44, 46, 90 A&HW 4041. Economic decision making in A&HM 5050. Advanced conducting and interpreta- A&HT 4077. A&HT 4078. TESOL materials, 46 citizenship education, 36 tion, 26, 28 A&HT 4080. Teaching in linguistically diverse A&HW 4530. Seminar for student teachers in A&HM 5052. Vocal literature and interpretation, 26 classrooms, 11, 46 social studies, 33, 35 A&HM 5058. Recital I, 28 A&HT 4086. Language classroom observation, 46 A&HW 4729. Observation in the social studies, 33, 35 A&HM 5201. Fieldwork in music education, 28 A&HT 4089. Teaching writing to ESL students, 46 A&HW 4730. Supervised student teaching in A&HM 5141-A&HM 5143. Special topics in music, 27 A&HT 4160-4180. TESOL methodologies, 46 social studies, 33, 35 A&HM 5150-A&HM 5172. Instrumental music A&HT 4171. TESOL methodologies for 7-12, 44, instruction, 28 46, 47 286 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

A&HW 4903. Research and independent study BBSN 5575. Seminar in neuroscience and education, 58 BBSR 4050. Biomechanical analysis of human in social studies, 36 BBSQ 4030. Speech science, 59, 61 movement, 53 A&HW 5030. Diversity and the social studies BBSQ 4031. Anatomy and physiology for speech, BBSR 4055. Neuromotor processes, 53 curriculum, 33-35 language and hearing, 59, 62 BBSR 4060. Motor learning, 53, 57 A&HW 5031. Teacher education in social studies, BBSQ 4040. Speech and language disorders, 58, 60, BBSR 4070. Introduction to the psychosocial aspects 33-35 61, 131 of sport and exercise, 53, 56 A&HW 5035. History of the social studies since BBSQ 4042. Audiology, 60, 61, 101 BBSR 4090. Physical fitness, weight control and The human nervous system, 53 1880, 33, 35 BBSQ 4043. relaxation, 53 BBSQ 4046. Introduction to augmentative and A&HW 5037. Advanced methods of social studies BBSR 4095. Applied physiology I, 52, 53, 114 alternative communication, 60, 61 curriculum, 33-35 BBSR 4151. Laboratory methods in biomechanics, BBSQ 4047. Early motor behaviors in children: A&HW 5050. Special topics in social studies, 36 53, 54 Normal and abnormal, 60, 61 A&HW 5203. Fieldwork in social studies, 34, 36 BBSR 4195. Applied physiology laboratory I, 52, 54 BBSQ 5041. School speech-language-hearing A&HW 5223. Oral history as a multidisciplinary BBSR 4700. Student teaching in physical education, program, 60, 61 teaching tool, 36 56, 57 BBSQ 5044. Speech and language perception A&HW 5232. Fieldwork: Social studies teacher BBSR 4865. Tutorials in motor learning and control, and processing, 62 education, 33, 34, 36 54, 57 BBSQ 5111. Assessment and evaluation, 60, 62 A&HW 5430. Internship in the teaching of history BBSR 4900. Research and independent study in BBSQ 5112. Articulation disorders, 60, 62 and social sciences, 36 movement sciences and education, 54, 56 BBSQ 5113. Voice disorders, 60, 62 A&HW 5503. Research paper in social studies, 34-36 BBSR 5040. Curriculum designs in physical education, BBSQ 5114. Stuttering: Theory and therapy, 60, 62 A&HW 5530. The history of American social 56, 57 BBSQ 5115. Language disorders in children, 60, 62 thought, 33-35 BBSR 5041. Analysis of teaching in physical education, BBSQ 5116. Language disorders in adults, 60, 62 A&HW 5931. Guided investigations in the teaching 56, 57 BBSQ 5118. Cleft palate and speech habilitation, 60, 62 of social studies, 33-36 BBSR 5043. Administration of physical education BBSQ 5119. Alaryngeal speech, 60, 62 A&HW 6030. Research in social studies education, and athletics, 56 BBSQ 5120. Communication disorders in bilingual/ 34-36 BBSR 5050. Neurophysiology of motor control and bicultural children, 60, 62 A&HW 6203. Advanced fieldwork in social studies, electromyography, 54 BBSQ 5125. Clinical approaches to aural habilitation 34-36 BBSR 5055. Bases of motor control systems, 52, 54 of children, 60, 62 A&HW 6403. Internship in college teaching in BBSR 5057. Movement disorders, 52, 54 BBSQ 5129. Audiological concepts and principles, Exercise and health, 52, 54, 114 social studies, 36 BBSR 5095. 60, 62 BBSR 5151. Introduction to the analysis of bio- A&HW 6500. Seminar in the history of social studies, BBSQ 5130. Assessment and intervention in mechanical signals, 53, 54 34, 35 dysphagia, 60, 62 BBSR 5194. Applied physiology laboratory II, 52, 54, A&HW 6503. Doctoral seminar in social studies, 34-36 BBSQ 5210-BBSQ 5212. Practicum in school speech- 114 A&HW 6530. Curriculum development, research, language pathology, 62 BBSR 5195. Advanced applied physiology laboratory, and supervision, 33-35 BBSQ 5312. Diagnostic methods and practice in 52, 54 A&HW 6903. Research and independent study, 34-36 speech-language pathology, 62 BBSR 5200. Fieldwork in movement sciences and A&HW 6935. Studies in history and in the teaching BBSQ 5331-BBSQ 5336. Therapy practicum, 60, 62 education, 54, 56 of history and social studies, 34-36 BBSQ 5343. Hearing measurement, 60, 63 BBSR 5240. Fieldwork in curriculum and teaching A&HW 7503. Dissertation seminar in social studies, BBSQ 5815. Managing swallowing and feeding prob- in physical education, 56, 57 34-36 lems in the classroom, 63 BBSR 5251. Fieldwork seminar in motor learning A&HW 8903. Dissertation advisement in social BBSQ 5820. The Bilingual Extension Institute, 63 and motor control, 54 studies, 34-36 BBSQ 5940. Evaluating research in speech language BBSR 5504. Research training in motor learning, pathology and audiology, 63 B 52-54 BBSQ 5941. Research needs and methods in BBSR 5543. Seminar in physical education, 56, 57 BBS 4032. Neuroscience of human speech and speech-language pathology and audiology, 63 BBSR 5582. Research design in the movement language, 53, 58, 60 BBSQ 6111. Current issues and practices in sciences and education, 51-54, 56, 57, 111, 114 BBS 5060. Neuromotor responses and adaptation speech-language pathology, 60, 63 BBSR 5595. Research seminar in applied physiology, to exercise, 51-53, 114 BBSQ 6351-BBSQ 6355. Advanced practice, 63 52, 54 BBS 5068. Brain and behavior I: Communication BBSQ 6513-BBSQ 6517. Seminars in basic and BBSR 5596. Topics in applied physiology, 52, 54 in the nervous system, 51-53, 58, 60, 114, 131, applied speech science, 58, 63 BBSR 5860. Motor learning conference, 53, 54 132, 133, 136, 137 BBSQ 6940-BBSQ 6941. Supervised research in BBSR 6070. Neural basis of respiration, 54 BBS 5069. Brain and behavior II: Perception, speech-language pathology and audiology, 63 BBSR 6201. Supervision of educational or clinical emotion, memory and cognition, 53, 58, 131, BBSQ 7500. Dissertation seminar in speech-language practice in the movement sciences, 54 132, 133, 136, 137 pathology and audiology, 63 BBSR 6340. Supervision in physical education, 56 BBSN 5033. Human clinical neuropsychology, 58, 77, BBSQ 8900. Dissertation-advisement in speech- BBSR 6540. Research seminar in curriculum and 132, 133 language pathology and audiology, 63 teaching in physical education, 56 BBSN 5070. Neural bases for language and cognitive BBSR 4005. Applied anatomy and biomechanics, 53 BBSR 6563. Neuromotor processes seminar, 54 development, 58

Teachers College Columbia University 2008-2009 287 BBSR 6564. Advanced topics in neuromotor processes, C&T 4123. Curriculum and instruction in C&T 4822. Instructional models in the education 54 elementary inclusive education, 91 of gifted students, 89, 94 BBSR 6565. Seminar in motor learning and motor C&T 4124. Curriculum development in elementary C&T 4835. Improving reading instruction, 95 control, 54 inclusive education, 91 C&T 4842. Institute: Content area literacies, 90, 92 BBSR 6571. Research seminar in the psychosocial C&T 4130. Critical perspectives in elementary C&T 4853. Multisensory teaching of basic language aspects of human movement, 54 education, 83, 91 skills for students with learning disabilities, 95 BBSR 6900. Supervised independent research in C&T 4131. Language and literacy in the early C&T 4854. Multisensory teaching of basic skills I, 95 movement sciences and education, 54, 56 childhood curriculum, 85, 91 C&T 4855. Multisensory teaching of basic skills II, 95 BBSR 7500. Dissertation seminar in movement C&T 4132. Learning and teaching in the primary C&T 4858. Institute: Teaching of reading, 90, 92, 95 sciences and education, 55, 56 reading/writing classroom, 85, 91 C&T 4899. Federal Policy Institute, 92 BBSR 8900. Dissertation advisement in movement C&T 4133. Learning and teaching in the C&T 4900. Research and independent study: sciences and education, 55, 56 intermediate reading/writing classroom, 91 Curriculum and teaching, 92 C&T 4136. Methods and materials for reading C&T 5000. Theory and inquiry in curriculum and C instruction, 91 teaching, 84, 86, 87, 92 C&T 4000. Disability in contexts, 83, 84, 90 C&T 4137. Literacy and learning in the content C&T 5006. Readiness for school: Pedagogical and C&T 4001. Differentiated instruction in inclusive areas, 90, 91 political issues, 92 classrooms, 83-86, 90 C&T 4138. Teaching literacy in the early years, 89, 91 C&T 5023. Giftedness and intelligence: C&T 4002. Curriculum theory and history, 83, 84, 90 C&T 4139. Constructing critical readers, 89, 91 Theoretical approaches, 89, 93 C&T 4004. School change, 83, 84, 90 C&T 4140. Literature for younger children, 89, 91 C&T 5024. Planning and implementing programs C&T 4005. Principles of teaching and learning, 83, C&T 4141. Literature for older children, 89, 91 for gifted students, 89, 93 84, 86, 90, 127 C&T 4143. Multicultural social studies in the elemen- C&T 5036. Child and family policy, 93 C&T 4020. The environments of school, 57, 90 tary and middle school, 91 C&T 5037. Literacy, culture and the teaching of C&T 4021. Nature and needs of gifted students, C&T 4145. Critical perspectives in secondary educa- reading, 83, 84, 89, 93 89, 90 tion, 83, 91 C&T 5042. Special topics in children’s literature, 93 C&T 4022. Instructional models in the education C&T 4151. Teaching of writing, 89, 91 C&T 5053. Staff development processes and of gifted students, 90 C&T 4159. Teacher education programs, 91 procedures, 93 C&T 4023. Differentiated curriculum for gifted C&T 4160. Supervision in initial teacher C&T 5074. Curriculum and teaching policy, 93, 220 students, 83, 84, 89, 90 education programs, 92 C&T 5080. Access to full participation in schools, 88, C&T 4025. Educating young potentially gifted C&T 4161. The teacher: Socio-historical, cultural 93 children, 89, 90 contexts of teaching, 83, 84, 92 C&T 5081. Collaborative communication in cultural C&T 4029. Creativity: Its nature and nurture, 90 C&T 4200. Fieldwork in curriculum and teaching, 89, contexts, 88, 93 C&T 4032. Gender, difference and curriculum, 92 C&T 5112. Issues in child care and education: 83, 84, 90 C&T 4301. Formal assessment of exceptional students, Infancy through school age, 93 C&T 4051. Supervision for elementary and secondary 92 C&T 5114. Development of multicultural schools, 90 C&T 4302. Supervised practicum in the educational curriculum for the early years, 93 C&T 4052. Designing curriculum and instruction, assessment of young children with exceptionalities, C&T 5118. Infant and toddler development and 83, 84, 90, 127 85, 92 practice, 85, 93 C&T 4078. Curriculum and teaching in urban areas, C&T 4308. Field experiences in early childhood C&T 5302. Advanced practicum: Giftedness, 89, 93 83, 84, 90 education/early childhood special education, C&T 5308. Advanced practicum: Infancy and early C&T 4080. Risk and resilience in early development: 85, 92 childhood, 85, 93 Birth-8 years, 85, 90 C&T 4311. Advanced practicum- teaching students C&T 5321. Practicum in early childhood education: C&T 4083. Working with families of young children with disabilities, 88, 92 Curriculum development, observation and with disabilities, 85, 90 C&T 4502. Master’s project, 83, 89, 92 assessment in early childhood, 93 C&T 4112. Integrated curriculum in early childhood C&T 4503. Problems: Curriculum and teaching- C&T 5323. Supervision and the organization of education, 85, 90 Independent study, 92 programs for families with young children, 93 C&T 4113. Early childhood methods and programs, C&T 4615. Young children and social policy: Issues C&T 5502. Introduction to qualitative research in 86, 91 and problems, 83, 92 curriculum and teaching, 11, 12, 45, 86, 87, 93, C&T 4114. Multicultural approaches to teaching C&T 4702. Student teaching-giftedness, 89, 92 143, 171 young children, 83, 85, 91 C&T 4708. Student teaching-infancy and early C&T 5513-C&T 5514. Seminar in early childhood education, 86, 87, 93, 220 C&T 4117. Play: The roots of competence in young childhood, 85, 92 C&T 5515. Infancy research seminar, 93 children, 91 C&T 4726. Professional laboratory experiences/ C&T 5800. Institute: Teaching of writing, 90, 93 C&T 4119. Issues and interdisciplinary methods for student teaching (year-long) in elementary C&T 5810. Differential instruction for gifted students, working with parents of young children, 85, 91 education, 92 89, 95 C&T 4121. Early childhood teaching strategies C&T 4729. Professional laboratory experiences/ C&T 5853. Advanced multisensory teaching of within a social context, 83, 86, 91 student teaching (semester-long) in elementary C&T 4122. Issues in parenthood and education, 91 basic language skills for students with learning education, 92 disabilities, 95 C&T 4802. Models of curriculum and teaching, 94

288 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

C&T 5854. Advanced multisensory teaching of CCPJ 4560. Professional and ethical issues in CCPJ 6902. Advanced research and independent basic skills I, 95 psychological counseling, 72 study in counseling psychology, 74 C&T 5855. Advanced multisensory teaching of CCPJ 4873. The Winter Roundtable on cultural CCPJ 7502. Dissertation seminar, 74 basic skills II, 95 psychology and education, 72 CCPJ 7572. Advanced research practicum in C&T 5902. Independent study-giftedness, 94 CCPJ 4902. Research and independent study in counseling psychology, 74 C&T 5905. Seminar in disability studies in education, psychological counseling, 74 CCPJ 8900. Dissertation advisement, 74 88, 94 CCPJ 5020. Racism and racial identity in psychology CCPX 4000. Introduction to applied psychology, 67, C&T 5908. Independent study: Infancy and early and education, 72, 216 77 childhood, 94 CCPJ 5025. Group counseling, 72 CCPX 4010. Social problems for clinical psychologists C&T 6200. Field study in designing curriculum and CCPJ 5060. Assessment in counseling psychology, 72 67, 77 curriculum and instruction, 94 CCPJ 5061. Assessment in counseling psychology, 72 CCPX 4030. Psychology of adjustment, 67, 77 C&T 6259-C&T 6260. Fieldwork in preservice CCPJ 5062. Career counseling and development, 72, CCPX 4032. Assessment and treatment of alcohol teacher education, 94 207 and chemical dependency, 67 C&T 6400. Internship program in curriculum CCPJ 5063. Psychological and cultural aspects of CCPX 4033. Advanced clinical interventions with research, 94 disability and rehabilitation, 72 addicted patients and families, 67 C&T 6405. Advanced internship: Learning CCPJ 5064. Marriage and family therapy: Theory CCPX 4035. Personality and behavior change, 67 disabilities, 94 and practice, 72 CCPX 4036. Psychology of human intimacy, 67 C&T 6408. Advanced internship: Infancy and early CCPJ 5065. Psychology of the undergraduate: CCPX 4037. Introduction to cognitive behavior childhood, 86, 94 Issues for counseling and psychology, 72 therapy, 68, 77 C&T 6452-C&T 6453. Internship program in CCPJ 5161. Counseling and normal aging, 72 CCPX 4038. Comparative psychotherapies, 68, 77 supervision and curriculum improvement, 94 CCPJ 5162. Counseling and psychopathology in older CCPX 4039. Critical perspectives on nontraditional C&T 6501-C&T 6502. Studies in curriculum and persons, 72 psychotherapies, 68 teaching, 86, 87, 94 CCPJ 5164. Multicultural counseling and psychology, CCPX 4060. The psychology of loss and trauma, 68, C&T 6503. Seminar in field research, 94 72, 207 77 C&T 6505. Spencer seminar, 94 CCPJ 5165. Racial-cultural counseling laboratory, 72 CCPX 4120. Psychotherapy through fiction and film, C&T 6506. Advanced seminar: Giftedness, 89, 94 CCPJ 5260. Fieldwork in psychological counseling and 68, 77 C&T 6507. Advanced seminar: Learning disabilities, 94 rehabilitation, 72 CCPX 4121. Psychological themes in classic literature, C&T 6508. Advanced seminar: Infancy and early CCPJ 5263. Supervised fieldwork in elementary school 68 childhood, 94 counseling, 73 CCPX 4125. Women and mental health, 68, 77 C&T 6532. Seminar in reading/language arts and CCPJ 5265. Supervised fieldwork in secondary CCPX 4126. Mother-child matrix, 68, 77 related research, 94 school counseling, 73 CCPX 4150. Introduction to forensic psychology, 68, C&T 6533. Advanced study of children’s literature, 94 CCPJ 5360. Practicum in career and personal 77 C&T 6551. Seminar in supervision and curriculum counseling, 73 CCPX 4199. Interpersonal psychotherapy, 77 improvement, 94 CCPJ 5364. Advanced practicum in multicultural CCPX 4230. Fieldwork in clinical psychology, 68, 77 C&T 6569. Seminar in theory and research in counseling and psychotherapy, 73 CCPX 4542. Introduction to contemporary psycho- curriculum, 94 CCPJ 5368. Supervision and teaching of counseling, analytic thought, 68, 77 C&T 6900. Directed research and theory development 73 CCPX 4900. Research and independent study, 69 in curriculum and teaching, 94 CCPJ 5371. Foundations of counseling, 73 CCPX 5020. Emotion, culture and health, 68, 132, C&T 6914-C&T 6915. Advanced studies in early CCPJ 5560. Review of research in counseling 133, 137 childhood and childhood education, 94 psychology, 74 CCPX 5030. Ethical and professional issues in clinical C&T 7500-C&T 7501. Dissertation seminar in cur- CCPJ 5563. Special topics and issues in counseling psychology, 68 riculum and teaching, 84, 86, 87, 94 psychology, 74 CCPX 5032. Adult psychopathology, 68, 77 C&T 8900. Dissertation advisement in curriculum CCPJ 6260. Advanced fieldwork, 73 CCPX 5033. The evolution of Freud’s psychological and teaching, 94 CCPJ 6330. Basic practicum in individual counseling theories, 68 CCPJ 4061. Principles and practices of vocational and psychotherapy, 73 CCPX 5034. Child psychopathology, 68, 77, 133, rehabilitation, 71 CCPJ 6350. Externship in counseling psychology, 73 216 CCPJ 4062. Medical aspects of disabilities and CCPJ 6360. Practice in psychological counseling, 73 CCPX 5036. Clinical work with diverse populations, rehabilitation, 71 CCPJ 6362. Group practicum, 73, 101 68 CCPJ 4064. Theories of counseling, 71, 207 CCPJ 6363. Advanced group and family systems CCPX 5037. Dynamic psychotherapies, 68 CCPJ 4065. Career development of women, 71 practicum, 73 CCPX 5038. Cognitive, behavioral and interpersonal CCPJ 4066. Foundations of testing and accountability, CCPJ 6368. Advanced supervision and teaching of therapies, 68 72 counseling, 73 CCPX 5039. Empirical bases of psychotherapy, 68 CCPJ 4068. Counseling women, 72 CCPJ 6460. Internship in counseling psychology, 73 CCPX 5040. Development and psychopathology: CCPJ 4160. School counseling for children and CCPJ 6560. Advanced professional issues, 74 Atypical contexts and population, 68, 77 adolescents, 72 CCPJ 6569. Professional ethics and standards in CCPX 5045. Psychotherapy, religious diversity and CCPJ 4165. Community agencies and resources, 72 psychology, 74 spirituality, 68, 77 CCPJ 4166. Current issues in gerontology, 72 CCPJ 6572-CCPJ 6579. Research practicum in CCPX 5102. Research and clinical applications of counseling psychology, 74 DSM-IV, 68 Teachers College Columbia University 2008-2009 289 CCPX 5110. Research apprenticeship, 69 HBSE 4010. Nature and needs of persons with intel- HBSE 4300. Practicum in assessment and evaluation CCPX 5230. Fieldwork in clinical psychology, 68 lectual disability/autism, 120, 122, 123 of individuals with exceptionalities, 119, 120, 124 CCPX 5330. Principles and techniques of clinical HBSE 4011. Education of persons with intellectual HBSE 4307. Assessment of American Sign Language assessment, 68 disability/autism, 120, 122, 123 and deaf community and culture, 127 CCPX 5333. Practicum in clinical assessment, 68 HBSE 4015. Applied behavior analysis I: Pedagogy, HBSE 4700-HBSE 4711. Observation and student CCPX 5334. Practicum: Clinical work with children management and curricula, 119, 120, 122 teaching in special education, 118-120, 124, 127 and adolescents, 68 HBSE 4016. Applied behavior analysis II, 119,122 HBSE 4860. Cued speech visual phonics, 118 CCPX 5531. Psychotherapy with children, 69 HBSE 4017. Applied behavior analysis III: Schoolwide HBSE 4871. American Sign Language I, 101, 118, CCPX 5532. Clinical issues: Children from diverse systems applications, 119, 122 120, 124, 127 backgrounds, 69 HBSE 4031. Education of students with physical HBSE 4872. American Sign Language II, 101, 118, CCPX 5533-CCPX 5534. Research methods in disabilities, 120, 122 120, 124, 127 clinical psychology, 69, 77 HBSE 4044. Curricular and pedagogical foundations HBSE 4880. Opportunities and outcomes for people CCPX 5535. Research practicum in clinical for teaching pre-listening through early academic with disabilities: Annual conference, 119, 120, 124 psychology, 69 literacy, 119, 120, 123 HBSE 4881. Opportunities and outcomes for people CCPX 5539. Clinical assessment: The interview, 69 HBSE 4045-4046. Curriculum and pedagogical opera- with disabilities: Colloquium, 124 CCPX 5544. Cross-cultural issues in tions for teaching the foundations of functional HBSE 4901. Research and independent study: Special psychopathology, resilience and coping, 69 academic literacy, 119, 123 education, 124 CCPX 5546. Research perspectives on critical social HBSE 4060. Psychosocial implications of vision loss HBSE 5010. Study of the philosophic foundations of problems, 69, 77 on people with blindness and visual impairment special education, 121, 124 CCPX 5610. Clinical psychology colloquium, 69 and their families, 119, 120, 122 HBSE 5062. Orientation and mobility, 119, 124 CCPX 5630. Case conference, 69 HBSE 4061. Anatomy and physiology of the HBSE 5063. Technological aids and assistive devices CCPX 6020. History and systems of psychology, 69, visual system and related implications, 119, 123 in the education of toddlers, children and youth 101 HBSE 4062. Instruction and curriculum development with disabilities, 119, 124 CCPX 6332-CCPX 6333. Practicum in clinical for infants, children and youth with blindness and HBSE 5301-HBSE 5314. Advanced practica in supervision, 69 visual impairment, 119, 123 special education, 119-122, 124 CCPX 6335. Practicum in clinical intervention, 69 HBSE 4063. Communication skills for people with HBSE 5901-HBSE 5915. Problems in special CCPX 6336. Advanced practicum in clinical blindness and visual impairments, 119, 123 education, 120-122, 124, 125 intervention, 69 HBSE 4064. Communication skills for people with HBSE 6001. Research in special education, CCPX 6338. Fourth-year practicum in clinical blindness and visual impairments, 119, 123 121, 125 intervention, 69 HBSE 4070. Psychosocial and cultural aspects of HBSE 6002. Administration of special education CCPX 6352. Cognition, emotion and health, 216 people who are deaf or hard of hearing, 101, programs, 121, 125 CCPX 6430. Internship in clinical psychology, 69 118-120, 123, 127 HBSE 6004. Public policy and administration in CCPX 6530. Short-term dynamic psychotherapy, 69 HBSE 4071. Methods of teaching reading and writing special education, 120-122, 125 CCPX 6531. Psychological assessment and clinical to individuals who are deaf or hard of hearing, HBSE 6008. Behaviorism and science of behavior, practice, 69 101, 118-120, 123 122, 125 CCPX 6532-CCPX 6533. Advanced topics in HBSE 4072. Development of language of individuals HBSE 6010. Advanced study of problems and issues clinical theory, research and practice, 69 who are deaf or hard of hearing, 101, 118, 119, 123 in special education, 121, 125 CCPX 6534. Object relations and self psychology, 69 HBSE 4073. Audiological principles and the teaching HBSE 6015. The verbal behavior model: Individual CCPX 6900. Advanced research and independent of speech and listening skills to individuals who are educational programming, 125 study, 69 deaf and hard of hearing, 118, 119, 123 HBSE 6031. Single case experimental design in educa- CCPX 7500. Dissertation seminar, 69 HBSE 4074. Linguistics of American Sign Language, tion, medicine, and therapy, 122, 125 CCPX 8900. Dissertation advisement, 69 101, 118, 119, 123, 127 HBSE 6070. Psychology of deafness, 101, 121, 125 HBSE 4075. Selected topics in ASL and deaf HBSE 6401-HBSE 6412. Advanced internships in H community and culture, 127 special education, 121, 122, 125 HBS 5551. Bioethics, 108, 109 HBSE 4076. Methods and materials in teaching ASL HBSE 6501-HBSE 6510. Advanced seminars in HBSE 4000. Introduction to special education, 57, and deaf community and culture, 127 special education, 121, 122, 125, 126 120, 122 HBSE 4077. Seminar in teacher-as-researcher, 118, HBSE 6901. Research and independent study: HBSE 4001. Teaching students with disabilities in the 120, 123, 127 Special education, 126 inclusive classroom, 85, 120-122 HBSE 4079. Language development and habilitation: HBSE 7500. Dissertation seminar in special education, HBSE 4002. Instruction and curriculum for students The foundation, 101, 118-120, 123, 127 121, 126 with and without disabilities, 119, 120, 122 HBSE 4082. Assessment and evaluation of infants, HBSE 8901-HBSE 8907. Dissertation advisement in HBSE 4005. Applications of technology in special children and youth with exceptionalities, 118-120, special education, 121, 126 education, 120, 122, 123 123 HBSK 4025. Professional and ethical functions of HBSE 4006. Working with families of children with HBSE 4083. Theory and techniques for educating school psychologists, 100-102 disabilities, 120, 122, 123 infants, children and youth with sensory HBSK 4029. Human cognition and learning, 127, 134 HBSE 4008. Disability: Reconsidered and recon- impairments, 120, 124 HBSK 4072. Theory and techniques of reading structed, 122 HBSE 4092. Introduction to foundations of special assessment and intervention, 89, 90, 99, 100-102 education opportunity, 119-121, 124 HBSK 4073. Childhood disorders, 100-102 290 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

HBSK 4074. Development of reading comprehension HBSK 8902. Dissertation advisement: Schooling and HBSS 4901. Research and independent study in strategies and study skills, 99-102, 131-135 reading, 101, 103 health education, 105, 107 HBSK 4077. Adult basic literacy, 99, 102, 135 HBSN 5005. Interdisciplinary theory in nursing, 109 HBSS 5110. Determinants of health behavior, 105- HBSK 4085. Behavioral management in the HBSN 5040. Research methods in health and 107, 108 classroom, 99, 102 behavior studies, 105, 108, 109, 111, 114 HBSS 5111. Planning health education programs, HBSK 4903. Research-independent study in HBSN 5043. Research methods in health and 105-107 reading, 102 behavior studies II, 108, 109 HBSS 5112. Social marketing and health communi- HBSK 5031. Family as a context for child develop- HBSN 6500. Research grant writing for health and cations, 105-107, 108 ment, 100-102, 133, 137 behavior studies, 108, 109 HBSS 5113. Community health analysis and interven- HBSK 5050. Therapeutic interventions for school HBSN 6501. Seminar in professional nursing, 108, 109 tion, 105, 107, 108 psychologists, 100-102 HBSN 6503. Advanced topics in theories of nursing, HBSS 5115. Assessment and counseling for health HBSK 5051. Child-adolescent PTSD and related 108, 109 promotion, 105, 107, 108 disorders, 101, 102 HBSN 6530. Seminar on curriculum in nursing HBSS 5116. Social relations, emotions and health, HBSK 5070. Neural bases for language and cognitive education, 108, 109 105, 107 development, 100-102 HBSN 6540. Seminar on dissertation design HBSS 5408. Practicum in individual health advise- HBSK 5085. Observing and assessing preschool development, 109 ment, 105, 107 children, 100-102 HBSN 6541. Advanced seminar on dissertation design HBSS 5410. Practicum in health education, 105, 107 HBSK 5096. The psychology of memory, 101, 102, development, 109 HBSS 5510. Seminar in health education, 107 131-135, 137 HBSN 6600. Colloquium in nursing theory, 108, 109 HBSS 5710. Supervised teaching in health education, HBSK 5098. Diagnosis of reading and writing HBSN 6635. Colloquium in nursing education, 108, 107 disabilities, 99, 102 109 HBSS 5800. Health Disparities Research Conference, HBSK 5099. Writing interventions theory and HBSN 6908. Independent study in professional 105 practice, 99, 102, 132 nursing, 108, 109 HBSS 6100. Measurement and program evaluation, HBSK 5271-HBSK 5273. Supervised fieldwork in HBSN 6909. Independent study in nursing theory, 100, 105-107, 111 remedial reading and school difficulties, 101, 102 108, 109 HBSS 6145. Health psychology, 105-108 HBSK 5280. Fieldwork in school psychological HBSN 6930. Independent study in nursing education, HBSS 6510. Research seminar in health education, services, 100-102 108, 109 106, 107 HBSK 5320-HBSK 5321. Individual psychological HBSN 6940. Independent study in nursing research, HBSS 6901. Research and independent study in testing, 100-102 108, 109 health education, 107 HBSK 5373. Practicum in literacy assessment and HBSN 7500. Dissertation seminar in nursing, 109 HBSS 7501. Dissertation seminar in health education, intervention I, 99, 103 HBSN 8900. Dissertation advisement in nursing, 109 106, 107 HBSK 5376. Practicum in literacy assessment and HBSS 4100. Introduction to health education, 105, HBSS 8900. Dissertation advisement in health intervention II, 99, 103 106 education, 106, 107 HBSK 5377. Practicum in literacy assessment and HBSS 4102. Principles of epidemiology in health HBSV 4000. Introduction to nutrition: Facts, fallacies intervention III, 99, 103 promotion, 105, 106, 108 and trends, 105, 112 HBSK 5378. Practicum in psychoeducational HBSS 4110. Health promotion for children and HBSV 4010. Food, nutrition and behavior, 105, 111, assessment of school subject difficulties, 100, adolescents, 77, 105, 106 112, 114 101, 103 HBSS 4111. Addictions and dependencies, 105, 106 HBSV 4011. Women and weight, eating problems and HBSK 5580. Seminar in consultation and HBSS 4112. Social policy and prevention, 105, 106 body image, 105, 108, 112 evaluation in reading, 99, 103 HBSS 4113. Human sexuality education, 77, 105, 106 HBSV 4013. Nutritional ecology, 105, 111, 112, 114 HBSK 6320. Practicum in college instruction, 103 HBSS 4114. Health promotion for multicultural HBSV 4014. Community nutrition, 111, 112, 114 HBSK 6380. Practicum in psychoeducational populations, 105, 106, 108 HBSV 4034. Diet therapy, 111, 112, 114 assessment with culturally diverse students, HBSS 4115. Health promotion for aging adults, 77, HBSV 4150. Sports nutrition, 112 100, 101, 103 105, 106, 108 HBSV 4902. Research and independent study in HBSK 6382. Advanced practicum in psychoeduca- HBSS 4116. Health education for teachers, 85, 105, nutrition education, 112 tional interventions in schools, 100, 101, 103 106 HBSV 5000. Topics in nutrition I, 112 HBSK 6383. Neuropsychological assessment of HBSS 4117. HIV/AIDS education, 105, 106 HBSV 5010. Advanced nutrition I, 111, 112, 114 children and adults, 101, 103 HBSS 4118. Relapse prevention for problem behav- HBSV 5011. Advanced nutrition II, 111, 112, 114 HBSK 6480. School psychologist internship, 101, 103 iors, 105, 106, 108 HBSV 5013. Strategies for nutrition education and HBSK 6570-HBSK 6578. Research in applied HBSS 4120. Topics in health education, 105, 107 health behavior change, 108, 111, 112, 114 educational psychology, 101, 103 HBSS 4121. Death education, 105, 107 HBSV 5014. Analysis of current literature and HBSK 6584. Seminar: School psychology consultation, HBSS 4122. Women’s health, 105, 107 research in nutrition, 111, 112, 114 100, 101, 103 HBSS 4123. Violence and its prevention, 77, 105, 107 HBSV 5015. Nutritional epidemiology, 108, 111, 112, HBSK 6903. Research-independent study in reading, HBSS 4130. Alcohol and health, 77, 105, 107 114 103 HBSS 4140. Developing workplace health promotion HBSV 5018. Nutrition and human development, 112 HBSK 7503. Dissertation seminar: Schooling and programs, 105, 107 HBSV 5034. Clinical nutrition, 111, 113, 114 reading, 101, 103 HBSS 4141. Health and illness in cross-cultural HBSV 5036. Nutrition counseling, 111, 113, 114 perspective, 105, 107 Teachers College Columbia University 2008-2009 291 HBSV 5231-HBSV 5233. Extended fieldwork in HUDF 6903. Research and independent study, 145 HUDK 5125. Cross-cultural developmental psycho- nutrition and education, nutrition and public HUDF 6920. Studies in sociology and education, 145 logy, 131-133, 137, 138, 189, 216 health, and applied physiology and nutrition, HUDF 7503. Dissertation seminar, 145 HUDK 5197. Psychology of training in e-learning and 111, 113, 114 HUDF 8903. Dissertation advisement, 145 industry, 134 HBSV 5241-5244. Dietetic internship in nutrition, HUDK 4015. Psychology of thinking, 131-133, 137 HUDK 5198. Psychology of instructional systems- 113 HUDK 4021. Developmental psychology: Infancy, 58, design, 131-134, 215 HBSV 5333. Practicum in community service, 113 137 HUDK 5324. Research work practicum, 131, 134, HBSV 5513. Seminar in nutrition education: theory HUDK 4022. Developmental psychology: Childhood, 136, 138 and applications, 113 58, 137 HUDK 6010. Developmental research methods, 136, HBSV 5593. Nutrition for exercise and sport, 113, 114 HUDK 4023. Developmental psychology: 138 HBSV 5902. Guided study in nutrition, 113 Adolescence, 58, 138 HUDK 6036-HUDK 6037. Child and family policy, HBSV 6500-HBSV 6501. Seminar in nutrition, 113 HUDK 4024. Developmental psychology: Adulthood 137, 138, 220 HBSV 6550-HBSV 6551. Research seminar in and the lifespan, 58, 138, 207 HUDK 6095. Critical review of current journals in nutrition, 113 HUDK 4027. Development of mathematical thinking, psychology, 131-134 HBSV 6902. Research and independent study in 85, 131-134, 136, 138 HUDK 6520. Seminar in social and emotional nutrition, 113 HUDK 4029. Human cognition and learning, 127 development through childhood and adolescence, HBSV 7502. Dissertation seminar in nutrition, 113 130-134, 136, 137 136, 138 HBSV 8900. Dissertation advisement in nutrition, 113 HUDK 4030. Cognitive clinical interview, 134, 138 HUDK 6522. Seminar in cognitive processes, 134 HUD 4120. Methods of empirical research, 12, 77, HUDK 4035. Technology and human development, HUDK 6523. Seminar in cognitive development, 132- 130, 131, 134, 136, 137, 140, 191, 209 131-134 134, 136, 138 HUDF 4000. Education and public policy, 86, 87, HUDK 4080. Educational psychology, 130-134, HUDK 6524. Seminar in cross-cultural developmental 142-144, 207, 220 136 psychology, 138 HUDF 4010. Sociology of online learning, 142-144 HUDK 4820. Education for thinking: Goals and HUDK 6529. Seminar in risk, resilience and develop- HUDF 4021. Sociology of education, 131-133, methods for the middle school, 138 mental psychology, 136, 138 142-144, 207 HUDK 4901. Research and independent study, 138 HUDK 6530. Seminar in theoretical issues in cogni- HUDF 4022. Sociology of urban education, 142-144, HUDK 4902. Research and independent study, 135 tive and educational psychology, 135 220 HUDK 5020. Development of creativity, 131, 134, HUDK 6539. Research practicum in educational psy- HUDF 4024. Social stratification and education, 138 chology, cognition and learning, 131-133, 135, 136 142-144 HUDK 5022. Emotional development, 138 HUDK 6592. Advanced research seminar: Learning HUDF 4027. Sociology of classrooms, 142-144 HUDK 5023. Cognitive development, 58, 130-138, and instruction, 133, 135 HUDF 4028. Sociology of the life course, 142-144, 189 189, 216 HUDK 6620. Special topics in developmental HUDF 4029. Sociology of schools, 100, 142-144 HUDK 5024. Language development, 58, 131-138 psychology, 131-133, 136, 138 HUDF 4030. Sociology of educational processes in HUDK 5025. Spatial thinking, 131-134, 136, 137 HUDK 6630. Special topics in cognitive or educa- formal organizations, 144 HUDK 5027. Moral development, 138, 189 tional psychology, 135 HUDF 4031. Sociology of evaluation, 142-144 HUDK 5028. Spiritual development across the HUDK 6901. Advanced research and independent HUDF 4032. Gender, difference and curriculum, lifespan, 138 study, 137, 138 142-144 HUDK 5029. Personality development and HUDK 6902. Advanced research and independent HUDF 4620. Introductory colloquium in sociology of socialization across the lifespan, 131-138, 216 study, 135 education, 143, 144 HUDK 5030. Visual explanations, 131-134, 136, 137 HUDK 7501. Dissertation seminar, 137, 138 HUDF 4899. Federal Policy Institute, 143, 144, 220 HUDK 5034. Cognitive research methods and HUDK 7502. Dissertation seminar, 132, 133, 135 HUDF 4903. Research and independent study, 145 applications, 131-134 HUDK 8900. Dissertation advisement, 139 HUDF 5020. Methods of social research: Survey HUDK 5035. Psychology of media, 131-134 HUDK 8901. Dissertation advisement, 132, 133, 135 methods, 145 HUDK 5039. Design of intelligent learning HUDM 4050. Introduction to measurement, 12, 45, HUDF 5022. Sociological analysis of educational environments, 131-134 58, 99, 140 systems, 142, 143, 145 HUDK 5040. Development and psychopathology: HUDM 4120. Basic concepts in statistics, 58, 77, HUDF 5100. Supervised research and practice, 143, Atypical contexts and populations, 132, 133, 130-133, 136, 141, 189, 209 145 136-138 HUDM 4122. Probability and statistical inference, 12, HUDF 5430. Internship, 87, 145 HUDK 5080. Experimental psychology: Schooling and 45, 58, 77, 84, 86, 87, 101, 121, 122, 130-133, HUDF 5620. Advanced colloquium in sociology of reading, 131-134 136, 137, 139-141, 143, 171, 189, 209 education, 145 HUDK 5090. Psychology of language and reading, 99, HUDM 4901. Research and independent study: HUDF 5621. Technology and society, 143, 145 131-134, 137 Measurement and evaluation, 141 HUDF 5645-HUDF 5646. Policy seminar, 86, 87, HUDK 5120. Development of creativity, 131, 134, HUDM 4902. Research and independent study: 143-145, 216, 220 138 Applied statistics, 141 HUDF 6021. Social research methods: Reporting, 145 HUDK 5121. Personality development and socializa- HUDM 5058. Choice and decision making, 131-133, HUDF 6030. Sociology of formal organizations, 143, tion in childhood, 132, 133, 136-138 135, 140, 141 145 HUDK 5123. Psychological development of women, HUDM 5059. Psychological measurement, 101, 131- HUDF 6525. Seminar in sociology of education, 138 133, 137, 139-141, 215, 216 143, 145 292 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

HUDM 5122. Applied regression analysis, 58, 77, ITSF 4057. Economics of urban and minority educa- ITSF 5005. Interdisciplinary study of the family, 159 87, 101, 121, 122, 130-133, 136, 137, 139-141, tion, 161 ITSF 5007. Race, class and schooling: Ethnographic 143, 162, 171, 215 ITSF 4058. Economics of higher education, 161, 208 approaches, 143, 159 HUDM 5123. Linear models and experimental design, ITSF 4060. Latinos in urban schools, 162 ITSF 5011. Process and change in Africa, 150 12, 45, 58, 101, 131-133, 139-141, 171, 215 ITSF 4075. Cross-cultural communication and class- ITSF 5012. Culture and society in the Caribbean, 150 HUDM 5124. Multidimensional scaling and clustering, room ecology, 152-154 ITSF 5013. Psychological anthropology, 150, 216 140, 141, 215 ITSF 4092. Qualitative research and evaluation in ITSF 5015. Political anthropology: Labor, race and HUDM 5250. Research practicum in measurement international education, 12, 45, 158, 220 belief, 150 and evaluation, 140, 141 ITSF 4093. Preparation of instructional materials for ITSF 5016. Ethnography of education, 151 HUDM 6026. Statistical treatment of mass data, 140, developing countries, 158 ITSF 5018. Drugs and society, 151 141 ITSF 4094. Educational planning in international ITSF 5020. Practicum in anthropological field HUDM 6030. Multilevel and longitudinal data educational development, 158 techniques, 151 analysis, 139-141, 215 ITSF 4096. Strategic planning and organizational ITSF 5021. Assessment and evaluation in bilingual HUDM 6051-HUDM 6052. Psychometric theory I change in international and national educational education, 153 and II, 137, 139-141 settings, 159 ITSF 5022. Administration of bilingual programs, 153 HUDM 6055. Latent structure analysis, 137, 139-141, ITSF 4097. International and comparative studies in ITSF 5023. The family as educator, 143, 159 215 educational finance, 159, 162 ITSF 5024. Bilingual/multilingual education: HUDM 6122. Multivariate analysis I, 101, 132, 133, ITSF 4098. Educational development and policies in International perspectives, 154 137-141, 215 China, 159 ITSF 5026. The family and television, 143, 159 HUDM 6123. Multivariate analysis II, 139-141, 215 ITSF 4121. Bilingual/bicultural curriculum design, 152, ITSF 5090. Education and demographic change, 159 HUDM 6552. Seminar: Selected topics in measure- 153 ITSF 5120-ITSF 5123. Education in community ment theory, 140, 141 ITSF 4133-4135. Curriculum and methods for bilin- settings, 143, 154, 159 HUDM 6900. Advanced research and independent gual teachers, 152, 153 ITSF 5430. Internship, 162 study, 141 ITSF 4150. Teacher education inquiry: Bilingual/bicul- ITSF 5512. Bilingual and multicultural education HUDM 7500. Dissertation seminar, 140, 141 tural education, 152, 153 program development and change theory, 154 HUDM 8900. Dissertation advisement, 140, 141 ITSF 4151. Special topics in the economics of ITSF 5513. Staff development in multilingual/multi- education, 162 cultural settings, 154 I ITSF 4155. Evaluating educational privatization and ITSF 5519. Research in language and literacy I, 159 ITSF 4010. Cultural and social bases of education, school choice, 159, 162 ITSF 5520. Research in language and literacy II, 159 127, 131, 150 ITSF 4160. Human rights education in Africa, 159 ITSF 5550. Workshop in economics and education, ITSF 4011. Social context of education, 127, 150 ITSF 4190. Communicative practices: Intercultural 162 ITSF 4012. Cross-cultural studies of learning, 150 perspectives, 159 ITSF 5580. Post-colonial studies of education, 159 ITSF 4013. Literacy and development, 90, 158 ITSF 4195. Academic literacies, 159, 162 ITSF 5590. Education and the development of ITSF 4014. Urban situations and education, 150, 158 ITSF 4323. Practicum/student teaching, 153 nations, 160 ITSF 4015. Introduction to computers, language and ITSF 4325. Practicum/internship in bilingual/bicultural ITSF 5610. First-year colloquium in applied anthro- literacy, 90, 158 institutions, 153 pology, 151 ITSF 4016. Culture and society in Africa, 150 ITSF 4600. Group studies in educational issues, 162 ITSF 5611. Second-year colloquium in anthropological ITSF 4017. Anthropological perspectives on ITSF 4603. Human and social dimensions of peace, method, 151 homelessness and social control, 150 159 ITSF 5650. Readings in the economics of education, ITSF 4018. Anthropology and development in Africa, ITSF 4611. Education for global security, 159 162 150, 158 ITSF 4613. Fundamental concepts in peace ITSF 5691-ITSF 5692. Colloquium on international ITSF 4020. Bilingualism and disabilities, 152, 153 education, 159 education and the United Nations, 160 ITSF 4021. Foundations of bilingual/bicultural educa- ITSF 4614. The United Nations as peace educator, ITSF 6050. Education and economic development: tion, 152-154 159 Advanced topics, 162 ITSF 4024. Linguistic foundations of bilingual/bicul- ITSF 4720. Student teaching in bilingual/bicultural ITSF 6125. Research issues in communicative prac- tural education, 152-154 education, 152, 153 tices, 160 ITSF 4025. Languages, society, and schools, 158 ITSF 4900. Research independent study, 151 ITSF 6151. Advanced microeconomics with applica- ITSF 4026. Technology and culture, 150 ITSF 4902. Studies in international and transcultural tions to education, 162 ITSF 4027. Current topics in bilingualism and bilin- studies, 163 ITSF 6200. Field research outside the United States, gual/bicultural education, 153, 154 ITSF 5000. Methods of inquiry: Ethnography and 162 ITSF 4028. Teaching literacy in bilingual settings, 90, participant observation, 12, 45, 143, 159, 162, 171, ITSF 6202. Advanced fieldwork, 154 152, 153 215 ITSF 6402. Internship in college teaching, 154 ITSF 4034. Dynamics of family interaction, 158 ITSF 5001. Ethnography and participant ITSF 6511. Seminar in psychological anthropology, ITSF 4050. Economics of education, 161, 208, 220 observation: Fieldwork, analysis, reporting, 159, 151 ITSF 4051. Education and economic development, 162, 171 ITSF 6510. Education and cultural production, 151 161 ITSF 5002. Ethnography and participant observation: ITSF 6512. Social theory and structure, 151 ITSF 4054. Education and strategic planning, 158 Comparative and qualitative analysis, 159, 162 ITSF 6513. Topics in anthropology and education: ITSF 4055. Resource allocation in education, 158, 161 ITSF 5003. Communication and culture, 127, 159 Exploration of selected topics in anthroplogy, 151 Teachers College Columbia University 2008-2009 293 ITSF 6520. Seminar in families and communities as MSTC 4363. Introduction to science education MSTM 5012. Mathematics in two- and four-year educators, 160 practice, 183 colleges, 178 ITSF 6521. Seminar in bilingualism and bilingual MSTC 4761. Student teaching in science, 184 MSTM 5020. Mathematics and multicultural educa- education, 154 MSTC 4852. Informal science education, 184 tion, 179 ITSF 6580-ITSF 6581. Advanced seminar in interna- MSTC 4902. Guided study in science education, 184 MSTM 5022. Mathematics curriculum development, tional education I & II, 160 MSTC 5000. Neurocognitive models of information 179 ITSF 6590. Doctoral seminar in international and processing, 55, 133, 137, 184 MSTM 5023. Problem solving, 179 transcultural studies, 160 MSTC 5040. Science curriculum improvement in MSTM 5027. Numerical methods and computability, ITSF 6900. Research independent study, 151 the elementary school, 182 179 ITSF 6902. Studies in international and transcultural MSTC 5041. The nature and practice of science, 183 MSTM 5030. Topics in probability theory, 179 studies, 163 MSTC 5042. Science, technology and society, 182 MSTM 5031. Topics in the foundations of mathe- ITSF 6910. Studies in anthropology and education, MSTC 5044. Selected topics and issues in science matics, 179 151 education, 184 MSTM 5032. Topics in geometry/topology, 179 ITSF 6911. Work group in psychological anthropology, MSTC 5046. Advanced chemistry methods and cur- MSTM 5033. Topics in algebra, 179 151 riculum laboratory, 183 MSTM 5034. Topics in analysis, 179 ITSF 6950. Studies in economics and education, 163 MSTC 5047. Science teacher education, 182 MSTM 5035. Mathematical models in the natural ITSF 6990. Studies in international educational devel- MSTC 5048. Curriculum and pedagogy in science sciences, 179 opment, 163 education, 182 MSTM 5036. Topics in discrete mathematics, 179 ITSF 6991. Studies in comparative education, 163 MSTC 5052. Principles of biochemistry, 183 MSTM 5037. History of mathematics, 179 ITSF 7500. Dissertation seminar in international and MSTC 5058. Advanced topics in earth and enviro- MSTM 5038. Topics in mathematical logic, 179 transcultural studies, 162 mental sciences, 183 MSTM 5061. Evaluation in mathematics education, ITSF 8900. Dissertation advisement in international MSTC 5152. Biochemistry, 183 179 and transcultural studies, 162 MSTC 5265. Guided supervision of student teaching MSTM 5126. Mathematical foundations of statistics, in science, 184 179 M MSTC 6401. Internship in science education, 184 MSTM 5264. Guided supervision of student teaching MSTC 4000. Science in secondary school, 182 MSTC 6502. Science education research seminar, 182 in mathematics, 180 MSTC 4001. Qualitative research methods in science MSTC 6902. Research and independent study in MSTM 5520. Seminar in the college teaching of education, 182 science education, 184 mathematics, 179 MSTC 4007. Urban and multicultural science educa- MSTC 7501. Dissertation seminar in science educa- MSTM 5800-MSTM 5801. Mathematics colloquium, tion, 182 tion, 184 180 MSTC 4040. Science in childhood education, 182 MSTC 8901. Dissertation advisement in science MSTM 6030. Advanced topics in probability theory, MSTC 4043. Science in the environment, 183 education, 184 179 MSTC 4044. Biology methods and curriculum labora- MSTC 9901. Research and independent study in MSTM 6032. Advanced topics in geometry/topology, tory, 183 science education, 184 179 MSTC 4045. Earth science methods and curriculum MSTM 4005. Teaching mathematics in diverse- MSTM 6033. Advanced topics in algebra, 179 laboratory, 183 cultures, 179 MSTM 6034. Advanced topics in analysis, 179 MSTC 4046. Chemistry curriculum and methods MSTM 4019. Mathematics teaching and learning I, MSTM 6036. Advanced topics in discrete mathe- laboratory, 183 178 matics, 179 MSTC 4047. Physical science curriculum and methods MSTM 4020. Mathematics teaching and learning II, MSTM 6037. Advanced selected topics and issues in laboratory, 183 178 mathematics education, 179 MSTC 4048. Structure of science knowledge and MSTM 4023. Mathematics for exceptional students, MSTM 6126. Advanced topics in the mathematical curriculum design, 183 179 foundations of statistics, 179 MSTC 4049. Middle school living, 183 MSTM 4025. Teaching computer mathematics, 178 MSTM 6400. Internship in mathematics education, MSTC 4051. Microbial ecology, 183 MSTM 4026. Teaching applied mathematics, 178 180 MSTC 4052. Plant biology, 183 MSTM 4031. Number theory, 179 MSTM 6500-MSTM 6501. Research seminar in MSTC 4054. Human anatomy and physiology, 183 MSTM 4032. Mathematical models in the behavioral mathematics education, 180 MSTC 4055. Concepts in biology, 183 sciences, 179 MSTM 6901. Research and independent study in MSTC 4056-MSTC 4057. Concepts in earth science MSTM 4034. Exploring secondary school mathe- mathematics education, 180 I & II, 183 matics, 179 MSTM 7500. Dissertation seminar in mathematics MSTC 4059. Concepts in chemistry I, 183 MSTM 4038. Finite mathematics, 179 education, 180 MSTC 4060. Concepts in chemistry II, 183 MSTM 4760. Student teaching in mathematics, 179 MSTM 8900. Dissertation advisement in mathematics MSTC 4075. Concepts in physics I, 183 MSTM 4901. Guided study in mathematics education, education, 180 MSTC 4076. Concepts in physics II, 183 180 MSTM 9900. Research and independent study in MSTC 4140. Laboratory methods and experiences MSTM 5010. Mathematics in the elementary school, mathematics education, 180 for elementary school teachers, 183 178, 179 MSTU 4000. Core seminar in communication, MSTC 4151. Modern principles of evolution, 183 MSTM 5011. Mathematics in the secondary school, computing and technology, 170, 173 MSTC 4152. Modern concepts in genetics, 183 178, 179 MSTU 4001. Technology and school change, 170, MSTC 4153. Invertebrate biology, 183 171, 173 294 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

MSTU 4005. Equity, ethical and social issues in educa- MSTU 5191-MSTU 5192. Educational video produc- ORLA 4025. Resource allocation for student achieve- tional technology, 170, 171, 173 tion I and II, 127, 135, 174 ment, 162, 195, 199 MSTU 4008. Information technology and education, MSTU 5194. Models of human-computer interaction, ORLA 4030. Ethical issues in educational leadership, 135, 173 135, 174 199 MSTU 4010. Theories of communication, 173 MSTU 5201. Fieldwork, 174 ORLA 4033. Ethical and legal issues in education MSTU 4012. Film as art: Introductory, 173 MSTU 5510. Topical seminar, 174 leadership, 195, 199 MSTU 4016. The history of communication, 170-173 MSTU 5515. New media teaching and learning, 175 ORLA 4042. The role of the state in education MSTU 4018. Design and communication in modern MSTU 5555. Technology and the emergence of a governance, policy and practice, 199 culture, 173 global curriculum, 175 ORLA 4044. Transforming schools and transforming MSTU 4020. Social and communicative aspects of MSTU 5606-5607. Reading in communications education, 199 the internet, 170, 171, 173, 189 171, 172, 175 ORLA 4045. Restructuring schools in urban MSTU 4022. Telecommunications and distance MSTU 5814. Work conference, 175 environments, 199 learning, 173, 189 MSTU 6031. Multimedia educational projects, 175 ORLA 4046. School finance: Policy and practice, 199, MSTU 4023. Cinema as cross-cultural communica- MSTU 6201-MSTU 6204. Advanced fieldwork, 175 220 tion, 173 MSTU 6401-MSTU 6404. Internship, 175 ORLA 4047. Political policy analysis in education, 199 MSTU 4024. TV and the development of youth, 173 MSTU 6532. Seminar in cognitive science, 175 ORLA 4048. Education policy analysis and implemen- MSTU 4028. Technology and culture, 173 MSTU 6600. Colloquium in Communication, tation, 200, 220 MSTU 4029. Managing educational technology Computing and Technology in Education, 175 ORLA 4049. Creating learning communities, 189, 200 resources, 170-173 MSTU 6901-MSTU 6904. Research and independ- ORLA 4050. Economics of education, 200 MSTU 4030. Computer applications in education, ent study in Communication, Computing and ORLA 4058. Privatization and choice in education, 173, 208 Technology in Education, 175 200 MSTU 4031-4032. Programming I, 131-133, 170-173 MSTU 7501-MSTU 7503. Dissertation seminar, 175 ORLA 4060. Designing charter schools, 200 MSTU 4035. The computer as an instructional aid, MSTU 8900. Dissertation advisement, 175 ORLA 4070. The analysis of private schools, 200 173 ORLA 4071. The leadership of private schools and MSTU 4036. Hypermedia and education, 131, 173 O non-profit organizations, 200 MSTU 4037. Computers and the uses of information ORL 4003. Crisis intervention, 209 ORLA 4086. Law and educational institutions: in education, 173 ORL 4011. Personnel management in healthcare, 209, Issues of authority, religion, free speech and MSTU 4039. Video games in education, 173 210 safety, 200, 222 MSTU 4049. Technologies and literacies, 90, 173 ORL 4014. Legal issues in healthcare organizations, ORLA 4155. Privatization and school choice, 200, 220 MSTU 4050. Online schools and online 209, 210 ORLA 4874. Strategic marketing for academic institu- schooling K-12, 170, 171, 174 ORL 4054. Leadership and management in healthcare tions, 200 MSTU 4052. Computers, problem solving and organizations, 209, 210 ORLA 4876. School finance: Resource allocation for cooperative learning, 174 ORL 5362. Group dynamics: A systems perspective, nonprofit organizations, 200 MSTU 4080. Television and video applications in 100, 101, 133, 189, 214-216 ORLA 4900. Research and independent study in edu- education, 135, 174 ORL 5521. Introduction to research methods in cational leadership, 200 MSTU 4083. Instructional design of educational tech- education, 187, 189, 204, 205, 208 ORLA 5012. Community politics, community policies nology, 131-133, 135, 170-172, 174, 189 ORL 5522. Evaluation methods I, 131-133, 139, 140, and administrators, 200 MSTU 4085. New technologies for learning, 135, 174 187 ORLA 5016. Law and educational institutions: MSTU 4086. Text understanding and design, 131-133, ORL 5523. Evaluation methods II - seminar, 139, 140, Equity issues, 200, 220, 222 174 187 ORLA 5017. Groups and interpersonal behavior, 200, MSTU 4133-MSTU 4134. Cognition and computers, ORL 5524. Instrument design and validation- 208 131-134, 170, 171, 174 seminar, 187 ORLA 5018. Understanding authority and exercising MSTU 4901-MSTU 4904. Research and indepen- ORL 5551. Ethics for healthcare professionals, 209, leadership, 200 dent study, 174 210 ORLA 5020. Information systems for decision MSTU 5000. Possibilites of virtual worlds, 174 ORL 6010. Work/family issues, 215-217 making in learning organizations, 162, 201 MSTU 5001. Assessing the impact of technology in ORL 6011. Advanced system management, 209, 210 ORLA 5025. Ecology of data-driven leadership, 189, our schools, 171, 174 ORL 6500. Qualitative research methods in organiza- 195, 201 MSTU 5005. Case-based teaching in electronic tions: Design and data collection, 172, 187, 189, ORLA 5029. Supervision of teaching and learning, environments, 174 209, 215 195, 201 MSTU 5020. Computer mediated communication, ORL 6501. Qualitative research methods in organiza- ORLA 5052. Program leadership, 201 174 tions: Data analysis and reporting, 172, 187, 189, ORLA 5055. School administration and cultural MSTU 5025. Researching technology in educational 215 diversity, 201 environments, 171, 174 ORL 6518. Methods of case study and analysis, 187 ORLA 5086. Judicial remedies and educational MSTU 5030. Intelligent computer-assisted instruction, ORLA 4001. Introduction to school leadership and reform, 201 135, 174 decision making, 195, 199 ORLA 5096. Introduction to special education law, MSTU 5031. Programming II, 170-172, 174 ORLA 4010. Introduction to organization and 201, 222 MSTU 5035. Technology and metacognition, 174 change theory in education, 143, 199, 208 ORLA 5515. Master’s seminar in leadership, policy and politics, 201 Teachers College Columbia University 2008-2009 295 ORLA 5530. Leadership and action research ORLD 4828. Imagination, authenticity and individua- ORLF 5642. Colloquium in political economy and practicum, 195, 201 tion in transformative learning, 189, 191 education, 212 ORLA 5531. Leadership and action research ORLD 4844. Helping adults learn, 191, 209 ORLF 6540. Seminar in politics of education, 212 practicum, 201 ORLD 4850. Discussion as a way of teaching, 189, 191 ORLF 6900. Research and independent study, 212 ORLA 5532. Program development: Teaching, ORLD 4900. Research and independent study in ORLF 6940. Studies in politics and education, 212 learning and assessment 195, 201 adult education, 192 ORLF 7503. Dissertation seminar, 212 ORLA 5541. Federal politics, federal policies ORLD 5053. Developing and managing adult ORLF 8900. Dissertation seminar, 212 and administrators, 189, 201 learning programs, 189, 192 ORLH 4010. Purposes and policies of higher educa- ORLA 5587. Klingenstein seminar for independent ORLD 5054. Strategy development as a learning tion, 204, 205 school educators, 201 process in organizations, 189, 192 ORLH 4011. Curriculum and instruction, 204, 205 ORLA 5689. Klingenstein colloquium: Visiting ORLD 5055. Staff development and training, 189, ORLH 4012. The community college, 204, 205, 220 fellows, 201 192, 209, 216 ORLH 4020. College and university organization and ORLA 5830. The Klingenstein Summer Institute, 201 ORLD 5056. Adult education social action, 192 administration, 204, 205 ORLA 5880. School Law Institute, 202, 222 ORLD 5057. Adult learning and education: ORLH 4022. College personnel policies and practices, ORLA 6018. Staff personnel administration, 202 Theory and practice, 189, 192 206 ORLA 6019. Labor management relations in ORLD 5061. The learning organization, 189, 192, 216 ORLH 4025. Higher education policy, 204-206 education, 202 ORLD 5062. Human resource development in ORLH 4030. The economics of postsecondary educa- ORLA 6020. The pro-seminar in school leadership, organizations, 189, 192 tion, 206 195, 202 ORLD 5065. The learning society, 192 ORLH 4031. Financial administration of higher educa- ORLA 6030. Sociology of formal organizations, 202 ORLD 5550. Research on organizational learning, 189, tion institutions, 162, 204-206 ORLA 6460. Internship in school leadership, 195, 202 192 ORLH 4040. The American college student, 204, 206 ORLA 6461. Internship in public school district ORLD 5815. Critical theory and adult learning, 189, ORLH 4041. Student personnel administration: leadership, 202 192 Organization, functions and issues, 204, 206 ORLA 6540. Topics in urban education policy, 202 ORLD 5819. Workplace Learning Institute, 189, 192 ORLH 4042. Student personnel administration: ORLA 6542. Social and political history of American ORLD 5900. Research in adult education, 192 Programs and services, 204, 206 education reform, 202 ORLD 6550-ORLD 6551. Advanced seminar in ORLH 4043. Developmental academic advisement ORLA 6552. Behavioral analysis of leadership, 202 adult education, 192 programs in colleges and universities, 206 ORLA 6560. Advancement to doctoral candidacy ORLD 6557-ORLD 6558. Research practices in ORLH 4500. Special topics in higher education, seminar, 202 adult education, 192 204-206 ORLA 6611. Colloquium in organizational behavior, ORLD 6800. Workshop in adult education, 191 ORLH 4800. Workshop in higher education, 206 202 ORLD 6900. Research and independent study in ORLH 4820. Cultural diversity training in higher ORLA 6621. Colloquium: Management science, 202 adult education, 192 education settings, 206 ORLA 6631. Colloquium: Institutional analysis, 202 ORLD 6902. Proseminar in adult education, 191 ORLH 4830. Transforming the curriculum: Theory ORLA 6641. Colloquium: Policy analysis and action, ORLD 6903. Qualitative research, 191 and practice, 206 202 ORLD 6906. Program development, 191 ORLH 4845. Diversity: Implications for recruitment ORLA 6900. Research and independent study in edu- ORLD 6908. Adult education/learning: Theory and retention, 206 cational leadership, 202 and practice, 191 ORLH 4900. Research and independent study in ORLA 7500. Dissertation seminar in educational lead- ORLD 6914. Learning communities I, 191 higher education, 207 ership, 202 ORLD 6915. Learning communities II, 191 ORLH 5011. College teaching and learning, 204-206 ORLA 7501-ORLA 7503. Research seminar, 202 ORLD 6916. Learning communities III, 191 ORLH 5021. Patterns of organization and manage- ORLA 7573. Advanced seminar, 203 ORLD 6918. Advanced research, 191 ment, 205, 206 ORLA 8900. Dissertation advisement in ORLD 7500. Dissertation seminar adult education, ORLH 5044. Theories of diversity in higher educa- educational leadership, 203 189, 192 tion, 204-206 ORLD 4050. Introduction to adult and continuing ORLD 7900. Directed dissertation research, 189, 192 ORLH 5241-ORLH 5242. Observation and super- education, 189, 191 ORLD 8900. Dissertation advisement in adult vised fieldwork in higher and postsecondary educa- ORLD 4051. How adults learn, 189, 191, 204, 208, education, 192 tion, 206 209, 216 ORLF 4040. American politics and education, 212 ORLH 5522. Contemporary student issues and poli- ORLD 4052. Program development: Assessing ORLF 4042. Comparative politics and education, 212 cies, 204-206 learning needs and evaluating outcomes, 189, 191 ORLF 4043. Political thought and education, 212 ORLH 5524. An analysis of student cultures, 206 ORLD 4053. Facilitating adult learning, 189, 191, 209 ORLF 5042. Urban politics and education, 212 ORLH 5525. College student development theories I, ORLD 4054. Adult literacy: Critiquing theory and ORLF 5044. Modern political theory and 189, 204, 206 practice, 191 education, 212 ORLH 5526. The literature of higher education, 205, ORLD 4500. Special topics in adult education, 191 ORLF 5045. Race, ethnicity and U.S. educational 207 ORLD 4800. Workshop in higher and adult policy, 212 ORLH 5527. The college professoriate, 204, 205, 207 education, 189, 191 ORLF 5046. Education and politics in Western ORLH 5533. Faculty evaluation and development ORLD 4815. Developing critical thinkers, 189, 191 thought, 212 programming, 139, 207 ORLD 4827. Fostering transformative learning, 187, ORLF 5640. Colloquium on the politics of education, ORLH 5534. Financial decision making in education, 189, 191 212 207

296 www.tc.columbia.edu General Information: (212) 678-3000 COURSEINDEXINDEX

ORLH 5536. College classroom assessment, 207 ORLJ 5047. Development of the multicultural self, ORLN 5908. Independent study in professional ORLH 5537. College classroom assessment research, 214, 215, 217 nursing, 210 207 ORLJ 5106. Psychological aspects of organizations, ORLN 5910. Independent study in nursing adminis- ORLH 5900. Research in higher education, 207 133, 137, 189, 217 tration, 211 ORLH 6511. Coordinating seminar in higher educa- ORLJ 5147. Conflict resolution in early childhood ORLN 6014. Managing the socially responsible organi- tion, 205, 207 settings, 217 zation, 209, 211 ORLH 6520-ORLH 6521. Advanced seminar in the ORLJ 5148. Managing conflicts in organizations, ORLN 6212. Advanced study in nursing administra- community college, 204, 207 189, 214, 217 tion, 211 ORLH 6550-ORLH 6551. Advanced seminar in ORLJ 5310. Practicum: Preparation for coaching, ORLN 6501. Seminar in professional nursing, 209, 210 higher education, 204, 205, 207 189, 214, 216, 217 ORLN 6511. Innovations in nursing management, ORLH 6552. Advanced seminar in theories of intel- ORLJ 5340. Basic practicum in conflict resolution, 209, 211 lectual and ethical development for college stu- 189, 191, 195, 214, 216, 218, 219 ORLN 6514. Marketing nursing programs and dents, 207 ORLJ 5540-ORLJ 5541. Proseminar in social and services, 209, 211 ORLH 6556. Educational leadership: Research, art organizational psychology, 101, 133, 137, 215, 218 ORLN 6522. Policy formation and governance in and practice, 204, 205, 207 ORLJ 6040. Fundamentals of cooperation, conflict healthcare, 209, 211 ORLH 6557-ORLH 6558. Research practices in resolution, and mediation in different ORLN 6540. Dissertation design development, 209, higher education, 207 institutional contexts, 189, 215, 218, 219 210 ORLH 6900. Research and independent study in ORLJ 6045. Demography in organizations, 215, 218 ORLN 6541. Advanced dissertation design develop- higher education, 205, 207 ORLJ 6048. Teaching to cultural and cognitive ment, 209, 210 ORLH 7500. Dissertation seminar higher education, complexities, 214, 218 ORLN 6615. Colloquium in nursing administration, 207 ORLJ 6244. Fieldwork in organizational consulting, 209, 211 ORLH 7900. Directed dissertation research, 207 216, 218 ORLN 6635. Colloquium in nursing education, ORLH 8900. Dissertation advisement in higher educa- ORLJ 6340-6342, 6344-6349. Research workgroup 209, 211 tion, 207 in social-organizational psychology, 216, 218 ORLN 6908. Independent study in professional ORLH 9900. Research and independent study in ORLJ 6343. Practicum in change and consultation in nursing, 210 higher education, 207 organizations, 214, 215, 218 ORLN 6910. Independent study in nursing adminis- ORLJ 4002. Functions of organizations, 189, 208, 214, ORLJ 6350. Advanced practicum in conflict resolu- tration, 211 215, 217 tion, 189, 214, 216, 218, 219 ORLN 6930. Independent study in nursing ORLJ 4005. Organizational psychology, 131, 189, 208, ORLJ 6351. Multi-level theory in organizations, 215 education, 211 214, 217 ORLJ 6640. Social-organizational psychology ORLN 6940. Independent study in nursing research, ORLJ 4009. Understanding behavioral research, 12, colloquium, 216, 218 210 45, 77, 187, 189, 214, 217 ORLJ 6901. Advanced research and independent ORLN 7500. Dissertation seminar in nursing, 209, 210 ORLJ 4901. Research and independent study in social- study in social-organizational psychology, 218 ORLN 7900. Directed dissertation research, 209, 210 organizational psychology, 218 ORLJ 7501. Dissertation seminar, 216, 218 ORLN 8900. Dissertation advisement in nursing, 210 ORLJ 5002. Advanced functions of organizations, 217 ORLJ 8900. Dissertation advisement in ORLJ 5003. Human resource management, 189, 214, social-organizational psychology, 216, 218 217 ORLN 4001. Contemporary issues in nursing, 210 ORLJ 5005. Leadership and supervision, 189, 214, ORLN 4004. Historical trends in nursing, 210 215, 217 ORLN 4005. Theories of nursing, 209, 210 ORLJ 5012. Organizational internship, 214, 217, 219 ORLN 4013. Fiscal management of the healthcare ORLJ 5014, 5016, 5020. Special topics in organization, 209, 210 organizational psychology, 217 ORLN 4050. Health problems and issues in society, ORLJ 5017. Small group intervention: Theory 209, 210 and method, 133, 137, 189, 215, 217 ORLN 5000. Nursing science, 209, 210 ORLJ 5018. Using survey research in ORLN 5005. Interdisciplinary theory in nursing, 209, organizational consulting, 187, 214, 215, 217 210 ORLJ 5019. Data-based consulting in organiza- ORLN 5010. Administration of a nursing organization, tional change, 214, 215, 217 209, 211 ORLJ 5020. Special topics in organizational psycho- ORLN 5011. Designing, planning, and monitoring logy, 214 healthcare systems, 209, 211 ORLJ 5040-ORLJ 5041. Research methods in ORLN 5013. Informatics in nursing, 209, 211 social psychology, 101, 215, 217 ORLN 5040. Methods in nursing research, 209, 210 ORLJ 5045. Organizational dynamics and theory, 189, ORLN 5043. Nursing research development, 209, 210 214, 215, 217 ORLN 5212. Fieldwork in executive nursing manage- ORLJ 5046. Intercultural communications in organiza- ment, 211 tional contexts: Theories, issues and practices, ORLN 5230. Fieldwork in nursing education, 209, 211 214, 215, 217 ORLN 5530. Seminar: Clinical teaching and evalua- tion, 209, 211

Teachers College Columbia University 2008-2009 297 Faculty Index A H P Abeles, Harold F., 9, 10, 25 27, 29, 229, 251 Hamre, Britt, 80, 91, 92, 234 Pallas, Aaron, 129, 144, 145, 221, 238 Allegrante, John P., 97, 98, 104, 106, 107, 229, 251 Han, ZhaoHong, 9, 13, 46, 234 Perin, Dolores, 98, 99, 102, 103, 238 Allsup, Randall, 10, 27, 229 Hansen, David T., 9, 29, 234 Perry, Elissa L., 185, 217, 218, 238 Anderson, Gregory, M., 185, 205-207, 229 Harrington, Charles C., 148, 150, 151, 159, 162, 234 Peverly, Stephen T., 98, 100, 102, 103, 134, 135, 238 Anderson, O. Roger, 165, 166, 180, 182-184, 229 Hatch, Thomas, 80, 83, 90, 234, 254 Pogonowski, Lenore, 9, 10, 27, 28, 238, 252 Hawkins, Barbara, 46, 234 Purpura, James E., 9, 13, 14, 43, 46, 238 B Henig, Jeffrey R., 185, 211, 221, 234 Bailey, Thomas R., 148, 161, 162, 229, 252-254 Hettleman, Phillip, 185 Q Bajaj, Monisha, 148, 157-160, 229 Heubert, Jay P., 185, 197, 199, 200, 202, 222, Quinn, Molly, 80, 91, 92, 238 Baldacchino, John, 9, 16-18, 229 234, 254 Baldwin, William J., 185, 222, 229, 279 Hickson, Linda, 98, 115, 122, 124-126, 235, 251 Bartlett, Lesley, 148, 156-160, 229 R Hill, Jill, 65 Basch, Charles E., 98, 106, 107, 229 Raskin, Patricia M., 185, 217, 218, 239 Hruska, Barbara, 10, 46, 235 Beebe, Leslie M., 9, 11-14, 230 Ready, Douglas, 186, 221, 239 Hubard, Olga, 10, 17, 18, 235 Bejoian, Lynne, 80, 90, 92, 230 Rebell, Michael, 185, 201, 202, 222, 239, 254 Huerta, Luis A., 186, 196, 200-202, 221, 235 Black, John B., 129, 130, 133, 134, 166, 173-175, Recchia, Susan L., 80, 84, 90, 92-94, 222, 239, 255 230, 253 Richards, Craig E., 185, 199, 201, 202, 239 Block, Caryn J., 185, 217, 218, 230 J Riehl, Carolyn, 186, 193, 197, 239 Bonanno, George A., 65, 67-69, 230 James, Thomas, 4, 235, 243 Rigolosi, Elaine L., 185, 208, 210, 239 Bond, George Clement, 147, 148, 150, 151, 156, Jeffri, Joan 9, 20, 21, 254 Rivera-Batiz, Francisco L., 148, 156-158, 160-162, 158, 230, 252 221, 239 Borland, James H., 80, 88, 90, 93-95, 230 K Brassard, Marla R., 98, 102, 103, 230 Rivet, Ann, 166, 182, 239, 255 Brockner, Joel, 185 Kagan, Sharon Lynn, 80, 92-94, 144, 221, 222, Roberson, Loriann, 185, 218, 239 Broderick, Alicia, 80, 91, 92, 94, 230 235, 254 Robinson, Janice S., 186, 239, 260 Brooks-Gunn, Jeanne, 129, 135, 136, 138, 222, Kane, Pearl Rock, 185, 195, 197, 198-202, 235, 255 Rosen, Russell, 98, 123, 124, 126, 127, 239 230, 254 Karp, Alexander P., 166, 175, 179, 180, 235 Ross, Denise, 123 Broughton, John M., 9, 31, 230 Keller, Richard, 65, 98, 122, 235 Burke, W. Warner, 185, 213, 217, 218, 230 Kinzer, Charles, 166, 167, 173, 174, 235 S Burton, Judith M., 9, 14, 16-18, 231, 251 Kleifgen, Jo Anne, 148, 153, 156, 157-160, 166, 173, Saigh, Philip, 98, 102, 103, 240 C 222, 235 Saxman, John, 49, 58, 61-63, 240 Knefelkamp, L. Lee, 185, 217, 218, 235 Schoonmaker, Frances, 80, 90-92, 94, 240 Calkins, Lucy McCormick, 80, 89, 91-95, 231, Knight, Michelle G., 80, 83, 90-94, 222, 236 Shaw, Mikki, 10, 240 236, 255 Kretschmer, Robert E., 98, 103, 115, 123-126, 236 Sheinfeld Gorin Sherri, 98, 240 Carter, Robert T., 65, 74, 231 Kuhn, Deanna, 129, 134, 138, 236 Siegel, Marjorie, 80, 91-95, 240 Chatterji, Madhabi, 185, 231 Silverman, Stephen J., 49-51, 55, 56, 240 Cherow-O’Leary, Renee, 10, 231 L Smith, Laura, 65, 74, 240 Coleman, Peter T., 185, 216, 218, 231, 253 Sobol, Thomas, 80, 93, 185, 202, 222, 254 Comitas, Lambros, 148, 150, 151, 157, 231, 253 Lau, Michael, 65 Steiner-Khamsi, Gita, 148, 156, 158-160, 221, 240 Constantine, Madonna G., 65, 231 Laverty, Megan, 9, 236 Contento, Isobel, 98, 110, 112, 113, 231 Lee, Young-Sun, 129, 141, 236 Sue, Derald Wing, 65, 74, 240 Corter, James E., 129, 139, 141, 231 Leichter, Hope, 148, 154, 156, 157, 159, 160, Sullivan, Graeme L., 9, 16, 17, 222, 240 Cortina, Regina, 148, 157, 158, 160, 232 222, 236, 255 Cristillo, Louis, 148, 232 Lesko, Nancy, 80, 90-92, 236 T Crocco, Margaret Smith, 9, 32, 33, 35, 36, 232 Levin, Henry M., 148, 156-159, 161, 162, 185, 200, Taylor, Robert P., 166, 173-175, 240 Cummins, Peg, 98, 115, 122-126, 232 236, 252, 254 Torres-Guzman, Maria Emilia, 148, 153, 154, Custodero, Lori A., 9, 23, 26, 27, 232 Levy, Erika, 50, 58, 62, 236 157, 241 Lin, Xiaodong, 166, 174, 175, 236 Tsang, Mun C., 148, 156, 158-162, 241, 252 D Luthar, Suniya S., 65, 67, 68, 129, 138, 236 Tversky, Barbara G., 129, 134, 141, 241 De Meersman, Ronald E., 49, 53, 54, 113, 232 De Carlo, Lawrence T., 129, 139-141, 232 M V Dougherty, Kevin J., 185, 203, 205-207, 232 Drago-Severson, Eleanor, 185, 199, 200, 232 Marri, Anand, 10, 36, 236 Varenne, Hervé, 148, 150, 151, 156-159, 162, Dubin, Steven, 9, 20, 21, 232 Marsick, Victoria J., 185, 187, 188, 192, 222, 236, 166, 173, 222, 241 251, 253 Vasudevan, Lalitha, 166, 173, 241 E McClintock, Robert O., 23, 166, 173, 175, 237 Verdeli, Helena, 65, 68, 241 Embree, Catherine, 232 Meier, Ellen, 166, 169, 237, 251 Vinz, Ruth, 9, 37, 241, 252 Emdin, Christopher, 166, 182, 233 Midlarsky, Elizabeth, 65, 67-69, 76, 237 Vogeli, Bruce R., 166, 175, 178-180, 241 Miller, Janet L., 9, 237 F Miller, Lisa, 65, 68, 69, 237 W Mithaug, Dennis E., 98, 115, 124-126, 237 Farber, Barry A., 65, 66, 68, 69, 233 Waite, Cally L., 9, 22, 23, 241 Miville, Marie, 65, 70, 74, 237 Froud, Karen, 50, 53, 58, 62, 233 Walker, Erica, 166, 178-180, 241 Monroe, Jane A., 129, 141, 237 Wallace, Barbara C., 98, 106, 107, 222, 241 Moore, Felicia, 166, 182, 183, 237 G Wang, Ye, 98, 126, 241 Garber, Carol, 49, 50, 233 Wells, Amy Stuart, 129, 142, 144, 145, 242 García, Ofelia, 148, 151, 153, 154, 156-158, 233 N Westaby, James D., 186, 217, 218, 242 Gaudelli, William, 9, 35, 233 Naraian, Srikala, 80, 90, 92, 237 Williams, Joanna P., 129, 134, 242 Genishi, Celia, 79, 80, 84, 90, 91, 93, 94, 222, 233 Natriello, Gary, 129, 144, 237 Wolf, Randi L., 98, 112, 113, 242, 251 Gentile, Antoinette M., 233 Neumann, Anna, 185, 205-207, 238 Gephart, Martha A., 186, 192, 233, 253 Noumair, Debra A., 185, 217, 218, 238 Ginsburg, Herbert P., 129, 134, 138, 166, 233 Y Goodwin, A. Lin, 80, 90, 94, 233, 255 O Yorks, Lyle, 186, 187, 190, 192, 242, 251 Gordon, Andrew, 49-51, 53, 54, 234 Gordon, Peter, 49, 57, 129, 134, 138, 234 O’Connell, Kathleen A., 98, 107-109, 238 Z O’Malley, Honor, 49, 61-63, 238 Greer, R. Douglas, 98, 115, 122, 124-126, 234 Zumhagen, Patricia, 10, 242 Oyler, Celia, 80, 87, 88, 91, 92, 238 Gushue, George, 65, 74, 234 Zumwalt, Karen Kepler, 80, 83, 90-92, 94, 242 298 www.tc.columbia.edu General Information: (212) 678-3000

GeneralFACULTY INDEXIndexINDEX A Reading and Writing Project, Teachers E Academic Calendar, 6, 7 College, 254 Early Childhood Education, 84, 221 Administration of Special Education, 115 Research Center for Arts and Culture, 254 Early Childhood Special Education, 87 Admission Application Information Restructuring Education, Schools and Teaching Economics and Education, 160 and Deadlines, 245 (NCREST), National Center for, 254 Education Leadership, 193, 198 Adult Education Guided Intensive Rita Gold Early Childhood Center, 255 Education Policy Studies, 219 Study (AEGIS), 190 School Law Institute, 250 Email Accounts, 258 Adult Learning and Leadership, 188 American Sign Language as a Speech and Hearing Center, Elementary Inclusive Education, 87 Foreign Language, 126 Edward D. Mysak, 252 Elementary Inclusive Education and Teaching Anthropology and Education, 148 Study of the Family as Educator, Elbenwood Students with Disabilities, 88 Applied Anthropology, 148 Center for the, 255 English, Teaching of, 37 Applied Behavior Analysis, 115 Study of Privatization in Education, National Applied Educational Psychology, 99 Center for (NCSPE), 254 F Applied Linguistics, 11 Technology and School Change, Center for, 251 Faculty, 229 Applied Physiology, 50 Family and Community Education, 221 Applied Physiology and Nutrition, 113 Urban and Minority Education, Family Housing, 249 Applied Statistics, 139 Institute for, 253 Applying to Teachers College, 245 Urban Science Education Center, 255 Financial Aid, 269 Art and Art Education, 14 Certification of Part-Time/Full-Time Arts Administration, 20 Attendance, 266 G B Change in Registration and Withdrawal, 266 Grades, 276 Graduate Writing Center, 261 Bilingual/Bicultural Education, 151 Clinical Psychology, 66 Blindness and Visual Impairment, 115 Cognitive Studies in Education, 130 Guidance and Rehabilitation, 115 Gifted Education, 88 Columbia University Library System, 256 C Communication, 167 H Career Services, 261 Community Nutrition Education, 110 Health Education, 104 Centers and Institutes: Comparative and International Education, 155 Health Services and Insurance, 261 Accelerated Schools Center, 251 Computing in Education, 167 Adult Education, Center for, 251 Hearing Impairment (see Deaf and Computing and Information Services (CIS), 258 African Education, Center for, 252 Hard of Hearing) Conflict Resolution, 219 Arts Education Research, Center for, 251 HEGIS Codes, 280 Continuing Education (see Center for Benefit Cost Studies in Education, Center for, Higher and Postsecondary Education, 203 252 Educational Outreach and Innovation) History and Education, 22 Children and Families, National Center for, 253 Counseling Psychology, 70 Housing, 248 Chinese Education, Center on, 252 Cross-Categorical Studies, 115 Community College Research Center, 252 Curriculum and Teaching, 83 Cooperation and Conflict Resolution, I Curriculum and Teaching in International Center for, 219, 253 Immunization, 261 Physical Education, 50, 55 Creative Arts Laboratory, 252 Inquiry in Education Leadership Practice, 195 Education and the Economy, Institute on, 253 Instructional Practice in Special Education, 115 Educational and Psychological D Instructional Technology and Media, 167 Services, Dean Hope Center for, 251 Deaf and Hard of Hearing, 115 Intellectual Disabilities/Autism, 115 Educational Outreach and Innovation, Degree Requirements, 263 Interdisciplinary Studies in Education, 222 Center for, 219, 251 Health Promotion, Center for, 251 Department of: International Educational Development, 155 Hollingworth Center, 252 Arts and Humanities, 9 Inter-University Doctoral Consortium, 275 J.M. Huber Institute for Learning in Biobehavioral Sciences, 49 International Services, 261 Organizations, 253 Counseling and Clinical Psychology, 65 International Students, 246 International Studies, Institute of, 253 International and Comparative Education, 154 Klingenstein Center for Independent School Curriculum and Teaching, 79 Health and Behavior Studies, 97 Leadership, 255 K Learning Technologies, Institute for, 253 Human Development, 129 Kinesiology, 51 Opportunities and Outcomes for People with International and Transcultural Studies, 147 Disabilities, Center for, 251 Mathematics, Science and Technology, 165 Peace Education Center, 254 L Postsecondary Research, National Center for Organization and Leadership, 185 Law and Educational Institutions, 222 (NCPR), 254 Developmental Psychology, 135 Leadership, Policy and Politics, 221 Professional Development Schools Disability Services (see Office of Access and Library, 255 Partnership, 255 Services for Individuals with Disabilities) Professional Education of Teachers, Literacy Specialist, 89 Center for, 252 Diversity and Community, Office of, 260 Loans, 271

Teachers College Columbia University 2008-2009 299 M S Mathematics Education, 175 Safety and Security, 262 Measurement, Evaluation and Statistics, 139 Scholarships, Fellowships and Grants, 269 Motor Learning and Control, 50 School Law Institute, 199 Movement Science and Education, 50 School Psychology, 100 Music and Music Education, 23 Science Education, 180 N Severe or Multiple Disabilities, 115 Social Studies, Teaching of, 32 Neuroscience and Education, 57 New York State and New York City Certification Social-Organizational Psychology, 213 of Teachers and Administrators, 256 Sociology and Education, 142 Nondiscriminatory Statement of Policy, 279 Spanish, Teaching of, 48 Nurse Executive, 208 Special Education: Nursing Education, 108 Administration of Special Education, 115 Nutrition Education, 110 Applied Behavior Analysis, 115 Nutrition and Public Health, 110 Blindness and Visual Impairment, 115 Cross-Categorical Studies, 115 O Deaf and Hard of Hearing, 115 Office of Access and Services for Individuals Guidance and Rehabilitation, 115 with Disabilities, 247 Instructional Practice in Special Education, 115 Other Areas of Interest, 219 Intellectual Disabilities/Autism, 115 P Physical Disabilities, 115 Payment Options, 267 Research in Special Education, 115 Peace Corps Fellows Program, 269 Severe or Multiple Disabilities, 115 Philosophy and Education, 29 Supervision of Special Education, 115 Physical Disabilities, 115 Speech and Language Pathology, 58 Physical Education, 51, 56 Student Aid, 268 Policy Studies, 221 Student Conduct Code, 279 Politics and Education, 211, 221 Student Senate, 261 Postdoctoral Studies, 265 Student Services, 260 Private School Leadership, 195 Student Teaching, 257 Program Codes, 224 Supervision of Special Education, 115 Psychological Counseling, 74 Psychology: Applied Educational Psychology, 99 T Clinical Psychology, 66 Teacher Education, 256 Counseling Psychology, 70 Teacher Opportunity Corps, 257 Developmental Psychology, 136 Teachers College Press, 256 Educational Psychology Teaching of American Sign Language (ASL), 126 (see Cognitive Studies in Education) Teaching of English to Speakers of Other Languages Psychological Counseling, 74 (TESOL), 43, 48 Psychology-Developmental, 135 Technology Specialist, 167 Psychology in Education, 76 Touchtone Services, 266 School Psychology, 100 Social-Organizational Psychology, 213 Transfer Credit, 246 Public School Leadership, 194 Tuition and Fees, 267 Public School Summer Principals Academy, 194 U R Urban Education, 222 Reading Specialist, 99 Recreation and Fitness, 261 V Registration Procedures, 266 Visiting Scholars, 275 Religion and Education, 32 Research Fellowships, 269 Research in Special Education, 115 W Residential Services, 248 Withdrawal from Classes, 266

300 www.tc.columbia.edu General Information: (212) 678-3000 INDEX Columbia University: The Morningside Campus & Environs

47 Claremont

Health Services at Columbia

Intercultural Resource Center

Teachers College Columbia University 2008-2009 301 The Morningside Heights Area of New York City

302 www.tc.columbia.edu General Information: (212) 678-3000 Contact Information & Travel DirectionsFACULTY

Post Office Address: Housing (On-campus) HOW TO GET TO Teachers College Office of Residential Services TEACHERS COLLEGE Columbia University Tel: (212) 678-3235 525 West 120th Street Fax: (212) 678-3222 By Bus: Four bus routes New York, NY 10027 Email: [email protected] include stops at West 120th Telephone: (212) 678-3000 www.tc.edu/housing Street: M4, M5, M11, M104 Fax: (212) 678-4048 www.tc.columbia.edu International Services By Subway: Take the 1 local Office of International Services subway to the 116th Street Access Services Tel: (212) 678-3939 Station; walk north on Broadway Office of Access and Services for Fax: (212) 678-3681 to West 120th Street. Teachers Individuals with Disabilities Email: [email protected] College is on the north side of Tel/Voice: (212) 678-3689 www.tc.edu/international West 120th Street, between TTY: (212) 678-3853 Broadway and Amsterdam Fax: (212) 678-3793 Payment of Fees Avenue. Email: [email protected] Office of Student Accounts www.tc.edu/oasid Tel: (212) 678-3056 By Car: The Henry Hudson Fax: (212) 678-4139 Parkway (West Side Highway) is Admission Email: [email protected] convenient to Teachers College. Office of Admission www.tc.edu/studentaccounts The highway can be reached Tel: (212) 678-3710 from most of the main routes Fax: (212) 678-4171 Registration entering New York City. Whether Email: [email protected] Office of the Registrar driving north or south, leave the www.tc.edu/admissions Tel: (212) 678-4050 West Side Highway at the 96th Fax: (212) 678-3005 Street exit; at the first traffic Career Services Email: [email protected] light turn left (north) onto Career Services Center www.tc.edu/registrar Riverside Drive; at 120th Street Tel: (212) 678-3140 turn right and go two blocks east Fax: (212) 678-3107 Safety and Security to the College. Email: [email protected] Office of Campus Safety www.tc.edu/careerservices & Security Parking: The following garages Tel: (212) 678-3098 in the area will accept outside Doctoral Studies Fax: (212) 678-3222 cars if you phone in advance. Office of Doctoral Studies Email: [email protected] Tel: (212) 678-4058 www.tc.edu/security E & B Operating Corp. Fax: (212) 678-3005 137 West 108th Street Email: [email protected] Financial Aid (212) 865-8315 www.tc.edu/administration/ Office of Financial Aid doctoral Tel: (212) 678-3714 Riverside Church Garage Fax: (212) 678-4089 Riverside Drive & 120th St. Employment Email: [email protected] (212) 870-6736 Office of Human Resources www.tc.edu/FinancialAid Tel: (212) 678-3175 Upper Westside Garage Fax: (212) 678-3178 234 West 108th Street Email: [email protected] (212) 222-8800 www.tc.edu/hr Park Yorkshire Garage 151 West 108th Street (212) 865-2314

Morningside Garage 3100 Broadway (212) 864-9877

Notice: The Offices of Admission, Doctoral Studies and the Registrar will be relocating to the 3rd Floor of Thorndike Hall in the fall of 2008. Please visit the website of the Office of Enrollment and Student Services for updates and the latest information. www.tc.columbia.edu/oess

Teachers College Columbia University 2007-2008 303